Sample records for instructions directive-type memorandums
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48 CFR 315.372 - Preparation of negotiation memorandum.
2010-10-01
... 48 Federal Acquisition Regulations System 4 2010-10-01 2010-10-01 false Preparation of negotiation memorandum. 315.372 Section 315.372 Federal Acquisition Regulations System HEALTH AND HUMAN SERVICES CONTRACTING METHODS AND CONTRACT TYPES CONTRACTING BY NEGOTIATION Source Selection 315.372 Preparation of negotiation memorandum. The Contracting...
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Invention Versus Direct Instruction: For Some Content, It's a Tie
Chase, Catherine C.; Klahr, David
2017-12-01
An important, but as yet unresolved pedagogical question is whether discovery-oriented or direct instruction methods lead to greater learning and transfer. We address this issue in a study with 101 fourth and fifth grade students that contrasts two distinct instructional methods. One is a blend of discovery and direct instruction called Invent-then-Tell (IT), and the other is a version of direct instruction called Tell-then-Practice (TP). The relative effectiveness of these methods is compared in the context of learning a critical inquiry skill—the control-of-variables strategy. Previous research has demonstrated the success of IT over TP for teaching deep domain structures, while other research has demonstrated the superiority of direct instruction for teaching simple experimental design, a domain-general inquiry skill. In the present study, students in both conditions made equally large gains on an immediate assessment of their application and conceptual understanding of experimental design, and they also performed similarly on a test of far transfer. These results were fairly consistent across school populations with various levels of prior achievement and socioeconomic status. Findings suggest that broad claims about the relative effectiveness of these two distinct methods should be conditionalized by particular instructional contexts, such as the type of knowledge being taught.
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Polar source analysis : technical memorandum
2017-09-29
The following technical memorandum describes the development, testing and analysis of various polar source data sets. The memorandum also includes recommendation for potential inclusion in future releases of AEDT. This memorandum is the final deliver...
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Direct Reading Instruction and the NYS ELA
Jones-Carey, Margaret H.
2013-01-01
This study analyzed the impact of classroom based reading instruction ("direct instruction") on the standardized test scores of 6th grade students as measured by the New York State English Language Arts assessment (NYS ELA). It was hypothesized that the implementation of direct instruction in reading in grade 6 would improve NYS ELA…
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48 CFR 1415.406-70 - Department of the Interior price negotiation memorandum (PNM).
2010-10-01
... price negotiation memorandum (PNM). 1415.406-70 Section 1415.406-70 Federal Acquisition Regulations System DEPARTMENT OF THE INTERIOR CONTRACTING METHODS AND CONTRACT TYPES CONTRACTING BY NEGOTIATION Contract Pricing 1415.406-70 Department of the Interior price negotiation memorandum (PNM). (a) Policy. In...
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Puranik, Cynthia S.; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana
2014-01-01
The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners’ writing performance. PMID:24578591
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Puranik, Cynthia S; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana
2014-02-01
The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners' writing performance.
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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…
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Winarno, Sri; Muthu, Kalaiarasi Sonai; Ling, Lew Sook
2018-01-01
Direct instruction approach has been widely used in higher education. Many studies revealed that direct instruction improved students' knowledge. The characteristics of direct instruction include the subject delivered through face-to-face interaction with the lecturers and materials that sequenced deliberately and taught explicitly. However,…
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Effects of Direct and Indirect Instructional Strategies on Students ...
African Journals Online (AJOL)
First Lady
2012-10-27
Oct 27, 2012 ... Counseling, University of Port Harcourt, Rivers State. Phone: +234(0) ... Mathematics using Direct Instructional strategy, while Group B students were taught using ... strategy; significant difference existed between direct and indirect instruction ..... is to ensure individual student's mastery of the subject matter.
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Experimental Comparison of Inquiry and Direct Instruction in Science
Cobern, William W.; Schuster, David; Adams, Betty; Applegate, Brooks; Skjold, Brandy; Undreiu, Adriana; Loving, Cathleen C.; Gobert, Janice D.
2010-01-01
There are continuing educational and political debates about "inquiry" versus "direct" teaching of science. Traditional science instruction has been largely direct but in the US, recent national and state science education standards advocate inquiry throughout K-12 education. While inquiry-based instruction has the advantage of modelling aspects…
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48 CFR 49.110 - Settlement negotiation memorandum.
2010-10-01
... 48 Federal Acquisition Regulations System 1 2010-10-01 2010-10-01 false Settlement negotiation... CONTRACT MANAGEMENT TERMINATION OF CONTRACTS General Principles 49.110 Settlement negotiation memorandum. (a) The TCO shall, at the conclusion of negotiations, prepare a settlement negotiation memorandum...
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Energy Technology Data Exchange (ETDEWEB)
Roehlig, Klaus-Juergen; Walther, Clemens; Bach, Friedrich-Wilhelm [Niedersaechsische Technische Hochschule, Braunschweig, Clausthal-Zellerfeld, Hannover (Germany); and others
2014-04-30
The memorandum on the disposal of high-level radioactive residuals covers the following issues: description of the problem: a ''wicked problem'', risks and NIMBY, the site selection law, international boundary conditions; disposal strategy and types of facilities: safety and reversibility, long-term surface storage, deep storage; risk and safety; procedural justice and the site selection process; social innovations and the requirement of long-term institutions; conclusion - central stress fields.
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48 CFR 249.110 - Settlement negotiation memorandum.
2010-10-01
... 48 Federal Acquisition Regulations System 3 2010-10-01 2010-10-01 false Settlement negotiation memorandum. 249.110 Section 249.110 Federal Acquisition Regulations System DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT OF DEFENSE CONTRACT MANAGEMENT TERMINATION OF CONTRACTS General Principles 249.110 Settlement negotiation memorandum. Follow...
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Memorandum of Understanding Completion and Acceptance of the Spent Nuclear Fuel Project
International Nuclear Information System (INIS)
NISHIKAWA, L.D.
1999-01-01
This Memorandum of Understanding (MOU) is written to provide clear direction with respect to roles, responsibilities, obligations, and expectations of each organization identified. It functions as an agreement between the Operations, Construction Projects and Startup Organizations within the Spent Nuclear Fuels Project
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Kay, Robin
2013-01-01
Web-based learning tools (WBLTs), also known as learning objects, have been evaluated with a wide range of metrics, but rarely with respect to pedagogical design. The current study evaluated the impact of instructional architecture (direct instruction vs. constructive-based) on middle (n = 333)
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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.
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How are scientific thinking skills best developed? Direct instruction vs. inquiry practice
Dean, David Worth, Jr.
Despite its support and adoption by most major scientific and educational organizations, some researchers have questioned whether inquiry learning is indeed the best method for acquiring the skills of inquiry. Klahr and colleagues have investigated the development of the control of variables strategy, or controlled comparison (CC), and claim that a brief session of direct instruction, characterized by explicit training of CC, as opposed to allowing children to discover CC through inquiry learning, is sufficient for acquisition, maintenance, and transfer of this core aspect of inquiry. Kuhn and colleagues, however, argue that direct instruction may be insufficient for development of the metastrategic level of understanding necessary to adequately maintain and transfer inquiry skills. In the present study, I attempt to identify the intervention most effective in supporting acquisition, maintenance, and transfer of these skills. Three groups of students received either a direct instruction session followed by standard classroom instruction (DI-only), an introductory session (without direct instruction) followed by practice sessions only (PR-only), or a direct instruction session followed by practice sessions (DI+PR). Practice sessions involved the use of a computer-based inquiry task requiring students to investigate the effects of five potential causal variables on an outcome. The two practice groups worked with this program during 12 sessions over nine weeks. They worked with structurally identical software programs during five weekly maintenance sessions. During this time, the DI-only group received standard classroom instruction. All groups were assessed on familiar and unfamiliar computer-based inquiry tasks at the conclusion of intervention (immediate assessment) and maintenance sessions (delayed assessment). Students in the two practice groups demonstrated improvement in an integrative measure of inquiry skill (valid intent, valid strategy, valid inference, and
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Joint stock company memorandum of association and environmental protection
Directory of Open Access Journals (Sweden)
Arsić Zoran
2012-01-01
Full Text Available Joint stock company memorandum of association and environmental protection 2011 Company Act stipulates that prevailing purpose of enterprise is mandatory element of memorandum of association. Connection between memorandum of association and environmental protection is based on provision that registration or doing certain business may be subject to license granted by relevant body. This is the case with 2009 Waste Management Act which provides for license granted by state authorities for doing one or more activities in waste management.
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Klahr, David; Nigam, Milena
2004-10-01
In a study with 112 third- and fourth-grade children, we measured the relative effectiveness of discovery learning and direct instruction at two points in the learning process: (a) during the initial acquisition of the basic cognitive objective (a procedure for designing and interpreting simple, unconfounded experiments) and (b) during the subsequent transfer and application of this basic skill to more diffuse and authentic reasoning associated with the evaluation of science-fair posters. We found not only that many more children learned from direct instruction than from discovery learning, but also that when asked to make broader, richer scientific judgments, the many children who learned about experimental design from direct instruction performed as well as those few children who discovered the method on their own. These results challenge predictions derived from the presumed superiority of discovery approaches in teaching young children basic procedures for early scientific investigations.
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Effect of Direct Grammar Instruction on Student Writing Skills
Robinson, Lisa; Feng, Jay
2016-01-01
Grammar Instruction has an important role to play in helping students to speak and write more effectively. The purpose of this study was to examine the effects of direct grammar instruction on the quality of student's writing skills. The participants in this study included 18 fifth grade students and two fifth grade teachers. Based on the results…
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Applying Case-Based Method in Designing Self-Directed Online Instruction: A Formative Research Study
Luo, Heng; Koszalka, Tiffany A.; Arnone, Marilyn P.; Choi, Ikseon
2018-01-01
This study investigated the case-based method (CBM) instructional-design theory and its application in designing self-directed online instruction. The purpose of this study was to validate and refine the theory for a self-directed online instruction context. Guided by formative research methodology, this study first developed an online tutorial…
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7 CFR 28.117 - Fee for new memorandum or certificate.
