Special nuclear material information, security classification guidance. Instruction

International Nuclear Information System (INIS)

Flickinger, A.

1982-01-01

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

Rehabilitation Counseling Information: Programmed Instruction for the Practitioner. Final Report.

Science.gov (United States)

Phelps, William R.

This programmed instruction rehabilitation counseling information test attempts to cover six areas as follows: testing, psychological information, medical information, counseling concepts, history of rehabilitation, and counselor-agency functioning. The information may be utilized for research purposes and/or replicated by others. (Author)

Agricultural Pesticides. An Instructional Unit for Teachers of Adult Vocational Education in Agriculture.

Science.gov (United States)

Harrison, Kenneth M.; Iverson, Maynard J.

The proper use of agricultural pesticides is the major emphasis on the unit of instruction developed as a guide for use by teachers in planning and conducting young farmer and adult farmer classes. Seven lessons are included in the unit covering topical areas related to the utilization of pesticides, herbicides, insecticides, fungicides, and the…

Teacher perspectives on whole-task information literacy instruction

NARCIS (Netherlands)

Wopereis, Iwan; Frerejean, Jimmy; Brand-Gruwel, Saskia

2017-01-01

This paper presents results of an explorative study on perceived merits of contemporary holistic approaches to designing information literacy instruction in a university setting. Seven teachers in educational sciences evaluated their premaster’s course on conducting a literature review designed

Teacher perspectives on whole-task information literacy instruction

NARCIS (Netherlands)

Wopereis, Iwan; Frerejean, Jimmy; Brand-Gruwel, Saskia

2018-01-01

This paper presents results of an explorative study on perceived merits of contemporary holistic approaches to designing information literacy instruction in a university setting. Seven teachers in educational sciences evaluated their premaster’s course on conducting a literature review designed

Procedural and declarative information in user instructions: what we do and don't about these information types.

NARCIS (Netherlands)

Karreman, Joyce; Ummelen, Nicole; Steehouder, M.F.

2005-01-01

The use and the effects of different information types in user instructions are not completely clear. Research showed that procedural information (information about the actions) is the most important information type during use. Research results about the effects of declarative information

Gating Out Misinformation: Can Young Children Follow Instructions to Ignore False Information?

Science.gov (United States)

Schaaf, Jennifer M; Bederian-Gardner, Daniel; Goodman, Gail S

2015-08-01

The current study investigated the effects of misinformation on children's memory reports after practice with the logic-of-opposition instruction at time of test. Four- and 6-year-old children participated in a play event in Session 1. During a two-week delay, parents presented their children with either misinformation or correct information about the play event. Prior to a memory interview in Session 2, some misled children were given a developmentally appropriate logic-of-opposition instruction to not report information provided by their parents. Results indicated that children were misled by the incorrect information, but that the logic-of-opposition instruction aided in the children's retrieval of the original memory, particularly for the 6-year-olds. Implications of the results for memory malleability and social demand effects in children are discussed. Copyright © 2015 John Wiley & Sons, Ltd.

An Organizational Model for Instructional Support at a Community College.

Science.gov (United States)

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

2003-01-01

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

Sport Education and Direct Instruction Units: Comparison of Student Knowledge Development in Athletics

Directory of Open Access Journals (Sweden)

José Pereira, Rui Araújo, Cláudio Farias, Cristiana Bessa, Isabel Mesquita

2016-12-01

Full Text Available This study conducted a comparative analysis of students’ knowledge development on athletics in Sport Education and in a Direct Instruction unit taking into account sex and initial skill level. The participants were an experienced Physical Education teacher and two sixth-grade classes totaling 47 students (25 boys and 22 girls. Each class was randomly placed in either Sport Education or Direct Instruction classes and participated in 20, 45-minutes lessons focused on shot put, hurdles and triple jump. Knowledge on athletics was assessed through a 25-items written and video-based test. The inter-group differences and improvements across time in the knowledge test were analyzed through the Mann-Whitney and Wilcoxon tests, respectively. There were significant knowledge improvements in both instructional approaches irrespective of students’ gender and skill level. In Direct Instruction, the type of task organization, the high rates of repetition of movement patterns and feedback by the teacher were beneficial to student learning. In Sport Education, the autonomy granted to students in the control of the pace of task transitions by making on-going judgments on achievement of performance criteria, implicated students affectively and cognitively with the learning content. It was further supported that several models and teaching strategies should be taken into consideration when teaching Physical Education. Different approaches should be perceived as alternatives and teachers should retain the best in each according with the moment in the unit, student developmental stage, and the specific learning objectives in the task.

Speakeasy Studio and Cafe: Information Literacy, Web-based Library Instruction, and Technology.

Science.gov (United States)

Jacobs, Mark

2001-01-01

Discussion of academic library instruction and information literacy focuses on a Web-based program developed at Washington State University called Speakeasy Studio and Cafe that is used for bibliographic instruction. Highlights include the research process; asking the right question; and adapting to students' differing learning styles. (LRW)

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 Inquiry-Based Integrated Information Literacy Instruction: Four-Year Trends

Directory of Open Access Journals (Sweden)

Lin Ching Chen

2014-07-01

Full Text Available The purpose of this study was to examine the effects of four-year integrated information literacy instruction via a framework of inquiry-based learning on elementary students’ memory and comprehension. Moderating factors of students’ academic achievement was another focus of this study. The subjects were 72 students who have participated in this study since they entered an elementary school in Chiayi district. This elementary school adopted the integrated information literacy instruction, designed by the researchers and elementary school teachers, and integrated it into various subject matters via a framework of inquiry-based learning, such as Super 3 and Big6 models. A series of inquiry-based integrated information literacy instruction has been implemented since the second semester of the subjects’ first grade. A total of seven inquiry learning projects has been implemented from grade one through grade four. Fourteen instruments were used as pretests and posttests to assess students’ factual recall and conceptual understanding of subject contents in different projects. The results showed that inquiry-based integrated information literacy instruction couldhelp students memorize facts and comprehend concepts of subject contents. Regardless ofacademic achievements, if students would like to devote their efforts to inquiry processes, their memory and comprehension of subject contents improvedeffectively. However, students of low-academic achievement might need more time to be familiar with the inquiry-based learning strategy.

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

Science.gov (United States)

Soruç, Adem; Qin, Jingjing; Kim, YouJin

2017-01-01

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

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

Science.gov (United States)

Ullah, Midrar; Ameen, Kanwal

2014-10-01

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

Library instruction in medical education: a survey of current practices in the United States and Canada.

Science.gov (United States)

Nevius, Amanda M; Ettien, A'Llyn; Link, Alissa P; Sobel, Laura Y

2018-01-01

The most recent survey on instruction practices in libraries affiliated with accredited medical institutions in the United States was conducted in 1996. The present study sought to update these data, while expanding to include Canadian libraries. Additional analysis was undertaken to test for statistically significant differences between library instruction in the United States and Canada and between libraries affiliated with highly ranked and unranked institutions. A twenty-eight-question survey was distributed to libraries affiliated with accredited US and Canadian medical schools to assess what and how often librarians teach, as well as how librarians are involved in the curriculum committee and if they are satisfied with their contact with students and faculty. Quantitative data were analyzed with SAS, R, and MedCalc. Most of the seventy-three responding libraries provided instruction, both asynchronously and synchronously. Library instruction was most likely to be offered in two years of medical school, with year one seeing the most activity. Database use was the most frequently taught topic, and libraries reported a median of five librarians providing instruction, with larger staffs offering slightly more education sessions per year. Libraries associated with highly ranked schools were slightly more likely to offer sessions that were integrated into the medical school curriculum in year four and to offer sessions in more years overall. In US and Canadian libraries, regardless of the rank of the affiliated medical school, librarians' provision of instruction in multiple formats on multiple topics is increasingly common.

Implementation of a Personal Fitness Unit Using the Personalized System of Instruction Model

Science.gov (United States)

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

2015-01-01

Levels of physical activity and health-related fitness (HRF) are decreasing among adolescents in the United States. Several interventions have been implemented to reverse this downtrend. Traditionally, physical educators incorporate a direct instruction (DI) strategy, with teaching potentially leading students to disengage during class. An…

Sport Education and Direct Instruction Units: Comparison of Student Knowledge Development in Athletics

Science.gov (United States)

Pereira, José; Araújo, Rui; Farias, Cláudio; Bessa, Cristiana; Mesquita, Isabel

2016-01-01

This study conducted a comparative analysis of students’ knowledge development on athletics in Sport Education and in a Direct Instruction unit taking into account sex and initial skill level. The participants were an experienced Physical Education teacher and two sixth-grade classes totaling 47 students (25 boys and 22 girls). Each class was randomly placed in either Sport Education or Direct Instruction classes and participated in 20, 45-minutes lessons focused on shot put, hurdles and triple jump. Knowledge on athletics was assessed through a 25-items written and video-based test. The inter-group differences and improvements across time in the knowledge test were analyzed through the Mann-Whitney and Wilcoxon tests, respectively. There were significant knowledge improvements in both instructional approaches irrespective of students’ gender and skill level. In Direct Instruction, the type of task organization, the high rates of repetition of movement patterns and feedback by the teacher were beneficial to student learning. In Sport Education, the autonomy granted to students in the control of the pace of task transitions by making on-going judgments on achievement of performance criteria, implicated students affectively and cognitively with the learning content. It was further supported that several models and teaching strategies should be taken into consideration when teaching Physical Education. Different approaches should be perceived as alternatives and teachers should retain the best in each according with the moment in the unit, student developmental stage, and the specific learning objectives in the task. Key points The results in this study showed that regardless of students’ sex, both DI and SE were efficient in the promotion of improvements in students’ content knowledge of athletics. Both boys and girls improved from the pre-test to the post-test in SE and DI. SE was particularly beneficial to lower skill-level. On the contrary, in the DI unit

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

Science.gov (United States)

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

2017-12-01

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

Corn Production and Marketing. An Instructional Unit for Teachers of Adult Vocational Education in Agriculture.

Science.gov (United States)

Grace, Clyde, Jr.; Iverson, Maynard J.

The instructional unit designed to develop the effective ability of farmers to produce, harvest, store, and market corn profitably is structured in 11 lessons. The unit was developed as a guide for use by teachers in planning and conducting young farmer or adult farmer classes. The specific topic areas include varieties of corn, principles of…

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

Directory of Open Access Journals (Sweden)

Eveline Houtman

2015-06-01

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

Ideology and Critical Self-Reflection in Information Literacy Instruction

Science.gov (United States)

Critten, Jessica

2015-01-01

Information literacy instruction traditionally focuses on evaluating a source for bias, relevance, and timeliness, and rightfully so; this critical perspective is vital to a well-formed research process. However, this process is incomplete without a similar focus on the potential biases that the student brings to his or her interactions with…

DEVELOPMENT AND EVALUATION OF INSTRUCTIONAL UNITS FOR TEACHING PROFIT-MAXIMIZING PRINCIPLES IN VOCATIONAL AGRICULTURE. FINAL REPORT.

Science.gov (United States)

BARKER, RICHARD L.

THE WRITING, EVALUATION, AND REVISION OF THE INSTRUCTIONAL UNITS WERE COMPLETED ON SCHEDULE AND A SUMMARY OF THE STUDY WILL BE PUBLISHED IN THE LOCAL "RESEARCH SERIES IN AGRICULTURAL EDUCATION" TO BE SENT TO ALL STATES. THE DEVELOPMENT AND FINDINGS OF THE STUDY WILL BE INCLUDED IN "AGRICULTURAL EDUCATION MAGAZINE." SAMPLE COPIES OF THE UNIT WERE…

Designing Interactive Multimedia Instruction To Enable and Enhance Information Literacy.

Science.gov (United States)

Amidon, Leslie E.

2001-01-01

Addresses key strategies for the design and development of Interactive Multimedia Instruction (IMI) programs for adult learners, focusing on the removal of learning barriers and the incorporation of information literacy principles. Barriers include financial constraints, socio-economic and social class, communication skills, time constraints,…

A case study of secondary teachers facilitating a historical problem-based learning instructional unit

Science.gov (United States)

Pecore, John L.

Current curriculum trends promote inquiry-based student-centered strategies as a way to foster critical thinking and learning. Problem-based learning (PBL), a type of inquiry focusing on an issue or "problem," is an instructional approach taught on the basis that science reform efforts increase scientific literacy. PBL is a constructivist approach to learning real life problems where understanding is a function of content, context, experiences, and learner goals; historical PBL situates the lesson in a historical context and provides opportunities for teaching NOS concepts. While much research exists on the benefits of historical PBL to student learning in general, more research is warranted on how teachers implement PBL in the secondary science curriculum. The purpose of this study was to examine the classroom-learning environment of four science teachers implementing a historical PBL instructional unit to identify the teachers' understandings, successes and obstacles. By identifying teachers' possible achievements and barriers with implementing a constructivist philosophy when executing historical PBL, educators and curriculum designers may improve alignment of the learning environment to constructivist principles. A qualitative interpretive case study guided this research study. The four participants of this study were purposefully and conveniently selected from biology teachers with at least three years of teaching experience, degrees in education, State Licensure, and completion of a PBL workshop. Data collection consisted of pre and post questionnaires, structured interviews, a card sort activity in which participants categorized instructional outcomes, and participant observations. Results indicated that the four teachers assimilated reform-based constructivist practices to fit within their preexisting routines and highlighted the importance of incorporating teachers' current systems into reform-based teacher instruction. While participating teachers

An Emerging Theory for Evidence Based Information Literacy Instruction in School Libraries, Part 2: Building a Culture of Inquiry

Directory of Open Access Journals (Sweden)

Carol A. Gordon

2009-09-01

Full Text Available Objective – The purpose of this paper is to articulate a theory for the use of action research as a tool of evidence based practice for information literacy instruction in school libraries. The emerging theory is intended to capture the complex phenomenon of information skills teaching as it is embedded in school curricula. Such a theory is needed to support research on the integrated approach to teaching information skills and knowledge construction within the framework of inquiry learning. Part 1 of this paper, in the previous issue, built a foundation for emerging theory, which established user‐centric information behavior and constructivist learning theory as the substantive theory behind evidence based library instruction in schools. Part 2 continues to build on the Information Search Process and Guided Inquiry as foundational to studying the information‐to‐knowledge connection and the concepts of help and intervention characteristic of 21st century school library instruction.Methods – This paper examines the purpose and methodology of action research as a tool of evidence based instruction. This is accomplished through the explication of three components of theory‐building: paradigm, substantive research, and metatheory. Evidence based practice is identified as the paradigm that contributes values and assumptions about school library instruction. It establishes the role of evidence in teaching and learning, linking theory and practice. Action research, as a tool of evidence based practice is defined as the synthesis of authentic learning, or performance‐based assessment practices that continuously generate evidence throughout the inquiry unit of instruction and traditional data collection methods typically used in formal research. This paper adds social psychology theory from Lewin’s work, which contributes methodology from Gestalt psychology, field theory, group dynamics, and change theory. For Lewin the purpose of action

Site Specific Waste Management Instruction for the 116-F-4 soil storage unit

International Nuclear Information System (INIS)

Hopkins, G.G.

1996-08-01

This Site Specific Waste Management Instruction provides guidance for management of waste generated during the excavation and remediation of soil and debris from the 116-4 soil storage unit located at the Hanford Site in Richland, Washington. This document outlines the waste management practices that will be performed in the field to implement federal, state, and US Department of Energy requirements

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

Science.gov (United States)

Houtman, Eveline

2015-01-01

The new ACRL "Framework for Information Literacy for Higher Education" brings a new emphasis into our instruction on student metacognition and dispositions. In this article I introduce self-regulated learning, a related concept from the field of education; it encompasses metacognition, emotions, motivations and behaviors. I discuss how…

14 CFR Appendix A to Part 27 - Instructions for Continued Airworthiness

Science.gov (United States)

2010-01-01

... manual or manuals must be prepared in the English language. The Instructions for Continued Airworthiness...) Scheduling information for each part of the rotorcraft and its engines, auxiliary power units, rotors...

14 CFR Appendix A to Part 29 - Instructions for Continued Airworthiness

Science.gov (United States)

2010-01-01

... manual or manuals must be prepared in the English language. The Instructions for Continued Airworthiness...) Scheduling information for each part of the rotorcraft and its engines, auxiliary power units, rotors...

Informing Instruction of Students with Autism in Public School Settings

Science.gov (United States)

Kuo, Nai-Cheng

2016-01-01

The number of applied behavior analysis (ABA) classrooms for students with autism is increasing in K-12 public schools. To inform instruction of students with autism in public school settings, this study examined the relation between performance on mastery learning assessments and standardized achievement tests for students with autism spectrum…

Making Information Literacy Instruction More Efficient by Providing Individual Feedback

Science.gov (United States)

Peter, Johannes; Leichner, Nikolas; Mayer, Anne-Kathrin; Krampen, Günter

2017-01-01

This paper presents an approach to information literacy instruction in colleges and universities that combines online and classroom learning (Blended Learning). The concept includes only one classroom seminar, so the approach presented here can replace existing one-shot sessions at colleges and universities without changes to the current workflow.…

The Flipped Classroom Teaching Model and Its Use for Information Literacy Instruction

Directory of Open Access Journals (Sweden)

Sara Arnold-Garza

2014-07-01

Full Text Available The “flipped classroom” teaching model has emerged in a variety of educational settings. It provides many advantages for students and exploits the affordances of modern technology. This article describes some of the pedagogical and logistical characteristics of the flipped teaching model. It situates the flipped classroom in higher education and library instruction, and make the case that there are characteristics of information literacy instruction that fit well with the flipped teaching model, in addition to providing some unique challenges.

14 CFR Appendix G to Part 23 - Instructions for Continued Airworthiness

Science.gov (United States)

2010-01-01

... contents of the manual or manuals must be prepared in the English language. The Instructions for Continued...) Scheduling information for each part of the airplane and its engines, auxiliary power units, propellers...

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…

Ecology of Missouri Forests. Instructional Unit. Conservation Education Series.

Science.gov (United States)

Jackson, Jim

This unit is designed to help science, social studies, vocational agriculture, and other teachers incorporate forest ecology concepts into their subject matter. The unit includes: (1) topic outline; (2) unit objectives; (3) background information on climate and soils, levels of a deciduous forest, age classes, food and energy relationships, forest…

Differences Between Library Instruction Conference Attendees and their Institutional Affiliations in the United States and Canada are Discernible. A review of: Willingham, Patricia, Linda Carder, and Christopher Millson‐Martula. “Does a Border Make a Difference? Library Instruction in the United States and Canada.” Journal of Academic Librarianship 32.1 (Jan. 2006: 23-34.

Directory of Open Access Journals (Sweden)

Carol Perryman

2006-09-01

Full Text Available Objective – The primary intent of this study was to identify differences among library instruction conference attendees and their institutions between the United States and Canada. The overall hypothesis was that there would be areas of measurable distinction between the two countries. The authors tested nine hypotheses: #1, that the largest number of survey respondents would be employed at large institutions; #2, that statistically, the majority of well developed instructional programs are found at universities rather than colleges; #3, that beginning programs are more often found at four-year institutions; #4, that program development and technological issues predominate among instructional foci in the early twenty-first century; #5, that more experienced librarians are more likely to attend library instruction conferences; #6, that LOEX (originally an acronym for Library Orientation Exchange is perceived as the most valuable conference in library instruction; #7, that the impact of conference attendance upon library program development is only moderate; #8, that conference theme and reputation are the two greatest factors contributing to attendance; and #9, that the majority of conference attendees are from the United States. Design – Historical research, and an emailed survey. Setting – Libraries and library instruction conferences in the United States and Canada. Subjects – One hundred thirty-two librarians who were attendees at one of three library user instruction conferences: LOEX, LOEX of the West, and WILU (Workshop on Instruction in Library Use. Methods – First, a brief historical review was conducted on the influence of social, economic, and political events on the development of library user instruction, the creation of conferences focused on library instruction in from the United States and Canada, and national surveys looking at institutional support for instructional development. Next, a survey instrument consisting of

Site-specific waste management instruction for the 100-KR-4 Operable Unit drilling

International Nuclear Information System (INIS)

Hadley, J.T.

1996-07-01

This site-specific waste management instruction provides guidance for the management of waste generated as a result of groundwater well installations in the 100-KR-4 Operable Unit (OU). The well installations are necessary to implement the Remedial Action (RA) option (pump-and-treat using ion exchange) to prevent discharge of hexavalent chromium at levels above those considered protective of aquatic life in the Columbia River and riverbed sediments

Transparent Runtime Migration of Loop-Based Traces of Processor Instructions to Reconfigurable Processing Units

Directory of Open Access Journals (Sweden)

João Bispo

2013-01-01

Full Text Available The ability to map instructions running in a microprocessor to a reconfigurable processing unit (RPU, acting as a coprocessor, enables the runtime acceleration of applications and ensures code and possibly performance portability. In this work, we focus on the mapping of loop-based instruction traces (called Megablocks to RPUs. The proposed approach considers offline partitioning and mapping stages without ignoring their future runtime applicability. We present a toolchain that automatically extracts specific trace-based loops, called Megablocks, from MicroBlaze instruction traces and generates an RPU for executing those loops. Our hardware infrastructure is able to move loop execution from the microprocessor to the RPU transparently, at runtime, and without changing the executable binaries. The toolchain and the system are fully operational. Three FPGA implementations of the system, differing in the hardware interfaces used, were tested and evaluated with a set of 15 application kernels. Speedups ranging from 1.26 to 3.69 were achieved for the best alternative using a MicroBlaze processor with local memory.

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.

Conceptions of Scientific Knowledge Influence Learning of Academic Skills: Epistemic Beliefs and the Efficacy of Information Literacy Instruction

Science.gov (United States)

Rosman, Tom; Peter, Johannes; Mayer, Anne-Kathrin; Krampen, Günter

2018-01-01

The present article investigates the effects of epistemic beliefs (i.e. beliefs about the nature of knowledge and knowing) on the effectiveness of information literacy instruction (i.e. instruction on how to search for scholarly information in academic settings). We expected psychology students with less sophisticated beliefs (especially…

Application of Instructional Design Principles in Developing an Online Information Literacy Curriculum.

Science.gov (United States)

Mi, Misa

2016-01-01

An online information literacy curriculum was developed as an intervention to engage students in independent study and self-assessment of their learning needs and learning outcomes, develop proficiency in information skills, and foster lifelong learning. This column demonstrates how instructional design principles were applied to create the learning experiences integrated into various courses of the medical curriculum to promote active learning of information skills and maximize self-directed learning outcomes for lifelong learning.

Integrating Assessment into Recurring Information Literacy Instruction: A Case Study from LIS Education

Science.gov (United States)

Searing, Susan E.

2007-01-01

Information literacy instruction is integrated into the distance education program in library and information science (LEEP) at the University of Illinois, Urbana-Champaign (UIUC). This article describes the LEEP program and the library services provided to its students. Published research on LEEP and related topics in librarianship is reviewed.…

Mental Rotation of Tactical Instruction Displays Affects Information Processing Demand and Execution Accuracy in Basketball

Science.gov (United States)

Koopmann, Till; Steggemann-Weinrich, Yvonne; Baumeister, Jochen; Krause, Daniel

2017-01-01

Purpose: In sports games, coaches often use tactic boards to present tactical instructions during time-outs (e.g., 20 s to 60 s in basketball). Instructions should be presented in a way that enables fast and errorless information processing for the players. The aim of this study was to test the effect of different orientations of visual tactical…

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

Science.gov (United States)

Guenzel, Pamela J.; And Others

1995-01-01

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

Learning Through Quests and Contests: Games in Information Literacy Instruction

OpenAIRE

Maura A Smale

2011-01-01

Games-based learning is an innovative pedagogical strategy employed at all levels of education, and much research in education, psychology, and other disciplines supports its effectiveness in engaging and motivating students, as well as increasing student learning. Many libraries have incorporated games into their collections and programming. College and university libraries have begun to use games for information literacy and library instruction. Academic librarians use commercially-produ...

Using Informal Classroom Observations to Improve Instruction

Science.gov (United States)

Ing, Marsha

2010-01-01

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

美國圖書資訊學網路教學調查研究 | Web-based Instruction in Library and Information Science in the United States : A Survey

Directory of Open Access Journals (Sweden)

王梅玲 Mei-Ling Wang

2003-04-01

="EN-US">7校以網路教學授與碩士學位本論文首先概介38個圖書責訊學研究所基本資料、遠距教育形式、以及網站內容與結構。其次，析述網路教學概況、簡史、提供學程／課程種類、網路教學方式、課程設計與主題、網路教學系統、教師、學生、行政與管理、與繼續教育的應用等。

The use of distance education to reach distant student in Library education in the United States began in 1888. After one hundred years developed, web-based distance education is popular among library and information science schools. This study mainly discusses web-based instruction in library and information science in the United States. At first, it explores the definitions, theories, values, instruction methods, and system components of web-based distance education. Findings are reported from a web survey of 38 library and information science schools in the U.S., regarding web-based instruction at their institutions. Results of the study show that 26 schools provide web-based instruction. Finally, the

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…

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

Science.gov (United States)

Selig, Judith A.; And Others

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

AN APPRAISAL OF INSTRUCTIONAL UNITS TO ENHANCE STUDENT UNDERSTANDING OF PROFIT-MAXIMIZING PRINCIPLES. APPENDIX TO FINAL REPORT.

Science.gov (United States)

BARKER, RICHARD L.

TWENTY-TWO OHIO HIGH SCHOOLS OFFERING VOCATIONAL AGRICULTURE TO 262 JUNIOR AND SENIOR STUDENTS PARTICIPATED IN A STUDY TO MEASURE THE RELATIVE EFFECTIVENESS OF FARM MANAGEMENT INSTRUCTIONAL UNITS DESIGNED TO ENHANCE STUDENT UNDERSTANDING OF BASIC PROFIT-MAXIMIZING PRINCIPLES WHEN USED IN TEACHING VOCATIONAL AGRICULTURE STUDENTS IN THE SCHOOL…

Natural Resource Information System. Volume 2: System operating procedures and instructions

Science.gov (United States)

1972-01-01

A total computer software system description is provided for the prototype Natural Resource Information System designed to store, process, and display data of maximum usefulness to land management decision making. Program modules are described, as are the computer file design, file updating methods, digitizing process, and paper tape conversion to magnetic tape. Operating instructions for the system, data output, printed output, and graphic output are also discussed.

Site-specific waste management instruction for the 100-KR-4 Operable Unit drilling. Revision 1

International Nuclear Information System (INIS)

Hadley, J.T.

1996-08-01

This site-specific waste management instruction provides guidance for the management of waste generated as a result of groundwater well installations in the 100-KR-4 Operable Unit (OU). The well installations are necessary to implement the Remedial Action (RA) option (pump-and-treat using ion exchange) to prevent discharge of hexavalent chromium at levels above those considered protective of aquatic life in the Columbia River and riverbed sediments

A Study on Information Technology Integrated Guided Iscovery Instruction towards Students' Learning Achievement and Learning Retention

Science.gov (United States)

Shieh, Chich-Jen; Yu, Lean

2016-01-01

In the information explosion era with constant changes of information, educators have promoted various effective learning strategies for students adapting to the complex modern society. The impact and influence of traditional teaching method have information technology integrated modern instruction and science concept learning play an important…

The Development of an Individualized Instructional Program in Beginning College Mathematics Utilizing Computer Based Resource Units. Final Report.

Science.gov (United States)

Rockhill, Theron D.

Reported is an attempt to develop and evaluate an individualized instructional program in pre-calculus college mathematics. Four computer based resource units were developed in the areas of set theory, relations and function, algebra, trigonometry, and analytic geometry. Objectives were determined by experienced calculus teachers, and…

AN APPRAISAL OF INSTRUCTIONAL UNITS TO ENHANCE STUDENT UNDERSTANDING OF PROFIT-MAXIMIZING PRINCIPLES. RESEARCH SERIES IN AGRICULTURAL EDUCATION.

Science.gov (United States)

BARKER, RICHARD L.; BENDER, RALPH E.

TWENTY-TWO SELECTED OHIO VOCATIONAL AGRICULTURE TEACHERS AND 262 JUNIOR AND SENIOR VOCATIONAL AGRICULTURE STUDENTS PARTICIPATED IN A STUDY TO MEASURE THE RELATIVE EFFECTIVENESS OF NEWLY DEVELOPED INSTRUCTIONAL UNITS DESIGNED TO ENHANCE STUDENT UNDERSTANDING OF PROFIT-MAXIMIZING PRINCIPLES IN FARM MANAGEMENT. FARM MANAGEMENT WAS TAUGHT IN THE…

Soil Formation and Distribution in Missouri. Instructional Unit. Conservation Education Series.

Science.gov (United States)

Castillon, David A.

This unit is designed to help vocational agriculture teachers incorporate information on soil formation and the soils geography of Missouri into their curriculum. The unit consists of: (1) a topic outline; (2) general unit objectives; (3) discussions of processes and factors of soil formation, the soils geography of Missouri, and some soil…

The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries

Science.gov (United States)

Sawetrattanasatian, Oranuch

2014-01-01

Web 2.0 technology has drawn much attention recently as a fascinating tool for Information Literacy Instruction (ILI), especially in academic libraries. This research was aimed to investigate the implementation of Web 2.0 technology for ILI in Thai university libraries, in terms of information literacy skills being taught, types of Web 2.0…

77 FR 40383 - Comment Request for Information Collection for Labor Condition Application and Instructions for H...

Science.gov (United States)

2012-07-09

... information collection, Office of Management and Budget (OMB) Control Number 1205- 0310, containing Form ETA... for Nonimmigrants (electronic version); Form ETA 9035CP--General Instructions for the 9035 & 9035E... Information Form. OMB Control Number: 1205-0310. Affected Public: Businesses or other for-profits, not-for...