2010-01-01
... 28.117 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE COMMODITY STANDARDS AND STANDARD... Standards Act Fees and Costs § 28.117 Fee for new memorandum or certificate. For each new memorandum or...
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IAEA, Fukushima Prefecture Sign Cooperation Memorandum
International Nuclear Information System (INIS)
2012-01-01
Full text: IAEA Director General Yukiya Amano and the Governor of Fukushima Prefecture, Yuhei Sato, today signed a Memorandum of Cooperation confirming their willingness to implement concrete projects to help alleviate the consequences of the accident at TEPCO's Fukushima Daiichi Nuclear Power Station. The Memorandum, signed on the sidelines of the three-day Fukushima Ministerial Conference on Nuclear Safety, includes arrangements to promote cooperation in two key areas: one on radiation monitoring and remediation between the IAEA and Fukushima Prefecture, and the other on human health between the IAEA and Fukushima Medical University. The Memorandum also highlights plans for a training centre in Fukushima Prefecture to help reinforce emergency preparedness and response activities, supported by the Government of Japan and Fukushima Prefecture. An IAEA Response and Assistance Network (RANET) Capacity Building Centre will be designated, with IAEA radiation monitoring equipment to be deployed in case of need, and to provide training in emergency preparedness and response in Japan and the Asia Pacific region. 'With this framework, the wisdom of the international community as well as the IAEA will be utilised in the process of reconstruction in Fukushima', said Japan's Minister of Foreign Affairs, Koichiro Gemba, who attended the signing ceremony. 'I'm very much encouraged by the conclusion of this Memorandum and I believe this will serve to promote reconstruction in Fukushima', said Governor Sato. 'We will also be able to disseminate to the rest of the world the knowledge and experience to be gained from the activities that we are conducting, and we hope this will be a symbol of Fukushima'. 'The IAEA has expertise in the areas of remediation and decontamination, as well as environmental monitoring and human health'. said Director General Amano. 'It is our hope that we will support Fukushima and at the same time serve as a bridge connecting the Prefecture and the world
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Model Financial Memorandum between the HEFCE and Institutions. Report.
Higher Education Funding Council for England, Bristol.
This sample memorandum sets out the terms and conditions for the payment by the Higher Education Funding Council for England (HEFCE) of funds to the governing body of an institution out of funds made available by the Secretary of State for Education and Employment. Part 1 of the memorandum sets out the terms and conditions that apply in common to…
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Make way for the climate. National adaptation strategy. The interdepartmental memorandum
International Nuclear Information System (INIS)
2007-11-01
This memorandum describes the outline of a national strategy for adaptation to the consequences of climate change. The memorandum is the first report of the Adapting Spatial Planning to Climate Change programme (ARK). [mk] [nl
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Will the No Child Left Behind Act Promote Direct Instruction of Science?
Hake, Richard
2005-03-01
Education research in physics at the high school and undergraduate level strongly suggests that interactive engagement enhances students' conceptual understanding much more than traditional Direct Science Instruction (DSI). Similar conclusions can be drawn from K-8 science-education research. Nevertheless, DSI predominates in CA because of the DSI- orientation of the CA State Board of Education and Curriculum Commission [1]. Likewise the U.S. Dept. of Education's (USDE's): (a) DSI-orientation as demonstrated by its recent national-education summit showcasing of the research of Klahr and Nigam [2]; and (b) science achievement testing starting in 2007; threatens to promote DSI nationwide. It might be hoped that NRC's expert science education committees will steer the USDE away from promoting DSI, the antithesis of the NRC's own recommendations for inquiry methods. [1] R.R. Hake. ``Direct Science Instruction Suffers a Setback in California - Or Does It?" (2004), pdf>. [2] Klahr, D. & M. Nigam. 2004. ``The equivalence of learning paths in early science instruction: effects of direct instruction and discovery learning" (2004), .
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Deaf Children's Science Content Learning in Direct Instruction Versus Interpreted Instruction
Kurz, Kim B.; Schick, Brenda; Hauser, Peter C.
2015-01-01
This research study compared learning of 6-9th grade deaf students under two modes of educational delivery--interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing…
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Memorandum on standards for environmental hygiene 1976
International Nuclear Information System (INIS)
1978-01-01
This report from the Dutch Ministry of Health is an advisory document on the influence of the memorandum on Standards for Environmental Hygiene 1976. It is a result of discussions between the Committee for Radiation Hygiene and the Commission for Toxicology. The environmental hygiene standards are defined and the difference between 150 standards and legal standards explained. Comments are given on the concepts that the memorandum covers and advice is given on the enforcement of such standards. This document deals with air and surface water pollution, radiation effects and toxicological standards. The difficulty in fixing maximum permissible doses for specific damaging agents is discussed. (C.F.)
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ENTRIA 2014. Memorandum on the disposal of high-level radioactive residuals
International Nuclear Information System (INIS)
Roehlig, Klaus-Juergen; Walther, Clemens; Bach, Friedrich-Wilhelm
2014-01-01
The memorandum on the disposal of high-level radioactive residuals covers the following issues: description of the problem: a ''wicked problem'', risks and NIMBY, the site selection law, international boundary conditions; disposal strategy and types of facilities: safety and reversibility, long-term surface storage, deep storage; risk and safety; procedural justice and the site selection process; social innovations and the requirement of long-term institutions; conclusion - central stress fields.
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2012-03-14
... procurement throughout the Federal Government by adding elements related to acquisition planning, evaluation..., including measuring the annual number of procurements that include direct purchase of biobased products, the... Sustainable Product Procurement On February 21, 2012, President Barack Obama issued a memorandum to the Heads...
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Climate change and the federal budget. CBO memorandum
International Nuclear Information System (INIS)
1998-08-01
This Congressional Budget Office (CBO) memorandum was prepared at the request of the Senate Committee on the Budget to document current US efforts in the area of global climate change and to review current federal spending programs and tax policies that relate to climate change. The memorandum also describes proposals contained in the President's 1999 budget for funding for those programs and several new tax policies. It should be helpful to policymakers as they consider options to respond to international proposals for reducing the threat of climate change
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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
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Brand-Gruwel, Saskia
2010-01-01
Brand-Gruwel, S. (2010, March). Ontwerpen van onderwijs om ‘self-directed learning’ te stimuleren [Desiging instruction to foster self-directed learning]. Key-note presented at the 3th 4C/ID-conference, Utrecht, The Netherlands.
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2013-02-22
This memorandum, issued on February 22, 2013 by the White House Office of Science and Technology Policy (OSTP) and directed to the heads of executive departments and agencies, calls for all federal agencies that are engaged in research and developmen...
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Effects of Direct and Indirect Instructional Strategies on Students ...
African Journals Online (AJOL)
This is a quasi experimental research designed to determine the effects of Direct and Indirect instructional strategies on Mathematics achievement among junior secondary school students. The population consisted of students in a Public Secondary School in Owerri, Imo State. A sample of 102 students from two (2) intact ...
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Effects of direct instruction and strategy modeling on upper-primary students' writing development
López, P.; Torrance, M.; Rijlaarsdam, G.; Fidalgo, R.
Strategy-focused instruction is one of the most effective approaches to improve writing skills. It aims to teach developing writers strategies that give them executive control over their writing processes. Programs under this kind of instruction tend to have multiple components that include direct
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Put reading first: Positive effects of direct instruction and scaffolding ...
African Journals Online (AJOL)
Put reading first: Positive effects of direct instruction and scaffolding for ESL learners struggling with reading. ... are intended to open up for debate a topic of critical importance to the country's education system. ... AJOL African Journals Online.
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Integrated Vegetation Management Practices Memorandum of Understanding
Memorandum of Understanding between EPA and the Edison Electric Institute, U.S. Department of Agriculture (Forest Service), and U.S. Department of the Interior (Bureau of Land Management, Fish and Wildlife Service, and National Park Service for IVM.
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Ku, Kelly Y. L.; Ho, Irene T.; Hau, Kit-Tai; Lai, Eva C. M.
2014-01-01
Critical thinking is a unifying goal of modern education. While past research has mostly examined the efficacy of a single instructional approach to teaching critical thinking, recent literature has begun discussing mixed teaching approaches. The present study examines three modes of instruction, featuring the direct instruction approach and the…
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Gettinger, Maribeth
1985-01-01
The purpose of this study was twofold: to examine the effects of imitating children's spelling errors alone and in combination with visual and verbal cues on spelling accuracy and retention among poor spellers and to compare the effectiveness of student-directed versus teacher-directed spelling instruction on children's spelling accuracy and retention. Nine children received four alternating experimental treatments during a 16-week spelling program. Results indicated that student-directed ins...
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24 CFR 901.135 - Memorandum of Agreement.
2010-04-01
... DEVELOPMENT PUBLIC HOUSING MANAGEMENT ASSESSMENT PROGRAM § 901.135 Memorandum of Agreement. (a) After..., the training of PHA employees in specific management areas or assistance in the resolution of.../Area Office. (c) The Department encourages the inclusion of the resident leadership in MOA negotiations...
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Directory of Open Access Journals (Sweden)
Mohammad Mehdi Yazdani
2015-05-01
Full Text Available Investigating the efficiencies and deficiencies of reading strategies is one of the noticeable issues in the related theory and research in reading comprehension instruction. This study was to examine the impact of Directed Reading Thinking Activity (DRTA and Guided Reading (GR on reading comprehension. Sixty three Iranian students of grade one in Shahed high school in the city of Bojnourd took part in the study. They were assigned in three groups, one control and two experimental groups. The instruction lasted for ten weeks. This study utilized a pretest posttest control group in quantitative quasi- experimental design. The same reading comprehension test was administered as pre-test and post-test. The results were twofold: First, the instruction of learning strategies could foster reading comprehension skill. Second, while the explicit instruction of both strategies could improve the students' reading comprehension skill, Directed Reading Thinking Activity had a more significant positive effect than Guided Reading.
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Draft Memorandum for the North Sea
International Nuclear Information System (INIS)
2008-12-01
In the National Water Plan it is described which measures must be taken to keep the Netherlands safe and livable for future generations and to make use of the chances offered by water. This memorandum serves as a document by means of which political choices for the North Sea policy, as formulated in the National Water Plan, are made more transparent [nl
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[Memorandum IV: Theoretical and Normative Grounding of Health Services Research].
Baumann, W; Farin, E; Menzel-Begemann, A; Meyer, T
2016-05-01
With Memoranda and other initiatives, the German Network for Health Service Research [Deutsches Netzwerk Versorgungsforschung e.V. (DNVF)] is fostering the methodological quality of care research studies for years. Compared to the standards of empirical research, questions concerning the role and function of theories, theoretical approaches and scientific principles have not been taken up on its own. Therefore, the DNVF e.V. has set up a working group in 2013, which was commissioned to prepare a memorandum on "theories in health care research". This now presented memorandum will primarily challenge scholars in health care services research to pay more attention to questions concerning the theoretical arsenal and the background assumptions in the research process. The foundation in the philosophy of science, the reference to normative principles and the theory-bases of the research process are addressed. Moreover, the memorandum will call on to advance the theorizing in health services research and to strengthen not empirical approaches, research on basic principles or studies with regard to normative sciences and to incorporate these relevant disciplines in health services research. Research structures and funding of health services research needs more open space for theoretical reflection and for self-observation of their own, multidisciplinary research processes. © Georg Thieme Verlag KG Stuttgart · New York.
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Buroni, Federica E; Lodola, Lorenzo; Persico, Marco G; Aprile, Carlo
2014-02-01
The aim of the study was to identify deficiencies in product labelling instructions for reconstitution and in the quality control directions detailed in the technical leaflets (TLs) or summary product characteristic (SPC) sheets of commonly used technetium labelling cold kits. The reconstitution and quality control directions in 25 TLs/SPCs were evaluated to identify deficiencies, incompleteness, restrictions, errors, impracticability, and vagueness. In addition, their congruence with the statements given in the relative European Pharmacopoeia (Ph. Eur. VII ed.) monography and diagnostic reference levels of Directive 97/43/EURATOM was evaluated. Deficiencies in information were scored and classified into five categories: 1, absent or incomplete; 2, restrictive; 3, inconsistent or wrong; 4, impractical; and 5, vague. In the 25 documents analyzed a total of 141 deficiencies were found (corresponding to 40.2% of the total scores assigned), and more frequently they pertained to quality control procedures (70.9%), followed by those related to quantitative composition (14.9%), preparation (8.5%), and particle size (5.7%). Nearly 80% of these deficiencies were classified as type 1 - that is, absent or incomplete information. The indications in TLs and SPCs should provide useful information for maintaining the quality and purity of the radiopharmaceutical preparation and ensure the safety level and effectiveness required by law. However, the instructions are often suboptimal or even erroneous, and consequently there are countless failures or difficulties, which represent an impediment to good laboratory practice. We believe that a 'smart' review of radiopharmaceutical documentation would be beneficial in order to align these indications to the real needs of the operators involved in routine in-house nuclear medicine practice.
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Preschool Teachers' Endorsement of Instructional Practices: An Interprofessional Exploration
Koutsoftas, Anthony D.; Dubasik, Virginia L.; Moss DiDonato, Alicia
2017-01-01
Background: Preschool teacher's instructional practices are one component of high-quality early education classrooms that have the potential to directly influence young children's school readiness and success; therefore, the type and quality of instructional practices used by preschool teachers should be explored. Purpose: The purpose of this…
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2011-01-31
... Information Collection for Public Comment; Memorandum of Agreement (MOA) and Improvement Plan (IP) in... (this is not a toll-free number) or email Ms. Pollard at [email protected] . Persons with hearing...: Title of Proposal: Memorandum of Agreement (MOA), Progress Report and Improvement Plan (IP). OMB Control...
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Educational Organization for Desegregation. Research Memorandum No. 4.
Platt, William J.
As part of a series of reports dealing with racial distribution in San Francisco schools, this memorandum presents the rationale for adopting patterns of educational reorganization as an accompaniment to efforts to improve racial balance. Reasons are presented for adopting feeder patterns as students progress from the elementary to secondary…
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The Use of Direct Spelling Instruction for Children with Language Impairment
Good, Joy E.; Lance, Dee M.; Rainey, Jacquie
2018-01-01
Children with language impairment frequently struggle with written language skills such as spelling. With their expertise in language, speech-language pathologists are in the position to promote the development of such skills. One way to do this is through the use of direct spelling instruction which has been shown to facilitate growth in a number…
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Longitudinal Study of Direct Instruction Effects from First through Third Grades
Ryder, Randall J.; Burton, Jennifer Lyn; Silberg, Anna
2006-01-01
In a 3-year longitudinal study, the authors examined the effect of Direct Instruction (DI) on students' reading achievement, teacher perceptions, nature of the classroom, and special education referral rate. Urban and suburban students completed the Gates-MacGinitie Reading Tests in the fall of Grade 1 and spring of Grades 1, 2, and 3. Teachers…
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This technical memorandum briefly describes the site and proposed conceptual site plan, indicates conceptual design considerations, specifies recommended green and sustainable features, and offers other recommendations
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Memorandum of Association | About IASc | Indian Academy of ...
Indian Academy of Sciences (India)
Memorandum of Association. Registered on 27 April 1934 under the Societies Registration Act, 1860. I. The name of the Association shall be `The Indian Academy of Sciences'. II. The objects of the Academy are: To promote the progress and uphold the cause of science, both in pure and applied branches. To co-operate ...
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Type-Directed Partial Evaluation
DEFF Research Database (Denmark)
Danvy, Olivier
1998-01-01
Type-directed partial evaluation uses a normalization function to achieve partial evaluation. These lecture notes review its background, foundations, practice, and applications. Of specific interest is the modular technique of offline and online type-directed partial evaluation in Standard ML...
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Type-Directed Partial Evaluation
DEFF Research Database (Denmark)
Danvy, Olivier
1998-01-01
Type-directed partial evaluation uses a normalization function to achieve partial evaluation. These lecture notes review its background, foundations, practice, and applications. Of specific interest is the modular technique of offline and online type-directed partial evaluation in Standard ML of ...
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The Effect of Input-Based Instruction Type on the Acquisition of Spanish Accusative Clitics
White, Justin
2015-01-01
The purpose of this paper is to compare structured input (SI) with other input-based instructional treatments. The input-based instructional types include: input flood (IF), text enhancement (TE), SI activities, and focused input (FI; SI without implicit negative feedback). Participants included 145 adult learners enrolled in an intermediate…
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Action Memorandum for the Engineering Test Reactor under the Idaho Cleanup Project
Energy Technology Data Exchange (ETDEWEB)
A. B. Culp
2007-01-26
This Action Memorandum documents the selected alternative for decommissioning of the Engineering Test Reactor at the Idaho National Laboratory under the Idaho Cleanup Project. Since the missions of the Engineering Test Reactor Complex have been completed, an engineering evaluation/cost analysis that evaluated alternatives to accomplish the decommissioning of the Engineering Test Reactor Complex was prepared adn released for public comment. The scope of this Action Memorandum is to encompass the final end state of the Complex and disposal of the Engineering Test Reactor vessol. The selected removal action includes removing and disposing of the vessel at the Idaho CERCLA Disposal Facility and demolishing the reactor building to ground surface.
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Management Advisory Memorandum of FAA Service Agreement, JFK Control Tower
1997-02-12
This Management Advisory Memorandum is in response to the Federal Aviation Administration's (FAA) request to audit costs claimed for Fiscal Year (FY) 1995 by the Port Authority of New York and New Jersey (Port Authority) related to Contract No. DTFA0...
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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…
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Typology of after-hours care instructions for patients
Bordman, Risa; Bovett, Monica; Drummond, Neil; Crighton, Eric J.; Wheler, David; Moineddin, Rahim; White, David
2007-01-01
OBJECTIVE To develop a typology of after-hours care (AHC) instructions and to examine physician and practice characteristics associated with each type of instruction. DESIGN Cross-sectional telephone survey. Physicians’ offices were called during evenings and weekends to listen to their messages regarding AHC. All messages were categorized. Thematic analysis of a subset of messages was conducted to develop a typology of AHC instructions. Logistic regression analysis was used to identify associations between physician and practice characteristics and the instructions left for patients. SETTING Family practices in the greater Toronto area. PARTICIPANTS Stratified random sample of family physicians providing office-based primary care. MAIN OUTCOME MEASURES Form of response (eg, answering machine), content of message, and physician and practice characteristics. RESULTS Of 514 after-hours messages from family physicians’ offices, 421 were obtained from answering machines, 58 were obtained from answering services, 23 had no answer, 2 gave pager numbers, and 10 had other responses. Message content ranged from no AHC instructions to detailed advice; 54% of messages provided a single instruction, and the rest provided a combination of instructions. Content analysis identified 815 discrete instructions or types of response that were classified into 7 categories: 302 instructed patients to go to an emergency department; 122 provided direct contact with a physician; 115 told patients to go to a clinic; 94 left no directions; 76 suggested calling a housecall service; 45 suggested calling Telehealth; and 61 suggested other things. About 22% of messages only advised attending an emergency department, and 18% gave no advice at all. Physicians who were female, had Canadian certification in family medicine, held hospital privileges, or had attended a Canadian medical school were more likely to be directly available to their patients. CONCLUSION Important issues identified
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FY2015 Analysis of the Teamwork USA Program. Memorandum
Howard, Mark
2015-01-01
The Department of Research and Evaluation (DRE) has completed an analysis of the performance of students who participated in the Teamwork USA Program, administered in FY2014 at three District schools. Teamwork USA hopes to improve student achievement at select Title I elementary schools via its Instrumental Music Program grant. This memorandum to…
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Flores, Margaret M.; Ganz, Jennifer B.