Communicating the relevance of the library in the age of Google: Improving undergraduate research skills and information literacy though new models of library instruction

Directory of Open Access Journals (Sweden)

Jennifer Rempel

2013-12-01

Full Text Available Most academic librarians have long been aware that the ascent of the Internet has posed a challenge to the primacy of the library as information hub. Recent studies have shown that the majority of undergraduate students do not begin their research in the library, but with Google and Wikipedia - and many students end their research here as well (Connaway, Dickey, & Radford, 2011. This trend would seem to bode ill for the quality of the research skills and the level of information literacy among current undergraduates, as many students privilege convenient access to information over quality of content (Colón-Aguirre & Fleming-May, 2012; Connaway, et al., 2011. But how do we prepare undergraduate students for the rigours of academic research given this circumstance? The library instruction session has been the path to information literacy traditionally taken by colleges and universities, but increasingly, librarians have begun questioning the value of these sessions. Many undergraduates do not find library instruction sessions relevant to their practical information needs and to changing modes of information access, and many students do not come away from library information sessions feeling fully prepared - or even fully willing - to move beyond Google and into the library in order to carry out quality information searches (Colón-Aguirre & Fleming-May, 2012. Indeed, many librarians also now feel that the classic model of library instruction no longer fully meets the information needs of undergraduates nor anticipates their Internet-focused research habits, and that library instruction needs to change dramatically in order to do so (Colón-Aguirre & Fleming-May, 2012; Farkas, 2012. Such means of improving library instruction include: breaking away from the single-session model and moving toward a multiple-session model (Farkas, 2012; incorporating discussion of Internet-based and electronic resources more fully into instruction sessions (Col

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…

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

Science.gov (United States)

DuMolin, James R.; Morgan, Robert P.

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

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.

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

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

Science.gov (United States)

Burton, Larry D.; Prest, Sharon

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

Floating point only SIMD instruction set architecture including compare, select, Boolean, and alignment operations

Science.gov (United States)

Gschwind, Michael K [Chappaqua, NY

2011-03-01

Mechanisms for implementing a floating point only single instruction multiple data instruction set architecture are provided. A processor is provided that comprises an issue unit, an execution unit coupled to the issue unit, and a vector register file coupled to the execution unit. The execution unit has logic that implements a floating point (FP) only single instruction multiple data (SIMD) instruction set architecture (ISA). The floating point vector registers of the vector register file store both scalar and floating point values as vectors having a plurality of vector elements. The processor may be part of a data processing system.

46 CFR 160.151-59 - Operating instructions and information for the ship's training manual.

Science.gov (United States)

2010-10-01

... 46 Shipping 6 2010-10-01 2010-10-01 false Operating instructions and information for the ship's training manual. 160.151-59 Section 160.151-59 Shipping COAST GUARD, DEPARTMENT OF HOMELAND SECURITY (CONTINUED) EQUIPMENT, CONSTRUCTION, AND MATERIALS: SPECIFICATIONS AND APPROVAL LIFESAVING EQUIPMENT Inflatable Liferafts (SOLAS) § 160.151-59...

Information literacy instruction in special libraries: the situation in the year 2010 in comparison with the year 2002

Directory of Open Access Journals (Sweden)

Uršula Tarfila

2011-01-01

Full Text Available Purpose: The aim of the research was to explore if information literacy instruction of Slovenian special library users has been improved since the last study in the year 2002,and if so, in which directions.Methodology/approach: Web-based survey was used to collect data from special libraries;the results were then compared with the findings of the survey carried out in 2002.Results: The results show that information literacy instruction of special library users has remained more or less unchanged. In the 2010 survey included special librarians are aware of the importance of developing information literacy but they are restricted by work overload, lack of resources and time, or are unskilled to perform this activity.As compared to the year 2002, a noticeable change has been observed only in the higher level of co-operation between special libraries and departments of their parent organizations.Research limitation: The sample size of both studies was not even, for advanced understanding of some results additional research methods should be used.Originality/practical implications: The study should stimulate special libraries to make a step forward in developing user instruction. However, information literacy is a core skill of the active working population and the driving force of innovation and competitiveness of the parent organization.

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...

Kindergarten Teachers' Understanding of the Elements of Implementing Inquiry-Based Science Instruction

Science.gov (United States)

Blevins, Kathryn

The purpose of this basic qualitative research study was to identify the extent to which kindergarten teachers understand and implement inquiry-based instruction in their science classrooms. This study was conducted in response to the indication that traditional didactic teaching methods were not enough to adequately prepare American students to compete in the global economy. Inquiry is a teaching method that could prepare students for the critical thinking skills needed to enter society in the 21st century. It is vital that teachers be sufficiently trained in teaching using the necessary components of inquiry-based instruction. This study could be used to inform leaders in educational administration of the gaps in teachers' understanding as it pertains to inquiry, thus allowing for the delivery of professional development that will address teachers' needs. Existing literature on inquiry-based instruction provides minimal information on kindergarten teachers' understanding and usage of inquiry to teach science content, and this information would be necessary to inform administrators in their response to supporting teachers in the implementation of inquiry. The primary research question for this study was "To what extent do kindergarten teachers understand the elements of implementing inquiry-based lessons in science instruction?" The 10 participants in this study were all kindergarten teachers in a midsized school district in the Mid-Atlantic region of the United States. Data were collected using face-to-face semistructured interviews, observations of the teachers implementing what they perceived to be inquiry-based instruction, and the analysis of lesson plans to indicate the components used to plan for inquiry-instruction. The findings of this study indicated that while teachers believed inquiry to be a beneficial method for teaching science, they did not understand the components of inquiry and tended to implement lesson plans created at the district level. By

METRIC context unit architecture

Energy Technology Data Exchange (ETDEWEB)

Simpson, R.O.

1988-01-01

METRIC is an architecture for a simple but powerful Reduced Instruction Set Computer (RISC). Its speed comes from the simultaneous processing of several instruction streams, with instructions from the various streams being dispatched into METRIC's execution pipeline as they become available for execution. The pipeline is thus kept full, with a mix of instructions for several contexts in execution at the same time. True parallel programming is supported within a single execution unit, the METRIC Context Unit. METRIC's architecture provides for expansion through the addition of multiple Context Units and of specialized Functional Units. The architecture thus spans a range of size and performance from a single-chip microcomputer up through large and powerful multiprocessors. This research concentrates on the specification of the METRIC Context Unit at the architectural level. Performance tradeoffs made during METRIC's design are discussed, and projections of METRIC's performance are made based on simulation studies.

The Connections among Immigration, Nation Building, and Adult Education English as a Second Language Instruction in the United States

Science.gov (United States)

Ullman, Char

2010-01-01

Since its inception at the turn of the last century, adult education English as a Second Language (ESL) instruction in the United States has been entwined with immigration processes and ideas of the nation. In spite of current uncertainty about the overhauling of federal immigration policy, increasingly anti-immigrant laws in states such as…

Oceanic Circulation. A Programmed Unit of Instruction.

Science.gov (United States)

Marine Maritime Academy, Castine.

This booklet contains a programmed lesson on oceanic circulation. It is designed to allow students to progress through the subject at their own speed. Since it is written in linear format, it is suggested that students proceed through the program from "frame" to succeeding "frame." Instructions for students on how to use the booklet are included.…

Bibliographic Instruction in the 21st Century.

Science.gov (United States)

Poirier, Gayle

2000-01-01

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

Designing Instructional Strategies which Facilitate Learning for Mastery.

Science.gov (United States)

Anderson, Lorin W.; Jones, Beau Fly

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

75 FR 35286 - Agency Information Collection Activities; Proposed Collection; Comment Request; Safety Standard...

Science.gov (United States)

2010-06-21

... the retail package. There are seven known firms supplying walkers to the United States market. Four of... instructional literature requirements in the Safety Standard for Infant walkers. DATES: Submit written or... for marking and instructional literature. We estimate the burden of this collection of information as...

75 FR 30783 - Agency Information Collection Activities; Proposed Collection; Comment Request; Safety Standard...

Science.gov (United States)

2010-06-02

... product and the retail package. There are three known firms supplying bath seats to the United States... marking and instructional literature requirements in the Safety Standard for Infant Bath Seats. DATES... for marking and instructional literature. We estimate the burden of this collection of information as...

Enhancing Information Literacy for Preservice Elementary Teachers: A Case Study from the United States

Science.gov (United States)

Ruppel, Margie; Fry, Sara Winstead; Bentahar, Adil

2016-01-01

Through this study, a librarian and faculty team aimed to determine the extent to which a one-credit information literacy course deepened preservice teachers' understanding of information literacy. We employed a treatment and control group design; treatment participants received 15 hours of information literacy instruction while control…

Transforming information for computer-aided instruction: using a Socratic Dialogue method to teach gross anatomy.

Science.gov (United States)

Constantinou, P; Daane, S; Dev, P

1994-01-01

Traditional teaching of anatomy can be a difficult process of rote memorization. Computers allow information presentation to be much more dynamic, and interactive; the same information can be presented in multiple organizations. Using this idea, we have implemented a new pedagogy for computer-assisted instruction in The Anatomy Lesson, an interactive digital teacher which uses a "Socratic Dialogue" metaphor, as well as a textbook-like approach, to facilitate conceptual learning in anatomy.

Emergency operating instruction improvements at San Onofre Nuclear Generating Station Units 2 and 3

International Nuclear Information System (INIS)

Trillo, M.W.; Smith, B.H.

1989-01-01

In late 1987, San Onofre nuclear generating station (SONGS) began an extensive upgrade of the units 2 and 3 emergency operating instructions (EOIs). The original intent of this program was to incorporate revised generic guidance and to correct problems that were identified by operators. While this program was in progress, the US Nuclear Regulatory Commission (NRC) conducted a series of audits of emergency operating procedure (EOP) development and maintenance programs as 16 commercial nuclear facilities in the United States. These audits included four stations with Combustion Engineering-designed nuclear steam supply systems. (One of these audits included a review of preupgrade SONGS units 2 and 3 EOIs.) Significant industrywide comments resulted from these audits. The NRC has stated its intent to continue the review and audit of EOIs and the associated maintenance programs at all US commercial nuclear facilities. The units 2 and 3 EOI upgrade program developed procedural improvements and procedural program maintenance improvements that address many of the existing audit comments that have been received by the industry. Other resulting improvements may be useful in minimizing NRC comments in future such audits. Specific improvements are discussed. The upgrade program resulted in benefits that were not originally anticipated. The results of this program can be of significant use by other utilities in addressing the industrywide concerns that have been raised in recent NRC audits of EOP development and maintenance programs

The effects of online science instruction using geographic information systems to foster inquiry learning of teachers and middle school science students

Science.gov (United States)

Hagevik, Rita Anne

This study investigated the effects of using Geographic Information Systems (GIS) to improve middle school students' and their teachers' understanding of environmental content and GIS. Constructivism provided the theoretical framework with Bonnstetter's inquiry evolution and Swartz's problem solving as the conceptual framework for designing these GIS units and interpreting the results. Teachers from nine schools in five counties attended a one-week workshop and follow-up session, where they learned how to teach the online Mapping Our School Site (www.ncsu.edu/scilink/studysite) and CITYgreen GIS inquiry-based problem-solving units. Two years after the workshop, two teachers from the workshop taught the six week Mapping Our School Site (MOSS) unit in the fall and one teacher from a different school taught the MOSS unit in the fall and the CITYgreen GIS unit in the spring. The students in the MOSS experimental group (n = 131) and the CITYgreen GIS comparison group (n = 33) were compared for differences in understanding of environmental content. Other factors were investigated such as students' spatial abilities, experiences, and learning preferences. Teachers and students completed the online Learning Styles Inventory (LSI), Spatial Experience Survey (SES), and the Purdue Spatial Visualization Test: Rotations (PSVT:R). Using qualitative and quantitative analyses, results indicated that the CITYgreen GIS group learned the environmental content better than the MOSS group. The MOSS group better understood how to design experiments and to use GIS to analyze problem questions. Both groups improved in problem identification and problem solving, data accuracy, and hypothesis testing. The spatial reasoning score was compared to learning style as reported on the LSI, and other spatial experiences as reported on the SES. Males scored higher than females on the spatial reasoning test, the more computer games played the higher the score, and the fewer shop classes taken the

PLE-based instruction concept

Science.gov (United States)

Javorcik, Tomas

2017-11-01

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

The Status of Genetics Curriculum in Higher Education in the United States: Goals and Assessment

Science.gov (United States)

McElhinny, Teresa L.; Dougherty, Michael J.; Bowling, Bethany V.; Libarkin, Julie C.

2014-01-01

We review the state of genetics instruction in the United States through the lens of backward design, with particular attention to the goals and assessments that inform curricular practice. An analysis of syllabi and leading textbooks indicates that genetics instruction focuses most strongly on foundations of DNA and Mendelian genetics. At the…

Effectiveness of Prepared Instruction Units in Teaching the Principles of Internal Combustion Engine Operation and Maintenance. Technical Bulletin No. 192.

Science.gov (United States)

Jacobs, Clinton O.

The report is an evaluation of the effectiveness of the 12 instructional units developed around the use of the Briggs-Stratton Model 80302, 3HP, 8 cu. in. displacement engine having a fuel induction system similar in construction to farm tractor types. The evaluation procedure used was the "one-group Pre-test and Post-test" research method. The…

Planeamiento de la unidad didactica en le ensenanza del ingles como idioma extranjero (Planning the Teaching Unit in the Instruction of English as a Foreign Language).

Science.gov (United States)

Medina T., Rene

1971-01-01

This paper discusses the use of the teaching unit as a means for organization in English-as-a-foreign-language classes. It lists the essential elements in the construction of such a unit: cultural topic, linguistic elements, time period, main objectives, instructional materials, focus, specific activities, intended results, evaluation techniques,…

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

Science.gov (United States)

Beshears, Crystal M.

2012-01-01

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

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

Directory of Open Access Journals (Sweden)

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.

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

Lack of interaction between sensing-intuitive learning styles and problem-first versus information-first instruction: a randomized crossover trial.

Science.gov (United States)

Cook, David A; Thompson, Warren G; Thomas, Kris G; Thomas, Matthew R

2009-03-01

Adaptation to learning styles has been proposed to enhance learning. We hypothesized that learners with sensing learning style would perform better using a problem-first instructional method while intuitive learners would do better using an information-first method. Randomized, controlled, crossover trial. Resident ambulatory clinics. 123 internal medicine residents. Four Web-based modules in ambulatory internal medicine were developed in both "didactic" (information first, followed by patient problem and questions) and "problem" (case and questions first, followed by information) format. Knowledge posttest, format preference, learning style (Index of Learning Styles). Knowledge scores were similar between the didactic (mean +/- standard error, 83.0 +/- 0.8) and problem (82.3 +/- 0.8) formats (p = .42; 95% confidence interval [CI] for difference, -2.3 to 0.9). There was no difference between formats in regression slopes of knowledge scores on sensing-intuitive scores (p = .63) or in analysis of knowledge scores by styles classification (sensing 82.5 +/- 1.0, intermediate 83.7 +/- 1.2, intuitive 81.0 +/- 1.5; p = .37 for main effect, p = .59 for interaction with format). Format preference was neutral (3.2 +/- 0.2 [1 strongly prefers didactic, 6 strongly prefers problem], p = .12), and there was no association between learning styles and preference (p = .44). Formats were similar in time to complete modules (43.7 +/- 2.2 vs 43.2 +/- 2.2 minutes, p = .72). Starting instruction with a problem (versus employing problems later on) may not improve learning outcomes. Sensing and intuitive learners perform similarly following problem-first and didactic-first instruction. Results may apply to other instructional media.

Categories for Observing Language Arts Instruction (COLAI).

Science.gov (United States)

Benterud, Julianna G.

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

Instruction timing for the CDC 7600 computer

International Nuclear Information System (INIS)

Lipps, H.

1975-01-01

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

Learning and performance under alternative instructional manifestations of experimental practice

Science.gov (United States)

Ford, Michael J.

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

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

Science.gov (United States)

Edwards, Kay L.

1998-01-01

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

Self-Instructional Module Based on Cognitive Load Theory: A Study on Information Retention among Trainee Teachers

Science.gov (United States)

Ong, Chiek Pin; Tasir, Zaidatun

2015-01-01

The aim of the research is to study the information retention among trainee teachers using a self-instructional printed module based on Cognitive Load Theory for learning spreadsheet software. Effective pedagogical considerations integrating the theoretical concepts related to cognitive load are reflected in the design and development of the…

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

Science.gov (United States)

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

2013-12-01

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

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.

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.

Keeping Pace with Information Literacy Instruction for the Real World: When Will MLS Programs Wake Up and Smell the LILACs?

Directory of Open Access Journals (Sweden)

Kimberly Davies-Hoffman

2013-08-01

Full Text Available For over thirty years, numerous studies have discussed the contradiction between the growing importance of information literacy instruction to the Library’s core mission and lack of pedagogical training for new librarians. This article reviews the more recent contributions on the topic, presents a survey of New York State MLS curricula and describes initiatives of pedagogy training offered in that region outside of MLS programs. The authors focus on the Library Instruction Leadership Academy (LILAC, an innovative, semester-long training program created in Western New York State to offer instruction in the pedagogical foundation and practical experience essential for teaching information literacy skills effectively. They provide details of the program’s content, organization, funding, assessment methods, and learning outcomes. While regional initiatives like LILAC prove to be very valuable to their participants, the authors aim to apply pressure on MLS programs to establish curricular requirements better suited to the demands of today's librarianship.

The United Nations University and Information Development.

Science.gov (United States)

Tanaskovic, Ines Wesley

1994-01-01

Describes the role of the United Nations University (UNU) in promoting the effective use of new information technologies in support of science and technology for development. The UNU Information and Decision Systems (INDES) project examines the constraints preventing developing nations from using advances in informatics and from integrating their…

Effects of memory instruction on attention and information processing: Further investigation of inhibition of return in item-method directed forgetting.

Science.gov (United States)

Thompson, Kate M; Hamm, Jeff P; Taylor, Tracy L

2014-02-01

In the item-method directed-forgetting paradigm, the magnitude of inhibition of return (IOR) is larger after an instruction to forget (F) than after an instruction to remember (R). In the present experiments, we further investigated this increased magnitude of IOR after F as compared to R memory instructions (dubbed the F > R IOR difference), in order to understand both the consequences for information processing and the purpose of the differential withdrawal of attention that results in this difference. Words were presented in one of four peripheral locations, followed by either an F or an R memory instruction. Then, a target appeared in either the same location as the previous word or one of the other locations. The results showed that the F > R IOR difference cannot be explained by attentional momentum (Exp. 1), that the spatial compatibility of the response options with target locations is not necessary for the F > R IOR difference to emerge (Exp. 2), and that the F > R IOR difference is location-specific rather than response-specific (Exp. 3). These results are consistent with the view that F > R IOR represents a bias against responding to information emanating from an unreliable source (Taylor & Fawcett, 2011).

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 51: Workplace communications skills and the value of communications and information-use skills instruction: Engineering students' perspectives

Science.gov (United States)

Pinelli, Thomas E.; Barclay, Rebecca O.; Kennedy, John M.

1995-01-01

Studies indicate that communications and information-related activities take up a substantial portion of an engineer's work week; therefore, effective communications and information use skills are one of the key engineering competencies that recent graduates of engineering programs are expected to possess. Feedback from industry rates communications and information use skills of entry-level engineers low. Missing from current discussions of communications and information use skills and competencies for engineering students is a clear explanation from the professional engineering community about what constitutes 'acceptable and desirable communications and information norms' within that community. To gather adequate and generalizable data about communications and information skills instruction and to provide a student perspective on the communications skills of engineers, we undertook a national study of aerospace engineering students in March 1993. The study included questions about the importance of certain communications and information skills to professional success, the instruction students had received in these skills, and perceived helpfulness of the instruction. Selected results from the study study are reported in this paper.

System for processing an encrypted instruction stream in hardware

Science.gov (United States)

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

2016-04-12

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

The role of veterinary medical librarians in teaching information literacy.

Science.gov (United States)

Dinkelman, Andrea L; Viera, Ann R; Bickett-Weddle, Danelle A

2011-01-01

This qualitative study seeks to determine the nature of the instruction librarians provide to veterinary medical students at all 28 United States veterinary colleges. A secondary goal of the study was to determine in what ways and to what extent librarians participated in other instructional activities at their colleges. Over half of the librarians formally taught in one or more courses, predominantly in the first two years of the veterinary curriculum. One presentation per course was most common. Over half of the librarians interviewed stated that evidence-based veterinary medicine was taught at their colleges, and about half of these librarians collaborated with veterinary faculty in this instruction. Many librarians participated in orientation for first-year veterinary students. The librarians also taught instructional sessions for residents, interns, faculty, graduate students, and practicing veterinarians. This study found that librarians teach information literacy skills both formally and informally, but, in general, instruction by librarians was not well integrated into the curriculum. This study advances several recommendations to help veterinary students develop information literacy skills. These include: encourage veterinary faculty and administrators to collaborate more closely with librarians, incorporate a broader array of information literacy skills into assignments, and add a literature evaluation course to the curriculum.

Inquiry-Based Instruction and High Stakes Testing

Science.gov (United States)

Cothern, Rebecca L.

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

Subject Specialization and Science Teachers' Perception of Information and Communication Technology for Instruction in Kwara State

Science.gov (United States)

Fakomogbon, Michael Ayodele; Adebayo, Rachael Funmi; Adegbija, Mosiforeba Victoria; Shittu, Ahmed Tajudeen; Oyelekan, Oloyede Solomon

2014-01-01

This study examined Kwara State secondary school science teachers' perception of [information and communications technology] ICT for instruction based on their area of specialization. Participants were 630 science teachers of Biology, Chemistry, Physics and Mathematics from both public and private senior secondary schools in 12 Local Government…

The Effects of Using Multimedia Presentations and Modular Worked-Out Examples as Instructional Methodologies to Manage the Cognitive Processing Associated with Information Literacy Instruction at the Graduate and Undergraduate Levels of Nursing Education

Science.gov (United States)

Calhoun, Shawn P.

2012-01-01

Information literacy is a complex knowledge domain. Cognitive processing theory describes the effects an instructional subject and the learning environment have on working memory. Essential processing is one component of cognitive processing theory that explains the inherent complexity of knowledge domains such as information literacy. Prior…

Improvement of Organizational Performance and Instructional Design: An Analogy Based on General Principles of Natural Information Processing Systems

Science.gov (United States)

Darabi, Aubteen; Kalyuga, Slava

2012-01-01

The process of improving organizational performance through designing systemic interventions has remarkable similarities to designing instruction for improving learners' performance. Both processes deal with subjects (learners and organizations correspondingly) with certain capabilities that are exposed to novel information designed for producing…

Undergraduate Information Literacy Instruction Is Not Enough to Prepare Junior Doctors for Evidence Based Practice. A Review of: Cullen, R., Clark, M., & Esson, R. (2011. Evidence-based information-seeking skills of junior doctors entering the workforce: An evaluation of the impact of information literacy training during pre-clinical years. Health Information & Libraries Journal, 28(2, 119-129. doi:10.1111/j.1471-1842.2011.00933.x

Directory of Open Access Journals (Sweden)

Carol D. Howe

2012-06-01

Full Text Available Objective – To determine if junior doctorsentering the workforce retain the informationliteracy skills they learned as undergraduates.Design – Structured interviews andobservations.Setting – Wellington Medical School of theUniversity of Otago in New Zealand. Medicinein New Zealand is an undergraduate program.Subjects – Thirty-eight University of Otagostudents who were starting their fourth year ofundergraduate medical training between 1994and 2004. At the time of this study, thestudents had graduated and were a number ofyears into advanced training for theirspeciality, i.e., junior doctors. The participantsrepresented five cohorts, each having receiveda different level of information literacyinstruction as undergraduates. Cohort 1, withthe most years in clinical practice at the time ofthe study, received no formal informationliteracy instruction as undergraduates. Cohorts2 to 5 received information literacy instructionin their fourth undergraduate year. The focusof instruction for cohorts 2 and 3 was ondeveloping an effective search strategy,whereas the instruction for cohorts 4 and 5focused more on the critical appraisal ofarticles. Methods – In 2008 and 2009, the authors contacted cohort graduates. Two medical librarians from the Wellington Medical Library interviewed and observed participants to establish their level of information literacy. The librarians asked an initial six questions to determine how much participants remembered of their undergraduate information literacy instruction, how they search for clinical information, what databases they use, how they evaluate information, and if they have had any formal or informal information literacy instruction since graduating. For question seven, participants described a recent situation in which they searched for clinical information relating to a given patient. For question eight, participants rated their own skill level as “no skills”, “some skills”, or “highly skilled�

7 CFR 352.29 - Administrative instructions: Avocados from Mexico.

Science.gov (United States)

2010-01-01

... 7 Agriculture 5 2010-01-01 2010-01-01 false Administrative instructions: Avocados from Mexico. 352....29 Administrative instructions: Avocados from Mexico. Avocados from Mexico may be moved through the.... Before moving the avocados through the United States, the owner must obtain a formal permit in accordance...

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

Directory of Open Access Journals (Sweden)

Oksana Synekop

2017-09-01

Full Text Available In conditions of differentiation the learning materials selection will optimize the training English for Specific Purposes of the future professionals in the field of information technology at university level. The purpose of the article is to define the basic unit of learning material, the factors of influence on the learning material selection, principles, criteria and the procedure of learning material selection in this paper. Reviewing the scientific achievements in the learning material selection in teaching English has become a basis for defining the factors of influence, principles and criteria in the research. The basic unit of learning material (learning English text for professional purposes is outlined. The factors of influence and principles (correspondence of learning materials to professional interests and needs of information technology students; necessary ability and accessibility; regarding the linguistic and stylistic necessity and sufficiency; availability of Internet sources information of the learning material selection are defined. Also, the qualitative criteria (authenticity; professional significance, relevance and informativeness; conformity of foreign language level and intellectual development of students; variety of genres and forms of speech, their sufficient filling by linguistic material; coherence, integrity, consistency, semantic completeness; topic conformity; situation conformity; unlimited access, reliability and exemplarity of Internet sources and the quantitative criteria (the amount of material of the learning material selection are highlighted. The process of English for Specific Purposes material selection (defining the disciplines of different cycles; defining spheres and related topics; outlining situations, communicative roles and intentions of professional communication; specifying the sources of selection; evaluating the texts; analysis of the knowledge, skills and sub-skills required for the

What Do Instructional Designers in Higher Education Really Do?

Science.gov (United States)

Kumar, Swapna; Ritzhaupt, Albert

2017-01-01

What do instructional designers in higher education really do? With the rise in online courses and programs in higher education, this question is especially important. We interviewed eight instructional designers from across the United States using a semi-structured interview protocol. The results were analyzed using the constant comparative…

A Methodological Alternative to Media Comparison Studies: Linking Information Utilization Strategies and Instructional Approach in Hypermedia Learning

OpenAIRE

Catrambone, Richard; Gerjets, Peter; Scheiter, Katharina; Vollmann, Brigitte

2006-01-01

Literature reviews on hypermedia learning have yet failed to show consistent positive effects of learner-controlled nonlinear information access. We argue that a possible reason for this lack of evidence in favor of hypermedia learning results from the fact that not sufficient attention is paid to the strategies of information utilization learners deploy. The few studies that do analyze these strategies fail to link them to an instructional approach, which hampers a deeper interpretation of s...

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

Science.gov (United States)

Commission on Coll. Physics, College Park, MD.

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

Pirates in Historical Fiction and Nonfiction: A Twin-Text Unit of Study

Science.gov (United States)

Frye, Elizabeth M.; Trathen, Woodrow; Wilson, Kelley

2009-01-01

In this article, the authors outline an interdisciplinary unit of study using quality children's literatures, and they describe several instructional strategies and activities for reading and responding to historical fiction and informational texts. This "piratical study" integrates social studies and the language arts. Several social…

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

The transfer of learning process: From an elementary science methods course to classroom instruction

Science.gov (United States)

Carter, Nina Leann

The purpose of this qualitative multiple-case study was to explore the transfer of learning process in student teachers. This was carried out by focusing on information learned from an elementary science methods and how it was transferred into classroom instruction during student teaching. Participants were a purposeful sampling of twelve elementary education student teachers attending a public university in north Mississippi. Factors that impacted the transfer of learning during lesson planning and implementation were sought. The process of planning and implementing a ten-day science instructional unit during student teaching was examined through lesson plan documentation, in-depth individual interviews, and two focus group interviews. Narratives were created to describe the participants' experiences as well as how they plan for instruction and consider science pedagogical content knowledge (PCK). Categories and themes were then used to build explanations applying to the research questions. The themes identified were Understanding of Science PCK, Minimalism, Consistency in the Teacher Education Program, and Emphasis on Science Content. The data suggested that the participants lack in their understanding of science PCK, took a minimalistic approach to incorporating science into their ten-day instructional units, experienced inconsistencies in the teacher education program, and encountered a lack of emphasis on science content in their field experience placements. The themes assisted in recognizing areas in the elementary science methods courses, student teaching field placements, and university supervision in need of modification.

The Mere Exposure Instruction Effect.

Science.gov (United States)

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

2017-09-01

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

Text-Picture Relations in Cooking Instructions

NARCIS (Netherlands)

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

2016-01-01

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

Instructed fear learning, extinction, and recall: additive effects of cognitive information on emotional learning of fear.

Science.gov (United States)

Javanbakht, Arash; Duval, Elizabeth R; Cisneros, Maria E; Taylor, Stephan F; Kessler, Daniel; Liberzon, Israel

2017-08-01

The effects of instruction on learning of fear and safety are rarely studied. We aimed to examine the effects of cognitive information and experience on fear learning. Fourty healthy participants, randomly assigned to three groups, went through fear conditioning, extinction learning, and extinction recall with two conditioned stimuli (CS+). Information was presented about the presence or absence of conditioned stimulus-unconditioned stimulus (CS-US) contingency at different stages of the experiment. Information about the CS-US contingency prior to fear conditioning enhanced fear response and reduced extinction recall. Information about the absence of CS-US contingency promoted extinction learning and recall, while omission of this information prior to recall resulted in fear renewal. These findings indicate that contingency information can facilitate fear expression during fear learning, and can facilitate extinction learning and recall. Information seems to function as an element of the larger context in which conditioning occurs.

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

Science.gov (United States)

Fetsco, Sara Elizabeth

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

Expectations and Experiences of Information Literacy Instruction

Directory of Open Access Journals (Sweden)

Saga Pohjola-Ahlin

2016-11-01

Full Text Available In May 2016, 48 third semester undergraduate students enrolled in the physiotherapy program at Karolinska Institutet in Sweden were given three sets of questionnaires; before the information literacy instruction (ILI started, at the end of the first session, and a week after, at the end of the second and last session. The aim of this small-scale pilot study was to shed some light on students’ motivation to attend ILI, how they value the sessions afterwards and how they assess their learning outcome. Furthermore, it was an attempt to do a "students’ user experience study” in a pedagogical setting, with the intention to evaluate and improve teaching in ILI to meet student expectations. The average response rate for the three questionnaires was 92%. The results show that students’ expectations were similar to the actual content of ILI, and that the students were satisfied with their own learning outcome. Both motivation and the sense of relevance got higher scores after students attended ILI. Motivation rose from 7,4 to 8,12 out of 10. This is positive because a high level of motivation often improves the learning outcome (Schunk, 2012. When asked which areas most needed improvement in order to further enhance their learning outcome, the most common responses were “the pedagogy” and “my own achievement”. It would be interesting to start collaborating with a group of students in order to explore new methods and learning activities.

Engine Fundamentals: Automotive Mechanics Instructional Program. Block 2.

Science.gov (United States)

O'Brien, Ralph D.

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

Using WebQuests to Teach Content: Comparing Instructional Strategies

Science.gov (United States)

Strickland, Janet

2005-01-01

The purpose of this study was to compare the use of WebQuests with traditional instruction. Specifically, the study examined the end-of-unit exam scores for students who completed a WebQuest on the Texas Revolution and those students completing a poster activity. Both of the instructional activities were implemented as additional enhancement to…

Explicit Instruction of Graphic Organizers as an Informational Text Reading Comprehension Strategy: Third-Grade Students' Strategies and Perceptions

Science.gov (United States)

Fealy, Erin Marie

2010-01-01

The purpose of this case study research was to explore the effects of explicit instruction of graphic organizers to support students' understandings of informational text. An additional purpose was to investigate students' perceptions of using graphic organizers as a comprehension strategy. Using case study methodology, this study occurred…

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.

Tune Up: Automotive Mechanics Instructional Program. Block 5.

Science.gov (United States)

O'Brien, Ralph D.

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

Fuel System: Automotive Mechanics Instructional Program. Block 4.

Science.gov (United States)

O'Brien, Ralph D.

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

Cooling System: Automotive Mechanics Instructional Program. Block 6.

Science.gov (United States)

O'Brien, Ralph D.

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

Using Student Achievement Data Effectively to Inform Instruction

Science.gov (United States)

Bunns, Sandra D.

2012-01-01

The use of student achievement data to improve teaching and learning is a national concern driven by accountability requirements of the No Child Left Behind Act of 2002. Research studies that examine how schools use student achievement data document the need for teachers to connect data to instructional practices. Bruner's social constructivist…

Preparing Instructional Objectives: Agony or Ecstasy?

Science.gov (United States)

Roberts, Wesley K.

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

Web-Based Instruction (WBI): An Introduction.

Science.gov (United States)

Khan, Badrul H.

1998-01-01

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

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

Science.gov (United States)

Meltzer, David E.; Thornton, Ronald K.

2012-06-01

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

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

Science.gov (United States)

Dancy, Melissa; Henderson, Charles; Turpen, Chandra

2016-06-01

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

Ethics instruction in the dental hygiene curriculum.

Science.gov (United States)

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

2006-01-01

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

A Model for Designing Library Instruction for Distance Learning

Science.gov (United States)

Rand, Angela Doucet

2013-01-01

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

78 FR 53478 - Proposed Information Collection; United States Park Police Personal History Statement

Science.gov (United States)

2013-08-29

...] Proposed Information Collection; United States Park Police Personal History Statement AGENCY: National Park... about this IC, contact Major Scott Fear, United States Park Police, 1100 Ohio Drive SW., Washington, DC... INFORMATION: I. Abstract The United States Park Police (USPP) is a unit of the National Park Service...

Enhancing Information Usefulness by Line Managers’ Involvement in Cross-Unit Activities

DEFF Research Database (Denmark)

Foss, Kirsten; Rodgers, Waymond

2011-01-01

Organization and management scholars have long advocated that efficient use of information is critical for firms to compete successfully in the modern marketplace. This study examines whether the use of managerial cross-unit involvement in an organization enhances managers’ propensity to use useful...... information provided by a functionally related unit in the organization. Senior line managers in a major global bank participated in our study in which they provided information related to their information processing and assessments of the usefulness of corporate audit information. We analyse the effect...

48 CFR 215.403-5 - Instructions for submission of cost or pricing data or information other than cost or pricing data.

Science.gov (United States)

2010-10-01

... submission of cost or pricing data or information other than cost or pricing data. 215.403-5 Section 215.403... DEFENSE CONTRACTING METHODS AND CONTRACT TYPES CONTRACTING BY NEGOTIATION Contract Pricing 215.403-5 Instructions for submission of cost or pricing data or information other than cost or pricing data. When the...

7 CFR 1212.103 - Instructions.

Science.gov (United States)

2010-01-01

... Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (MARKETING AGREEMENTS..., PROMOTION, CONSUMER EDUCATION AND INDUSTRY INFORMATION ORDER Referendum Procedures § 1212.103 Instructions... information sources, without incurring advertising expense, to publicize the dates, places, method of voting...

The Department of Defense Information Security Process: A Study of Change Acceptance and Past-Performance-Based Outsourcing

Science.gov (United States)

Hackney, Dennis W. G.

2011-01-01

Subchapter III of Chapter 35 of Title 44, United States Code, Federal Information Security Management Act of 2002; Department of Defense (DoD) Directive 8500.01E, Information Assurance, October 24, 2002; DoD Directive 8100.1, Global Information Grid Overarching Policy, September 19, 2002; and DoD Instruction 8500.2, Information Assurance…

Information Literacy Instruction Assessment and Improvement through Evidence Based Practice: A Mixed Method Study

Directory of Open Access Journals (Sweden)

Diana K. Wakimoto

2010-03-01

Full Text Available Objective — This study explored first-year students’ learning and satisfaction in a required information literacy course. The study asked how students understand connections between themselves and information literacy in terms of power, society, and personal relevance to assess if students’ understanding of information literacy increased after taking the course. Student satisfaction with the course also was measured.Methods — The study used pre- and post tests and focus group session transcripts which were coded and analyzed to determine student learning and satisfaction during the regular 2008-2009 academic year at California State University, East Bay.Results — Many students entered the course without any concept of information literacy; however, after taking the course they found information literacy to be personally relevant and were able to articulate connections among information, power, and society. The majority of students were satisfied with the course. The results from analyzing the pre- and post-tests were supported by the findings from the focus group sessions.Conclusion — The results of this study are supported by other studies that show the importance of personal relevancy to student learning. In order to fully assess information literacy instruction and student learning, librarians should consider incorporating ways of assessing student learning beyond testing content knowledge and levels of competency.

The Integration of the Big6 Information Literacy and Reading Strategies Instruction in a Fourth Grade Inquiry-Based Learning Course, “Our Aquarium”

Directory of Open Access Journals (Sweden)

Lin Ching Chen

2013-06-01

Full Text Available This study investigated the student performance in an inquiry learning course which integrated information literacy and reading strategies in a fourth-grade science class. The curriculum design was based on the Big6 model, which includes the stages of task definition, information seeking strategies, location & access, use of information, synthesis, and evaluation. The study duration was one semester. The data was gathered through participant observations, interviews, surveys, tests, and from documents generated in the course implementation. The results showed that the integration of information literacy and reading strategies instruction was feasible. The students performed well in information seeking strategies, locating & accessing information, using and synthesizing information. In contrast, their abilities in task definition and evaluation needed further improvement. Also, while the students did acquire various reading strategies during the inquiry process, they needed more exercises to internalize the skills. The performance on the acquisition of subject knowledge was also improved through the inquiry learning. The participating instructors considered that the collaboration between teachers of different subject matters was the key to a successful integrated instruction [Article content in Chinese

Information Assurance within the United States Air Force

Science.gov (United States)

Cherry, John D.

2010-01-01

According to the Department of Defense (DoD), a review of information assurance (IA) in the United States Air Force (USAF) in 2009, cyber security is jeopardized because of information loss. This situation has occurred in large part because of less than optimal training practices or adherence to training protocols. The purpose of this study was…

An Investigation of the Fundamental Characteristics in Quality Online Spanish Instruction

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Don, Margaret Rose

2005-01-01

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

Construct Validation--Community College Instructional Development Inventory

Science.gov (United States)

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

2017-01-01

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

LAND JUDGING AND PLANT NUTRITION, A PROGRAMMED INSTRUCTION UNIT, REPORT NUMBER 13.

Science.gov (United States)

LONG, GILBERT A.

A UNIT OF PROGRAMED LEARNING MATERIALS WAS PRESENTED ON THE PRINCIPLES AND PROCEDURES OF LAND JUDGING AND PLANT NUTRITION. IN HIS PREPARATION, THE AUTHOR FIRST IDENTIFIED PRINCIPLES AND FACTS NECESSARY FOR EFFECTIVE LAND CLASSIFICATION AND PLANT NUTRITION BY EXAMINING RELEVANT SCIENTIFIC REPORTS. USING THIS INFORMATION, HE THEN FORMED A TEAM OF 16…

Information Literacy in Postsecondary Education in the United Kingdom, the United States, Australia, and New Zealand

Science.gov (United States)

Folk, Amanda L.

2016-01-01

This comparison seeks to determine if the three documents addressing information literacy skills and competence developed by professional library associations for postsecondary education in four predominantly English-speaking countries--the United Kingdom, the United States, Australia, and New Zealand--have similar or varying conceptions of…

Best Practices for Implementing Inquiry-Based Science Instruction for English Language Learners

Science.gov (United States)

Williams, Erica

This applied dissertation was designed to provide better access to current information to link literacy and science. Students frequently used literacy skills to gather information and communicate understanding of scientific concepts to others. Science became applicable through the tools associated with literacy. There was a need for instruction that integrated language development with science content. This research focused on revealing the instructional trends of English language learners science teachers in the United Arab Emirates. The researcher introduced the questionnaire surveys in the form of a professional development session. The participants were asked to complete the questionnaire concurrently with the descriptive presentation of each component of the sheltered instruction observation protocol (SIOP) model. Completing the SIOP Checklist Survey provided data on the type of constructivist strategies (best practices) teachers were utilizing and to what degree of fidelity the strategies were being implemented. Teachers were encouraged to continue to use these services for curriculum enrichment and as an additional source for future lesson plans. An analysis of the data revealed authentic learning as the most common best practice used with the most fidelity by teachers. The demographic subgroup, teaching location, was the only subgroup to show statistical evidence of an association between teaching location and the use of problem-based learning techniques in the classroom. Among factors that influenced the degree of teacher fidelity, teachers' expectation for student achievement had a moderate degree of association between the use of scaffolding techniques and co-operative learning.

8 CFR 215.7 - Instructions from the Administrator required in certain cases.

Science.gov (United States)

2010-01-01

... IMMIGRATION REGULATIONS CONTROLS OF ALIENS DEPARTING FROM THE UNITED STATES § 215.7 Instructions from the... authority conferred by § 215.2 in the case of any alien who seeks to depart from the United States in the... United Nations and the United States of America regarding the Headquarters of the United Nations (61 Stat...

Effects of Instruction in Methodological Reasoning on Information Evaluation.

Science.gov (United States)

Leshowitz, Barry; DiCerbo, Kristen Eignor; Okun, Morris A.

2002-01-01

Describes an instructional program focusing on the application of causal reasoning and related principles of the scientific method to problems that occur in daily life. Reports the results of a capstone exercise that investigated the changes in students' beliefs towards legalization of marijuana after reading persuasive communications. (CMK)

Management information systems. [United Kingdom

Energy Technology Data Exchange (ETDEWEB)

Hartley, D.; Spence, A.C.

1985-02-01

The successful application in the United Kingdom of the real time monitoring and control systems (MINOS) for underground mining operations, particularly in coal transport and the development of coalface monitoring (FIDO) in 1980 led naturally to the design of an operational data base for management. A User Group of experienced colliery managers produced a Management Information System (MIS) requirements specification and began the evolution of the systems of today. Twenty-four mines operate MIS in different ways from total dependency to a means of checking their manual reporting system. MIS collects useful data from all the major MINOS applications and provides a means of manually inputting other, relevant information. A wide variety of displays and reports are available to management, adjusted to meet individual requirements. The benefits from the use of MIS are difficult to quantify, since they become part of the management process. Further developments are taking place based on operational experience and requirements and taking advantage of the recent advances in computer technology. MIS is the modern management tool in British coal mining, collecting, storing, analysing and presenting accurate information upon which management decision making is based.

Orientation: Automotive Mechanics Instructional Program. Block 1.

Science.gov (United States)

O'Brien, Ralph D.

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

Improving the Instruction of Infinite Series

Science.gov (United States)

Lindaman, Brian; Gay, A. Susan

2012-01-01

Calculus instructors struggle to teach infinite series, and students have difficulty understanding series and related concepts. Four instructional strategies, prominently used during the calculus reform movement, were implemented during a 3-week unit on infinite series in one class of second-semester calculus students. A description of each…

Evaluating effectiveness of small group information literacy instruction for Undergraduate Medical Education students using a pre- and post-survey study design.

Science.gov (United States)

McClurg, Caitlin; Powelson, Susan; Lang, Eddy; Aghajafari, Fariba; Edworthy, Steven

2015-06-01

The Undergraduate Medical Education (UME) programme at the University of Calgary is a three-year programme with a strong emphasis on small group learning. The purpose of our study was to determine whether librarian led small group information literacy instruction, closely integrated with course content and faculty participation, but without a hands on component, was an effective means to convey EBM literacy skills. Five 15-minute EBM information literacy sessions were delivered by three librarians to 12 practicing physician led small groups of 15 students. Students were asked to complete an online survey before and after the sessions. Data analysis was performed through simple descriptive statistics. A total of 144 of 160 students responded to the pre-survey, and 112 students answered the post-survey. Instruction in a small group environment without a mandatory hands on component had a positive impact on student's evidence-based information literacy skills. Students were more likely to consult a librarian and had increased confidence in their abilities to search and find relevant information. Our study demonstrates that student engagement and faculty involvement are effective tools for delivering information literacy skills when working with students in a small group setting outside of a computer classroom. © 2015 Health Libraries Group.

An Evaluation of the Instruction of Generalization in Elementary School Social Studies Program

Directory of Open Access Journals (Sweden)

Mükerrem AKBULUT TAŞ

2011-11-01

Full Text Available Generalizations are important content materials that should be instructed in the Social Studies program. The instruction of generalizations and the causal relationships emphasized in generalizations are important for students to have meaningful learning experiences and to gain causal reasoning and critical thinking skills. Social Studies program emphasizes the acquisition of creating scientific generalization skill as a fundamental skill to be instructed directly, and the importance of generalization instruction is highlighted. Therefore, this study is important in that it draws attention to the importance of teaching generalization and creates basis for the future research in the field. In this regard, it aims at evaluating the instruction of the generalizations in the “Our Country and the World” unit in Social Studies program for 6th grades in Primary School. In line with this general purpose, the instruction of the generalizations in the unit was analyzed qualitatively. The study was conducted with three social studies teachers working in three different schools located in Seyhan, Adana. The data were collected through the observation technique with a view to obtaining in depth data about the instruction of generalization in social studies lesson. Semi-structured observation form, prepared in the light of the generalization content elements, was used as the data collection tool. These content elements consisted of four aspects: generalization statement, concepts related to generalization, cause-effect relationships between concepts, and facts about generalization. In addition to observation, document analysis was conducted with a view to supporting results and strengthening the implications. The documentary analysis was performed based on the generalizations and previously identified elements about the generalizations in the scope of the six topics in the “Our Country and the World” unit. The data collected from the observations were

Feasibility of Computer Processing of Technical Information on the Design of Instructional Systems. Final Report for the Period 1 July 1972 through 31 March 1973.

Science.gov (United States)

Scheffler, F. L.; And Others

A feasibility study examined the capability of a computer-based system's handling of technical information pertinent to the design of instructional systems. Structured interviews were held to assess the information needs of both researchers and practitioners and an investigation was conducted of 10 computer-based information storage and retrieval…

[Aftercare for durability and profitability of single-unit and multi-unit fixed dental prostheses].

Science.gov (United States)

de Baat, C; van Loveren, C; van der Maarel-Wierink, C D; Witter, D J; Creugers, N H J

2013-01-01

An important aim ofa treatment with single-unit and multi-unit fixed dental prostheses is a durable and profitable treatment outcome. That requires aftercare, too. First, the frequency of routine oral examinations should be assessed, using an individual risk profile. The objectives of the routine oral examinations are the prevention and, when necessary, the treatment of pathological conditions and complications. With regard to prevention, attention should be paid to information and instruction, oral biofilm and calculus, non-functional activities, hard tooth tissues, periodontal and peri-implant tissues, and saliva. Subsequently, it can be determined whether the intended durability and profitability have been achieved or can still be achieved, whether or not through indicated adjustments. Special attention should be paid to endodontically treated teeth. Restorative, repair or replacement treatments may be indicated in case ofcomplications, such as loose single- or multi-unitfixed dental prosthesis, fracture of a fixed dental prosthesis unit, lost tooth pulp vitality, tooth root fracture, and implant or implant abutment problems.

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…

Biogeography of Missouri. Instructional Unit. Conservation Education Series.

Science.gov (United States)

Castillon, David A.

This unit is designed to help social studies or science teachers incorporate ecological concepts into the teaching of science and Missouri geography. The unit includes: (1) a topic outline; (2) general unit objectives; (3) an introduction to basic biogeographical concepts; (4) descriptions of the glaciated prairie, unglaciated prairie, ozark, and…

The Effects of Water Conservation Instruction on Seventh-Grade Students.

Science.gov (United States)

Birch, Sandra K.; Schwaab, Karl E.

1983-01-01

Examined effectiveness of water conservation instructional unit in increasing students' (N=843) knowledge of water conservation practices and influencing their attitudes about efficient water use. Also examined assertion that school education programs are effective in promoting water conservation. Overall results indicate the unit was effective on…

Collaboration systems for classroom instruction

Science.gov (United States)

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

1996-01-01

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

Traffic Information Unit, Traffic Information System, Vehicle Management System, Vehicle, and Method of Controlling a Vehicle

NARCIS (Netherlands)

Papp, Z.; Doodeman, G.J.N.; Nelisse, M.W.; Sijs, J.; Theeuwes, J.A.C.; Driessen, B.J.F.

2010-01-01

A traffic information unit (MD1, MD2, MD3) according to the invention comprises a facility (MI) for tracking vehicle state information of individual vehicles present at a traffic infrastructure and a facility (T) for transmitting said vehicle state information to a vehicle (70B, 70E). A traffic

A High-Performance Parallel FDTD Method Enhanced by Using SSE Instruction Set

Directory of Open Access Journals (Sweden)

Dau-Chyrh Chang

2012-01-01

Full Text Available We introduce a hardware acceleration technique for the parallel finite difference time domain (FDTD method using the SSE (streaming (single instruction multiple data SIMD extensions instruction set. The implementation of SSE instruction set to parallel FDTD method has achieved the significant improvement on the simulation performance. The benchmarks of the SSE acceleration on both the multi-CPU workstation and computer cluster have demonstrated the advantages of (vector arithmetic logic unit VALU acceleration over GPU acceleration. Several engineering applications are employed to demonstrate the performance of parallel FDTD method enhanced by SSE instruction set.

Development of an Instructional Quality Assurance Model in Nursing Science

Science.gov (United States)

Ajpru, Haruthai; Pasiphol, Shotiga; Wongwanich, Suwimon

2011-01-01

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

Functional unit for a processor

NARCIS (Netherlands)

Rohani, A.; Kerkhoff, Hans G.

2013-01-01

The invention relates to a functional unit for a processor, such as a Very Large Instruction Word Processor. The invention further relates to a processor comprising at least one such functional unit. The invention further relates to a functional unit and processor capable of mitigating the effect of

Advantages of combined touch screen technology and text hyperlink for the pathology grossing manual: a simple approach to access instructive information in biohazardous environments.

Science.gov (United States)

Qu, Zhenhong; Ghorbani, Rhonda P; Li, Hongyan; Hunter, Robert L; Hannah, Christina D

2007-03-01

Gross examination, encompassing description, dissection, and sampling, is a complex task and an essential component of surgical pathology. Because of the complexity of the task, standardized protocols to guide the gross examination often become a bulky manual that is difficult to use. This problem is further compounded by the high specimen volume and biohazardous nature of the task. As a result, such a manual is often underused, leading to errors that are potentially harmful and time consuming to correct-a common chronic problem affecting many pathology laboratories. To combat this problem, we have developed a simple method that incorporates complex text and graphic information of a typical procedure manual and yet allows easy access to any intended instructive information in the manual. The method uses the Object-Linking-and-Embedding function of Microsoft Word (Microsoft, Redmond, WA) to establish hyperlinks among different contents, and then it uses the touch screen technology to facilitate navigation through the manual on a computer screen installed at the cutting bench with no need for a physical keyboard or a mouse. It takes less than 4 seconds to reach any intended information in the manual by 3 to 4 touches on the screen. A 3-year follow-up study shows that this method has increased use of the manual and has improved the quality of gross examination. The method is simple and can be easily tailored to different formats of instructive information, allowing flexible organization, easy access, and quick navigation. Increased compliance to instructive information reduces errors at the grossing bench and improves work efficiency.

Systematic and deliberate orientation and instruction for dedicated education unit staff.

Science.gov (United States)

Smyer, Tish; Tejada, Marianne Bundalian; Tan, Rhigel Alforque

2015-03-01

On the basis of increasing complexity of the health care environment and recommended changes in how nurses are educated to meet these challenges, the University of Nevada Las Vegas, School of Nursing established an academic-practice partnership with Summerlin Hospital Medical Center to develop a dedicated education unit (DEU). When the DEU model was implemented, variables that were not discussed in the literature needed to be addressed. One such challenge was how to impart pedagogy related to clinical teaching to the DEU nursing staff who would be acting as clinical dedicated unit instructors (CDIs). Of chief concern was the evaluation and monitoring of the quality of CDI-student interactions to ensure optimal student learning outcomes. This article addresses the development of a deliberate, systematic approach to the orientation and continued education of CDIs in the DEU. This information will assist other nursing programs as they begin to implement DEUs. Copyright 2015, SLACK Incorporated.

Effects of Using Simultaneous Prompting and Computer-Assisted Instruction during Small Group Instruction

Science.gov (United States)

Ozen, Arzu; Ergenekon, Yasemin; Ulke-Kurkcuoglu, Burcu

2017-01-01

The current study investigated the relation between simultaneous prompting (SP), computer-assisted instruction (CAI), and the receptive identification of target pictures (presented on laptop computer) for four preschool students with developmental disabilities. The students' acquisition of nontarget information through observational learning also…

Teaching Literacy: Methods for Studying and Improving Library Instruction

Directory of Open Access Journals (Sweden)

Meggan Houlihan

2012-12-01

Full Text Available Objective – The aim of this paper is to evaluate teaching effectiveness in one-shotinformation literacy (IL instruction sessions. The authors used multiple methods,including plus/delta forms, peer evaluations, and instructor feedback surveys, in aneffort to improve student learning, individual teaching skill, and the overall IL programat the American University in Cairo.Methods – Researchers implemented three main evaluation tools to gather data in thisstudy. Librarians collected both quantitative and qualitative data using studentplus/delta surveys, peer evaluation, and faculty feedback in order to draw overallconclusions about the effectiveness of one-shot IL sessions. By designing a multi-methodstudy, and gathering information from students, faculty, and instruction librarians,results represented the perspectives of multiple stakeholders. Results – The data collected using the three evaluation tools provided insight into the needs and perspectives of three stakeholder groups. Individual instructors benefit from the opportunity to improve teaching through informed reflection, and are eager for feedback. Faculty members want their students to have more hands-on experience, but are pleased overall with instruction. Students need less lecturing and more authentic learning opportunities to engage with new knowledge.Conclusion – Including evaluation techniques in overall information literacy assessment plans is valuable, as instruction librarians gain opportunities for self-reflection and improvement, and administrators gather information about teaching skill levels. The authors gathered useful data that informed administrative decision making related to the IL program at the American University in Cairo. The findings discussed in this paper, both practical and theoretical, can help other college and university librarians think critically about their own IL programs, and influence how library instruction sessions might be evaluated and

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

Best practices in writing instruction

CERN Document Server

Fitzgerald, Jill; MacArthur, Charles A

2014-01-01

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

Information Science Instruction and Changes in Girls' and Boy's Expectancy and Value Beliefs: In Search of Gender-Equitable Pedagogical Practices

Science.gov (United States)

Vekiri, Ioanna

2013-01-01

In this study, which was situated in the context of information science instruction, data were collected twice using student self-reports to examine the effects of pedagogical practices on changes in boys' and girls' expectancy and value beliefs about computing. Participants were 326 7th-grade students, enrolled in three middle schools that were…

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

Units of rotational information

Science.gov (United States)

Yang, Yuxiang; Chiribella, Giulio; Hu, Qinheping

2017-12-01

Entanglement in angular momentum degrees of freedom is a precious resource for quantum metrology and control. Here we study the conversions of this resource, focusing on Bell pairs of spin-J particles, where one particle is used to probe unknown rotations and the other particle is used as reference. When a large number of pairs are given, we show that every rotated spin-J Bell state can be reversibly converted into an equivalent number of rotated spin one-half Bell states, at a rate determined by the quantum Fisher information. This result provides the foundation for the definition of an elementary unit of information about rotations in space, which we call the Cartesian refbit. In the finite copy scenario, we design machines that approximately break down Bell states of higher spins into Cartesian refbits, as well as machines that approximately implement the inverse process. In addition, we establish a quantitative link between the conversion of Bell states and the simulation of unitary gates, showing that the fidelity of probabilistic state conversion provides upper and lower bounds on the fidelity of deterministic gate simulation. The result holds not only for rotation gates, but also to all sets of gates that form finite-dimensional representations of compact groups. For rotation gates, we show how rotations on a system of given spin can simulate rotations on a system of different spin.

Library instruction in medical education: a survey of current practices in the United States and Canada

Directory of Open Access Journals (Sweden)

Amanda M. Nevius

2018-01-01

Results: Most of the seventy-three responding libraries provided instruction, both asynchronously and synchronously. Library instruction was most likely to be offered in two years of medical school, with year one seeing the most activity. Database use was the most frequently taught topic, and libraries reported a median of five librarians providing instruction, with larger staffs offering slightly more education sessions per year. Libraries associated with highly ranked schools were slightly more likely to offer sessions that were integrated into the medical school curriculum in year four and to offer sessions in more years overall. Conclusions: In US and Canadian libraries, regardless of the rank of the affiliated medical school, librarians’ provision of instruction in multiple formats on multiple topics is increasingly common.  This article has been approved for the Medical Library Association’s Independent Reading Program.

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

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Candice Benjes-Small

2009-11-01

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

Latin America: Its Land, Story and Peoples (An Instructional Unit for the Middle Grades). Instructional Unit No. 3 with Readings.

Science.gov (United States)

Gill, Clark C.; Conroy, William B.

This 8- to 12-week introductory unit is designed to give fifth, sixth or seventh graders an overview of Latin American geography, history (before, during, and after European rule) and culture. Exploring Mexico and Peru in particular, the unit places emphasis on the individual, the family, racial composition, social classes, religion, education,…

An Analysis of Department of Defense Instruction 8500.2 'Information Assurance (IA) Implementation.'

Energy Technology Data Exchange (ETDEWEB)

Campbell, Philip LaRoche

2012-01-01

The Department of Defense (DoD) provides its standard for information assurance in its Instruction 8500.2, dated February 6, 2003. This Instruction lists 157 'IA Controls' for nine 'baseline IA levels.' Aside from distinguishing IA Controls that call for elevated levels of 'robustness' and grouping the IA Controls into eight 'subject areas' 8500.2 does not examine the nature of this set of controls, determining, for example, which controls do not vary in robustness, how this set of controls compares with other such sets, or even which controls are required for all nine baseline IA levels. This report analyzes (1) the IA Controls, (2) the subject areas, and (3) the Baseline IA levels. For example, this report notes that there are only 109 core IA Controls (which this report refers to as 'ICGs'), that 43 of these core IA Controls apply without variation to all nine baseline IA levels and that an additional 31 apply with variations. This report maps the IA Controls of 8500.2 to the controls in NIST 800-53 and ITGI's CoBIT. The result of this analysis and mapping, as shown in this report, serves as a companion to 8500.2. (An electronic spreadsheet accompanies this report.)

Your Credit Rights: An Instructional Unit on Consumer Credit Protection. Revised.

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Jensen, Barbara J.; And Others

This instructional guide adds two new sections to the original guide published in May 1982. The guide was designed to assist educators in teaching the topics of consumer credit and consumer credit protection to secondary and postsecondary students in various economics and business courses, as well as in adult and community education courses. The…

The Sport Education Model: A Track and Field Unit Application

Science.gov (United States)

O'Neil, Kason; Krause, Jennifer M.

2016-01-01

Track and field is a traditional instructional unit often taught in secondary physical education settings due to its history, variety of events, and potential for student interest. This article provides an approach to teaching this unit using the sport education model (SEM) of instruction, which has traditionally been presented as a model for team…

The nature of instructional effects in color constancy.