2014-01-01
There is limited research demonstrating direct instruction (DI) as an effective language intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Existing research has shown that instruction using partial implementation of DI programs resulted in student learning (Ganz, 2007) and instruction using whole…
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Energy Technology Data Exchange (ETDEWEB)
Anon.
1999-05-01
The more wastewater is cleaned to a high level of purity, the more sewage sludge arises. Problems of quantity and quality are closely intertwined with technical developments and changes in the legal framework. This applies as much to wastewater purification as it does to the utilisation or disposal of sewage sludge. Early this year the Association of Private Wastewater Disposal Companies (Verband der privaten Abwasserentsorger e.V., VpA) presented a memorandum on sewage sludge management which is intended to lead to greater transparency in this market segment of environmental protection. [Deutsch] Je mehr Abwasser auf hohem Niveau gereinigt wird, umso groesser ist die Menge des anfallenden Klaerschlamms. Mengen- und Qualitaetsprobleme sind eingebunden in sich wandelnde Techniken und veraenderte gesetzliche Grundlagen - in der Abwasserreinigung wie in der Verwertung oder Beseitigung der Klaerschlaemme. Der Verband der privaten Abwasserentsorger e.V. (VpA) hat Anfang des Jahres ein Memorandum zur Klaerschlammwirtschaft herausgegeben, das fuer groessere Transparenz in diesem Marktsegment des Umweltschutzes sorgen soll. (orig.)
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Spiders are Mammals: Direct Instruction in Cape York
Directory of Open Access Journals (Sweden)
Louise Dow
2011-12-01
Full Text Available In 2010, SRA Direct Instructioni was introduced across the curriculum in two remote Cape York schools, as a key aspect of social and welfare reform. There is national political interest in these reforms, which link welfare policy to State primary school education conceived as basic skills training. Reflecting the political interest, national newspapers ran the story that Direct Instruction had provided almost miraculous results after 17 weeks (Devine 2010a. Alternative approaches to literacy development in Indigenous education did not get the same sort of media attention. Noel Pearson provides the intellectual basis for Cape York social reforms, through his writing, political advocacy and leadership of organisations involved in the reforms. His ultimate goal is successful mainstream education leading to economic integration, where young people are „completely fluent in their own culture and the wider culture‟ (Pearson 2009:57. The question posed by this vision is „What kind of education can produce these flexible, bicultural, working people who keep their traditions alive?‟
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The Consolidated Human Activity Database — Master Version (CHAD-Master) Technical Memorandum
This technical memorandum contains information about the Consolidated Human Activity Database -- Master version, including CHAD contents, inventory of variables: Questionnaire files and Event files, CHAD codes, and references.
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Directory of Open Access Journals (Sweden)
Ahmad Sharifi
2012-03-01
Full Text Available Background: Phonemic awareness is one of the most important predictors of reading skills that has been taught by different procedures. One of the procedures is implementation of direct instruction in instruction of phonemic awareness. Current study is one of the unique studies in Iran that investigate impact of direct instruction in phonemic awareness on reading achievement of students with reading disorder.Case: Three male second grade elementary students with reading disorder in a regular school in district six of the office of education in Tehran were selected. Multiple-baseline across subjects was selected as a research design. The following tests were used as diagnostic criteria: reading and dyslexia test and Wechsler intelligence scale for children-revised. Moreover, a reading inventory consisting of 100 words was developed by researchers to assess the reading ability of the subjects. Data were collected in three phases: baseline, intervention, and follow-up. During the intervention phase, the intervention strategies were used while during baseline and follow-up, data were collected without any intervention. Comparing three phases of the study, we may conclude that intervention package consisting of direct instruction of phonological awareness was an effective strategy in reading achievement of all three students. In addition, follow-up data indicated that the effects of the intervention procedures were stable across time.Conclusion: Direct instruction of phonological awareness was effective in reading achievement of students with reading disorder in elementary school and increasing their abilities in reading.
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Putting instruction sequences into effect
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
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Morgan, Paul L.; Farkas, George; Maczuga, Steve
2015-01-01
We used population-based, longitudinal data to investigate the relation between mathematics instructional practices used by 1st grade teachers in the U.S. and the mathematics achievement of their students. Factor analysis identified four types of instructional activities (i.e., teacher-directed, student-centered, manipulatives/calculators, movement/music) and eight types of specific skills taught (e.g., adding two-digit numbers). First-grade students were then classified into five groups on the basis of their fall and/or spring of kindergarten mathematics achievement—three groups with mathematics difficulties (MD) and two without MD. Regression analysis indicated that a higher percentage of MD students in 1st grade classrooms was associated with greater use by teachers of manipulatives/calculators and movement/music to teach mathematics. Yet follow-up analysis for each of the MD and non-MD groups indicated that only teacher-directed instruction was significantly associated with the achievement of students with MD (covariate-adjusted ESs = .05–.07). The largest predicted effect for a specific instructional practice was for routine practice and drill. In contrast, for both groups of non-MD students, teacher-directed and student-centered instruction had approximately equal, statistically significant positive predicted effects (covariate-adjusted ESs = .03–.04). First-grade teachers in the U.S. may need to increase their use of teacher-directed instruction if they are to raise the mathematics achievement of students with MD. PMID:26180268
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Sahingoz, Selcuk
One of the most important goals of science education is preparing effective science teachers which includes the development of a science pedagogical orientation. Helping in-service science teachers improve their orientations toward science teaching begins with identifying their current orientations. While there are many aspects of an effective science teaching orientation, this study specifically focuses on effective pedagogy. The interest of this study is to clarify pedagogical orientations of middle school science teachers in Turkey toward the teaching of science conceptual knowledge. It focuses on what instructional preferences Turkish middle school science teachers have in theory and practice. The purpose of this study is twofold: 1) to elucidate teacher pedagogical profiles toward direct and inquiry instructional approaches. For this purpose, quantitative profile data, using a Turkish version of the Pedagogy of Science Teaching Test (POSTT-TR) assessment instrument, was collected from 533 Turkish middle school science teachers; 2) to identify teaching orientations of middle school science teachers and to identify their reasons for preferring specific instructional practices. For this purpose, descriptive qualitative, interview data was collected from 23 teachers attending a middle school science teacher workshop in addition to quantitative data using the POSTT-TR. These teachers sat for interviews structured by items from the POSTT-TR. Thus, the research design is mixed-method. The design provides a background profile on teacher orientations along with insights on reasons for pedagogical choices. The findings indicate that instructional preference distributions for the large group and smaller group are similar; however, the smaller workshop group is more in favor of inquiry instructional approaches. The findings also indicate that Turkish middle school science teachers appear to have variety of teaching orientations and they have varied reasons. Moreover, the
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Pereira, José; Hastie, Peter; Araújo, Rui; Farias, Cláudio; Rolim, Ramiro; Mesquita, Isabel
2015-03-01
This study examined students' technical performances improvements in three track and field events (hurdles, shot put, and long jump) following either a Sport Education season or a Direct Instruction unit. An experienced Physical Education teacher taught two classes totalling 47 sixth-grade students (25 boys and 22 girls, aged between 10 and 13 years old) in 20, 45-minute lessons over 10 weeks. The students' technical performances were analysed and evaluated through systematic observation of videos. The Wilcoxon signed-rank test was used to compare scores at three time points (pre-test, post-test and retention), and the Mann-Whitney U test was used to examine the differences within each instructional model at each assessment moment, as well as by gender and skill level. The impact of each instructional model in student learning was markedly distinct. While in Sport Education students of both genders and skill levels improved significantly in all events, in Direct Instruction, evidence of significant improvements was limited to boys and students of higher skill level. Key pointsThe impact of each teaching approach in student learning was distinct. While in Sport Education the technical performance improvements spread throughout students of both genders and skill levels, in Direct Instruction significant improvements were exclusive to boys and students of higher skill level.The extended analysis in the current study, taking into account student gender and skill level, permitted a more comprehensive measure of the learning impact of the two approaches. More sophisticated analyses of the tasks and instructional strategies of each approach are encouraged.
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This memorandum concerns how the Office of Enforcement (OE) proposed that two new authorities under the Community Environmental Response Facilitation Act (CERFA) be delegated to the Regional Administrators.
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International Nuclear Information System (INIS)
A. B. Culp
2007-01-01
This Action Memorandum documents the selected alternative for decommissioning of the Engineering Test Reactor at the Idaho National Laboratory under the Idaho Cleanup Project. Since the missions of the Engineering Test Reactor Complex have been completed, an engineering evaluation/cost analysis that evaluated alternatives to accomplish the decommissioning of the Engineering Test Reactor Complex was prepared and released for public comment. The scope of this Action Memorandum is to encompass the final end state of the Complex and disposal of the Engineering Test Reactor vessel. The selected removal action includes removing and disposing of the vessel at the Idaho CERCLA Disposal Facility and demolishing the reactor building to ground surface
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20 CFR 662.300 - What is the Memorandum of Understanding (MOU)?
2010-04-01
... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false What is the Memorandum of Understanding (MOU)? 662.300 Section 662.300 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF... services and operating costs of the system; and methods for referring individuals between the One-Stop...
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Strategy Instruction in Mathematics.
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…
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Task Listings Resulting from the Vocational Competency Measures Project. Memorandum Report.
American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
This memorandum report consists of 14 task listings resulting from the Vocational Competency Measures Project. (The Vocational Competency Measures Project was a test development project that involved the writing and verification of task listings for 14 vocational occupational areas through over 225 interviews conducted in 27 states.) Provided in…
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Memoization in Type-Directed Partial Evaluation
DEFF Research Database (Denmark)
Balat, Vincent; Danvy, Olivier
2002-01-01
We use a code generator—type-directed partial evaluation— to verify conversions between isomorphic types, or more precisely to verify that a composite function is the identity function at some complicated type. A typed functional language such as ML provides a natural support to express the funct......We use a code generator—type-directed partial evaluation— to verify conversions between isomorphic types, or more precisely to verify that a composite function is the identity function at some complicated type. A typed functional language such as ML provides a natural support to express...... originate in the handling of sums, which uses delimited continuations. We successfully eliminate these redundancies by extending type-directed partial evaluation with memoization capabilities. The result only works for pure functional programs, but it provides an unexpected use of code generation...... and it yields orders-of-magnitude improvements both in time and in space for type isomorphisms. Basic Research in Computer Science (www. brics. dk), funded by the Danish National Research Foundation....