Science.gov (United States)

Radonjić, Ana; Brainard, David H

2016-06-01

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

E-mail Writing: Providing Background Information in the Core of Computer Assisted Instruction

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Behzad NAZARI

2015-01-01

Full Text Available The present study highly supported the effective role of providing background information via e-mail by the teacher to write e-mail by the students in learners’ writing ability. A total number of 50 EFL advanced male students aged between 25 and 40 at different branches of Iran Language Institute in Tehran, Tehran. Through the placement test of Oxford English Language Placement Test (OELPT the students' proficiency level seems to be nearly the same. Participants were randomly assign into two groups of experimental and control, each consisting of 25 students. After the administration of the proficiency test, all groups were assigned to write topic 1 as the pre-test. Next, the teacher involved the learners in the new instruction (treatment. During writing topics 2, 3, 4, 5, 6, and 7 experimental group’s background knowledge was activated through e-mail before writing and e-mailing topics while the control group received no background knowledge activation through e-mail. After the treatment was given to the experimental group, the students in both groups were required to write another composition about the last topic, topic 8. Again, in this phase, none of the groups received any background information. The results indicated that providing background information via e-mail by the teacher to write e-mail by the students significantly improved learners’ writing ability.

Information Science and integrative Science. A sistemic approach to information units

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Rita Dolores Santaella Ruiz

2006-01-01

Full Text Available Structured in two parts: The Documentation like integrating science and Systematics approach to the documentary units, this work understands the Documentation from a brought integrating perspective of the twinning that supposes same modus operandi in the information systems through the use of the technologies of the communication. From the General Theory of Systems, the present work interprets this science to multidiscipline like a system formed by the technical subsystems, of elements and individuals

Method of synchronizing independent functional unit

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Kim, Changhoan

2018-03-13

A system for synchronizing parallel processing of a plurality of functional processing units (FPU), a first FPU and a first program counter to control timing of a first stream of program instructions issued to the first FPU by advancement of the first program counter; a second FPU and a second program counter to control timing of a second stream of program instructions issued to the second FPU by advancement of the second program counter, the first FPU is in communication with a second FPU to synchronize the issuance of a first stream of program instructions to the second stream of program instructions and the second FPU is in communication with the first FPU to synchronize the issuance of the second stream program instructions to the first stream of program instructions.

A review of the neural and behavioral consequences for unitizing emotional and neutral information

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Brendan eMurray

2013-05-01

Full Text Available A special type of association, called a unitization, is formed when pieces of information are encoded as a single representation in memory (e.g., shirt and blue are encoded as a blue shirt; Graf & Schacter, 1989 and typically are later reactivated in memory as a single unit, allowing access to the features of multiple related stimuli at once (Bader et al., 2010; Diana et al., 2011. This review examines the neural processes supporting memory for unitizations and how the emotional content of the material may influence unitization. Although associative binding is typically reliant on hippocampal processes and supported by recollection, the first part of this review will present evidence to suggest that when two items are unitized into a single representation, memory for those bound items may be accomplished on the basis of familiarity and without reliance on the hippocampus. The second part of this review discusses how emotion may affect the processes that give rise to unitizations. Emotional information typically receives a mnemonic benefit over neutral information, but the literature is mixed on whether the presence of emotional information impedes or enhances the associative binding of neutral information (reviewed by Mather, 2007. It has been suggested that the way the emotional and neutral details are related together may be critical to whether the neutral details are enhanced or impeded (Mather, 2007; Mather & Sutherland, 2011. We focus on whether emotional arousal aides or inhibits the creation of a unitized representation, presenting preliminary data and future directions to test empirically the effects of forming and retrieving emotional and neutral unitizations.

77 FR 69650 - Agency Information Collection Activities: Holders or Containers Which Enter the United States...

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2012-11-20

... Activities: Holders or Containers Which Enter the United States Duty Free AGENCY: U.S. Customs and Border... information collection requirement concerning the Holders or Containers which Enter the United States Duty... concerning the following information collection: Title: Holders or Containers which Enter the United States...

Instructional immediacy in elearning.

Science.gov (United States)

Walkem, Kerrie

2014-01-01

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

Heuristic guidelines for making effective augmented-reality based training instruction

International Nuclear Information System (INIS)

Yim, Ho Bin

2009-02-01

As industrial plants and factories age, their maintenance requirements increase. Because maintenance mistakes directly increase the operating costs of a power plant, maintenance quality is of significant concern to plant management. By law, all personnel working with nuclear technology must be re-trained every three years; however, as the statistical data show, the number of shutdown accidents at nuclear power plants (NPPs) due to maintenance failure is still high and needs to be reduced. Industries have started to adopt various technologies to increase the speed and accuracy of maintenance. Among those technologies, augmented reality (AR) is the latest multimedia presentation technology to be applied to plant maintenance, and it offers superior intuitiveness and user interactivity over other conventional multimedia. The objectives of this empirical study are to measure the optimum amounts of information to be delivered at a time and to identify what types of information enhance the learning ability of novices and to suggest heuristic guidelines by which to make effective AR training instructions. In addition, AR training instructions will be composed based on the suggested heuristic guidelines and on the Cognitive Theory of Multimedia Learning, which provides guidelines for multimedia instructions, and the efficiency of those guidelines will be compared with that of other AR instructions. Cognitive Load Theory addresses how working memory is structured. Intrinsic cognitive load refers to the cognitive load that is inherent in information to be learned. It depends on the basic amount of processing required for understanding a presentation. Intrinsic cognitive load is determined by the complexity of the learning material. Extraneous cognitive load refers to the cognitive load created through the presentation, format and delivery of the instruction. Germane cognitive load is the remaining part of the cognitive load, and it helps the learner transfer information from

Heuristic guidelines for making effective augmented-reality based training instruction

Energy Technology Data Exchange (ETDEWEB)

Yim, Ho Bin

2009-02-15

As industrial plants and factories age, their maintenance requirements increase. Because maintenance mistakes directly increase the operating costs of a power plant, maintenance quality is of significant concern to plant management. By law, all personnel working with nuclear technology must be re-trained every three years; however, as the statistical data show, the number of shutdown accidents at nuclear power plants (NPPs) due to maintenance failure is still high and needs to be reduced. Industries have started to adopt various technologies to increase the speed and accuracy of maintenance. Among those technologies, augmented reality (AR) is the latest multimedia presentation technology to be applied to plant maintenance, and it offers superior intuitiveness and user interactivity over other conventional multimedia. The objectives of this empirical study are to measure the optimum amounts of information to be delivered at a time and to identify what types of information enhance the learning ability of novices and to suggest heuristic guidelines by which to make effective AR training instructions. In addition, AR training instructions will be composed based on the suggested heuristic guidelines and on the Cognitive Theory of Multimedia Learning, which provides guidelines for multimedia instructions, and the efficiency of those guidelines will be compared with that of other AR instructions. Cognitive Load Theory addresses how working memory is structured. Intrinsic cognitive load refers to the cognitive load that is inherent in information to be learned. It depends on the basic amount of processing required for understanding a presentation. Intrinsic cognitive load is determined by the complexity of the learning material. Extraneous cognitive load refers to the cognitive load created through the presentation, format and delivery of the instruction. Germane cognitive load is the remaining part of the cognitive load, and it helps the learner transfer information from

The Effects of a Water Conservation Instructional Unit on the Values Held by Sixth Grade Students

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Aird, Andrew; Tomera, Audrey

1977-01-01

Sixth grade students were divided into two groups. Students in one group received instruction on water conservation using expository and discovery activities. The students in the control group received none. Results gave evidence that students' values could be changed by this mode of water conservation instruction. (MA)

Instruction for Food and Fiber and Natural Resources. Bulletin No. 0110.

Science.gov (United States)

Gagnon, Dean P.; Keith, Kevin A.

This book is a collection of more than 80 instructional units designed to help educators develop, modify, and expand their agricultural education curriculum in middle school, junior high, and high school. These units, developed and field tested by Wisconsin agriculture educators, expand upon the curriculum model presented in the Wisconsin…

76 FR 6488 - Notice of Submission of Proposed Information Collection to OMB Conversion of Efficiency Units to...

Science.gov (United States)

2011-02-04

... Proposed Information Collection to OMB Conversion of Efficiency Units to One-Bedroom Units Multifamily... lists the following information: Title of Proposal: Conversion of Efficiency Units to One-Bedroom Units... efficiency units into one bedroom units in certain types of HUD assisted and/or insured housing. The...

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

Science.gov (United States)

Wilhelm, Anne Garrison; Kim, Sungyeun

2015-01-01

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

Lost Instruction: The Disparate Impact of the School Discipline Gap in California

Science.gov (United States)

Losen, Daniel J.; Whitaker, Amir

2017-01-01

This report is the first to analyze California's school discipline data as measured by days of missed instruction due to suspension. The state reports the number of suspensions for each district, disaggregated by racial/ethnic groups, but it does not provide any information on how much instructional time was lost. The authors used information from…

Using Interactive Video Instruction To Enhance Public Speaking Instruction.

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Cronin, Michael W.; Kennan, William R.

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

76 FR 23541 - Proposed Information Collection; Comment Request; Government Units Survey

Science.gov (United States)

2011-04-27

... the United States; (2) To obtain descriptive information on the basic characteristics of governments... basic information on the governing board, authorizing legislation, the Web address, agency activity, and.../pension plan, government activity, public services, judicial or legal activities, and finance. The first...

Examining elementary teachers' knowledge and instruction of scientific explanations for fostering children's explanations in science

Science.gov (United States)

Wiebke, Heidi Lynn

This study employed an embedded mixed methods multi-case study design (Creswell, 2014) with six early childhood (grades K-2) teachers to examine a) what changes occurred to their subject matter knowledge (SMK) and pedagogical content knowledge (PCK) for teaching scientific explanations while participating in a professional development program, b) how they planned for and implemented scientific explanation instruction within a teacher developed unit on properties of matter, and c) what affordances their instruction of scientific explanations had on fostering their students' abilities to generate explanations in science. Several quantitative and qualitative measures were collected and analyzed in accordance to this studies conceptual framework, which consisted of ten instructional practices teachers should consider assimilating or accommodating into their knowledge base (i.e., SMK & PCK) for teaching scientific explanations. Results of this study indicate there was little to no positive change in the teachers' substantive and syntactic SMK. However, all six teachers did make significant changes to all five components of their PCK for teaching explanations in science. While planning for scientific explanation instruction, all six teachers' contributed some ideas for how to incorporate seven of the ten instructional practices for scientific explanations within the properties of matter unit they co-developed. When enacting the unit, the six teachers' employed seven to nine of the instructional practices to varying levels of effectiveness, as measured by researcher developed rubrics. Given the six teachers' scientific explanation instruction, many students did show improvement in their ability to formulate a scientific explanation, particularly their ability to provide multiple pieces of evidence. Implications for professional developers, teacher educators, researchers, policy makers, and elementary teachers regarding how to prepare teachers for and support students

Instructive for disposal of fluorescent

International Nuclear Information System (INIS)

Salazar Vargas, Gerlin

2014-01-01

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

Geography of community health information organization activity in the United States: Implications for the effectiveness of health information exchange.

Science.gov (United States)

Vest, Joshua R

The United States has invested nearly a billion dollars in creating community health information organizations (HIOs) to foster health information exchange. Community HIOs provide exchange services to health care organizations within a distinct geographic area. While geography is a key organizing principle for community HIOs, it is unclear if geography is an effective method for organization or what challenges are created by a geography-based approach to health information exchange. This study describes the extent of reported community HIO coverage in the United States and explores the practical and policy implications of overlaps and gaps in HIO service areas. Furthermore, because self-reported service areas may not accurately reflect the true extent of HIOs activities, this study maps the actual markets for health services included in each HIO. An inventory of operational community HIOs that included self-reported geographic markets and participating organizations was face-validated using a crowd-sourcing approach. Aggregation of the participating hospitals' individual health care markets provided the total geographic market served by each community HIO. Mapping and overlay analyses using geographic information system methods described the extent of community HIO activity in the United States. Evidence suggests that community HIOs may be inefficiently distributed. Parts of the United States have multiple, overlapping HIOs, while others do not have any providing health information exchange services. In markets served by multiple community HIOs, 45% of hospitals were participants of only one HIO. The current geography of community HIO activity does not provide comprehensive patient information to providers, nor community-wide information for public health agencies. The discord between the self-reported and market geography of community HIOs raises concerns about the potential effectiveness of health information exchange, illustrates the limitations of geography as

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

Directory of Open Access Journals (Sweden)

Geovanna Gistha Wicita

2016-12-01

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

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

Science.gov (United States)

Kaylor, Sara K

2014-02-01

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

Embedding Affective Learning Outcomes in Library Instruction

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Ellysa Stern Cahoy

2012-12-01

Full Text Available While information literacy in higher education has long been focused on cognitive learning outcomes, attention must be paid to students’ affective, emotional needs throughout the research process. This article identifies models for embedding affective learning outcomes within information literacy instruction, and provides strategies to help librarians discover, articulate, and address students’ self-efficacy, motivation, emotions and attitudes. Worksheets to assist in creating affective learning outcomes are included to bring structure to an area of learning that is often challenging to articulate and measure. Also included in the article are the results of a recent survey of instruction librarians’ familiarity and inclusion of affective learning outcomes within teaching and learning initiatives.

A Connectionist Model of Instructional Feedback Effects.

Science.gov (United States)

Clariana, Roy B.

Connectionist models apply various mathematical rules within neural network computer simulations in an effort, among other things, to mimic and describe human memory associations and learning. Learning involves the interaction of information provided by instruction with existing information already in the learner's memory (Ausubel, 1968; Bruner,…

Characteristics of Instructional Videos

Science.gov (United States)

Beheshti, Mobina; Taspolat, Ata; Kaya, Omer Sami; Sapanca, Hamza Fatih

2018-01-01

Nowadays, video plays a significant role in education in terms of its integration into traditional classes, the principal delivery system of information in classes particularly in online courses as well as serving as a foundation of many blended classes. Hence, education is adopting a modern approach of instruction with the target of moving away…

Instruction manual for operating the Sensys System for temporary traffic counts

Science.gov (United States)

2010-01-01

This instruction manual provides information and the procedures for using the Sensys System, which was initially designed to operate in a server controlled network, for temporary traffic counts. The instructions will allow the user to fully understan...

Instructional Styles, Attitudes and Experiences of Seniors in Computer Workshops

Science.gov (United States)

Wood, Eileen; Lanuza, Catherine; Baciu, Iuliana; MacKenzie, Meagan; Nosko, Amanda

2010-01-01

Sixty-four seniors were introduced to computers through a series of five weekly workshops. Participants were given instruction followed by hands-on experience for topics related to social communication, information seeking, games, and word processing and were observed to determine their preferences for instructional support. Observations of…

How explicit and implicit test instructions in an implicit learning task affect performance.

Directory of Open Access Journals (Sweden)

Arnaud Witt

Full Text Available Typically developing children aged 5 to 8 years were exposed to artificial grammar learning. Following an implicit exposure phase, half of the participants received neutral instructions at test while the other half received instructions making a direct, explicit reference to the training phase. We first aimed to assess whether implicit learning operated in the two test conditions. We then evaluated the differential impact of age on learning performances as a function of test instructions. The results showed that performance did not vary as a function of age in the implicit instructions condition, while age effects emerged when explicit instructions were employed at test. However, performance was affected differently by age and the instructions given at test, depending on whether the implicit learning of short or long units was assessed. These results suggest that the claim that the implicit learning process is independent of age needs to be revised.

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

Science.gov (United States)

Roberts, Maura L.; Shapiro, Edward S.

1996-01-01

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

[Conservation Units.

Science.gov (United States)

Texas Education Agency, Austin.

Each of the six instructional units deals with one aspect of conservation: forests, water, rangeland, minerals (petroleum), and soil. The area of the elementary school curriculum with which each correlates is indicated. Lists of general and specific objectives are followed by suggested teaching procedures, including ideas for introducing the…

Socioscientific Issues-Based Instruction: An Investigation of Agriscience Students' Content Knowledge Based on Student Variables

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Shoulders, Catherine W.; Myers, Brian E.

2013-01-01

Numerous researchers in science education have reported student improvement in areas of scientific literacy resulting from socioscientific issues (SSI)-based instruction. The purpose of this study was to describe student agriscience content knowledge following a six-week SSI-based instructional unit focusing on the introduction of cultured meat…

A phenomenological study on the impacts of embedding disciplinary literacy during science instruction on elementary teachers' metacognition of instructional techniques

Science.gov (United States)

Weiss, Kelley

The educational community has been increasing its focus on literacy for several years. The modern definition of literacy requires students to be an informed and integrated thinker, synthesizing new information beyond the mere ability to read and write (Guzzetti & Bang, 2011). This qualitative phenomenological study focused on how teachers of science view literacy and how that view changes when they implement the concept of disciplinary literacy into science instruction. This phenomenological study examined how teachers became more metacognitive of their instructional methods after implementation of the Question-Answer Relationship strategy (QAR) and direct vocabulary instruction into their science instruction. Teachers utilized schema theory and social cognitive theory to integrate the two strategies into their science lessons throughout the study. This phenomenological study collected data during a six-week implementation period through interviews, observations, teacher journals and collection of artifacts from 12 teachers who taught students in grades one through five and three literacy specialists in a rural central Maine school. These data sources were analyzed using Moustakas' (1994) seven steps to discover themes that were identified from the data. Findings from this study, as viewed through the pragmatic lens, suggested that teachers benefit from systematic reflection of their teaching to develop literacy rich content area lessons that address all of the students' learning needs.

Succession Planning for Library Instruction

Science.gov (United States)

Sobel, Karen; Drewry, Josiah

2015-01-01

Detailed succession planning helps libraries pass information from one employee to the next. This is crucial in preparing for hiring, turnover, retirements, training of graduate teaching assistants in academic libraries, and other common situations. The authors of this article discuss succession planning for instruction programs in academic…

Method of sharing mobile unit state information between base station routers

NARCIS (Netherlands)

Bosch, H.G.P.; Mullender, Sape J.; Polakos, Paul Anthony; Rajkumar, Ajay; Sundaram, Ganapathy S.

2007-01-01

The present invention provides a method of operating a first base station router. The method may include transmitting state information associated with at least one inactive mobile unit to at least one second base station router. The state information is usable to initiate an active session with the

Method of sharing mobile unit state information between base station routers

NARCIS (Netherlands)

Bosch, H.G.P.; Mullender, Sape J.; Polakos, Paul Anthony; Rajkumar, Ajay; Sundaram, Ganapathy S.

2010-01-01

The present invention provides a method of operating a first base station router. The method may include transmitting state information associated with at least one inactive mobile unit to at least one second base station router. The state information is usable to initiate an active session with the

Tracking the Rise of Web Information Needs for Mobile Education and an Emerging Trend of Digital Divide

Science.gov (United States)

Zhang, Meilan; Trussell, Robert P.; Tillman, Daniel A.; An, Song A.

2015-01-01

In recent years, smartphones and tablets have been rapidly adopted by consumers worldwide. Within the United States, a growing number of school districts have incorporated tablets into classroom instruction. As mobile technology becomes further integrated into households and classrooms, parents, teachers, and students might need information for…

Language used in interaction during developmental science instruction

Science.gov (United States)

Avenia-Tapper, Brianna

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

Non-Markovianity Measure Based on Brukner–Zeilinger Invariant Information for Unital Quantum Dynamical Maps

International Nuclear Information System (INIS)

He Zhi; Zhu Lie-Qiang; Li Li

2017-01-01

A non-Markovianity measure based on Brukner–Zeilinger invariant information to characterize non-Markovian effect of open systems undergoing unital dynamical maps is proposed. The method takes advantage of non-increasing property of the Brukner–Zeilinger invariant information under completely positive and trace-preserving unital maps. The simplicity of computing the Brukner–Zeilinger invariant information is the advantage of the proposed measure because of mainly depending on the purity of quantum state. The measure effectively captures the characteristics of non-Markovianity of unital dynamical maps. As some concrete application, we consider two typical non-Markovian noise channels, i.e., the phase damping channel and the random unitary channel to show the sensitivity of the proposed measure. By investigation, we find that the conditions of detecting the non-Markovianity for the phase damping channel are consistent with the results of existing measures for non-Markovianity, i.e., information flow, divisibility and quantum mutual information. However, for the random unitary channel non-Markovian conditions are same to that of the information flow, but is different from that of the divisibility and quantum mutual information. (paper)

Diversity and Innovation for Geosciences (dig) Texas Earth and Space Science Instructional Blueprints

Science.gov (United States)

Ellins, K. K.; Bohls-Graham, E.; Riggs, E. M.; Serpa, L. F.; Jacobs, B. E.; Martinez, A. O.; Fox, S.; Kent, M.; Stocks, E.; Pennington, D. D.

2014-12-01

The NSF-sponsored DIG Texas Instructional Blueprint project supports the development of online instructional blueprints for a yearlong high school-level Earth science course. Each blueprint stitches together three-week units that contain curated educational resources aligned with the Texas state standards for Earth and Space Science and the Earth Science Literacy Principles. Units focus on specific geoscience content, place-based concerns, features or ideas, or other specific conceptual threads. Five regional teams composed of geoscientists, pedagogy specialists, and practicing science teachers chose unit themes and resources for twenty-two units during three workshops. In summer 2014 three Education Interns (Earth science teachers) spent six weeks refining the content of the units and aligning them with the Next Generation Science Standards. They also assembled units into example blueprints. The cross-disciplinary collaboration among blueprint team members allowed them to develop knowledge in new areas and to share their own discipline-based knowledge and perspectives. Team members and Education Interns learned where to find and how to evaluate high quality geoscience educational resources, using a web-based resource review tool developed by the Science Education Resource Center (SERC). SERC is the repository for the DIG Texas blueprint web pages. Work is underway to develop automated tools to allow educators to compile resources into customized instructional blueprints by reshuffling units within an existing blueprint, by mixing units from other blueprints, or creating new units and blueprints. These innovations will enhance the use of the units by secondary Earth science educators beyond Texas. This presentation provides an overview of the project, shows examples of blueprints and units, reports on the preliminary results of classroom implementation by Earth science teachers, and considers challenges encountered in developing and testing the blueprints. The

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

Science.gov (United States)

Klipfel, Kevin Michael

2015-01-01

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

Effect of Music-Integrated Instruction on First Graders' Reading Fluency

Science.gov (United States)

Bryant, Kerry G.

2012-01-01

The study examined music-integrated (MI) instruction, framed by automatic information processing theory and elements of prosody. A quasi-experimental, pre- and posttest design was utilized to ascertain the effect of MI instruction on reading fluency among first grade students. Subjects were students in two public elementary schools in Georgia. To…

Information Literacy: A Bogus Bandwagon?

Science.gov (United States)

McCrank, Lawrence J.

1991-01-01

Discusses the concept of information literacy and its target audience of library users. Topics discussed include the relationship of information literacy to bibliographic instruction (BI) and other library instruction; the role of librarians; terminology problems in librarianship; and the effects of information literacy on the value of information…

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.

Nuclear information and education experience in the United Kingdom

International Nuclear Information System (INIS)

Ginniff, M.E.

1993-01-01

The presentation discusses the importance of public information and education in the field of energy and particularly in the field of nuclear energy development. The attempt is made to explain some issues connected with the nuclear fuel cycle. Appendix contains comments on the United Kingdom educational materials in this area

Middle School Foreign Language Instruction: A Missed Opportunity?

Science.gov (United States)

Kissau, Scott; Adams, Mary Jo; Algozzine, Bob

2015-01-01

Multiple studies conducted over the past decade have suggested the motivational and proficiency-related benefits of commencing language instruction at an early age. Limitations in many of these studies, however, have prevented their results from being applied to the teaching of foreign languages in the United States. In response to calls for…

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

Science.gov (United States)

Herrington, Tia W.

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

Career-related instruction promoting students’ career awareness and interest towards science learning

OpenAIRE

Salonen, Anssi; Kärkkäinen, Sirpa; Keinonen, Tuula

2018-01-01

The aim of this study was to investigate how the career-related instruction implemented in secondary school chemistry education concerning water issues influence students’ career awareness and interest towards science learning. This case study is part of a larger design-based research of the EU-MultiCO project that focuses on promoting students’ scientific career awareness and attractiveness by introducing them career-based scenarios at the beginning of the instruction unit. The participants ...

Development and validation of science, technology, engineering and mathematics (STEM) based instructional material

Science.gov (United States)

Gustiani, Ineu; Widodo, Ari; Suwarma, Irma Rahma

2017-05-01

This study is intended to examine the development and validation of simple machines instructional material that developed based on Science, Technology, Engineering and Mathematics (STEM) framework that provides guidance to help students learn and practice for real life and enable individuals to use knowledge and skills they need to be an informed citizen. Sample of this study consist of one class of 8th grader at a junior secondary school in Bandung, Indonesia. To measure student learning, a pre-test and post-test were given before and after implementation of the STEM based instructional material. In addition, a questionnaire of readability was given to examine the clarity and difficulty level of each page of instructional material. A questionnaire of students' response towards instructional material given to students and teachers at the end of instructional material reading session to measure layout aspects, content aspects and utility aspects of instructional material for being used in the junior secondary school classroom setting. The results show that readability aspect and students' response towards STEM based instructional material of STEM based instructional material is categorized as very high. Pretest and posttest responses revealed that students retained significant amounts information upon completion of the STEM instructional material. Student overall learning gain is 0.67 which is categorized as moderate. In summary, STEM based instructional material that was developed is valid enough to be used as educational materials necessary for conducting effective STEM education.

Library Instruction. SPEC Kit 17.

Science.gov (United States)

Association of Research Libraries, Washington, DC. Office of Management Studies.

At the request of the Pennsylvania State University Library, the Office of Management Studies surveyed Association of Research Libraries (ARL) members requesting information and documentation illustrating the organization, nature, and level of the library instruction function at their institutions. A review of the responses from 64 of the 94 ARL…

Conversation Walks: Improving Instructional Leadership

Science.gov (United States)

Zepeda, Sally J.; Lanoue, Philip D.

2017-01-01

Principals are tasked with being the instructional leaders in their schools--developing teacher's abilities through formal and informal classroom observations and feedback. But how can school districts ensure that principals have the skills they need to fulfill this crucial role? In Clarke County School District in Georgia, central-office leaders…

Measuring the usefulness of hidden units in Boltzmann machines with mutual information.

Science.gov (United States)

Berglund, Mathias; Raiko, Tapani; Cho, Kyunghyun

2015-04-01

Restricted Boltzmann machines (RBMs) and deep Boltzmann machines (DBMs) are important models in deep learning, but it is often difficult to measure their performance in general, or measure the importance of individual hidden units in specific. We propose to use mutual information to measure the usefulness of individual hidden units in Boltzmann machines. The measure is fast to compute, and serves as an upper bound for the information the neuron can pass on, enabling detection of a particular kind of poor training results. We confirm experimentally that the proposed measure indicates how much the performance of the model drops when some of the units of an RBM are pruned away. We demonstrate the usefulness of the measure for early detection of poor training in DBMs. Copyright © 2014 Elsevier Ltd. All rights reserved.

Excellence in College Teaching and Learning: Classroom and Online Instruction

Science.gov (United States)

Henderson, George; Nash, Susan Smith

2007-01-01

This book will improve the quality of instruction that college students need. It makes numerous suggestions that must be tended to when teachers instruct students. For example, the authors speculate about ways teachers can present what may at times seem to be a mountain of information without burying students under it; why teachers must…

Design Approach and Implementation of Application Specific Instruction Set Processor for SHA-3 BLAKE Algorithm

Science.gov (United States)

Zhang, Yuli; Han, Jun; Weng, Xinqian; He, Zhongzhu; Zeng, Xiaoyang

This paper presents an Application Specific Instruction-set Processor (ASIP) for the SHA-3 BLAKE algorithm family by instruction set extensions (ISE) from an RISC (reduced instruction set computer) processor. With a design space exploration for this ASIP to increase the performance and reduce the area cost, we accomplish an efficient hardware and software implementation of BLAKE algorithm. The special instructions and their well-matched hardware function unit improve the calculation of the key section of the algorithm, namely G-functions. Also, relaxing the time constraint of the special function unit can decrease its hardware cost, while keeping the high data throughput of the processor. Evaluation results reveal the ASIP achieves 335Mbps and 176Mbps for BLAKE-256 and BLAKE-512. The extra area cost is only 8.06k equivalent gates. The proposed ASIP outperforms several software approaches on various platforms in cycle per byte. In fact, both high throughput and low hardware cost achieved by this programmable processor are comparable to that of ASIC implementations.

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

Science.gov (United States)

Martin, Lynn A.

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

Patient understanding of oral contraceptive pill instructions related to missed pills: a systematic review.

Science.gov (United States)

Zapata, Lauren B; Steenland, Maria W; Brahmi, Dalia; Marchbanks, Polly A; Curtis, Kathryn M

2013-05-01

Instructions on what to do after pills are missed are critical to reducing unintended pregnancies resulting from patient non-adherence to oral contraceptive (OC) regimens. Missed pill instructions have previously been criticized for being too complex, lacking a definition of what is meant by "missed pills," and for being confusing to women who may not know the estrogen content of their formulation. To help inform the development of missed pill guidance to be included in the forthcoming US Selected Practice Recommendations, the objective of this systematic review was to evaluate the evidence on patient understanding of missed pill instructions. We searched the PubMed database for peer-reviewed articles that examined patient understanding of OC pill instructions that were published in any language from inception of the database through March 2012. We included studies that examined women's knowledge and understanding of missed pill instructions after exposure to some written material (e.g., patient package insert, brochure), as well as studies that compared different types of missed pill instructions on women's comprehension. We used standard abstract forms and grading systems to summarize and assess the quality of the evidence. From 1620 articles, nine studies met our inclusion criteria. Evidence from one randomized controlled trial (RCT) and two descriptive studies found that more women knew what to do after missing 1 pill than after missing 2 or 3 pills (Level I, good, to Level II-3, poor), and two descriptive studies found that more women knew what to do after missing 2 pills than after missing 3 pills (Level II-3, fair). Data from two descriptive studies documented the difficulty women have understanding missed pill instructions contained in patient package inserts (Level II-3, poor), and evidence from two RCTs found that providing written brochures with information on missed pill instructions in addition to contraceptive counseling significantly improved

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

Science.gov (United States)

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

2016-01-01

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

Investigating Instructional Strategies for Using Social Media in Formal and Informal Learning

Directory of Open Access Journals (Sweden)

Baiyun Chen

2012-01-01

Full Text Available Despite the high popularity of personal use of online social media, a low percentage of students and instructors use them for educational purposes. This qualitative study explores the use of social media among faculty in the discipline of public administration in the United States. Eight instructors participated in telephone interviews about their experiences and perceptions of using social media for teaching and learning. Instructors perceive that informal learning using social media could be facilitated by instructors and integrated into formal learning environments for enriched discussions, increased engagement, and broad connections. This study provides qualitative empirical support for social learning theories while offering strategies for and examples of how social media can be used to connect formal and informal learning.

78 FR 9720 - Agency Information Collection Activities: Holders or Containers Which Enter the United States...

Science.gov (United States)

2013-02-11

... Activities: Holders or Containers Which Enter the United States Duty Free AGENCY: U.S. Customs and Border... or Containers which enter the United States Duty Free. This is a proposed extension of an information..., or other technological techniques or other forms of information. Title: Holders or Containers which...

Verbal instructions targeting valence alter negative conditional stimulus evaluations (but do not affect reinstatement rates).

Science.gov (United States)

Luck, Camilla C; Lipp, Ottmar V

2018-02-01

Negative conditional stimulus (CS) valence acquired during fear conditioning may enhance fear relapse and is difficult to remove as it extinguishes slowly and does not respond to the instruction that unconditional stimulus (US) presentations will cease. We examined whether instructions targeting CS valence would be more effective. In Experiment 1, an image of one person (CS+) was paired with an aversive US, while another (CS-) was presented alone. After acquisition, participants were given positive information about the CS+ poser and negative information about the CS- poser. Instructions reversed the pattern of differential CS valence present during acquisition and eliminated differential electrodermal responding. In Experiment 2, we compared positive and negative CS revaluation by providing positive/negative information about the CS+ and neutral information about CS-. After positive revaluation, differential valence was removed and differential electrodermal responding remained intact. After negative revaluation, differential valence was strengthened and differential electrodermal responding was eliminated. Unexpectedly, the instructions did not affect the reinstatement of differential electrodermal responding.

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:…

Framework of Information Science in Japan − Introduction: Comparison with United States −

OpenAIRE

加藤, 淳一; KATO, Junichi

2008-01-01

This report concisely explains the history of information science in the United States. The purpose of this report is to reconfirm the field framework of information science. The framework of information science of Japan is different from the information science that Machlup and Mansfield define, because it is a framework similar to informatics for Japan.

Computer‐Assisted Library Instruction and Face‐to‐Face Library Instruction Prove Equally Effective for Teaching Basic Library Skills in Academic Libraries. A review of: Zhang, Li, Watson, Erin M. and Banfield, Laura. ʺThe Efficacy of Computer‐Assisted Instruction Versus Face‐to‐Face Instruction in Academic Libraries: A Systematic Review.ʺ The Journal of Academic Librarianship 33.4 (July 2007: 478‐484.

Directory of Open Access Journals (Sweden)

Stephanie Walker

2008-03-01

Full Text Available Objective – To conduct a systematic review of several studies comparing the efficacy of face‐to‐face versus computer‐assisted instruction (CAI for teaching basic library skills to patrons of academic libraries. Design – Systematic review of existing studies (randomised controlled trials and controlled trials.Setting ‐ College and university librariesSubjects – The subjects studied were patrons of any type of academic library, whether university, college, or other postsecondary institution, receiving instruction in basic library skills. Ten studies were included in the review, of which seven were done in the United States, two in Australia, and one in Canada. The total number of subjects in all of the studies under review was 1283. Nine of the studies focused on undergraduates enrolled in specific courses(undergraduate courses ranging widely in subject area, or in one case a first year experience program; the other study focused on library instruction methods taught to students in a graduate research methods course, yet the study was still intended to measure the efficacy of library instruction methods, yet the study was still intended to measure the efficacy of library instruction methods.Methods – One included study was a randomised controlled trial; the other nine were controlled trials. The date range under consideration was for studies done between 1990 and 2005. All original studies were required to compare the efficacy of face-to-face versus CAI instruction. Both information skills and students’ reactions to receiving the instruction were considered. To identify appropriate studies, searches were done across the following library and education‐related databases: LISA, ERIC, and Library Literature. The authors screened the 728 unique studies’ bibliographic information for relevance against four criteria: studies had to be of a particular type of design (randomised controlled trials,controlled trials, cohort studies

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...

Information needs of health technology assessment units and agencies in Spain.

Science.gov (United States)

Galnares-Cordero, Lorea; Gutiérrez-Ibarluzea, Iñaki

2010-10-01

The aim of this study was to analyze the information needs of Spanish health technology assessment (HTA) agencies and units to facilitate access to the resources they require to substantiate their reports. A questionnaire was designed and distributed among HTA bodies to ascertain the actual situation of subscriptions to information resources and what information specialists from these bodies considered would be the ideal subscription situation. Their information needs were then studied, and the resources that best met these needs were put forward. Following this definition, a subscriptions policy was adopted with suppliers and publishers. The survey showed that HTA bodies share a minimum of core subscriptions that includes open sources (MEDLINE, DARE) and sources that the government subscribes to for the health community (ISI Web of Science, Cochrane Library Plus). There was no common approach to determining which databases to subscribe to (UpToDate, EMBASE, Ovid EBMR, CINAHL, or ECRI). After identifying the information needs, a list of resources was proposed that would best cover these needs and, of these, subscription to the following was proposed: Scopus, Ovid EBMR, Clinical Evidence, DynaMed, ECRI, and Hayes. There are differences in the way that HTA agencies and units access the different resources of biomedical information. Combined subscription to several resources for documentation services was suggested as a way of resolving these differences.

Elections: An Instructional Unit for Elementary Grades.

Science.gov (United States)

McClain, Janet; And Others

In order to increase students' awareness of their place in the nation's political life, this unit introduces young children to the electoral process. Each lesson includes objectives, materials, procedures, and supplementary materials that can be duplicated for student use. The first five lessons are designed to improve student awareness of…

Nuclear Data Unit correspondents for the exchange of nuclear data information

Energy Technology Data Exchange (ETDEWEB)

NONE

1968-04-15

This list serves as a basis for the distribution of documents originated by or for the International Nuclear Data Committee, and includes the names of all INDC members, liaison officers and correspondents of the Nuclear Data Unit. The IAEA Nuclear Data Unit tries to maintain this list up-to-date in order to facilitate an efficient interchange of information on nuclear data topics. The recipients of this list are encouraged to inform the Nuclear Data Unit of any corrections, additions and deletions deemed necessary. Because of the variety of document origins and functions, and the number of countries served by this list, each addressee is assigned a seven-letter distribution code, shown to the left of each name, which indicates the categories of documents he receives. The names appear under three categories, member states, international organizations and non-member states, and are listed in alphabetical order within each state or organization. The main list is followed by seven shorter lists, indicating the names of individuals in each distribution category, and the total number of individuals in each category.

Nuclear Data Unit correspondents for the exchange of nuclear data information

International Nuclear Information System (INIS)

1968-04-01

This list serves as a basis for the distribution of documents originated by or for the International Nuclear Data Committee, and includes the names of all INDC members, liaison officers and correspondents of the Nuclear Data Unit. The IAEA Nuclear Data Unit tries to maintain this list up-to-date in order to facilitate an efficient interchange of information on nuclear data topics. The recipients of this list are encouraged to inform the Nuclear Data Unit of any corrections, additions and deletions deemed necessary. Because of the variety of document origins and functions, and the number of countries served by this list, each addressee is assigned a seven-letter distribution code, shown to the left of each name, which indicates the categories of documents he receives. The names appear under three categories, member states, international organizations and non-member states, and are listed in alphabetical order within each state or organization. The main list is followed by seven shorter lists, indicating the names of individuals in each distribution category, and the total number of individuals in each category

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

Science.gov (United States)

Colakoglu, Ozgur M.; Akdemir, Omur

2012-01-01

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

Proportion congruency effects: Instructions may be enough

Directory of Open Access Journals (Sweden)

Olga eEntel

2014-10-01

Full Text Available Learning takes time, namely, one needs to be exposed to contingency relations between stimulus dimensions in order to learn, whereas intentional control can be recruited through task demands. Therefore showing that control can be recruited as a function of experimental instructions alone, that is, adapting the processing according to the instructions before the exposure to the task, can be taken as evidence for existence of control recruitment in the absence of learning. This was done by manipulating the information given at the outset of the experiment. In the first experiment, we manipulated list-level congruency proportion. Half of the participants were informed that most of the stimuli would be congruent, whereas the other half were informed that most of the stimuli would be incongruent. This held true for the stimuli in the second part of each experiment. In the first part, however, the proportion of the two stimulus types was equal. A proportion congruent effect was found in both parts of the experiment, but it was larger in the second part. In our second experiment, we manipulated the proportion of the stimuli within participants by applying an item-specific design. This was done by presenting some color words most often in their congruent color, and other color words in incongruent colors. Participants were informed about the exact word-color pairings in advance. Similar to Experiment 1, this held true only for the second experimental part. In contrast to our first experiment, informing participants in advance did not result in an item-specific proportion effect, which was observed only in the second part. Thus our results support the hypothesis that instructions may be enough to trigger list-level control, yet learning does contribute to the proportion congruent effect under such conditions. The item-level proportion effect is apparently caused by learning or at least it is moderated by it.

Validating One-on-One GPS Instruction Methodology for Natural Resource Area Assessments Using Forestry Undergraduate Students

Science.gov (United States)

Unger, Daniel R.

2014-01-01

Undergraduate students pursuing a Bachelor of Science in Forestry (BSF) at Stephen F. Austin State University (SFA) attend an intensive 6-week residential hands-on instruction in applied field methods. The intensive 6-week instruction includes learning how to use the Global Positioning System (GPS) with a Garmin eTrex HCx GPS unit to accurately…

The Translation of Teachers' Understanding of Gifted Students Into Instructional Strategies for Teaching Science

Science.gov (United States)

Park, Soonhye; Steve Oliver, J.

2009-08-01

This study examined how instructional challenges presented by gifted students shaped teachers’ instructional strategies. This study is a qualitative research grounded in a social constructivist framework. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and homogeneously-grouped classrooms. Major data sources are classroom observations and interviews. Data analysis indicated that these science teachers developed content-specific teaching strategies based on their understanding of gifted students, including: (a) instructional differentiation, e.g., thematic units, (b) variety in instructional mode and/or students’ products, (c) student grouping strategies and peer tutoring, (d) individualized support, (e) strategies to manage challenging questions, (f) strategies to deal with the perfectionism, and (g) psychologically safe classroom environments.

Nursing Leaders' Satisfaction with Information Systems in the Day-to-Day Operations Management in Hospital Units.

Science.gov (United States)

Peltonen, Laura-Maria; Junttila, Kristiina; Salanterä, Sanna

2018-01-01

Information usage in the day-to-day operations management of hospital units is complex due to numerous information systems in use. The aim of this study was to describe and compare nurse leaders' satisfaction with information systems used in the day-to-day operations management in hospital units. The design was a cross-sectional survey with five questions rated from one (disagree) to five (fully agree). The response rate was 65 % (n = 453). Respondents reported fair satisfaction with how information systems support decision-making (median 4, IQR 3-4) and improve ease of access to information (median 4, IQR 3-4). However, respondents were less satisfied with how systems improve speed of access to information (median 3, IQR 3-4). Nor did respondents think that systems were developed for them (median 3, IQR 2-4). Respondents further reported needing numerous systems daily to support decision-making (median 4, IQR 3-5). A clear need for one system, which would gather important information for display was stated (median 5, IQR 4-5). Work experience, gender and time when overseeing the unit were associated with some aspects related to satisfaction. In conclusion, information system improvements are needed to better support the day-to-day operations management in hospital units.

Revised Safety Instruction 41 (IS41 REV.)

CERN Multimedia

SC Secretariat

2005-01-01

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

Teacher collaboration and elementary science teaching: Using action research as a tool for instructional leadership

Science.gov (United States)

Roberts, Sara Hayes

The primary purpose of this action research study was to explore an elementary science program and find ways to support science education as an administrator of an elementary school. The study took place in a large suburban school system in the southeastern United States. Seven teachers at a small rural school volunteered to participate in the study. Each participant became an active member of the research by determining what changes needed to take place and implementing the lessons in science. The study was also focused on teacher collaboration and how it influenced the science instruction. The data collected included two interviews, ten observations of science lessons, the implementation of four science units, and informal notes from planning sessions over a five month period. The questions that guided this study focused on how teachers prepare to teach science through active learning and how instruction shifts due to teacher collaboration. Teachers were interviewed at the beginning of the study to gain the perceptions of the participants in the areas of (a) planning, (b) active learning, (c) collaboration, and (d) teaching science lessons. The teachers and principal then formed a research team that determined the barriers to teaching science according to the Standards, designed units of study using active learning strategies, and worked collaboratively to implement the units of study. The action research project reviewed the National Science Education Standards, the theory of constructivism, active learning and teacher collaboration as they relate to the actions taken by a group of teachers in an elementary school. The evidence from this study showed that by working together collaboratively and overcoming the barriers to teaching science actively, teachers feel more confident and knowledgeable about teaching the concepts.

Family members' informal roles in end-of-life decision making in adult intensive care units.

Science.gov (United States)

Quinn, Jill R; Schmitt, Madeline; Baggs, Judith Gedney; Norton, Sally A; Dombeck, Mary T; Sellers, Craig R

2012-01-01

To support the process of effective family decision making, it is important to recognize and understand informal roles that various family members may play in the end-of-life decision-making process. To describe some informal roles consistently enacted by family members involved in the process of end-of-life decision making in intensive care units. Ethnographic study. Data were collected via participant observation with field notes and semistructured interviews on 4 intensive care units in an academic health center in the mid-Atlantic United States from 2001 to 2004. The units studied were a medical, a surgical, a burn and trauma, and a cardiovascular intensive care unit. Health care clinicians, patients, and family members. Informal roles for family members consistently observed were primary caregiver, primary decision maker, family spokesperson, out-of-towner, patient's wishes expert, protector, vulnerable member, and health care expert. The identified informal roles were part of families' decision-making processes, and each role was part of a potentially complicated family dynamic for end-of-life decision making within the family system and between the family and health care domains. These informal roles reflect the diverse responses to demands for family decision making in what is usually a novel and stressful situation. Identification and description of these informal roles of family members can help clinicians recognize and understand the functions of these roles in families' decision making at the end of life and guide development of strategies to support and facilitate increased effectiveness of family discussions and decision-making processes.

ERP correlates of source memory: unitized source information increases familiarity-based retrieval.

Science.gov (United States)

Diana, Rachel A; Van den Boom, Wijnand; Yonelinas, Andrew P; Ranganath, Charan

2011-01-07

Source memory tests typically require subjects to make decisions about the context in which an item was encoded and are thought to depend on recollection of details from the study episode. Although it is generally believed that familiarity does not contribute to source memory, recent behavioral studies have suggested that familiarity may also support source recognition when item and source information are integrated, or "unitized," during study (Diana, Yonelinas, and Ranganath, 2008). However, an alternative explanation of these behavioral findings is that unitization affects the manner in which recollection contributes to performance, rather than increasing familiarity-based source memory. To discriminate between these possibilities, we conducted an event-related potential (ERP) study testing the hypothesis that unitization increases the contribution of familiarity to source recognition. Participants studied associations between words and background colors using tasks that either encouraged or discouraged unitization. ERPs were recorded during a source memory test for background color. The results revealed two distinct neural correlates of source recognition: a frontally distributed positivity that was associated with familiarity-based source memory in the high-unitization condition only and a parietally distributed positivity that was associated with recollection-based source memory in both the high- and low-unitization conditions. The ERP and behavioral findings provide converging evidence for the idea that familiarity can contribute to source recognition, particularly when source information is encoded as an item detail. Copyright © 2010 Elsevier B.V. All rights reserved.

TRUPACT-II Operating and Maintenance Instructions

Energy Technology Data Exchange (ETDEWEB)

Westinghouse Electric Corporation, Waste Isolation Division

1999-12-31

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

Instructional Screencast: A Research Conceptual Framework

Science.gov (United States)

Abdul Razak, Muhammad Razuan; Mohamad Ali, Ahmad Zamzuri

2016-01-01

The literature review indicates that the benefit of screencast as an instructional media has not clearly proved effective for all categories of students. This is due to the individual differences in processing the information. Inadequate screencast design will cause strain to students' cognitive process which might impede learning. This…

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

Science.gov (United States)

Uslu, Öner

2018-01-01

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

Assessment of Preschool Early Literacy Skills: Linking Children's Educational Needs with Empirically Supported Instructional Activities.

Science.gov (United States)

Lonigan, Christopher J; Allan, Nicholas P; Lerner, Matthew D

2011-05-01

The importance of the preschool period for becoming a skilled reader is highlighted by a significant body of evidence that preschool children's development in the areas of oral language, phonological awareness, and print knowledge is predictive of how well they will learn to read once they are exposed to formal reading instruction in elementary school. Although there are now a number of empirically supported instructional activities for helping children who are at -risk of later reading difficulties acquire these early literacy skills, limitations in instructional time and opportunities in most preschool settings requires the use of valid assessment procedures to ensure that instructional resources are utilized efficiently. In this paper, we discuss the degree to which informal, diagnostic, screening, and progress-monitoring assessments of preschool early literacy skills can inform instructional decisions by considering the strengths and weaknesses of each approach to assessment.

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…

Waste Generator Instructions: Key to Successful Implementation of the US DOE's 435.1 for Transuranic Waste Packaging Instructions (LA-UR-12-24155) - 13218

International Nuclear Information System (INIS)

French, David M.; Hayes, Timothy A.; Pope, Howard L.; Enriquez, Alejandro E.; Carson, Peter H.

2013-01-01

In times of continuing fiscal constraints, a management and operation tool that is straightforward to implement, works as advertised, and virtually ensures compliant waste packaging should be carefully considered and employed wherever practicable. In the near future, the Department of Energy (DOE) will issue the first major update to DOE Order 435.1, Radioactive Waste Management. This update will contain a requirement for sites that do not have a Waste Isolation Pilot Plant (WIPP) waste certification program to use two newly developed technical standards: Contact-Handled Defense Transuranic Waste Packaging Instructions and Remote-Handled Defense Transuranic Waste Packaging Instructions. The technical standards are being developed from the DOE O 435.1 Notice, Contact-Handled and Remote-Handled Transuranic Waste Packaging, approved August 2011. The packaging instructions will provide detailed information and instruction for packaging almost every conceivable type of transuranic (TRU) waste for disposal at WIPP. While providing specificity, the packaging instructions leave to each site's own discretion the actual mechanics of how those Instructions will be functionally implemented at the floor level. While the Technical Standards are designed to provide precise information for compliant packaging, the density of the information in the packaging instructions necessitates a type of Rosetta Stone that translates the requirements into concise, clear, easy to use and operationally practical recipes that are waste stream and facility specific for use by both first line management and hands-on operations personnel. The Waste Generator Instructions provide the operator with step-by-step instructions that will integrate the sites' various operational requirements (e.g., health and safety limits, radiological limits or dose limits) and result in a WIPP certifiable waste and package that can be transported to and emplaced at WIPP. These little known but widely productive Waste

Using Web Server Logs in Evaluating Instructional Web Sites.

Science.gov (United States)

Ingram, Albert L.

2000-01-01

Web server logs contain a great deal of information about who uses a Web site and how they use it. This article discusses the analysis of Web logs for instructional Web sites; reviews the data stored in most Web server logs; demonstrates what further information can be gleaned from the logs; and discusses analyzing that information for the…

Identifying Threshold Concepts for Information Literacy: A Delphi Study

OpenAIRE

Lori Townsend; Amy R. Hofer; Silvia Lin Hanick; Korey Brunetti

2016-01-01

This study used the Delphi method to engage expert practitioners on the topic of threshold concepts for information literacy. A panel of experts considered two questions. First, is the threshold concept approach useful for information literacy instruction? The panel unanimously agreed that the threshold concept approach holds potential for information literacy instruction. Second, what are the threshold concepts for information literacy instruction? The panel proposed and discussed over fift...

Motivation in computer-assisted instruction.

Science.gov (United States)

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

2016-08-01

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

History of College Zoology Textbooks in the United States.

Science.gov (United States)

Staud, Margaret Crespo

Studied were the characteristics and changes of textbooks used in college zoology instruction in the United States and the relationship of these findings to the development of college zoology instruction. The authors' professional backgrounds, the textbook audience, and the status of zoology and college education at the time each book was written…

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

Science.gov (United States)

Koontz, F. R.; And Others

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

Augmented reality application utility for aviation maintenance work instruction

Science.gov (United States)

Pourcho, John Bryan

Current aviation maintenance work instructions do not display information effectively enough to prevent costly errors and safety concerns. Aircraft are complex assemblies of highly interrelated components that confound troubleshooting and can make the maintenance procedure difficult (Drury & Gramopadhye, 2001). The sophisticated nature of aircraft maintenance necessitates a revolutionized training intervention for aviation maintenance technicians (United States General Accounting Office, 2003). Quite simply, the paper based job task cards fall short of offering rapid access to technical data and the system or component visualization necessary for working on complex integrated aircraft systems. Possible solutions to this problem include upgraded standards for paper based task cards and the use of integrated 3D product definition used on various mobile platforms (Ropp, Thomas, Lee, Broyles, Lewin, Andreychek, & Nicol, 2013). Previous studies have shown that incorporation of 3D graphics in work instructions allow the user to more efficiently and accurately interpret maintenance information (Jackson & Batstone, 2008). For aircraft maintenance workers, the use of mobile 3D model-based task cards could make current paper task card standards obsolete with their ability to deliver relevant, synchronized information to and from the hangar. Unlike previous versions of 3D model-based definition task cards and paper task cards, which are currently used in the maintenance industry, 3D model based definition task cards have the potential to be more mobile and accessible. Utilizing augmented reality applications on mobile devices to seamlessly deliver 3D product definition on mobile devices could increase the efficiency, accuracy, and reduce the mental workload for technicians when performing maintenance tasks (Macchiarella, 2004). This proposal will serve as a literary review of the aviation maintenance industry, the spatial ability of maintenance technicians, and benefits of

Perceptions of Crop Science Instructional Materials.

Science.gov (United States)

Elkins, D. M.

1994-01-01

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

Curriculum and instructional methods for drug information, literature evaluation, and biostatistics: survey of US pharmacy schools.

Science.gov (United States)

Phillips, Jennifer A; Gabay, Michael P; Ficzere, Cathy; Ward, Kristina E

2012-06-01

The drug information curriculum in US colleges of pharmacy continues to evolve. The American College of Clinical Pharmacy (ACCP) Drug Information Practice and Research Network (DI PRN) published an opinion paper with specific recommendations regarding drug information education in 2009. Adoption of these recommendations has not been evaluated. To assess which recommendations made in the ACCP DI PRN opinion paper are included in US pharmacy school curricula and characterize faculty qualifications, educational methods, and recent changes in drug information education. An electronic survey was designed using the ACCP DI PRN opinion paper and the Accreditation Council for Pharmacy Education standards and guidelines for accreditation of PharmD programs in the US. Survey questions addressed curricular content within the following categories: drug information, literature evaluation, and biostatistics. A letter including the online survey link was sent via email to the dean of each US college/school of pharmacy (N = 128). Recipients were instructed to forward the email to the individual at their institution who was the most knowledgeable about the content and methodology used for didactic drug information education. Sixty-four responses were included in the final analysis. Of the 19 ACCP DI PRN minimum core concepts, 9 (47%) were included in curricula of all responding institutions; 14 of 19 (74%) were included in curricula for all but 1 institution. In contrast, 5 of 16 concepts (31%) were not formally taught by a number of institutions. Many respondents noted an increased focus on evidence-based medicine, medication safety, and informatics. Although a survey of drug information curricula documented substantial inclusion of the essential concepts presented in the ACCP DI PRN opinion paper, room for improvement remains in drug information curricula in US colleges of pharmacy.

An Environmental Unit for the Social Studies.

Science.gov (United States)

Kroll, Claudia J.

Based on the inquiry method of learning, this instructional unit attempts to encourage students to discover for themselves the facts, problems, values, conflicts, and potential solutions of an environmental issue. Specifically, it deals with surface mining in the United States, with special focus on surface mining in Illinois. Materials and…

Multiple Sessions for Information Literacy Instruction are Associated with Improvement in Students’ Research Abilities and Confidence

Directory of Open Access Journals (Sweden)

Kelley Wadson

2017-06-01

Full Text Available A Review of: Henry, J., Glauner, D., & Lefoe, G. (2015. A double shot of information literacy instruction at a community college. Community & Junior College Libraries, 21(1-2, 27-36. http://dx.doi.org/10.1080/02763915.2015.1120623 Abstract Objective – To evaluate the impact of providing multiple information literacy (IL sessions, instead of a single “one-shot” session, to students in face-to-face and online English courses. Design – Non-experimental, using pre-test and post-test surveys for one group, and only a post-test survey for the other group. Setting – A small community college in North Carolina, United States of America. Subjects – 352 students enrolled in 2 successive 3-credit English courses, excluding those under the age of 18, for a total of 244 participants. Methods – The researchers selected two English courses, ENG 111 and ENG 112, of which most students were required to take at least one to earn a degree or certification. After consulting with faculty, the researchers designed two workshops for each course that integrated active and group learning techniques. The ENG 111 workshops covered pre-searching (e.g., mind mapping and selecting search terms and database searching in the first session, and website analysis and research (e.g., URLs, Google’s advanced search, and the evaluative CRAAP test in the second session. The ENG 112 workshops covered subject database searching in the first session and evaluative analysis of magazine and scholarly journal articles in the second session. Instructors provided web-based tutorials to online course sections as a substitute for the face-to-face sessions. Course assignments were the same for both online and face-to-face classes. The researchers used anonymous online surveys. ENG 111 students completed pre-test and post-test surveys for their two workshops during the fall 2014 semester. The surveys consisted of seven fill-in-the-blank and multiple-choice questions measuring pre

Toward Understanding the Nature of a Partnership between an Elementary Classroom Teacher and an Informal Science Educator

Science.gov (United States)

Weiland, Ingrid S.; Akerson, Valarie L.

2013-01-01

This study explored the nature of the relationship between a fifth-grade teacher and an informal science educator as they planned and implemented a life science unit in the classroom, and sought to define this relationship in order to gain insight into the roles of each educator. In addition, student learning as a result of instruction was…

Identifying Threshold Concepts for Information Literacy: A Delphi Study

Directory of Open Access Journals (Sweden)

Lori Townsend

2016-06-01

Full Text Available This study used the Delphi method to engage expert practitioners on the topic of threshold concepts for information literacy. A panel of experts considered two questions. First, is the threshold concept approach useful for information literacy instruction? The panel unanimously agreed that the threshold concept approach holds potential for information literacy instruction. Second, what are the threshold concepts for information literacy instruction? The panel proposed and discussed over fifty potential threshold concepts, finally settling on six information literacy threshold concepts.

Implementation of a large-scale hospital information infrastructure for multi-unit health-care services.

Science.gov (United States)

Yoo, Sun K; Kim, Dong Keun; Kim, Jung C; Park, Youn Jung; Chang, Byung Chul

2008-01-01

With the increase in demand for high quality medical services, the need for an innovative hospital information system has become essential. An improved system has been implemented in all hospital units of the Yonsei University Health System. Interoperability between multi-units required appropriate hardware infrastructure and software architecture. This large-scale hospital information system encompassed PACS (Picture Archiving and Communications Systems), EMR (Electronic Medical Records) and ERP (Enterprise Resource Planning). It involved two tertiary hospitals and 50 community hospitals. The monthly data production rate by the integrated hospital information system is about 1.8 TByte and the total quantity of data produced so far is about 60 TByte. Large scale information exchange and sharing will be particularly useful for telemedicine applications.

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

Science.gov (United States)

Connor, Carol McDonald

2017-09-15

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

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

Science.gov (United States)

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

2011-03-30

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

An Index to All "Query" Computer Searches Completed from July 1973 to June 1974. Search Number 0403-0619. Information Series No. 24.

Science.gov (United States)

Wilder, Dolores J., Comp.; Hines, Rella, Comp.

The Tennessee Research Coordinating Unit (RCU) has implemented a computerized information retrieval system known as "Query," which allows for the retrieval of documents indexed in Research in Education (RIE), Current Index to Journals in Education (CIJE), and Abstracts of Instructional and Research Materials (AIM/ARM). The document…

An Exploratory Factor Analysis of the Sheltered Instruction Observation Protocol as an Evaluation Tool to Measure Teaching Effectiveness

Science.gov (United States)

Polat, Nihat; Cepik, Saban

2016-01-01

To narrow the achievement gap between English language learners (ELLs) and their native-speaking peers in K-12 settings in the United States, effective instructional models must be identified. However, identifying valid observation protocols that can measure the effectiveness of specially designed instructional practices is not an easy task. This…

Instructions to suppress semantic memory enhances or has no effect on P300 in a concealed information test (CIT).

Science.gov (United States)

Rosenfeld, J Peter; Ward, Anne; Drapekin, Jesse; Labkovsky, Elena; Tullman, Samuel

2017-03-01

The present study investigated the extent to which people can suppress semantic memory as indexed with the P300 ERP and the autobiographical implicit association test (aIAT). In EXP 1, participants (22) were run in a counterbalanced repeated measures study in both simply knowledgeable (SK) and knowledgeable with suppression (SP) conditions. A P300-based, concealed information test ("Complex Trial Protocol"; CTP) with a 50/50 Target/Nontarget (T/NT) ratio was given both with and without instructions to suppress semantic memories. The results showed increased P300s to probe name stimuli, reduced (but still high positive) aIAT d-scores, and increased simple reaction times to all stimuli used in ERP tests in the SP condition. EXP 2 was similar, but with SP and SK in two separate groups, and a 20/80 T/NT ratio. Again, ERP and aIAT results failed to show a suppression effect for semantic memory. The behavioral data suggest some task demand effects under suppression instructions, and that EXP 1 was more demanding than EXP 2. Copyright © 2017 Elsevier B.V. All rights reserved.