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Directory of Open Access Journals (Sweden)
José Pereira, Peter Hastie, Rui Araújo, Cláudio Farias, Ramiro Rolim
2015-03-01
Full Text Available This study examined students’ technical performances improvements in three track and field events (hurdles, shot put, and long jump following either a Sport Education season or a Direct Instruction unit. An experienced Physical Education teacher taught two classes totalling 47 sixth-grade students (25 boys and 22 girls, aged between 10 and 13 years old in 20, 45-minute lessons over 10 weeks. The students’ technical performances were analysed and evaluated through systematic observation of videos. The Wilcoxon signed-rank test was used to compare scores at three time points (pre-test, post-test and retention, and the Mann-Whitney U test was used to examine the differences within each instructional model at each assessment moment, as well as by gender and skill level. The impact of each instructional model in student learning was markedly distinct. While in Sport Education students of both genders and skill levels improved significantly in all events, in Direct Instruction, evidence of significant improvements was limited to boys and students of higher skill level.
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7 CFR 46.21 - Returns, rejections, or credit memorandums on sales.
2010-01-01
..., a credit memorandum showing the buyer's name, sales ticket number, lot number, date of the granting... notation shall be made on the original sales ticket referring to the adjustment and showing where the... sales ticket or invoice properly completed to show the facts and shall be approved by a duly authorized...
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Instructions and format of a camera-ready paper for direct photo-offset reproduction.
Alpha, X X; Beta, Y
1983-03-01
These instructions are presented to assist you in preparing a typescript (Chomsky, 1977) which is suitable for direct photo-offset reproduction. Your manuscript (Rome and Rome, 1971) should be prepared on special paper (Freed et at., 1975) provided by the publisher. It will be photographically reproduced, whereby a reduction to 75% of its original size will be applied. Copyright © 1983. Published by Elsevier B.V.
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Machtinger, Erika T.
2014-01-01
Hands-on activities with live organisms allow students to actively explore scientific investigation. Here, I present activities that combine guided inquiry with direct instruction and relate how nutrition affects the physiology and behavior of the common housefly. These experiments encourage student involvement in the formulation of experimental…
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Typology of after-hours care instructions for patients: telephone survey and multivariate analysis.
Bordman, Risa; Bovett, Monica; Drummond, Neil; Crighton, Eric J; Wheler, David; Moineddin, Rahim; White, David
2007-03-01
To develop a typology of after-hours care (AHC) instructions and to examine physician and practice characteristics associated with each type of instruction. Cross-sectional telephone survey. Physicians' offices were called during evenings and weekends to listen to their messages regarding AHC. All messages were categorized. Thematic analysis of a subset of messages was conducted to develop a typology of AHC instructions. Logistic regression analysis was used to identify associations between physician and practice characteristics and the instructions left for patients. Family practices in the greater Toronto area. Stratified random sample of family physicians providing office-based primary care. Form of response (eg, answering machine), content of message, and physician and practice characteristics. Of 514 after-hours messages from family physicians' offices, 421 were obtained from answering machines, 58 were obtained from answering services, 23 had no answer, 2 gave pager numbers, and 10 had other responses. Message content ranged from no AHC instructions to detailed advice; 54% of messages provided a single instruction, and the rest provided a combination of instructions. Content analysis identified 815 discrete instructions or types of response that were classified into 7 categories: 302 instructed patients to go to an emergency department; 122 provided direct contact with a physician; 115 told patients to go to a clinic; 94 left no directions; 76 suggested calling a housecall service; 45 suggested calling Telehealth; and 61 suggested other things. About 22% of messages only advised attending an emergency department, and 18% gave no advice at all. Physicians who were female, had Canadian certification in family medicine, held hospital privileges, or had attended a Canadian medical school were more likely to be directly available to their patients. Important issues identified included the recommendation to use an emergency department as the sole source of AHC
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Grade 10 PSAT Participation and Performance--School Year 2015-2016. Memorandum
Navarro, Maria V.
2016-01-01
The 2015-2016 school year marks the first administration of the redesigned PSAT, which is composed of two sections: (1) Evidence-based Reading and Writing (EBRW) and (2) Math. This memorandum presents results of 2015-2016 Grade 10 PSAT participation and performance of Montgomery County Public Schools (MCPS) students. Among 10,859 MCPS first-time…
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Energy Technology Data Exchange (ETDEWEB)
Dieleman, J.P.C.; Hafkamp, W.A. [Erasmus Studiecentrum voor Milieukunde, Erasmus Universiteit Rotterdam, Rotterdam (Netherlands)
1999-05-19
June 18, 1997, the Dutch government presented the Memorandum Environment and Economy with the aim to contribute to integration of environment and economy and to stimulation the realization of a sustainable economy. Next to a vast overview of actions, ideas, perspectives, staring points, challenges and dilemmas to take into account when forming a sustainable economy, it is indicated in that Memorandum that there is a need for research and knowledge to compile relevant data and insight to support decision making processes. The aim of this report is to develop a framework in which knowledge questions can be generated. The questions that fall outside the framework of the Memorandum concern needs, values and images and are formulated in four groups: (1) what is the role of materialism and stress in processes of conventional economic growth?; (2) What is the importance of reduction of consumption ('consuminderen') and slowing down ('onthaasting' or dehasting) to realize a process of sustainable economic development; (3) which images form the basis of the present process of economic development, where do they come from and how do they change over time; and (4) which images of progression give direction to a sustainable economic development and how do they exist? The questions that follow the Memorandum concern decoupling (of environment and economy), sustainable consumption, knowledge economy, institutions and a process of change. Central in the framework of knowledge questions are questions, related to perspectives and actions, as formulated in the Memorandum for different sectors in the Dutch society: industry and services; agriculture and rural areas; and traffic, transport and infrastructure.
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HR Department
2010-01-01
You are reminded that each year the Organization levies an internal tax on the financial and family benefits it pays to the members of the personnel (see Chapter V, Section 2 of the Staff Rules and Regulations) and that members of the personnel are thus exempt from external taxation on salaries and emoluments paid by CERN. This memorandum is intended to provide members of the personnel residing in France with information on how salaries and emoluments paid by CERN should be indicated in the 2009 income declaration form. For any other specific questions, they are invited to comply with the instructions attached to the form. I\t- Annual internal taxation certificate for 2009 The annual certificate of internal taxation for 2009, issued by the FP Department, has been available since 1st March 2010 (see Bulletin No. 10-11/2010). It is intended exclusively for the French tax authorities. If you are currently a member of the CERN personnel, you will have received an e-mail containing a link to your annual ...
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Utopian Left-Wing Expectations and the Social Consequences of the 3rd Memorandum in Greece
Directory of Open Access Journals (Sweden)
Kotroyannos, Dimitrios
2017-04-01
Full Text Available In January 2015 the radical left SYRIZA has won the Greek national elections and formed a coalition government with Independent Greeks (ANEL, a right-wing populist party. After a seven-month negotiation with Greece’s creditors and the agreement for the implementation of a third memorandum of fiscal adjustment, SYRIZA announced the conduction of a second round of national elections in September 2015. After a second electoral victory, SYRIZA formed again a coalition government with ANEL. The main characteristic of SYRIZA’s pre-electoral campaign was that it has primarily focused on the commitment for austerity measures termination and on the implementation of tax alleviation. Even during the second electoral campaign in September 2015, after the agreement for the implementation of the third memorandum of fiscal adjustment, SYRIZA was promising that its implementation will be socially endued in order to reduce negative social consequences, such as those created by the previous memoranda. Practically though, after the first months of the new memorandum implementation, it is obvious that the government has introduced an unprecedented tax policy. Interestingly, this policy is not different from a traditional left logic of tax enforcement but actually leads to the implementation of horizontal austerity policies which firstly affect the socially vulnerable groups. From this point of view, while SYRIZA emphatically declare that it aims at resolving the crisis, its policies seem to deepen the depression. For instance, its inability to find alternative options to finance the social security system, leads to the implementation of restrictive policies which dismantle the welfare state. This paper aims at analyzing the policies of the first left government in Greece by focusing on the tentative social consequences of the third memorandum and at the same time, studying some of the basic factors for its electoral victory, such as populism.
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Directory of Open Access Journals (Sweden)
Dede Parsaoran Damanik
2013-06-01
Full Text Available This study was aimed to determine the differences: (1 the difference of critical thinking skills of students' that using Inquiry Training and Direct Instruction. (2 The difference of critical thinking skills among students who at high scientific attitude and students who at low scientific attitude. (3 To see if there is interaction between inquiry learning model of the scientific attitude students' to increase the ability to critical thinking. This is a quasi experimental research. Which students of private junior high school Two Raya Kahean District Simalungun. Population choose random sample of each class. Instrument used consisted of: (1 test the scientific attitude of students through a questionnaire with 25 statements questionnaire number (2 test the critical thinking skills in the form of descriptions by 9 questions. The data were analyzed according to ANAVA. It showed that: (1 There are differences in students' critical thinking of skills achievement Inquiry Training model and Direct Instruction model, (2 there was a difference of students' critical thinking in scientific attitude at high is better than who thought there is a difference of students' critical thinking in scientific attitude at low. (3 There was no interaction between Inquiry Training model and Direct Instruction with the scientific attitude students' to increase student’s critical thinking of skills.
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New Directions in Reading Instruction--Revised.
Hinson, Bess, Ed.