Supporting Ngss-Congruent Instruction in Earth & Space Science Through Educator Implementation and Feedback: Refining the Dig Texas Blueprints

Science.gov (United States)

Jacobs, B. E.; Bohls-Graham, C. E.; Ellins, K. K.; Riggs, E. M.; Serpa, L. F.; Stocks, E.; McIver, H.; Sergent, C.

2015-12-01

The development of the Next Generation Science Standards (NGSS) as a framework around which to guide K-12 science instruction has generated a call for rigorous curricula that meets the demand for developing a workforce with expertise in tackling modern Earth science challenges. The Diversity and Innovation in Geosciences (DIG) Texas Blueprints project addresses this need for quality, aligned curricula with educator-vetted, freely available resources carefully selected and compiled into three week thematic units that have been aligned with the Earth Science Literacy Principles and the NGSS. These units can then be packaged into customized blueprints for a year-long Earth & Space Science course that engages students in the relevant disciplinary core ideas, crosscutting concepts and science and engineering practices. As part of supporting NGSS-congruent instruction, each unit has extensive scaffolding notes for the learning activities selected for that unit. Designed with both the new and veteran teacher in mind, these scaffolding notes yield information regarding advanced teacher preparation, student prerequisite skills, and potential challenges that might arise during classroom implementation. Feedback from Texas high school teachers implementing the DIG Texas Blueprints in the classroom, in addition to that of university secondary education majors in a preparation course utilizing the blueprints, instigated the most recent revisions to these scaffolding notes. The DIG Texas Blueprints Educator Intern Team charged with these revisions then determined which learning activities became candidates for either inclusion in the refined units, retention as an additional resource, or elimination from the blueprints. This presentation will focus on the development of these scaffolding notes and their role in supporting congruence with the NGSS. A review of the second year of implementation of the blueprints and the feedback that generated the final revisions will be shared

Orchestrating Semiotic Resources in Explicit Strategy Instruction

Science.gov (United States)

Shanahan, Lynn E.; Flury-Kashmanian, Caroline

2014-01-01

Research and pedagogical information provided to teachers on implementing explicit strategy instruction has primarily focused on teachers' speech, with limited attention to other modes of communication, such as gesture and artefacts. This interpretive case study investigates two teachers' use of different semiotic resources when introducing…

Non-Markovianity Measure Based on Brukner-Zeilinger Invariant Information for Unital Quantum Dynamical Maps

Science.gov (United States)

He, Zhi; Zhu, Lie-Qiang; Li, Li

2017-03-01

A non-Markovianity measure based on Brukner-Zeilinger invariant information to characterize non-Markovian effect of open systems undergoing unital dynamical maps is proposed. The method takes advantage of non-increasing property of the Brukner-Zeilinger invariant information under completely positive and trace-preserving unital maps. The simplicity of computing the Brukner-Zeilinger invariant information is the advantage of the proposed measure because of mainly depending on the purity of quantum state. The measure effectively captures the characteristics of non-Markovianity of unital dynamical maps. As some concrete application, we consider two typical non-Markovian noise channels, i.e., the phase damping channel and the random unitary channel to show the sensitivity of the proposed measure. By investigation, we find that the conditions of detecting the non-Markovianity for the phase damping channel are consistent with the results of existing measures for non-Markovianity, i.e., information flow, divisibility and quantum mutual information. However, for the random unitary channel non-Markovian conditions are same to that of the information flow, but is different from that of the divisibility and quantum mutual information. Supported by the National Natural Science Foundation of China under Grant No. 61505053, the Natural Science Foundation of Hunan Province under Grant No. 2015JJ3092, the Research Foundation of Education Bureau of Hunan Province, China under Grant No. 16B177, the School Foundation from the Hunan University of Arts and Science under Grant No. 14ZD01

Evaluating Educational Resources for Inclusion in the Dig Texas Instructional Blueprints for Earth & Space Science

Science.gov (United States)

Jacobs, B. E.; Bohls-Graham, E.; Martinez, A. O.; Ellins, K. K.; Riggs, E. M.; Serpa, L. F.; Stocks, E.; Fox, S.; Kent, M.

2014-12-01

Today's instruction in Earth's systems requires thoughtful selection of curricula, and in turn, high quality learning activities that address modern Earth science. The Next Generation Science Standards (NGSS), which are intended to guide K-12 science instruction, further demand a discriminating selection process. The DIG (Diversity & Innovation in Geoscience) Texas Instructional Blueprints attempt to fulfill this practice by compiling vetted educational resources freely available online into units that are the building blocks of the blueprints. Each blueprint is composed of 9 three-week teaching units and serves as a scope and sequence for teaching a one-year Earth science course. In the earliest stages of the project, teams explored the Internet for classroom-worthy resources, including laboratory investigations, videos, visualizations, and readings, and submitted the educational resources deemed suitable for the project into the project's online review tool. Each team member evaluated the educational resources chosen by fellow team members according to a set of predetermined criteria that had been incorporated into the review tool. Resources rated as very good or excellent by all team members were submitted to the project PIs for approval. At this stage, approved resources became candidates for inclusion in the blueprint units. Team members tagged approved resources with descriptors for the type of resource and instructional strategy, and aligned these to the Texas Essential Knowledge and Skills for Earth and Space Science and the Earth Science Literacy Principles. Each team then assembled and sequenced resources according to content strand, balancing the types of learning experiences within each unit. Once units were packaged, teams then considered how they addressed the NGSS and identified the relevant disciplinary core ideas, crosscutting concepts, and science and engineering practices. In addition to providing a brief overview of the project, this

Information Impact | Journal of Information and Knowledge ...

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Information Impact | Journal of Information and Knowledge Management ... Abstract. This study was designed to determine the impact of collaboration on research and teaching .... delivery of quality instruction. ... for doing Collaborative projects, and there ... reveals that co-construction of knowledge ..... Get relevant materials.

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

Science.gov (United States)

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

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

A History of Instructional Methods in Uncontracted and Contracted Braille

Science.gov (United States)

D'Andrea, Frances Mary

2009-01-01

This literature review outlines the history of the braille code as used in the United States and Canada, illustrating how both the code itself and instructional strategies for teaching it changed over time. The review sets the stage for the research questions of the recently completed Alphabetic Braille and Contracted Braille Study.

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…

A Reconsideration of Information Literacy

Directory of Open Access Journals (Sweden)

Stanley J. Wilder

2013-12-01

Full Text Available This article is a reflection on the author's 2005 Chronicle of Higher Education article "Information Literacy Makes All the Wrong Assumptions." In it, the author argues that while library instruction is properly grounded in disciplinary norms, information literacy serves a vital institutional obligation as a means of assessing student learning. The content of library instruction thus serves the University's "vertical" disciplinary agendas, while information literacy serves its "horizontal" institution-wide agenda.

In Respect to the Cognitive Load Theory: Adjusting Instructional Guidance with Student Expertise.

Science.gov (United States)

Schilling, Jim

2017-01-01

The amount of guidance supplied by educators to students in allied health programs is a factor in student learning. According to the cognitive load theory of learning, without adequate instructional support, novice learners will be overwhelmed and unable to store information, while unnecessary guidance supplied to advanced students will cause extraneous cognitive load on the working memory system. Adjusting instructional guidance for students according to their level of expertise to minimize extraneous cognitive load and optimize working memory storage capacity will enhance learning effectiveness. Novice students presented with complex subject matter require significant guidance during the initial stages, using strategies such as worked examples. As students comprehend information, instructional guidance needs to gradually fade to avoid elevated extraneous cognitive load from the expertise reversal effect. An instructional strategy that utilizes a systemic (fixed) or adjustable (adaptive) tapering of guidance to students in allied health programs depending on their expertise will optimize learning capability.

The Development of a Socioscientific Issues-Based Curriculum Unit for Middle School Students: Global Warming Issue

Science.gov (United States)

Atabey, Nejla; Topçu, Mustafa Sami

2017-01-01

In this study, we aimed at developing "Human and Environment" unit around SSI based instruction. We followed action research methodology in development and implementation of the unit. The participants of this study were 24 seventh graders students and the instruction was extended to eight and a half weeks, taking four hours in a week.…

IBES: A Tool for Creating Instructions Based on Event Segmentation

Directory of Open Access Journals (Sweden)

Katharina eMura

2013-12-01

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

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

Science.gov (United States)

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

2013-12-26

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

Waste Generator Instructions: Key to Successful Implementation of the US DOE's 435.1 for Transuranic Waste Packaging Instructions (LA-UR-12-24155) - 13218

Energy Technology Data Exchange (ETDEWEB)

French, David M. [LANL EES-12, Carlsbad, NM, Los Alamos National Laboratory, P.O. Box 1663, Los Alamos, NM 87545 (United States); Hayes, Timothy A. [LANL EES-12, Carlsbad, NM, Los Alamos National Laboratory, P.O. Box 1663, Los Alamos, NM 87545 (United States); Pope, Howard L. [Aspen Resources Ltd., Inc., P.O. Box 3038, Boulder, CO 80307 (United States); Enriquez, Alejandro E. [LANL NCO-4, Los Alamos National Laboratory, P.O. Box 1663, Los Alamos, NM 87545 (United States); Carson, Peter H. [LANL NPI-7, Los Alamos National Laboratory, P.O. Box 1663, Los Alamos, NM 87545 (United States)

2013-07-01

In times of continuing fiscal constraints, a management and operation tool that is straightforward to implement, works as advertised, and virtually ensures compliant waste packaging should be carefully considered and employed wherever practicable. In the near future, the Department of Energy (DOE) will issue the first major update to DOE Order 435.1, Radioactive Waste Management. This update will contain a requirement for sites that do not have a Waste Isolation Pilot Plant (WIPP) waste certification program to use two newly developed technical standards: Contact-Handled Defense Transuranic Waste Packaging Instructions and Remote-Handled Defense Transuranic Waste Packaging Instructions. The technical standards are being developed from the DOE O 435.1 Notice, Contact-Handled and Remote-Handled Transuranic Waste Packaging, approved August 2011. The packaging instructions will provide detailed information and instruction for packaging almost every conceivable type of transuranic (TRU) waste for disposal at WIPP. While providing specificity, the packaging instructions leave to each site's own discretion the actual mechanics of how those Instructions will be functionally implemented at the floor level. While the Technical Standards are designed to provide precise information for compliant packaging, the density of the information in the packaging instructions necessitates a type of Rosetta Stone that translates the requirements into concise, clear, easy to use and operationally practical recipes that are waste stream and facility specific for use by both first line management and hands-on operations personnel. The Waste Generator Instructions provide the operator with step-by-step instructions that will integrate the sites' various operational requirements (e.g., health and safety limits, radiological limits or dose limits) and result in a WIPP certifiable waste and package that can be transported to and emplaced at WIPP. These little known but widely

Melodic Dictation Instruction: A Survey of Advanced Placement Music Theory Teachers

Science.gov (United States)

Buonviri, Nathan O.; Paney, Andrew S.

2015-01-01

Based on relevant literature and recent qualitative findings, the purpose of this survey research was to identify pedagogical approaches to melodic dictation employed by Advanced Placement (AP) Music Theory teachers across the United States. The researcher-designed survey questions focused on pitch and rhythm skills, instructional resources,…

Clinical Information Systems Integration in New York City's First Mobile Stroke Unit.

Science.gov (United States)

Kummer, Benjamin R; Lerario, Michael P; Navi, Babak B; Ganzman, Adam C; Ribaudo, Daniel; Mir, Saad A; Pishanidar, Sammy; Lekic, Tim; Williams, Olajide; Kamel, Hooman; Marshall, Randolph S; Hripcsak, George; Elkind, Mitchell S V; Fink, Matthew E

2018-01-01

Mobile stroke units (MSUs) reduce time to thrombolytic therapy in acute ischemic stroke. These units are widely used, but the clinical information systems underlying MSU operations are understudied. The first MSU on the East Coast of the United States was established at New York Presbyterian Hospital (NYP) in October 2016. We describe our program's 7-month pilot, focusing on the integration of our hospital's clinical information systems into our MSU to support patient care and research efforts. NYP's MSU was staffed by two paramedics, one radiology technologist, and a vascular neurologist. The unit was equipped with four laptop computers and networking infrastructure enabling all staff to access the hospital intranet and clinical applications during operating hours. A telephone-based registration procedure registered patients from the field into our admit/discharge/transfer system, which interfaced with the institutional electronic health record (EHR). We developed and implemented a computerized physician order entry set in our EHR with prefilled values to permit quick ordering of medications, imaging, and laboratory testing. We also developed and implemented a structured clinician note to facilitate care documentation and clinical data extraction. Our MSU began operating on October 3, 2016. As of April 27, 2017, the MSU transported 49 patients, of whom 16 received tissue plasminogen activator (t-PA). Zero technical problems impacting patient care were reported around registration, order entry, or intranet access. Two onboard network failures occurred, resulting in computed tomography scanner malfunctions, although no patients became ineligible for time-sensitive treatment as a result. Thirteen (26.5%) clinical notes contained at least one incomplete time field. The main technical challenges encountered during the integration of our hospital's clinical information systems into our MSU were onboard network failures and incomplete clinical documentation. Future

Library Research Instruction for Doctor of Ministry Students: Outcomes of Instruction Provided by a Theological Librarian and by a Program Faculty Member

Directory of Open Access Journals (Sweden)

Charles D. Kamilos

2014-01-01

Full Text Available At some seminaries the question of who is more effective teaching library research is an open question.  There are two camps of thought: (1 that the program faculty member is more effective in providing library research instruction as he or she is intimately engaged in the subject of the course(s, or (2 that the theological librarian is more effective in providing library research instruction as he or she is more familiar with the scope of resources that are available, as well as how to obtain “hard to get” resources.   What began as a librarian’s interest in determining the extent to which Doctor of Ministry (DMin students begin their research using Google, resulted in the development of a survey.  Given the interesting results returned from the first survey in fall of 2008, the survey was conducted again in the fall of 2011.  The results of the comparative data led to the discovery of some useful data that will be used to adjust future instruction sessions for DMin students.  The results of the surveys indicated that the instruction provided by the theological librarian was more effective as students were more prepared to obtain and use resources most likely to provide the best information for course projects. Additionally, following the instruction of library research skills by the librarian (2011 survey, DMin students were more likely to begin the search process for information resources using university provided catalogs and databases than what was reported in the 2008 survey. The responses to the two surveys piqued interest regarding both eBook use during the research process and the reduction of research frustration to be addressed in a follow-up survey to be given in 2014, results of which we hope to report in a future article.

Elementary School Math Instruction: Can Reading Specialists Assist?

Science.gov (United States)

Heinrichs, Audrey S.

1987-01-01

Discusses the contradictions found in recommendations for direction instruction or informal math language development, and some suggestions for practical resolution of disagreements, to enable school reading specialists to provide both background and practical help to classroom instructors teaching math. (HTH)

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…

Units of Instruction. Health Occupations Education. Volume I. [Teacher's Guide].

Science.gov (United States)

East Texas State Univ., Commerce. Occupational Curriculum Lab.

Ten units on health occupations are presented in this teacher's guide. The units are the following: recording vital signs; job application and interview; grooming and personal hygiene; health careers; medical careers; medical ethics; medical terminology and abbreviations; medical asepsis; basic patient care (e.g., measuring and recording fluid…

The use of computer-aided learning in chemistry laboratory instruction

Science.gov (United States)

Allred, Brian Robert Tracy

This research involves developing and implementing computer software for chemistry laboratory instruction. The specific goal is to design the software and investigate whether it can be used to introduce concepts and laboratory procedures without a lecture format. This would allow students to conduct an experiment even though they may not have been introduced to the chemical concept in their lecture course. This would also allow for another type of interaction for those students who respond more positively to a visual approach to instruction. The first module developed was devoted to using computer software to help introduce students to the concepts related to thin-layer chromatography and setting up and running an experiment. This was achieved through the use of digitized pictures and digitized video clips along with written information. A review quiz was used to help reinforce the learned information. The second module was devoted to the concept of the "dry lab". This module presented students with relevant information regarding the chemical concepts and then showed them the outcome of mixing solutions. By these observations, they were to determine the composition of unknown solutions based on provided descriptions and comparison with their written observations. The third piece of the software designed was a computer game. This program followed the first two modules in providing information the students were to learn. The difference here, though, was incorporating a game scenario for students to use to help reinforce the learning. Students were then assessed to see how much information they retained after playing the game. In each of the three cases, a control group exposed to the traditional lecture format was used. Their results were compared to the experimental group using the computer modules. Based upon the findings, it can be concluded that using technology to aid in the instructional process is definitely of benefit and students were more successful in

Innovative Information Systems in the Intensive Care Unit, King Saud Medical City in Saudi Arabia.

Science.gov (United States)

Al Saleem, Nouf; Al Harthy, Abdulrahman

2015-01-01

The purpose of this paper is to discuss the experience of implementing innovative information technology to improve the quality of services in one of the largest Intensive Care Units in Saudi Arabia. The Intensive Care Units in King Saud Medical City (ICU-KSMC) is the main ICU in the kingdom that represents the Ministry of Health. KSMC's ICU is also considered one of the largest ICU in the world as it consists of six units with 129 beds. Leaders in KSMC's ICU have introduced and integrated three information technologies to produce powerful, accurate, and timely information systems to overcome the challenges of the ICU nature and improve the quality of service to ensure patients' safety. By 2015, ICU in KSMC has noticed a remarkable improvement in: beds' occupation and utilization, staff communication, reduced medical errors, and improved departmental work flow, which created a healthy professional work environment. Yet, ICU in KSMC has ongoing improvement projects that include future plans for more innovative information technologies' implementation in the department.

Reconsidering information management roles and capabilities in disaster response decision-making units

NARCIS (Netherlands)

Bharosa, N.; Janssen, M.F.W.H.A.

2009-01-01

When disaster strikes, the emerging task environment requires relief agencies to transform from autonomous mono-disciplinary organizations into interdependent multidisciplinary decision-making units. Evaluation studies reveal that adaptation of information management to the changing task environment

Making Choices in the Virtual World: The New Model at United Technologies Information Network.

Science.gov (United States)

Gulliford, Bradley

1998-01-01

Describes changes in services of the United Technologies Corporation Information Network from a traditional library system to a virtual system of World Wide Web sites, a document-delivery unit, telephone and e-mail reference, and desktop technical support to provide remote access. Staff time, security, and licensing issues are addressed.…

Long-Range Goals in International Telecommunications and Information: An Outline for United States Policy.

Science.gov (United States)

Congress of the U.S., Washington, DC. Senate Committee on Commerce, Science, and Transportation.

This report presents a comprehensive delineation of the principal issues in the field of international telecommunications and information, as well as an overview of United States policy in this area. The first part discusses international trends in protectionism and the politicization of international forums; it also outlines United States goals,…

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...

Instructional Leadership and Schools Effectiveness

Science.gov (United States)

Hung, Daisy Kee Mui; Ponnusamy, Premavathy

With the influx of information technology through the Internet and the use of ICT in our daily lives, our future generation has traversed from a mere change of era to a dynamic era of change. Thus, the role of school leaders is becoming more challenging than ever. They need to make greater strides to ensure that they are able to make adjustments and readjustments in instructional practices to cater for the changing elements in their organization. In brief, the school leaders have to be creative, innovative with entrepreneurial drive in order to steer their subordinates (teachers) towards school excellence. Leadership of principal is therefore considered as a main criterion to create successful schools in country's educational advancement. Besides, the school effectiveness plays a crucial role in country's academic advancement. This paper focuses on a comprehensive review of literature on the relationship between instructional leadership and school effectiveness.

Computer aided instruction in the nuclear training classroom

International Nuclear Information System (INIS)

McFarlane, A.F.

1983-01-01

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

DO Get Technical! Using Technology in Library Instruction

Directory of Open Access Journals (Sweden)

Nicole Eva

2011-12-01

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

Improving English Instruction through Neuro-Linguistic Programming

Science.gov (United States)

Helm, David Jay

2009-01-01

This study examines the background information and numerous applications of neuro-linguistic programming as it applies to improving English instruction. In addition, the N.L.P. modalities of eye movement, the use of predicates, and posturing are discussed. Neuro-linguistic programming presents all students of English an opportunity to reach their…

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.

How Do Volcanoes Affect Human Life? Integrated Unit.

Science.gov (United States)

Dayton, Rebecca; Edwards, Carrie; Sisler, Michelle

This packet contains a unit on teaching about volcanoes. The following question is addressed: How do volcanoes affect human life? The unit covers approximately three weeks of instruction and strives to present volcanoes in an holistic form. The five subject areas of art, language arts, mathematics, science, and social studies are integrated into…

Children’s comprehension of informational text: Reading, engaging, and learning

Directory of Open Access Journals (Sweden)

Linda BAKER

2011-11-01

Full Text Available The Reading, Engaging, and Learning project (REAL investigated whether a classroom intervention that enhanced young children's experience with informational books would increase reading achievement and engagement. Participants attended schools serving low income neighborhoods with 86% African American enrollment. The longitudinal study spanned second through fourth grades. Treatment conditions were: (1 Text Infusion/Reading for Learning Instruction -- students were given greater access to informational books in their classroom libraries and in reading instruction; (2 Text Infusion Alone -- the same books were provided but teachers were not asked to alter their instruction; (3 Traditional Instruction -- students experienced business as usual in the classroom. Children were assessed each year on measures of reading and reading engagement, and classroom instructional practices were observed. On most measures, the informational text infusion intervention did not yield differential growth over time. However, the results inform efforts to increase children’s facility with informational text in the early years in order to improve reading comprehension.

Programmed Instruction for Teaching Java: Consideration of Learn Unit Frequency and Rule-Test Performance

Science.gov (United States)

Emurian, Henry H.

2007-01-01

At the beginning of a Java computer programming course, nine students in an undergraduate class and nine students in a graduate class completed a web-based programmed instruction tutoring system that taught a simple computer program. All students exited the tutor with an identical level of skill, at least as determined by the tutor's required…

Articulated, Performance-Based Instruction Objectives Guide for Air Conditioning, Refrigeration, and Heating. Volume II (Second Year).

Science.gov (United States)

Henderson, William Edward, Jr., Ed.

This articulation guide contains 17 units of instruction for the second year of a two-year vocational program designed to prepare the high school graduate to install, maintain, and repair various types of residential and commercial heating, air conditioning, and refrigeration equipment. The units are designed to help the student to expand and…

Exploring Instructional Differences and School Performance in High-Poverty Elementary Schools

Science.gov (United States)

Hirn, Regina G.; Hollo, Alexandra; Scott, Terrance M.

2018-01-01

In the United States, federal funding under Title 1 is provided to schools to improve academic achievement for disadvantaged students. Many students attending schools eligible for Title 1 funding are from families in poverty and at risk for negative outcomes. Identifying instructional factors that mitigate this risk must be a priority for teachers…

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

Science.gov (United States)

Chen, Su-Chang

2010-01-01

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

Principals' Conceptions of Instructional Leadership and Their Informal Social Networks: An Exploration of the Mechanisms of the Mesolevel

Science.gov (United States)

Rigby, Jessica G.

2016-01-01

First-year principals encounter multiple messages about what it means to be instructional leaders; this may matter for how they enact instructional leadership. This cross-case qualitative study uses a qualitative approach of social network analysis to uncover the mechanisms through which first-year principals encountered particular beliefs about…

Endorsement of CONSORT by Chinese medical journals: a survey of "instruction to authors".

Science.gov (United States)

Xiao, Lu; Hu, Jing; Zhang, Li; Shang, Hong-cai

2014-07-01

To determine the extent to which Chinese medical (CM) journals incorporate Consolidated Standards for Reporting of Trials (CONSORT) into their "instruction to authors". We reviewed the latest "instruction to authors" of the CM journals in China which indexed by MEDLINE in 2010 or Excerpta Medica Database (EMBASE) in 2012 and extracted all information of CONSORT, International Committee of Medical Journal Editors (ICMJE), other reporting guidelines or clinical trial registration. By reading the instructions to authors and reviewing recent studies published in those journals, those that do not publish clinical trials were excluded. We also contacted each of journals by telephone on contributor's status to ask them whether mentioned CONSORT in their instructions and incorporated it into their editorial and peer-review process. Full-text papers of randomized controlled trials (RCTs, from January 2011 to March 2012) published in the journals which mentioned "CONSORT" in their instructions for authors were downloaded. Seven CM journals were included. Three of these journals mentioned CONSORT in its instructions. By telephone survey, all journals gave responses and all respondents knew CONSORT statement. Three of 7 journals required authors to comply with the CONSORT statement and provide the CONSORT checklist and a flow chart of the trial. The rest 4 journals recommended authors of RCTs to refer to the CONSORT statement. From January 2011 to March 2012, a total of 50 RCTs were obtained from the 3 journals endorsing the CONSORT statement; 17 (17/50, 34%) contained a flow diagram in their manuscript, and none of those RCTs had mentioned the trial registration information. The endorsement of CONSORT by CM journals' "instruction to authors" was not satisfactory. The spread of CONSORT endorsement should be wider in instructing the performance of CM clinical trials in the future. Chinese journals should introduce CONSORT to their authors and require authors to comply with

Virtual Reality Hypermedia Design Frameworks for Science Instruction.

Science.gov (United States)

Maule, R. William; Oh, Byron; Check, Rosa

This paper reports on a study that conceptualizes a research framework to aid software design and development for virtual reality (VR) computer applications for instruction in the sciences. The framework provides methodologies for the processing, collection, examination, classification, and presentation of multimedia information within hyperlinked…

An impoverished machine: challenges to human learning and instructional technology.

Science.gov (United States)

Taraban, Roman

2008-08-01

Many of the limitations to human learning and processing identified by cognitive psychologists over the last 50 years still hold true, including computational constraints, low learning rates, and unreliable processing. Instructional technology can be used in classrooms and in other learning contexts to address these limitations to learning. However, creating technological innovations is not enough. As part of psychological science, the development and assessment of instructional systems should be guided by theories and practices within the discipline. The technology we develop should become an object of research like other phenomena that are studied. In the present article, I present an informal account of my own work in assessing instructional technology for engineering thermodynamics to show not only the benefits, but also the limitations, in studying the technology we create. I conclude by considering several ways of advancing the development of instructional technology within the SCiP community, including interdisciplinary research and envisioning learning contexts that differ radically from traditional learning focused on lectures and testing.

Small Changes: Using Assessment to Direct Instructional Practices in Large-Enrollment Biochemistry Courses

Science.gov (United States)

Xu, Xiaoying; Lewis, Jennifer E.; Loertscher, Jennifer; Minderhout, Vicky; Tienson, Heather L.

2017-01-01

Multiple-choice assessments provide a straightforward way for instructors of large classes to collect data related to student understanding of key concepts at the beginning and end of a course. By tracking student performance over time, instructors receive formative feedback about their teaching and can assess the impact of instructional changes. The evidence of instructional effectiveness can in turn inform future instruction, and vice versa. In this study, we analyzed student responses on an optimized pretest and posttest administered during four different quarters in a large-enrollment biochemistry course. Student performance and the effect of instructional interventions related to three fundamental concepts—hydrogen bonding, bond energy, and pKa—were analyzed. After instructional interventions, a larger proportion of students demonstrated knowledge of these concepts compared with data collected before instructional interventions. Student responses trended from inconsistent to consistent and from incorrect to correct. The instructional effect was particularly remarkable for the later three quarters related to hydrogen bonding and bond energy. This study supports the use of multiple-choice instruments to assess the effectiveness of instructional interventions, especially in large classes, by providing instructors with quick and reliable feedback on student knowledge of each specific fundamental concept. PMID:28188280

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.

Supporting Instruction By Defining Conceptual Relevance Of Materials: Alignment Of Resources To An Earth Systems Framework

Science.gov (United States)

Menicucci, A. J.; Bean, J. R.

2017-12-01

Environmental, geological, and climatological sciences are important facets of physical science education. However, it is often difficult for educators to acquire the necessary resources to facilitate content explanations, and demonstration of the conceptual links between individual lessons. The Understanding Global Change (UGC) Project at the University of California Museum of Paleontology (UCMP) at UC Berkeley is aligning new and existing Earth systems educational resources that are high-quality, interactive and inquiry based. Learning resources are organized by the UGC framework topics (Causes of Change, How the Earth System Works, and Measurable Changes), and focus on exploring topic relationships. Resources are currently aligned with both the UGC framework and the Next Generation Science Standards (NGSS), facilitating broad utility among K-16 educators. The overarching goal of the UGC Project is to provide the necessary resources that guide the construction of coherent, interdisciplinary instructional units. These units can be reinforced through system models, providing visual learning scaffolds for assessments of student content knowledge. Utilizing the central framework of UGC alleviates the long-standing problem of creating coherent instructional units from multiple learning resources, each organized and categorized independently across multiple platforms that may not provide explicit connections among Earth science subjects UGC topic cross listing of learning modules establishes conceptual links. Each resource is linked across several Earth system components, facilitating exploration of relationships and feedbacks between processes. Cross listed topics are therefore useful for development of broad picture learning goals via targeted instructional units. We also anticipate cultivating summaries of the explicit conceptual links explored in each resource from both current teachers and content specialists. Insructional units currated and aligned under the UGC

77 FR 58173 - Proposed Extension of Existing Information Collection; Explosive Materials and Blasting Units...

Science.gov (United States)

2012-09-19

... information in accordance with the Paperwork Reduction Act of 1995. This program helps to assure that requested data can be provided in the desired format, reporting burden (time and financial resources) is... Extension of Existing Information Collection; Explosive Materials and Blasting Units (Pertains to Metal and...

Effect of student engagement on multimedia-assisted instruction

Directory of Open Access Journals (Sweden)

Hsiu-Ping Yueh

2012-09-01

Full Text Available This study applied multimedia in a general engineering and technology course in Taiwan and evaluated the effectiveness of multimedia-assisted instruction and learning. The course presented trends in technological development and the achievements of Taiwanese industries and research institutes from a historical perspective, and overviewed the technology industries and industrial transformation development in Taiwan. The course units adopted multimedia to support class teaching and student learning, and a survey was conducted to collect students’ attitudes and perception toward multimedia-assisted instruction and learning in the course. Research data were collected from 45 male and 9 female students with varied academic and cultural backgrounds. Results showed that multimedia videos help raise students’ awareness of learning issues, improve their understanding of content, and increase the depth of their learning. Almost all students liked the approach of using multimedia to assist teaching and learning, preferring this approach over traditional lecture-based instruction. They also would recommend this course to their peers. This study also found that the degree of students’ engagement caused variance in the students’ perception of multimedia helpfulness in assisting their learning. Finally, this study further proposes suggestions in both design and research on applications of multimedia-enhanced learning in engineering and technology education.