The gains in knowledge about the nature of reading and how to most effectively teach it come from cognitive research. This booklet (in the form of a flipchart) synthesizes and summarizes much of the current research on effective instruction for improved literacy and greater student achievement. The booklet, a revised edition of "New…
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Memoization in Type-Directed Partial Evaluation
DEFF Research Database (Denmark)
Balat, Vincent; Danvy, Olivier
2002-01-01
the functions and type-directed partial evaluation provides a convenient setting to obtain the normal form of their composition. However, off-the-shelf type-directed partial evaluation turns out to yield gigantic normal forms. We identify that this gigantism is due to redundancies, and that these redundancies...
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DeVries, Rheta; And Others
This study examined the interactions between teachers and children in three kindergarten classrooms. Programs used in the classrooms were: a direct-instruction (DI) program, representing a cultural transmission paradigm; a contructivist program (CON), representing the cognitive-developmental paradigm; and an eclectic program (ECL), combining…
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Loftus-Rattan, Susan M.; Mitchell, Alison M.; Coyne, Michael D.
2016-01-01
Based on its coincidence with a significant period in language development for children, preschool provides a favorable setting to foster vocabulary growth. The purpose of this study was to evaluate the effectiveness of two instructional conditions and an incidental exposure condition for teaching targeted vocabulary words to preschool students…
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Directory of Open Access Journals (Sweden)
Siew Ean Lye
2018-01-01
Full Text Available This small-scale quasi-experimental study compared the effects of metacognitive strategy instruction using two pedagogical approaches on the metacognitive awareness of Malaysian ESL listeners. Embedded and direct strategy instruction was delivered using the Metacognitive Pedagogical Sequence and Cognitive Academic Language Learning Approach instructional models respectively. 45 tertiary level students were randomly selected and assigned to two treatment groups to receive metacognitive instruction over a training period of five weeks. Paired-samples t-test results on participants‟ metacognitive awareness, as measured using the Metacognitive Awareness Listening Questionnaire (MALQ were inclusive despite significant improvements in their IELTS listening scores. No significant development was recorded in the overall MALQ scores but there were significant changes in three out of the five metacognitive awareness factors. Results further layered according to participants‟ listening proficiency levels (low, intermediate and high to examine if differences existed among the listening levels similarly showed no significant difference. These results suggest that ESL listeners‟ metacognitive awareness may not be easily developed with strategy instruction, regardless of the instructional approaches.
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The Oral Introduction to the Instructional Film: A Closer Look.
Arwady, Joseph W.
1980-01-01
Discusses reasons for an oral introduction to instructional films, types of oral introductions--i.e., substantive, attention-directing, anxiety-inducing, and advance organizers--and research related to these four areas. Recommendations for the use of the oral introduction are also offered. (RAO)
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RAWS II: A MULTIPLE REGRESSION ANALYSIS PROGRAM,
This memorandum gives instructions for the use and operation of a revised version of RAWS, a multiple regression analysis program. The program...of preprocessed data, the directed retention of variable, listing of the matrix of the normal equations and its inverse, and the bypassing of the regression analysis to provide the input variable statistics only. (Author)
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Beach, Tyson A C; Stankovic, Tatjana; Carnegie, Danielle R; Micay, Rachel; Frost, David M
2018-02-01
"Use your legs" is commonly perceived as sound advice to prevent lifting-related low-back pain and injuries, but there is limited evidence that this directive attenuates the concomitant biomechanical risk factors. Body segment kinematic data were collected from 12 men and 12 women who performed a laboratory lifting/lowering task after being provided with different verbal instructions. The main finding was that instructing participants to lift "without rounding your lower back" had a greater effect on the amount of spine flexion they exhibited when lifting/lowering than instructing them to lift "with your legs instead of your back" and "bend your knees and hips". It was concluded that if using verbal instructions to discourage spine flexion when lifting, the instructions should be spine- rather than leg-focused. Copyright © 2017 Elsevier Ltd. All rights reserved.
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Memorandum of Understanding for Hydropower Two-Year Progress Report
Energy Technology Data Exchange (ETDEWEB)
None
2012-04-01
On March 24, 2010, the Department of the Army (DOA) through the U.S. Army Corps of Engineers (USACE or Corps), the Department of Energy, and the Department of the Interior signed the Memorandum of Understanding (MOU) for Hydropower. The purpose of the MOU is to “help meet the nation’s needs for reliable, affordable, and environmentally sustainable hydropower by building a long-term working relationship, prioritizing similar goals, and aligning ongoing and future renewable energy development efforts.” This report documents efforts so far.
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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
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van Vuuren, Helize
2014-01-01
Van Niekerk se Memorandum-narratief is 'n gedenkskrif vir die elegies-realistiese skilder, Adriaan van Zyl, wat in September 2006 sterf - soos Walter Benjamin in sy laat veertigs en insgelyks met sy kunstenaarsloopbaan onderbreek. Van Niekerk stel in Memorandum vir haarself 'n uitdagende taak (soos Wiid dit formuleer aan die begin van "Memorandum 3"): om Bach se Passacaglia en fuga in C Mineur (BWV 582) (± 1715) te "vertaal" in prosa en om 'n kleiner, Afrikaanse weergawe van Benjamin se Das P...
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This technical memorandum briefly describes the site and the master plan, indicates design constraints considered, specifies recommended LID stormwater techniques and features for sustainable redevelopment of the site, and offers other recommendations.
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The misunderstood variable: Age effects as a function of type of instruction
Directory of Open Access Journals (Sweden)
Simone E. Pfenninger
2014-01-01
Full Text Available This study was designed to investigate the effects of age of onset and type of instruction on ultimate EFL attainment at the end of the period of normal schooling in Switzerland, measured in terms of written fluency, complexity, morphosyntactic accuracy, vocabulary size, and listening skills. Data were gathered from four groups of 18-year-old Swiss German learners of English: 50 were early starters who had attended an immersion (CLIL program in elementary school and who continued CLIL in secondary school (EARLY CLIL, 50 had followed the same elementary school program but then received traditional EFL instruction after elementary school (EARLY MIX, 50 were late starters who began learning English immersively in secondary school, (LATE CLIL, while the other 50 attended a traditional EFL program in secondary school (LATE NON-CLIL. Results show that age of onset alone does not seem to be the distinguishing variable since early introduction of English in elementary school did not result in a higher level of roficiency when exposure to the language was limited to a few hours of class per week. The performance of the EARLY MIX participants was equaled and in certain areas significantly surpassed by the other groups, despite the additional five years of English study they had had in elementary school. The best results were found when early CLIL instruction was followed up by the use of English as an additional language of instruction in secondary school (EARLY CLIL group, which confirms the link between young starting age, implicit learning and long and massive exposure.
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Ramnarain, Umesh; Schuster, David
2014-08-01
In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school demographic situations, which can also affect teaching practices. This study investigated the pedagogical orientations of in-service physical sciences teachers at a diversity of schools in South Africa. Assessment items in a Pedagogy of Science Teaching Test (POSTT) were used to identify teachers' science teaching orientations, and reasons for pedagogical choices were probed in interviews. The findings reveal remarkable differences between the orientations of teachers at disadvantaged township schools and teachers at more privileged suburban schools. We found that teachers at township schools have a strong `active direct' teaching orientation overall, involving direct exposition of the science followed by confirmatory practical work, while teachers at suburban schools exhibit a guided inquiry orientation, with concepts being developed via a guided exploration phase. The study identified contextual factors such as class size, availability of resources, teacher competence and confidence, time constraints, student ability, school culture and parents' expectations as influencing the methods adopted by teachers. In view of the recent imperative for inquiry-based learning in the new South African curriculum, this study affirms the context specificity of curriculum implementation (Bybee 1993) and suggests situational factors beyond the curriculum mandate that need to be addressed to achieve successful inquiry-based classroom instruction in science.
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Memorization in Type-Directed Partial Evaluation
DEFF Research Database (Denmark)
Balat, Vincent; Danvy, Olivier
2002-01-01
We use a code generator—type-directed partial evaluation— to verify conversions between isomorphic types, or more precisely to verify that a composite function is the identity function at some complicated type. A typed functional language such as ML provides a natural support to express the funct...
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Interagency Memorandum of Understanding (MOU) affirming protection of tribal treaty rights and similar tribal rights relating to natural resources when federal action is taken. It will be updated as additional federal agencies become signatories.
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Directory of Open Access Journals (Sweden)
Monte Wynder
2010-12-01
Full Text Available When, and how, performance-contingent incentives improve performance is an important question fororganisations. Empirical results have been mixed – performance-contingent incentives sometimes increaseperformance, sometimes decrease performance, and sometimes have no effect. Theorists have called forfurther research to identify the effect of various moderating variables, including knowledge and taskcomplexity. This study responds by considering the role of instruction in providing the necessary knowledgeto reduce task complexity. The results suggest that a performance-contingent penalty can be a particularlyeffective means of directing effort for a simple task. For a complex task, performance can be improvedthrough instruction. The type of instruction is important – with rule-based instruction effectively directingeffort – however principle-based instruction is necessary to facilitate problem investigation and problemsolving.
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Availability and Utilization of Instructional Facilities as Correlates of ...
African Journals Online (AJOL)
The concept of adult learner connotes freedom of choice to the type of learning instructions, materials and processes through which the individual wishes to acquire the skills needed to function in his daily activities. It is against this background that adult education which is adult inclined, adult-directed and motivated is ...
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The memorandum provides information to assist regions and states in preparing and reviewing Integrated Reports related to ocean acidification (OA) impacts under Sections 303(d), 305(b) and 314 of the Clean Water Act (CWA).
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Sudarmin, S.; Mursiti, S.; Asih, A. G.