Second Language Learners' Perceptions of Listening Strategy Instruction

Science.gov (United States)

Siegel, Joseph

2013-01-01

Much research regarding listening strategies has focused on assembling lists of reported strategies and gaining better understanding of differences in strategy usage between less- and more-skilled listeners. Less attention has been given to how the accumulating knowledge based on listening strategies informs listening strategy instruction as…

Ice Skating: Special Olympics Sports Skills Instructional Program.

Science.gov (United States)

Special Olympics, Inc., Washington, DC.

One of seven booklets on Special Olympics Sports Skills Instructional Programs, this guide presents teaching suggestions for ice skating coaches working with mentally retarded persons. An overview section introduces the sport and considers ideas for effective teaching. Goals, objectives, and benefits are considered along with information on…

United kingdom approach and institutions

International Nuclear Information System (INIS)

Ryder, E.A.

1989-01-01

The UK approach to legal requirements for instruction and training has been to specify broad objectives in the legislation and not to attempt to define in detail what qualifications or course of instruction should be held or followed to qualify workers for a particular task. The emphasis therefore is on the job being done safely and the employers' duty is to ensure that training and instruction are not the only factors. The UK Ionizing Radiations Regulations 1985 implement the Basic Safety Standards Directive which says, as respects instruction and training, that exposed workers shall be informed of the health risks involved in their work, the precautions to be taken and the importance of complying with technical and medical requirements and should also be given appropriate training in the field of radiation protection

Instructional principles used to teach critical comprehension skills to a Grade 4 learner

Directory of Open Access Journals (Sweden)

Suzanne Beck

2017-08-01

Full Text Available The current approach to reading comprehension instruction is not producing the desired outcomes. Provincial, national and international tests indicate that more than half of South African learners cannot read, understand and answer basic comprehension questions. This research project was informed by Vygotsky’s socio-cultural theory. A case study was conducted with a ten-year old Grade 4 boy who experienced difficulty with understanding comprehension questions. A six-week intervention was designed to improve his comprehension abilities and to identify instructional principles that were appropriate for him. Interviews and observations were conducted and inductively analysed. Findings showed that the learner was well equipped to retrieve explicitly stated information but struggled with higher-order level questions such as drawing inferences or evaluating content. Certain instructional practices were more favourable than others when teaching reading strategies.

Enhancing effects of contingency instructions on fear acquisition and extinction in anxiety disorders.

Science.gov (United States)

Duits, Puck; Richter, Jan; Baas, Johanna M P; Engelhard, Iris M; Limberg-Thiesen, Anke; Heitland, Ivo; Hamm, Alfons O; Cath, Danielle C

2017-05-01

Explicit instructions regarding stimulus-threat associations increase acquisition and extinction of fear in healthy participants. The current study aimed to investigate the effect of contingency instructions on fear acquisition and extinction in patients with anxiety disorders. Patients with various anxiety disorders (N = 104) and healthy comparison participants (N = 93) participated in a differential fear conditioning task (within-subjects design). Approximately halfway through the acquisition phase, participants were instructed about the stimulus-threat association, and approximately halfway through the extinction phase, participants were informed that the unconditioned stimulus (US) would no longer be administered. Outcome measures were: fear-potentiated startle, skin conductance, fearfulness ratings, and US expectancy ratings. Patients demonstrated overall increased physiological and subjective fear responses during acquisition and extinction phases, relative to the comparison group. There were no major differences in fear acquisition and extinction between patients with different anxiety disorders. During acquisition, instructions led to increased discrimination of fear responses between a danger cue (conditioned stimulus [CS]+) and safety cue (CS-) in both patients and comparison participants. Moreover, instructions strengthened extinction of fear responses in the patient and comparison group. Patients and healthy comparison participants are better able to discriminate between danger and safety cues when they have been explicitly informed about cues that announce a threat situation. Considering the analogies between fear extinction procedures and exposure therapy, this suggests that specific instructions on stimulus-threat associations during exposure therapy might improve short-term treatment efficacy. The question remains for future studies whether instructions have a positive effect on extinction learning in the longer term. (PsycINFO Database Record (c

Heuristic guidelines and experimental evaluation of effective augmented-reality based instructions for maintenance in nuclear power plants

International Nuclear Information System (INIS)

Yim, Ho Bin; Seong, Poong Hyun

2010-01-01

Research highlights: → Augmented reality (AR) instructions were built for NPPs maintenance personnel. → 4-5 pieces of information at a time were optimum for AR instructions in this study. → A large variance in mode no. 5 implies these were also found to be critical amount. → Heuristic guidelines were suggested to make AR instructions more effective. - Abstract: As industrial plants and factories age, their maintenance requirements increase. Because maintenance mistakes directly increase the operating costs of a power plant, maintenance quality is significant concern to plant management. By law, all personnel working with nuclear technology must be re-trained every three years in Korea; however, as the statistical data show, the number of shutdown accidents at nuclear power plants (NPPs) due to maintenance failure is still high and needs to be reduced. Industries have started to adopt various technologies to increase the speed and accuracy of maintenance. Among those technologies, augmented reality (AR) is the latest multimedia presentation technology to be applied to plant maintenance, and it offers superior intuitiveness and user interactivity over other conventional multimedia. This empirical study aims to measure the optimum amounts of information to be delivered at a time and to identify what types of information enhance the learning ability of novices and to suggest heuristic guidelines by which to make effective AR training instructions. In the first experiment, the optimum amount of information in an AR learning environment for novices was found to be 4-5 pieces of information in a chunk by comparing results between a pre-test and an after-test. This result implies that intentionally made chunks help novices learn more effectively. In the second experiment, the AR training instruction based on the suggested heuristic guidelines was slightly more effective than other AR training instructions. Maintenance in nuclear power plants can be more reliable

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…

Extent and modes of physics instruction in European dental schools.

Science.gov (United States)

Letić, Milorad; Popović, Gorjana

2013-01-01

Changes in dental education towards integration of sciences and convergence of curricula have affected instruction in physics. Earlier studies of undergraduate curricula make possible comparisons in physics instruction. For this study, the websites of 245 European dental schools were explored, and information about the curriculum was found on 213 sites. Physics instruction in the form of a separate course was found in 63 percent of these schools, with eighty-two hours and 5.9 European Credit Transfer and Accumulation System (ECTS) credits on average. Physics integrated with other subjects or into modules was found in 19 percent of these schools. Half of these schools had on average sixty-one hours and 6.9 ECTS credits devoted to physics. Eighteen percent of the schools had no noticeable obligatory physics instruction, but in half of them physics was found to be required or accepted on admission, included in other subjects, or appeared as an elective course. In 122 dental schools, the extent of physics instruction was found to be between forty and 120 contact hours. Physics instruction has been reduced by up to 14 percent in the last fourteen years in the group of eleven countries that were members of the European Union (EU) in 1997, but by approximately 30 percent in last five years in the group of ten Accession Countries to the EU.

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

Science.gov (United States)

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

2017-02-01

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

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…

Neuroradiology computer-assisted instruction using interactive videodisk: Pilot project

International Nuclear Information System (INIS)

Andrews, C.L.; Goldsmith, D.G.; Osborn, A.G.; Stensaas, S.S.; Davidson, H.C.; Quigley, A.C.

1987-01-01

The availability of microcomputers, high-resolution monitors, high-level authoring languages, and videodisk technology make sophisticated neuroradiology instruction a cost-effective possibility. The authors developed a laser videodisk and interactive software to teach normal and pathologic gross and radiologic anatomy of the sellar/juxtasellar region. A spectrum of lesions is presented with information for differential diagnosis included. The exhibit permits conference participants to review the pilot module and experience the self-paced learning and self-evaluation possible with computer-assisted instruction. They also may choose to peruse a ''visual database'' by instant random access to the videodisk by hand control

Designing a Probe To Explore Home Information Systems in the United Kingdom.

Science.gov (United States)

Davenport, Elisabeth; And Others

1996-01-01

Describes a three-year study of home information systems in the United Kingdom being conducted by Queen Margaret College (Scotland). Topics include development of an interview protocol; interactive multimedia; perceptions of technology; use of technology; work versus entertainment; gender issues; and time factors. (Author/LRW)

Instructional Designers' Media Selection Practices for Distributed Problem-Based Learning Environments

Science.gov (United States)

Fells, Stephanie

2012-01-01

The design of online or distributed problem-based learning (dPBL) is a nascent, complex design problem. Instructional designers are challenged to effectively unite the constructivist principles of problem-based learning (PBL) with appropriate media in order to create quality dPBL environments. While computer-mediated communication (CMC) tools and…

Instructions for preparation of data entry sheets for Licensee Event Report (LER) file. Revision 1. Instruction manual

International Nuclear Information System (INIS)

1977-07-01

The manual provides instructions for the preparation of data entry sheets for the licensee event report (LER) file. It is a revision to an interim manual published in October 1974 in 00E-SS-001. The LER file is a computer-based data bank of information using the data entry sheets as input. These data entry sheets contain pertinent information in regard to those occurrences required to be reported to the NRC. The computer-based data bank provides a centralized source of data that may be used for qualitative assessment of the nature and extent of off-normal events in the nuclear industry and as an index of source information to which users may refer for more detail

Information Book Read-Alouds as Models for Second-Grade Authors

Science.gov (United States)

Bradley, Linda Golson; Donovan, Carol A.

2010-01-01

This article discusses the instructional practice of supporting second graders' information book writing with focused read-alouds that include discussions of information book genre elements, features, and organizational structure. The authors present specific examples of instruction and discuss the resulting information book compositions by…

The Use of Concrete Experiences in Early Childhood Mathematics Instruction.

Science.gov (United States)

Baroody, Arthur J

2017-01-01

Addressed are four key issues regarding concrete instruction: What is concrete? What is a worthwhile concrete experience? How can concrete experiences be used effectively in early childhood mathematics instruction? Is there evidence such experiences work? I argue that concrete experiences are those that build on what is familiar to a child and can involve objects, verbal analogies, or virtual images. The use of manipulatives or computer games, for instance, does not in itself guarantee an educational experience. Such experiences are worthwhile if they target and further learning (e.g., help children extend their informal knowledge or use their informal knowledge to understand and learn formal knowledge). A crucial guideline for the effective use of concrete experience is Dewey's principle of interaction-external factors (e.g., instructional activities) need to mesh with internal factors (readiness, interest). Cognitive views of concrete materials, such as the cognitive alignment perspective and dual-representation hypothesis, provide useful guidance about external factors but do not adequately take into account internal factors and their interaction with external factors. Research on the effectiveness of concrete experience is inconclusive because it frequently overlooks internal factors. © 2017 Elsevier Inc. All rights reserved.

How to use Gagne's model of instructional design in teaching psychomotor skills.

Science.gov (United States)

Khadjooi, Kayvan; Rostami, Kamran; Ishaq, Sauid

2011-01-01

Gagne's model of instructional design is based on the information processing model of the mental events that occur when adults are presented with various stimuli and focuses on the learning outcomes and how to arrange specific instructional events to achieve those outcomes. Applying Gagne's nine-step model is an excellent way to ensure an effective and systematic learning program as it gives structure to the lesson plans and a holistic view to the teaching. In this paper, we have chosen a routine practical procedure that junior doctors need to learn: insertion of a peritoneal (ascitic) drain and we use Gagne's "events of instruction" to design a lesson plan for this subject.

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.

Single instruction computer architecture and its application in image processing

Science.gov (United States)

Laplante, Phillip A.

1992-03-01

A single processing computer system using only half-adder circuits is described. In addition, it is shown that only a single hard-wired instruction is needed in the control unit to obtain a complete instruction set for this general purpose computer. Such a system has several advantages. First it is intrinsically a RISC machine--in fact the 'ultimate RISC' machine. Second, because only a single type of logic element is employed the entire computer system can be easily realized on a single, highly integrated chip. Finally, due to the homogeneous nature of the computer's logic elements, the computer has possible implementations as an optical or chemical machine. This in turn suggests possible paradigms for neural computing and artificial intelligence. After showing how we can implement a full-adder, min, max and other operations using the half-adder, we use an array of such full-adders to implement the dilation operation for two black and white images. Next we implement the erosion operation of two black and white images using a relative complement function and the properties of erosion and dilation. This approach was inspired by papers by van der Poel in which a single instruction is used to furnish a complete set of general purpose instructions and by Bohm- Jacopini where it is shown that any problem can be solved using a Turing machine with one entry and one exit.

The Influence of Instructions, Outlines, and Illustrations on the Comprehension and Recall of Scientific Texts.

Science.gov (United States)

Balluerka, Nekane

1995-01-01

Effects of 3 different instructional aids on the acquisition of information from a scientific passage were studied with 104 Spanish undergraduates. Written instructions, preparing a written outline, and seeing an illustration all led to higher performance. The outline condition led to the highest performance for questions requiring information…

A Study on Improving Information Processing Abilities Based on PBL

Science.gov (United States)

Kim, Du Gyu; Lee, JaeMu

2014-01-01

This study examined an instruction method for the improvement of information processing abilities in elementary school students. Current elementary students are required to develop information processing abilities to create new knowledge for this digital age. There is, however, a shortage of instruction strategies for these information processing…

Ethics Instruction at California Dental Schools

Directory of Open Access Journals (Sweden)

Lola K. Giusti

2017-06-01

Methods: Faculty members identified as Dental Ethics Course Directors at four schools were contacted by phone to inform them of the research project and invite participation. Subjects then responded to an emailed survey questionnaire. Results: Results were collated and analyzed. Conclusions: Effective ethics instruction is an essential component of modern dental education, and results show that each of the four schools uses a variety of methods to accomplish the task.

INFORMATION MANAGERx

African Journals Online (AJOL)

USER

This study investigated the effectiveness and impact of library instruction (GST 111 – the use of ... information literacy of the students for lifelong .... competency of freshman business students of a ... strategies, information sources, proper use of library ..... P. Remark. Library skill. Secondary school attended. 47.5846. 01.3600.

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…

Evaluation and characterization of informal caregivers in patients admitted to Intensive Care Units of two Portuguese centers

Directory of Open Access Journals (Sweden)

Carolina Miguel Graça Henriques

2012-07-01

Full Text Available Introduction: The aging of societies is an incontestable fact and Portugal is no exception. Although among the youngest countries of the European Union (in 1996, the aging index was 86 elderly for every 100 young people, while the European Union in the same proportion was 91 to 100, it is estimated that the aging population undergoes a progressive increase. The age structure is growing older, having low levels of fertility and mortality. Methods: This research aims to identify the sociodemographic characteristics of informal caregivers and users admitted to the Continuous Care Units of Entroncamento city, and Ourém city, Portugal; assess the level of dependency of clients admitted and determine the level of subjective burden, caregiver satisfaction and impact of care on informal caregivers of clients admitted to the Continuous Care Units of Entroncamento city, and Ourém city, Portugal. As research questions are: What are the sociodemographic characteristics of informal caregivers and users admitted to the Continuous Care Units of Entroncamento city, and Ourém city, Portugal; What is the level of dependency of clients admitted and What is the level of subjective burden, caregiver satisfaction and impact of care on informal caregivers of clients admitted to the Continuous Care Units of Entroncamento city, and Ourém city, Portugal. We used a descriptive correlational methodology, with a non-probability convenience sample of 32 informal caregivers and respective dependents admitted to the Continuing Care Unit. Demographic data were collected using a questionnaire. It was also applied to the Caregiver Assessment Scale, to measure the levels of subjective burden, caregiver satisfaction and impact of care on informal caregivers, and the Barthel Index to determine the functional dependence of the dependent institutionalized. Complex hypotheses have also been identified, non-directional, namely: Is there a statistically significant correlation

A comparison of the information technology knowledge of United States and German auditors

OpenAIRE

Greenstein-Prosch, Marilyn; McKee, Thomas E.; Quick, Reiner

2008-01-01

The International Federation of Accountants has stated that competence in information technology is imperative for the professional accountant due to its pervasive use in the business world. Auditors would normally be expected to have higher knowledge than the average accountant since they must audit the work of many different clients with diverse information systems. We surveyed 2,500 United States and German auditing professionals to determine their self-reported knowledge le...

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...

190-C Facility <90 Day Storage Pad supplemental information to the Hanford facility contingency plan

International Nuclear Information System (INIS)

Little, N.C.

1996-12-01

The 190-C Facility <90 Day Storage Pad stores waste oils primarily contaminated with lead generated while draining equipment within the building of residual lubricating oils. Waste oils are packaged and stored in fifty-five gallon drums, or other containers permitted by the Site Specific Waste Management Instruction. Bechtel Hanford, Inc. (BHI) manual BHI-EE-02, Environmental Requirements Procedures, references this document. This document is to be used to demonstrate compliance with the contingency plan requirements in Washington Administrative Code, Chapter 173-303, Dangerous Waste Regulations, for certain Resource Conservation and Recovery Act of 1976 (RCRA) waste management units (units). Refer to BHI-EE-02, for additional information

Overview of Instructional Technology Used in the Education of Occupational Therapy Students: A Survey Study

Directory of Open Access Journals (Sweden)

Bryan M. Gee

2017-10-01

Full Text Available The purpose of this study was to explore the type of instructional technology (IT master’s degree level occupational therapy educational programs routinely use as a part of their lecture- and laboratory-based instruction. Surveying the administrators of 121 graduate occupational therapy programs in the United States, we found that the majority of the respondents identified their program as using IT in some form for lecturebased courses, with less inclusion of IT for laboratory-based courses. Hybrid instruction, with the majority of the content being delivered face-to-face and the remainder via online, were the trends among the respondents. The findings also indicated that the respondents’ programs avoid certain IT, including synchronous online chat rooms or instant messaging, digital image collections, blogs or online journaling, Wikis, and audio/video podcasting. Few of the respondents said their programs had made a significant leap into implementing a larger online presence with instructional technology

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

Science.gov (United States)

Mahabaduge, Hasitha; Haslam, Jeanne

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

75 FR 409 - Privacy Act of 1974; United States Citizenship and Immigration Services-010 Asylum Information...

Science.gov (United States)

2010-01-05

... 1974; United States Citizenship and Immigration Services--010 Asylum Information and Pre-Screening... system of records to the Department of Homeland Security's inventory, entitled Unites States Citizenship... Citizenship and Immigration Services (202-272-1663), 20 Massachusetts Avenue, NW., 3rd Floor, Washington, DC...

The New Migrants from Asia: Vietnamese in the United States.

Science.gov (United States)

Do, Hien Duc

1996-01-01

Presents instructional materials for a unit of study reexamining the effects of the Vietnam War on the Vietnamese migration to the United States. These materials discuss the historical background of this migration as well as the development of Vietnamese American communities and their relationship to other Asian American communities. (MJP)

Determining the Main Idea: Instructional Strategies That Work

Science.gov (United States)

Lord, Kathleen M.

2015-01-01

The ability to identify the main idea through close reading of informational text is a higher-level skill students develop in elementary grades as a foundation for the acquisition of other critical skills in later grades. This article provides instructional strategies for this important skill as well as for improving reading comprehension.

Dynamic wavefront creation for processing units using a hybrid compactor

Energy Technology Data Exchange (ETDEWEB)

Puthoor, Sooraj; Beckmann, Bradford M.; Yudanov, Dmitri

2018-02-20

A method, a non-transitory computer readable medium, and a processor for repacking dynamic wavefronts during program code execution on a processing unit, each dynamic wavefront including multiple threads are presented. If a branch instruction is detected, a determination is made whether all wavefronts following a same control path in the program code have reached a compaction point, which is the branch instruction. If no branch instruction is detected in executing the program code, a determination is made whether all wavefronts following the same control path have reached a reconvergence point, which is a beginning of a program code segment to be executed by both a taken branch and a not taken branch from a previous branch instruction. The dynamic wavefronts are repacked with all threads that follow the same control path, if all wavefronts following the same control path have reached the branch instruction or the reconvergence point.

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

Science.gov (United States)

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

2013-06-01

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

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

Science.gov (United States)

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

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

Working memory units are all in your head: Factors that influence whether features or objects are the favored units.

Science.gov (United States)

Vergauwe, Evie; Cowan, Nelson

2015-09-01

We compared two contrasting hypotheses of how multifeatured objects are stored in visual working memory (vWM); as integrated objects or as independent features. A new procedure was devised to examine vWM representations of several concurrently held objects and their features and our main measure was reaction time (RT), allowing an examination of the real-time search through features and/or objects in an array in vWM. Response speeds to probes with color, shape, or both were studied as a function of the number of memorized colored shapes. Four testing groups were created by varying the instructions and the way in which probes with both color and shape were presented. The instructions explicitly either encouraged or discouraged the use of binding information and the task-relevance of binding information was further suggested by presenting probes with both color and shapes as either integrated objects or independent features. Our results show that the unit used for retrieval from vWM depends on the testing situation. Search was fully object-based only when all factors support that basis of search, in which case retrieving 2 features took no longer than retrieving a single feature. Otherwise, retrieving 2 features took longer than retrieving a single feature. Additional analyses of change detection latency suggested that, even though different testing situations can result in a stronger emphasis on either the feature dimension or the object dimension, neither one disappears from the representation and both concurrently affect change detection performance. (c) 2015 APA, all rights reserved).

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…

Student chapters: effective dissemination networks for informal optics and photonics education

Science.gov (United States)

Fabian, Dirk; Vermeulen, Nathalie; Van Overmeire, Sara

2009-06-01

Professional societies sponsor student chapters in order to foster scholarship and training in photonics at the college and graduate level, but they are also an excellent resource for disseminating photonics knowledge to pre-college students and teachers. Starting in 2006, we tracked the involvement of SPIE student chapter volunteers in informal pre-college education settings. Chapter students reached 2800, 4900 and 11800 pre-college students respectively from 2006-2008 with some form of informal instruction in optics and photonics. As a case study, the EduKit, a self-contained instruction module featuring refractive and diffractive micro-optics developed by the European Network of Excellence on Micro-Optics (NEMO), was disseminated through student chapters in Argentina, Belgium, Canada, China, Colombia, India, Latvia, Mexico, Peru, Russia, Singapore, South Africa, and the United States. We tracked the movement of this material through the network, up to the student-teacher feedback stage. The student chapter network provided rapid dissemination of the material, translation of the material into the local language, and leveraged existing chapter contacts in schools to provide an audience. We describe the student chapter network and its impact on the development of the EduKit teaching module.

The public information aspects of nuclear regulatory inspection in the United States

International Nuclear Information System (INIS)

Volgenau, E.

1977-01-01

The public information aspects of the regulation of nuclear power present a unique set of problems. Not only must the regulators communicate often complex technical information to the public, they must also assure the public, the press and the legislative bodies of the adequacy of the regulatory process and the safety of power plant operations. The United States Nuclear Regulatory Commission (NRC), recognizing the importance of a continuing, open dialogue with the public, has placed particular emphasis on informing the public of its operations. NRC's experiences have been both good and bad. On balance, however, the NRC believes it is following the best course by conducting its operations openly and candidly. (author)

Teachers and Parents Play to Learn: Play-Based Instruction in Computer Technology

Science.gov (United States)

Parker, Denise

2010-01-01

Play is so important that it is declared as one of the human rights by the United Nations. Although it is focused on children, play does "not" stop there. In the 1990s the author designed and facilitated a blended curriculum for a Head Start Program. The instructional goal was to introduce and get the children to effectively and…

The Instructional Use of CAI in the Education of the Mentally Retarded.

Science.gov (United States)

Winters, John J., Jr.; And Others

Computer assisted instruction (CAI) studies with the mentally retarded in the United States and Canada reveal that the retarded benefit from CAI in academic and social skills. Their learning is enhanced to the same extent as that of the nonretarded. CAI can be cost-effective, especially with the reduced costs of mini and micro-computers; however,…

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…

Spontaneous motor unit behavior in human thenar muscles after spinal cord injury

NARCIS (Netherlands)

Zijdewind, Inge; Thomas, CK

Our first aim was to characterize spontaneous motor unit activity in thenar muscles influenced by chronic cervical spinal cord injury. Thenar surface electromyography (EMG), intramuscular EMG, and abduction and flexion forces were recorded. Subjects were instructed to relax for 2 min. Units still

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

Science.gov (United States)

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

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

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.…

Information packaging in Functional Discourse Grammar

Directory of Open Access Journals (Sweden)

Niels Smit

2007-07-01

Full Text Available

The paper addresses the modelling of information packaging in Functional Discourse Grammar (FDG, in particular the treatment of Topic, Comment and Focus. Current FDG has inherited the traditional Functional Grammar (FG representation of these categories as functions, which attach to Subacts of evocation. However, arguments of a formal, notional and descriptive nature can be advanced against pragmatic function assignment and in favour of an alternative analysis in which informational and evocational structures are dissociated so as to command their own primitives. In the context of a model of discourse knowledge organisation in which communicated contents are associated with packaging instructions that tell the Addressee how to treat the evoked knowledge, it is argued that focality can be modelled by means of a Focus operator that can attach to various constituents at the Interpersonal Level. Topicality, on the other hand, concerns binomial and monomial modes of presenting communicated contents. This can be rendered by means of the dedicated informational units Topic (Top and Comment (Cm, that interact in frames.

Learning from Mistakes in History--A Thematic Instructional Unit.

Science.gov (United States)

Richburg, Robert W.; Harward, Kathleen; Steinkamp, Kathy

2000-01-01

Describes a thematic unit for secondary education students that focuses on eight themes, with accompanying activities, on learning from mistakes, such as "mistakes are inevitable, and everyone makes them" and "making mistakes does not make you a faulty person." Provides a concluding activity on the Titanic. (CMK)

VLSI System Implementation of 200 MHz, 8-bit, 90nm CMOS Arithmetic and Logic Unit (ALU Processor Controller

Directory of Open Access Journals (Sweden)

Fazal NOORBASHA

2012-08-01

Full Text Available In this present study includes the Very Large Scale Integration (VLSI system implementation of 200MHz, 8-bit, 90nm Complementary Metal Oxide Semiconductor (CMOS Arithmetic and Logic Unit (ALU processor control with logic gate design style and 0.12µm six metal 90nm CMOS fabrication technology. The system blocks and the behaviour are defined and the logical design is implemented in gate level in the design phase. Then, the logic circuits are simulated and the subunits are converted in to 90nm CMOS layout. Finally, in order to construct the VLSI system these units are placed in the floor plan and simulated with analog and digital, logic and switch level simulators. The results of the simulations indicates that the VLSI system can control different instructions which can divided into sub groups: transfer instructions, arithmetic and logic instructions, rotate and shift instructions, branch instructions, input/output instructions, control instructions. The data bus of the system is 16-bit. It runs at 200MHz, and operating power is 1.2V. In this paper, the parametric analysis of the system, the design steps and obtained results are explained.

Vital Interests, Virtual Threats: Reconciling International Law with Information Warfare and United States Security

National Research Council Canada - National Science Library

Shawhan, Karl

2001-01-01

.... Nontraditional threats, however, pose asymmetric dilemmas for the United States. The increased U.S. military and economic reliance on information systems introduces new vulnerabilities not adequately protected by traditional kinetic force arms...

Safety. Unit 8: A Core Curriculum of Related Instruction for Apprentices.

Science.gov (United States)

New York State Education Dept., Albany. Bureau of Occupational and Career Curriculum Development.

The safety education unit is presented to assist apprentices to acquire a general knowledge of procedures for insuring safety on the job. The unit consists of 10 modules: (1) the Occupational Safety and Health Act: safety and health bill of rights for workers; (2) accident prevention; (3) first aid; (4) accident reports; importance, use, and how…

Tools. Unit 9: A Core Curriculum of Related Instruction for Apprentices.

Science.gov (United States)

New York State Education Dept., Albany. Bureau of Occupational and Career Curriculum Development.

The tool handling unit is presented to assist apprentices to acquire a general knowledge on the use of various basic tools. The unit consists of seven modules: (1) introduction to hand tools and small power tools; (2) measuring tools: layout and measuring tools for woodworking; (3) measuring tools: feeler gauge, micrometer, and torque wrench; (4)…

Achievable Steps Toward Building a National Health Information Infrastructure in the United States

OpenAIRE

Stead, William W.; Kelly, Brian J.; Kolodner, Robert M.

2005-01-01

Consensus is growing that a health care information and communication infrastructure is one key to fixing the crisis in the United States in health care quality, cost, and access. The National Health Information Infrastructure (NHII) is an initiative of the Department of Health and Human Services receiving bipartisan support. There are many possible courses toward its objective. Decision makers need to reflect carefully on which approaches are likely to work on a large enough scale to have th...

Multilevel library instruction for emerging nursing roles.

Science.gov (United States)

Francis, B W; Fisher, C C

1995-10-01

As new nursing roles emerge that involve greater decision making than in the past, added responsibility for outcomes and cost control, and increased emphasis on primary care, the information-seeking skills needed by nurses change. A search of library and nursing literature indicates that there is little comprehensive library instruction covering all levels of nursing programs: undergraduate, returning registered nurses, and graduate students. The University of Florida is one of the few places that has such a multilevel, course-integrated curriculum in place for all entrants into the nursing program. Objectives have been developed for each stage of learning. The courses include instruction in the use of the online public access catalog, printed resources, and electronic databases. A library classroom equipped with the latest technology enables student interaction with electronic databases. This paper discusses the program and several methods used to evaluate it.

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

Science.gov (United States)

Drews, Tina Skjerping

2009-12-01

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

Images of Germany, Past and Present: A Film Collection. Series I, Instructional Activities.

Science.gov (United States)

Goethe House, New York, NY.

This set of lessons accompanies a series of 30-minute films for teaching about Germany. Available to educators throughout the United States upon request, the 17 films and accompanying instructional activities focus on culture, politics, economics, society, and sports and are appropriate for middle and high school students. Permission is granted to…

Information Power Goes Online: Teaching Information Literacy to Distance Learners.