2018-04-01
In this disruption era, students are encouraged to develop critical thinking skills and important cultural conservation characters. Student's thinking skill in chemistry learning has not been developed because learning chemistry in schools still uses teacher-centered, lecture method, is less interesting and does not utilize local culture as a learning resource. The purpose of this research is to know the influence of the application of direct Instruction (DI) model with video learning of ethnoscience on the improvement of students’ critical thinking skills. This study was experimental research. The population was the students from class XI MIPA MA Negeri Gombong with the sample chosen by purposive random sampling. The material of local wisdom as the study of ethnosciences which was the focus of the research was the production of genting, dawet, lanting, and sempor reservoirs which is integrated with colloidal chemical contents. The learning video of ethnoscience before being applied was validated by experts. Students’ critical thinking skills were revealed through the concept of conceptualizing test instruments. The data analysis technique used was the test of proportion and Kolmogorov-Smirnov test. The results of this study suggested that the experimental class that was treated by scientific direct instruction model with the learning video of ethnoscience shows cognitive learning and critical thinking which were better than the control class. Besides, the students indicated their interest in the application of scientific direct instruction model with ethnoscience learning video.
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Borgersen, Nanna Jo; Henriksen, Mikael Johannes Vuokko; Konge, Lars; Sørensen, Torben Lykke; Thomsen, Ann Sofia Skou; Subhi, Yousif
2016-01-01
Direct ophthalmoscopy is well-suited for video-based instruction, particularly if the videos enable the student to see what the examiner sees when performing direct ophthalmoscopy. We evaluated the pedagogical effectiveness of instructional YouTube videos on direct ophthalmoscopy by evaluating their content and approach to visualization. In order to synthesize main themes and points for direct ophthalmoscopy, we formed a broad panel consisting of a medical student, junior and senior physicians, and took into consideration book chapters targeting medical students and physicians in general. We then systematically searched YouTube. Two authors reviewed eligible videos to assess eligibility and extract data on video statistics, content, and approach to visualization. Correlations between video statistics and contents were investigated using two-tailed Spearman's correlation. We screened 7,640 videos, of which 27 were found eligible for this study. Overall, a median of 12 out of 18 points (interquartile range: 8-14 key points) were covered; no videos covered all of the 18 points assessed. We found the most difficulties in the approach to visualization of how to approach the patient and how to examine the fundus. Time spent on fundus examination correlated with the number of views per week (Spearman's ρ=0.53; P=0.029). Videos may help overcome the pedagogical issues in teaching direct ophthalmoscopy; however, the few available videos on YouTube fail to address this particular issue adequately. There is a need for high-quality videos that include relevant points, provide realistic visualization of the examiner's view, and give particular emphasis on fundus examination.
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2012-07-02
... friendly environmental technology and pollution management techniques; (2) participating in regional... DEPARTMENT OF STATE [Public Notice 7943] Suggestions for Environmental Cooperation Pursuant to the United States-Singapore Memorandum of Intent on Environmental Cooperation AGENCY: Department of State...
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Kim, Jeong-eun
2012-01-01
This dissertation investigates optimal conditions for form-focused instruction (FFI) by considering effects of internal (i.e., timing and types of FFI) and external (i.e., complexity and familiarity) variables of FFI when it is offered within a primarily meaning-focused context of adult second language (L2) learning. Ninety-two Korean-speaking…
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Pragmatics of type-directed partial evaluation
DEFF Research Database (Denmark)
Danvy, Olivier
1996-01-01
Type-directed partial evaluation stems from the residualization of static values in dynamic contexts, given their type and the type of their free variables. Its algorithm coincides with the algorithm for coercing a subtype value into a supertype value, which itself coincides with Berger and Schwi...
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Directory of Open Access Journals (Sweden)
И. В. Климова
2017-06-01
Full Text Available Instructing personnel in the issues of labor protection and industrial safety at hazardous facilities is one of the main tasks that face the employer; the quality with which this procedure is organized and carried out defines not only company’s indicators, but the mere possibility of its normal functioning. The paper contains a detailed overview of the typical content of standard documentation, which is currently used when conducting operations in the oil mines of Yarega high-viscosity oil deposit. Distinct features and unique nature of this oil field require special measures to guarantee safety of personnel and all facilities in general.The author proposes and reviews an additional type of operating guidelines – instructional map of safe working methods and practices. It is more illustrative than existing documentation (charts of inclined shaft development, labor protection regulations, which allows to upgrade the process of instructing personnel in the oil mines, to improve the quality of instructions and to reduce the risk of emergencies, accidents, industrial injuries.The author reviews the structure of suggested instructional map, offers a detailed arrangement diagram for the main thematic sections of the map, as well as their content. Instructional maps are regarded as a type of operating guidelines that include: description and characteristics of equipment, instruments and appliances; general safety requirements; content and execution sequence of operational elements with their graphical images; distribution of responsibilities with an indication of their priority in case the operations are conducted by several workers; specific safety requirements for equipment, materials, instruments, safety clothes and footwear, personal protective gear etc. (prohibitions, warnings.Advantages and disadvantages of proposed instructional maps of safe working methods and practices are highlighted.
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Effects of Instruction and Stage-Fright on Intelligence Testing
Meijer, Joost; Oostdam, Ron
2011-01-01
In the present research, it was tried to unravel the influence of various types of instruction on test anxiety levels and, in turn, its influence on intelligence test performance. Three types of instruction were compared: a stressful, achievement-orientated instruction; a reassuring, task-orientated instruction; and an ambiguous instruction.…
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Linford, Anthony G.; Jeanrenaud, Claudine Y.
The manual of programed instruction for motor skills and recreational activities for trainable mentally handicapped children includes guidelines on basic recreation movements, rhythm in music, handicrafts, and miscellaneous activities. The guidelines employ principles of behavior change and direct instruction. Detailed programed instruction lists…
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Multi-Type Directed Scale-Free Percolation
International Nuclear Information System (INIS)
Shang Yilun
2012-01-01
In this paper, we study a long-range percolation model on the lattice ℤ d with multi-type vertices and directed edges. Each vertex x in ℤ d is independently assigned a non-negative weight W x and a type ψ x , where (W x ) xinℤ d are i.i.d. random variables, and (ψ x ) xinℤ d are also i.i.d. Conditionally on weights and types, and given λ, α > 0, the edges are independent and the probability that there is a directed edge from x to y is given by p xy = 1 - exp(-λφ ψ x ψ y W x W y /|x-y| α ), where φ ij 's are entries from a type matrix Φ. We show that, when the tail of the distribution of W x is regularly varying with exponent τ - 1, the tails of the out/in-degree distributions are both regularly varying with exponent γ = α(τ - 1)/d. We formulate conditions under which there exist critical values λ c WCC in (0, ∞) and λ c SCC in (0, ∞) such that an infinite weak component and an infinite strong component emerge, respectively, when λ exceeds them. A phase transition is established for the shortest path lengths of directed and undirected edges in the infinite component at the point γ = 2, where the out/in-degrees switch from having finite to infinite variances. The random graph model studied here features some structures of multi-type vertices and directed edges which appear naturally in many real-world networks, such as the SNS networks and computer communication networks. (condensed matter: structural, mechanical, and thermal properties)
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Comparison of Direct Instruction and Problem Centered Instruction for Army Institutional Training
2013-04-01
module were assessed. The hypotheses were that (1) both DI and PCI students’ performance overall would benefit from the training, (2) DI students...collaborative, problem-centered instruction,” these results indicate that, in at least some cases, there may be no benefit of problem-centered...Belanich, J. (2006). Videogame -based training success: The impact of student characteristics - Year 2 (Technical Report 1188). Arlington, VA: U. S
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Giannakakos, Antonia R; Vladescu, Jason C; Kisamore, April N; Reeve, Sharon A
2016-06-01
Direct teaching procedures are often an important part of early intensive behavioral intervention for consumers with autism spectrum disorder. In the present study, a video model with voiceover (VMVO) instruction plus feedback was evaluated to train three staff trainees to implement a most-to-least direct (MTL) teaching procedure. Probes for generalization were conducted with untrained direct teaching procedures (i.e., least-to-most, prompt delay) and with an actual consumer. The results indicated that VMVO plus feedback was effective in training the staff trainees to implement the MTL procedure. Although additional feedback was required for the staff trainees to show mastery of the untrained direct teaching procedures (i.e., least-to-most and prompt delay) and with an actual consumer, moderate to high levels of generalization were observed.
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Flores, Margaret M.; Nelson, Cynthia; Hinton, Vanessa; Franklin, Toni M.; Strozier, Shaunita D.; Terry, LaTonya; Franklin, Susan
2013-01-01
There is limited research demonstrating Direct Instruction (DI) as an effective reading comprehension intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Previous research has shown that DI, when portions of the program were implemented, resulted in increased skills (Flores & Ganz, 2007; Flores…
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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
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2011-05-13
... Tots Public-Private Partnership AGENCY: Food and Drug Administration, HHS. ACTION: Notice. SUMMARY: The... DEPARTMENT OF HEALTH AND HUMAN SERVICES Food and Drug Administration [Docket No. FDA-2011-N-0005; FDA 225-09-0014] Memorandum of Understanding Between the Food and Drug Administration and the...
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CMS Interim Memorandum of Understanding The Costs and How They are Calculated
Willers, Ian Malcolm
2001-01-01
This document explains how we arrived at the costs that are to be used in the Interim Memorandum of Understanding, iMoU. It integrates information taken from the Hoffmann review, PASTA and Lucas Taylor. I would like to thank Petr Moissenz for proof reading which helped me to improve the accuracy of the information in a short period of time. Also Claude Charlot for his valuable comments.
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Tank waste remediation system retrieval and disposal mission readiness-to-proceed memorandum
International Nuclear Information System (INIS)
Jordan, K.N.