Science.gov (United States)

Parise, Pierina

1998-01-01

Describes how a course, "Information Power," at Marylhurst University (Oregon) was developed into an online version. Presents an overview of Web access in distance learning. Discusses instructional delivery through the WebCT software program; specific components of the online Information Power class; measuring learning outcomes; and pros and cons…

Detecting Target Objects by Natural Language Instructions Using an RGB-D Camera

Directory of Open Access Journals (Sweden)

Jiatong Bao

2016-12-01

Full Text Available Controlling robots by natural language (NL is increasingly attracting attention for its versatility, convenience and no need of extensive training for users. Grounding is a crucial challenge of this problem to enable robots to understand NL instructions from humans. This paper mainly explores the object grounding problem and concretely studies how to detect target objects by the NL instructions using an RGB-D camera in robotic manipulation applications. In particular, a simple yet robust vision algorithm is applied to segment objects of interest. With the metric information of all segmented objects, the object attributes and relations between objects are further extracted. The NL instructions that incorporate multiple cues for object specifications are parsed into domain-specific annotations. The annotations from NL and extracted information from the RGB-D camera are matched in a computational state estimation framework to search all possible object grounding states. The final grounding is accomplished by selecting the states which have the maximum probabilities. An RGB-D scene dataset associated with different groups of NL instructions based on different cognition levels of the robot are collected. Quantitative evaluations on the dataset illustrate the advantages of the proposed method. The experiments of NL controlled object manipulation and NL-based task programming using a mobile manipulator show its effectiveness and practicability in robotic applications.

Student Perceptions of Instructional Methods towards Alternative Energy Education

Science.gov (United States)

Sallee, Clayton W.; Edgar, Don W.; Johnson, Donald M.

2013-01-01

The effectiveness of different methods of instruction has been discussed since the early years of formal education systems. Lecture has been deemed the most common method of presenting information to students (Kindsvatter, Wilen, & Ishler, 1992; Waldron & Moore, 1991) and the demonstration method has been symbolized as the most effective…

Literacy Instruction in the Brave New World of Technology

Science.gov (United States)

McKenna, Michael C.

2014-01-01

Technology integration into language arts instruction has been slow and tentative, even as information technologies have evolved with frightening speed. Today's teachers need to be aware of several extant and unchanging realities: Technology is now indispensable to literacy development; reading with technology requires new skills and…

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

Science.gov (United States)

Negishi, Meiko

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

Deficits in retention for verbally presented medical information.

Science.gov (United States)

Sandberg, Elisabeth H; Sharma, Ritu; Sandberg, Warren S

2012-10-01

Anesthesiologists deliver large quantities of verbal information to patients during preoperative teaching. Basic principles of cognitive psychology dictate that much of this information is likely to be forgotten. Exactly how much and what type of information can be retained and recalled remains an open question. With Institutional Review Board approval, 98 healthy, educated volunteers viewed a brief video containing a preoperative explanation of anesthetic options and instructions. Subjects were then asked to engage in free and cued recall of information from the video, and to complete a recognition task. We developed a coding scheme to objectively score the free and cued recall tasks for the quantity of information recalled relative to the quantity presented in the video. Data are presented as descriptive statistics. Subjects spontaneously recalled less than 25% of the information presented. Providing retrieval cues greatly enhanced recall: Subjects recalled 67%, on average, of the material queried in the cued recall task. Performance was even stronger on the multiple-choice test (83% of items correctly answered), indicating that the information was initially encoded. The category of information that was consistently least-remembered was presurgical medication instructions. Under realistic conditions for recall, most medical instruction given to patients will not be recalled, even if it is initially encoded. Given the limits of short-term memory, clinicians should carefully consider their patterns of information giving. Improvement of memory performance with cues for retrieval indicates that providing printed instructions for later review may be beneficial.

Re-Envisioning Instructional Technology Research in Higher Education Environments: A Content Analysis of a Grant Program

Science.gov (United States)

Paulus, Trena M.; Phipps, Gina; Harrison, John; Varga, Mary Alice

2012-01-01

Within the field of instructional technology, scholars have long worked to define the scope and purpose of research and its role in informing practice. Increasingly, researchers outside of the instructional technology field are conducting studies to examine their use of technology in educational contexts. Few studies have been done on how…

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

Science.gov (United States)

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

2016-01-01

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

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…

NALDA (Naval Aviation Logistics Data Analysis) CAI (computer aided instruction)

Energy Technology Data Exchange (ETDEWEB)

Handler, B.H. (Oak Ridge K-25 Site, TN (USA)); France, P.A.; Frey, S.C.; Gaubas, N.F.; Hyland, K.J.; Lindsey, A.M.; Manley, D.O. (Oak Ridge Associated Universities, Inc., TN (USA)); Hunnum, W.H. (North Carolina Univ., Chapel Hill, NC (USA)); Smith, D.L. (Memphis State Univ., TN (USA))

1990-07-01

Data Systems Engineering Organization (DSEO) personnel developed a prototype computer aided instruction CAI system for the Naval Aviation Logistics Data Analysis (NALDA) system. The objective of this project was to provide a CAI prototype that could be used as an enhancement to existing NALDA training. The CAI prototype project was performed in phases. The task undertaken in Phase I was to analyze the problem and the alternative solutions and to develop a set of recommendations on how best to proceed. The findings from Phase I are documented in Recommended CAI Approach for the NALDA System (Duncan et al., 1987). In Phase II, a structured design and specifications were developed, and a prototype CAI system was created. A report, NALDA CAI Prototype: Phase II Final Report, was written to record the findings and results of Phase II. NALDA CAI: Recommendations for an Advanced Instructional Model, is comprised of related papers encompassing research on computer aided instruction CAI, newly developing training technologies, instructional systems development, and an Advanced Instructional Model. These topics were selected because of their relevancy to the CAI needs of NALDA. These papers provide general background information on various aspects of CAI and give a broad overview of new technologies and their impact on the future design and development of training programs. The paper within have been index separately elsewhere.

Articulated, Performance-Based Instruction Objectives Guide for Air Conditioning, Refrigeration, and Heating (Environmental Control System Installer/Servicer). Edition I.

Science.gov (United States)

Henderson, William Edward, Jr., Ed.

This articulation guide contains 17 units of instruction for the first year of a two-year vocational program designed to prepare the high school graduate to install, maintain, and repair various types of residential and commercial heating, air conditioning, and refrigeration equipment. The units are to introduce the student to fundamental theories…

Intelligent Frameworks for Instructional Design.

Science.gov (United States)

Spector, J. Michael; And Others

1992-01-01

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

Marketing Information Literacy

Science.gov (United States)

Seale, Maura

2013-01-01

In 2012, more than a decade after the original Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (hereafter the Standards) were institutionalized as the goal of academic library instruction, the Information Literacy Competency Standards Review Task Force convened by ACRL recommended…

Teachers' implementation of reform-oriented instructional strategies in science: Lessons from two professional development programs

Science.gov (United States)

Cook, Nicole D.

This dissertation reports findings from two studies that investigated the relationship between professional development and teachers' instructional practices in Science,Technology, Engineering, and Mathematics (STEM). The first program, the Indiana Science Initiative (ISI) focused on K-8 teachers and their use of inquiry-based science instruction in conjunction with curricular modules provided by the ISI program. The second program, Research Goes to School (RGS), focused on high school STEM teachers and their use of problem-based learning (PBL) as they implemented curricular units that they developed themselves at the RGS summer workshop. In-service teachers were recruited from both programs. They were observed teaching their respective curricular materials and interviewed about their experiences in order to investigate the following research questions: 1. How do teachers implement the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? 2. What are the challenges and supports that influence teachers' use of the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? To investigate these questions the fidelity of implementation was it was conceptualized by Century, Rudnick, and Freeman (2010) was used as a theoretical framework. The study of the ISI program was conducted during the program's pilot year (2010-11). Five teachers of grades 3 through 6 were recruited from three different schools. Participants were observed as they taught lessons related to the modules and they were interviewed about their experiences. Based on analysis of the data from the observations, using a modified version of the Science Teacher Inquiry Rubric (STIR) (Bodzin & Beerer, 2003), the participants were found to exhibit partial fidelity of implementation to the model of inquiry-based instruction promoted by the ISI. Based on data from the interviews, the

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

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

Directory of Open Access Journals (Sweden)

Susan Gardner Archambault

2011-01-01

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

Tractor Safety. Unit A-9.

Science.gov (United States)

Luft, Vernon D.; Backlund, Paul

This document is a teacher's guide for a unit in tractor and machinery safety for college freshmen. It is intended to be used for 10 hours of instruction for freshmen who are intending to work on or around machinery. Safety hazards directly and indirectly related to many types of machinery are covered in addition to tractors. The objectives of the…

A Performance-Based Instructional Theory

Science.gov (United States)

Lawson, Tom E.

1974-01-01

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

Assessment for One-Shot Library Instruction: A Conceptual Approach

Science.gov (United States)

Wang, Rui

2016-01-01

The purpose of this study is to explore a conceptual approach to assessment for one-shot library instruction. This study develops a new assessment instrument based on Carol Kuhlthau's information search process (ISP) model. The new instrument focuses on measuring and identifying changes in student readiness to do research along three…

Promoting Instructional Improvement: A Strategic Human Resource Management Perspective

Science.gov (United States)

Smylie, Mark A.; Wenzel, Stacy A.

2006-01-01

This report argues that instructional improvement, which goes hand-in-hand with efforts at education reform, can be promoted through the strategic use of human resource management (HRM) practices at the school, district, and state levels. The authors present information from the organizational and management literatures on how firms in several…

USING GOOGLE+ FOR INSTRUCTION

Directory of Open Access Journals (Sweden)

Kevin YEE

Full Text Available Introduced in July, 2011 in a beta test of invited users only, the new social media service Google+ (or G+ quickly spread by word of mouth, and Google leader Larry Page (2011 blogged that within sixteen days it had 10 million users. By August, it had 25 million users (Cashmore, 2011. Even with slower growth ahead (still with no marketing budget, the service looks likely to crest 100 million users perhaps as early as ten months, a feat that took Facebook three years. Other social networks, most notably Facebook and Twitter, have been used increasingly as instructional tools, since they are platforms with which students are already familiar (Maloney, 2007; McLoughlin & Lee, 2007. Selwyn (2009 found that students often eschew official channels for communication in favor of less formal community-based formats such as Facebook, implying a growing need for instructional communication tools that will be used willingly by students. The question is whether Google+ can be used like Twitter or Facebook to augment instruction, or even, perhaps, to improve upon those predecessors for academic purposes. Google+ is like Twitter in that anyone can follow a given user’s posts. There is no direct “friend” relationship required to read the posts written by others. However, it also approximates some features of Facebook. Rather than friends sorted into “lists” like in Facebook, Google+ allows users to place feeds into one or more “circles,” the better to monitor (or control the flow of information to and from different audiences. Circles are more intuitive, and more central to the experience, than the Facebook lists. They provide an explicit organizational structure, compared to the less-obvious listing functionality, which feels like an afterthought, found in Facebook.

The Organization of Informal Learning

Science.gov (United States)

Rogoff, Barbara; Callanan, Maureen; Gutiérrez, Kris D.; Erickson, Frederick

2016-01-01

Informal learning is often treated as simply an alternative to formal, didactic instruction. This chapter discusses how the organization of informal learning differs across distinct settings but with important commonalities distinguishing informal learning from formal learning: Informal learning is nondidactic, is embedded in meaningful activity,…

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

Science.gov (United States)

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

2013-01-01

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

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

Potential Ramifications of Common Core State Standards Adoption on Information Literacy

Directory of Open Access Journals (Sweden)

Jacob Paul Eubanks

2014-07-01

Full Text Available In the United States, the decline in jobs for high school educated workers and the proliferation of jobs for post-secondary educated workers is driving the development of the Common Core State Standards. The Common Core State Standards theoretically shift K-12 pedagogy towards ability development of critical and extended thinking skills, preparing high school graduates for college and career readiness. This literature review explores the reasoning behind the shift to the Common Core State Standards and asks questions regarding the potential ramifications their adoption might have on post-secondary information literacy instruction.

Using Think-Aloud Protocols to Uncover Misconceptions and Improve Developmental Math Instruction: An Exploratory Study

Directory of Open Access Journals (Sweden)

Charles Secolsky

2016-01-01

Full Text Available Deficiencies in education continue to escalate around the world. The focus on outcomes assessment has narrowed instructional research and curriculum evaluation to standardized testing in certain subject areas. A prototype for a quantitative literacy assessment instrument was developed with the goal of diagnosing student misconceptions of basic mathematics content and changing instructional practices to undo the misconceptions by applying cognitive psychological theory. Two hundred thirty-eight basic math high school students and 209 remedial community college students in New Jersey and New York were administered the instrument, which had been based on coded data from think-aloud protocols. The instrument asked students to answer 20 basic mathematics items and, in addition, to evaluate four possible solution strategies. For each item, frequencies of selected solution strategies and the association between strategy selection and performance on the 20-question math test are presented as a means for improving instruction. Follow-up research is proposed for determining whether undoing the student misconceptions first before teaching material on a new unit of instruction may yield more positive student outcomes.

Analysis of the foreign systems for classification and marking the NPP unit components during their application in information systems

International Nuclear Information System (INIS)

Bylkin, B.K.; Shaposhnikov, V.A.; Sadovoj, Yu.K.; Tikhonovskij, V.L.; Chujko, D.V.

2006-01-01

Procedures accepted and permitted in an information system (IS) to arrange and to rank information drawn up to ensure the information support of decommissioning of an NPP power unit affect the application convenience and efficiency of the IS taken as a whole. The IS supporting the decommissioning efforts stores large volume of information, that is why, the problem to choose systems to ensure information ranking is the urgent one. The paper deals with the analysis of the foreign systems to rank the components used during an NPP operation. Besides, one considers the application of the mentioned systems to arrange and to rank the information on decommissioning of an NPP power unit presented to users [ru

Teachers' Experiences with Literacy Instruction for Dual-Media Students Who Use Print and Braille

Science.gov (United States)

Herzberg, Tina S.; Rosenblum, Penny; Robbins, Mary E.

2017-01-01

Introduction: This study analyzed survey responses from 84 teachers of students with visual impairments who had provided literacy instruction to dual-media students who used both print and braille. Methods: These teachers in the United States and Canada completed an online survey during spring 2015. Results: The teachers reported that they…

The ''Gent'' stacked filter unit (SFU) sampler for the collection of atmospheric aerosols in two size fractions: Description and instructions for installation and use

International Nuclear Information System (INIS)

Maenhaut, W.; Francois, F.; Cafmeyer, J.

1994-01-01

This report contains a description and general instructions for the installation and use of the ''Gent'' Stacked Filter Unit (SFU) PM10 sampler. The sampler operates at a flow rate of 16 litres per min. It collects particulates which have an equivalent aerodynamic diameter (EAD) of less than 10 μm in separate ''coarse'' (2-10 μm EAD) and ''fine'' ( 10 μm EAD particles is accomplished by a PM10 pre-impaction stage upstream of the stacked filter cassette. The air is drawn through the sampler by means of a diaphragm vacuum pump, which is enclosed in a special housing together with a needle valve, vacuum gauge, flow meter, volume meter, time switch (for interrupted sampling) and hour meter. A list of manufacturers of the various components of the sampler is also given. (author). 4 figs, 1 tab

Privacy of genetic information: a review of the laws in the United States.

Science.gov (United States)

Fuller, B; Ip, M

2001-01-01

This paper examines the privacy of genetic information and the laws in the United States designed to protect genetic privacy. While all 50 states have laws protecting the privacy of health information, there are many states that have additional laws that carve out additional protections specifically for genetic information. The majority of the individual states have enacted legislation to protect individuals from discrimination on the basis of genetic information, and most of this legislation also has provisions to protect the privacy of genetic information. On the Federal level, there has been no antidiscrimination or genetic privacy legislation. Secretary Donna Shalala of the Department of Health and Human Services has issued proposed regulations to protect the privacy of individually identifiable health information. These regulations encompass individually identifiable health information and do not make specific provisions for genetic information. The variety of laws regarding genetic privacy, some found in statutes to protect health information and some found in statutes to prevent genetic discrimination, presents challenges to those charged with administering and executing these laws.

Directory of Instructional Programs in Supervision and Management Training.

Science.gov (United States)

Civil Service Commission, Washington, DC. Training Assistance Div.

This directory, which is designed for the use of training officers in the Washington, D.C. area in prescribing learning programs to meet employee training needs, describes available group and self instructional programs used for the training of supervisors and managers. Each of the 21 courses listed contains the pertinent information necessary to…

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

Science.gov (United States)

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

1994-01-01

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

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…

Counseling patients on facial volume replacement and adherence with posttreatment instructions

Directory of Open Access Journals (Sweden)

Doris Day

2010-07-01

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

Instructional strategies for online introductory college physics based on learning styles

Science.gov (United States)

Ekwue, Eleazer U.

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

Academic Mathematicians' Dispositions toward Software Use in Mathematics Instruction: What Are the Underlying Reasons?

Science.gov (United States)

Khoshaim, Heba Bakr

2012-01-01

Academic mathematicians' opinions are divided regarding software use in undergraduate mathematics instruction. This study explored these opinions through interviews and a subsequent survey of mathematicians at PhD-granting institutions in the United States regarding their dispositions and the underlying attitudes. Most prior related work had…

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

Science.gov (United States)

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

2017-01-01

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

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....

The Power of “Can Do” statements: Teachers’ Perceptions of CEFR-informed Instruction in French as a Second Language Classrooms in Ontario

Directory of Open Access Journals (Sweden)

Farahnaz Faez

2011-12-01

Full Text Available Abstract This article reports on French as a second language (FSL teachers’ perceptions of using the Common European Framework of Reference (CEFR-informed instruction (action-oriented instruction focusing on language use in FSL classrooms in Ontario. In particular, this paper focuses on teachers’ perspectives of the strengths and challenges of providing CEFR-informed practice in FSL classrooms. FSL teachers (n=93 as well as elementary and secondary school students (n=943 participated in this province-wide study. Participating teachers were introduced to the CEFR and CEFR-informed activities and resources. Teachers then used the resources in their classrooms for approximately three months. At the end of this period, teachers participated in interviews and focus group sessions which focused on their perceptions’ of CEFR’s action-oriented approach. Teachers reported that CEFR-informed instruction increased student motivation, built self-confidence in their learners, promoted authentic language use in the classroom and encouraged learner autonomy. These findings have implications for FSL programs in Canada and possibly other second language education programs worldwide. Résumé Cet article présente les résultats d’une recherche sur les perceptions des enseignant(es de FLS (Français Langue Seconde en Ontario quant à l’utilisation du CECR (Cadre Européen Commun de Référence dans leurs salles de classe (une approche actionnelle de l’enseignement des langues qui met l’emphase sur l’utilisation même de la langue. Cet article vise principalement à décrire les perspectives des enseignant(es quant à la promotion de l’autonomie d’apprentissage tout en utilisant des pratiques proposées par le CECR. Cette étude a été menée dans la province de l’Ontario avec 93 enseignant(es de FLS et 943 élèves d’écoles élémentaires et secondaires. Les professeur(es ont été tout d’abord introduit(es au Cadre et à des activit

The effects of 3D interactive animated graphics on student learning and attitudes in computer-based instruction

Science.gov (United States)

Moon, Hye Sun

Visuals are most extensively used as instructional tools in education to present spatially-based information. Recent computer technology allows the generation of 3D animated visuals to extend the presentation in computer-based instruction. Animated visuals in 3D representation not only possess motivational value that promotes positive attitudes toward instruction but also facilitate learning when the subject matter requires dynamic motion and 3D visual cue. In this study, three questions are explored: (1) how 3D graphics affects student learning and attitude, in comparison with 2D graphics; (2) how animated graphics affects student learning and attitude, in comparison with static graphics; and (3) whether the use of 3D graphics, when they are supported by interactive animation, is the most effective visual cues to improve learning and to develop positive attitudes. A total of 145 eighth-grade students participated in a 2 x 2 factorial design study. The subjects were randomly assigned to one of four computer-based instructions: 2D static; 2D animated; 3D static; and 3D animated. The results indicated that: (1) Students in the 3D graphic condition exhibited more positive attitudes toward instruction than those in the 2D graphic condition. No group differences were found between the posttest score of 3D graphic condition and that of 2D graphic condition. However, students in the 3D graphic condition took less time for information retrieval on posttest than those in the 2D graphic condition. (2) Students in the animated graphic condition exhibited slightly more positive attitudes toward instruction than those in the static graphic condition. No group differences were found between the posttest score of animated graphic condition and that of static graphic condition. However, students in the animated graphic condition took less time for information retrieval on posttest than those in the static graphic condition. (3) Students in the 3D animated graphic condition

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

Directory of Open Access Journals (Sweden)

Asma Dabiri

2018-04-01

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

Information empowerment: predeparture resource training for students in global health.

Science.gov (United States)

Rana, Gurpreet K

2014-04-01

The Taubman Health Sciences Library (THL) collaborates with health sciences schools to provide information skills instruction for students preparing for international experiences. THL enhances students' global health learning through predeparture instruction for students who are involved in global health research, clinical internships, and international collaborations. This includes teaching international literature searching skills, providing country-specific data sources, building awareness of relevant mobile resources, and encouraging investigation of international news. Information skills empower creation of stronger global partnerships. Use of information resources has enhanced international research and training experiences, built lifelong learning foundations, and contributed to the university's global engagement. THL continues to assess predeparture instruction.

From theory to practice: integrating instructional technology into veterinary medical education.

Science.gov (United States)

Wang, Hong; Rush, Bonnie R; Wilkerson, Melinda; Herman, Cheryl; Miesner, Matt; Renter, David; Gehring, Ronette

2013-01-01

Technology has changed the landscape of teaching and learning. The integration of instructional technology into teaching for meaningful learning is an issue for all educators to consider. In this article, we introduce educational theories including constructivism, information-processing theory, and dual-coding theory, along with the seven principles of good practice in undergraduate education. We also discuss five practical instructional strategies and the relationship of these strategies to the educational theories. From theory to practice, the purpose of the article is to share our application of educational theory and practice to work toward more innovative teaching in veterinary medical education.

Issues, challenges, and approaches for risk-informed decommissioning in the United States

International Nuclear Information System (INIS)

Orlando, D.A.; Johnson, R.L.

2005-01-01

Full text: The U.S. Nuclear Regulatory Commission (US-NRC) is the principal Federal regulatory authority in the United States responsible for ensuring public health and safety from the civilian use of radioactive material. US-NRC staff has developed and implemented various risk-informed approaches for regulating and managing the remediation of contaminated sites. A risk-informed approach to regulating the decommissioning of nuclear facilities has been generally defined by the US-NRC staff as an approach to decision-making that uses risk insights as well as traditional considerations to focus regulator and licensee attention on decommissioning activities commensurate with their importance to health and safety. Ensuring that decommissioning is carried out using a risk-informed approach should improve the focus on safety in decommissioning, improve the effectiveness, efficiency, and realism in regulatory decisions, and reduce unnecessary regulatory burden, and cost, on licensees. This paper summarizes the efforts by the US-NRC to develop and implement risk-informed approaches to the remediation of nuclear facilities in the United States. It also discusses the issues and challenges encountered by the US-NRC in attempting to implement a risk-informed approach to decommissioning. The US-NRC has been incrementally implementing its existing risk-informed and performance-based approach as it has completed its decommissioning regulations, guidance and other tools over the past several years. The principal challenge for US-NRC is implementing the existing risk-informed approach at specific sites in a manner that maintains safety, reduces costs, and enhances public understanding of the US-NRC's approach. In addition, effectively communicating how the US-NRC approaches are risk-informed and performance-based; ensuring that licensees understand, and take advantage of, the flexibility in meeting the decommissioning goals; ensuring that licensees and staff are aware of the

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....

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…

Individualizing and Personalizing communication and Literacy instruction for Children who are Deafblind

OpenAIRE

Bruce, Susan M.; Janssen, Marleen J.; Bashinski, Susan M.

2016-01-01

Interviews, field notes and 66 communication and literacy lessons, shared between 23 teachers and speech-language pathologists and 22 children who are deafblind (in the United States and the Netherlands) , were analyzed to identify professional views and intstructional strategies related to individualizing and personalizing instruction. All 66 lessons features extensive individualization strategies: six were also personalized (e.g. they were about the child's experiences). Knowing the student...

Small Changes: Using Assessment to Direct Instructional Practices in Large-Enrollment Biochemistry Courses.

Science.gov (United States)

Xu, Xiaoying; Lewis, Jennifer E; Loertscher, Jennifer; Minderhout, Vicky; Tienson, Heather L

2017-01-01

Multiple-choice assessments provide a straightforward way for instructors of large classes to collect data related to student understanding of key concepts at the beginning and end of a course. By tracking student performance over time, instructors receive formative feedback about their teaching and can assess the impact of instructional changes. The evidence of instructional effectiveness can in turn inform future instruction, and vice versa. In this study, we analyzed student responses on an optimized pretest and posttest administered during four different quarters in a large-enrollment biochemistry course. Student performance and the effect of instructional interventions related to three fundamental concepts-hydrogen bonding, bond energy, and pK a -were analyzed. After instructional interventions, a larger proportion of students demonstrated knowledge of these concepts compared with data collected before instructional interventions. Student responses trended from inconsistent to consistent and from incorrect to correct. The instructional effect was particularly remarkable for the later three quarters related to hydrogen bonding and bond energy. This study supports the use of multiple-choice instruments to assess the effectiveness of instructional interventions, especially in large classes, by providing instructors with quick and reliable feedback on student knowledge of each specific fundamental concept. © 2017 X. Xu et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Interactive computer-assisted instruction in acid-base physiology for mobile computer platforms.

Science.gov (United States)

Longmuir, Kenneth J

2014-03-01

In this project, the traditional lecture hall presentation of acid-base physiology in the first-year medical school curriculum was replaced by interactive, computer-assisted instruction designed primarily for the iPad and other mobile computer platforms. Three learning modules were developed, each with ∼20 screens of information, on the subjects of the CO2-bicarbonate buffer system, other body buffer systems, and acid-base disorders. Five clinical case modules were also developed. For the learning modules, the interactive, active learning activities were primarily step-by-step learner control of explanations of complex physiological concepts, usually presented graphically. For the clinical cases, the active learning activities were primarily question-and-answer exercises that related clinical findings to the relevant basic science concepts. The student response was remarkably positive, with the interactive, active learning aspect of the instruction cited as the most important feature. Also, students cited the self-paced instruction, extensive use of interactive graphics, and side-by-side presentation of text and graphics as positive features. Most students reported that it took less time to study the subject matter with this online instruction compared with subject matter presented in the lecture hall. However, the approach to learning was highly examination driven, with most students delaying the study of the subject matter until a few days before the scheduled examination. Wider implementation of active learning computer-assisted instruction will require that instructors present subject matter interactively, that students fully embrace the responsibilities of independent learning, and that institutional administrations measure instructional effort by criteria other than scheduled hours of instruction.

Facilitating Students' Conceptual Change and Scientific Reasoning Involving the Unit of Combustion

Science.gov (United States)

Lee, Chin-Quen; She, Hsiao-Ching

2010-01-01

This article reports research from a 3 year digital learning project to unite conceptual change and scientific reasoning in the learning unit of combustion. One group of students had completed the course combining conceptual change and scientific reasoning. The other group of students received conventional instruction. In addition to the…

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....

Health instruction in Nigerian schools: what are the missing links?

Science.gov (United States)

Olatunya, Oladele Simeon; Oseni, Saheed Babajide; Oyelami, Oyeku Akibu; Adegbenro, Caleb; Akani, Nwadiuto

2014-01-01

School health instruction (SHI) is the instructional aspects of school health programme. It provides information on key health issues to school children who are in their formative years. A cross sectional descriptive study of all the primary schools in a focal Local Government Area in Nigeria was carried out to ascertain the implementation of SHI with regards to the contents, methods of delivery and teachers preparation for health teaching using an evaluation checklist for SHI. There were more female pupils enrolled in the study area compared to their male counterparts with a male to female ratio of 0.9:1.0 and only 3.0% of the teachers had In-service training on health related issues in the previous five years preceding the study. 79.4% of the teachers had the recommended qualification to work in the schools. Teachings on emotional health, communicable diseases and safety education were sparingly given by 1.6%, 4.7% and 56% schools respectively. Only three (4.7%) schools (all private) had health instruction given by designated health education staff. No school gave health instruction at least thrice a week as recommended. Compliance with the implementation of SHI was very poor in the study area.

The effects of academic literacy instruction on engagement and conceptual understanding of biology of ninth-grade students

Science.gov (United States)

Larson, Susan C.

Academic language, discourse, vocabulary, motivation, and comprehension of complex texts and concepts are keys to learning subject-area content. The need for a disciplinary literacy approach in high school classrooms accelerates as students become increasing disengaged in school and as content complexity increases. In the present quasi-experimental mixed-method study, a ninth-grade biology unit was designed with an emphasis on promoting academic literacy skills, discourse, meaningful constructivist learning, interest development, and positive learning experiences in order to learn science content. Quantitative and qualitative analyses on a variety of measures completed by 222 students in two high schools revealed that those who received academic literacy instruction in science class performed at significantly higher levels of conceptual understanding of biology content, academic language and vocabulary use, reasoned thought, engagement, and quality of learning experience than control-group students receiving traditionally-organized instruction. Academic literacy was embedded into biology instruction to engage students in meaning-making discourses of science to promote learning. Academic literacy activities were organized according the phases of interest development to trigger and sustain interest and goal-oriented engagement throughout the unit. Specific methods included the Generative Vocabulary Matrix (GVM), scenario-based writing, and involvement in a variety of strategically-placed discourse activities to sustain or "boost" engagement for learning. Traditional instruction for the control group included teacher lecture, whole-group discussion, a conceptual organizer, and textbook reading. Theoretical foundations include flow theory, sociocultural learning theory, and interest theory. Qualitative data were obtained from field notes and participants' journals. Quantitative survey data were collected and analyzed using the Experience Sampling Method (ESM) to