1998-01-01
This memorandum provides a summary of PHMC (Project Hanford Management Contract) team work scope for the Phase 1 TWRS Retrieval and Disposal Mission, a declaration of readiness-to proceed, a summary of the PHMC readiness evaluation process, summary results of a structured independent appraisal and financial analysis including information associated with assumptions, risks, and recommendations and, a summary of program plans for the PHMC team's component of the Phase 1 Mission
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Jayantilal, Kumar; O'Leary, Nick
2017-01-01
The purpose of this study was to explore how a physical education (PE) teacher employed the direct instruction model (DIM) teaching games in a United Kingdom secondary school. The research sought to identify how the teacher utilised the DIM and those factors that influenced his use of the model. Occupational socialization was used to identify the…
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Hollederer, A.; Braun, G. E.; Dahlhoff, G.; Drexler, H; Engel, J.; Gräel, E.; Häusler, E.B.G.; Heide, HJL; Heuschmann, P. U.; Hörl, G.; Imhof, H.; Kaplan, MAC; Kasperbauer, R.; Klemperer, D.; Kolominsky-Rabas, P.; Kuhn, J.; Lang, M.; Langejürgen, R.; Lankes, A.; Leidl, R.; Liebl, B.; Loss, J.F.; Ludewig, K.; Mansmann, U.; Melcop, N.; Nagels, K.; Nowak, D.; Pfundner, H.; Reuschenbach, B.; Schneider, A; Schneider, W.; Schöffski, O.; Schreiber, W.; Voigtländer, S.; Wildner, M.; Zapf, A.; Zellner, A.
2015-01-01
The aim of the memorandum on the development of health services research (HSR) in Bavaria is to operationalise the global objectives of the State Working Group Health Services Research (LAGeV) and to collectively define future topics, specific implementation steps, methods as well as ways of
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Walter, U; Nöcker, G; Pawils, S; Robra, B-P; Trojan, A; Franz, M; Grossmann, B; Schmidt, T-A; Lehmann, H; Bauer, U; Göpel, E; Janz, A; Kuhn, J; Naegele, G; Müller-Kohlenberg, H; Plaumann, M; Stender, K-P; Stolzenberg, R; Süß, W; Trenker, M; Wanek, V; Wildner, M
2015-05-01
Research-based evidence and practice-based experience are core requirements for the effective implementation of preventive interventions. The knowledge gained in the Prevention Research Funding Initiative of the German Federal Ministry of Education and Research (2004-2013) was therefore amalgamated, reflected and consolidated in the Cooperation for Sustainable Prevention Research (KNP) meta-project. In annual strategy meetings, researchers and practitioners from the field and other experts developed 3 memoranda providing recommendations for the further development of research and practice in the field of prevention and health promotion. Memorandum III is primarily aimed at decision-makers in politics and administration at the federal, state and local level, in civil society and in the workplace. Its recommendations show that structuring efforts are urgently needed to achieve sustainable policy, particularly in the fields of health, education, employment and social affairs. Memorandum III brings together the knowledge extracted and problems identified in research projects. More so than its 2 predecessors, Memorandum III abstracts knowledge from the individual projects and attempts to derive guidance for action and decision-making, as shown by the 7 recommendations that appear to useful for consensus-building in practice and research. Value judgments are inevitable. Prevention and health promotion are an investment in the future: of social health, social capital and social peace. Improvement of the framework conditions is needed to achieve the harmonized awareness and the sustained effectiveness of these structure-building efforts in different policy areas, spheres of life, fields of action, and groups of actors. This includes the implementation of an overall national strategy as well as the expansion of sources of funding, extension of the legal framework, overarching coordination, and the establishment of a National Center of Excellence to develop and safeguard
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Tank waste remediation system retrieval and disposal mission readiness-to-proceed memorandum
International Nuclear Information System (INIS)
Boston, H.L.
1998-01-01
This memorandum provides a summary of PHMC [Project Hanford Management Contract] team work scope for the Phase 1 TWRS Retrieval and Disposal Mission, a declaration of readiness-to-proceed, a summary of the PHMC team readiness evaluation process, summary results of a structured independent appraisal and financial analysis including information associated with assumptions, risks, and recommendations and, a summary of program plans for the PHMC team's component of the Phase 1 Mission
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Tank waste remediation system retrieval and disposal mission readiness-to-proceed memorandum
Energy Technology Data Exchange (ETDEWEB)
Boston, H.L.
1998-01-07
This memorandum provides a summary of PHMC [Project Hanford Management Contract] team work scope for the Phase 1 TWRS Retrieval and Disposal Mission, a declaration of readiness-to-proceed, a summary of the PHMC team readiness evaluation process, summary results of a structured independent appraisal and financial analysis including information associated with assumptions, risks, and recommendations and, a summary of program plans for the PHMC team`s component of the Phase 1 Mission.
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Explicit Instruction Elements in Core Reading Programs
Child, Angela R.
2012-01-01
Classroom teachers are provided instructional recommendations for teaching reading from their adopted core reading programs (CRPs). Explicit instruction elements or what is also called instructional moves, including direct explanation, modeling, guided practice, independent practice, discussion, feedback, and monitoring, were examined within CRP…
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Loorbach, N.R.; Peters, O.; Karreman, Joyce; Steehouder, M.F.
2015-01-01
The ARCS Model of Motivational Design has been used myriad times to design motivational instructions that focus on attention, relevance, confidence and satisfaction in order to motivate students. The Instructional Materials Motivation Survey (IMMS) is a 36-item situational measure of people's
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Barzykowski, Krystian; Niedźwieńska, Agnieszka
2016-01-01
The present study investigated the effects of experimental instruction on the retrieval of involuntary autobiographical memories (IAMs). In previous studies of IAMs, participants were either instructed to record only memories (henceforth, the restricted group) or any thoughts (henceforth, the unrestricted group). However, it is unknown whether these two different types of instructions influence the retrieval of IAMs. The most recent study by Vannucci and her colleagues directly addressed this question and demonstrated that the frequency and phenomenological characteristics of IAMs strongly depended on the type of instruction received. The goal of the present study was to replicate these results while addressing some limitations of the Vannucci et al. study and to test three possible mechanisms proposed to explain the effect of instructions on the retrieval of IAMs. Our results accord well with the data presented by Vannucci et al. When participants were instructed to record only IAMs (the restricted group), they reported more memories and rated them as being retrieved in a more goal-oriented fashion. Their memories also were less clear, vivid, detailed and were less frequently accompanied by physiological reactions, compared to memories reported by the participants in the unrestricted group. In addition, the events to which the memories referred were rated as more unusual and personal by the restricted group. These results are consistent with the assumption that retrieval of IAMs depends on the type of instructions used in a study. In addition, our results suggest that one of the main mechanisms underlying the higher frequency of IAMs in the restricted group may be participants' ability to monitor the stream of consciousness and to extract autobiographical content from this flow. Further implications of the effect of instructions for IAMs research are discussed.
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Directory of Open Access Journals (Sweden)
Krystian Barzykowski
Full Text Available The present study investigated the effects of experimental instruction on the retrieval of involuntary autobiographical memories (IAMs. In previous studies of IAMs, participants were either instructed to record only memories (henceforth, the restricted group or any thoughts (henceforth, the unrestricted group. However, it is unknown whether these two different types of instructions influence the retrieval of IAMs. The most recent study by Vannucci and her colleagues directly addressed this question and demonstrated that the frequency and phenomenological characteristics of IAMs strongly depended on the type of instruction received. The goal of the present study was to replicate these results while addressing some limitations of the Vannucci et al. study and to test three possible mechanisms proposed to explain the effect of instructions on the retrieval of IAMs. Our results accord well with the data presented by Vannucci et al. When participants were instructed to record only IAMs (the restricted group, they reported more memories and rated them as being retrieved in a more goal-oriented fashion. Their memories also were less clear, vivid, detailed and were less frequently accompanied by physiological reactions, compared to memories reported by the participants in the unrestricted group. In addition, the events to which the memories referred were rated as more unusual and personal by the restricted group. These results are consistent with the assumption that retrieval of IAMs depends on the type of instructions used in a study. In addition, our results suggest that one of the main mechanisms underlying the higher frequency of IAMs in the restricted group may be participants' ability to monitor the stream of consciousness and to extract autobiographical content from this flow. Further implications of the effect of instructions for IAMs research are discussed.
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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
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Directory of Open Access Journals (Sweden)
Saeedeh Shafee Nahrkhalaji
2013-01-01
Full Text Available The necessity of conducting more studies addressing the development of pragmatic profciency and strong pragmatic awareness for English language learners has made the role of instruction and feedback in teaching pragmatic knowledge of utmost importance. The present study evaluates the relative effectiveness of four types of instruction for teaching some pragmatic markers including topic change markers, mitigation markers, interjections and hybrid basic markers to 75 advanced Iranian learners of English: explicit instruction only, explicit instruction with metalinguistic feedback, structured input instruction only, and structured in- put instruction with metalinguistic feedback. Treatment group performance was compared with control group performance on pre-tests, post-tests and follow-up tests that contained an open-ended discourse completion test and a multiple-choice pragmatic listening comprehension test. The results of the data analysis revealed that students› ability to comprehend and produce pragmatic markers improved significantly in treatment groups and that pragmatic interlanguage is permeable to instruction in EFL settings. However, there were statistically significant differences among the four treatment groups regarding awareness of different pragmatic markers and their appropriate use. These findings give us some useful insight on the teachability of pragmatic markers and the role of instruction and feedback in the classroom to develop pragmatic competence of EFL learners.
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Technical memorandum for the 100-N Area ITRD bank stability evaluation
International Nuclear Information System (INIS)
Parnell, S.E.
2000-01-01
This technical memorandum contains an evaluation of potential effects of the Columbia River flow velocities and associated water elevations on riverbank stability under current conditions. This evaluation includes a review of erosion potential, current site conditions, and anticipated river elevations for 10-year, 20-year, 100-year, and 500-year flood events. Information obtained after an uncontrolled, that is, a pre-dam storm that occurred in 1896 is also included. The estimated flow for the 1896 flood was considerably larger than for a 500-year flood event
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Technical Memorandum for the 100-N Area ITRD Bank Stability Evaluation
International Nuclear Information System (INIS)
S. E. Parnell
2000-01-01
This technical memorandum contains an evaluation of potential effects of the Columbia River flow velocities and associated water elevations on riverbank stability under current conditions. This evaluation includes a review of erosion potential, current site conditions, and anticipated river elevations for 10-year, 20-year, 100-year, and 500-year flood events. Information obtained after an uncontrolled i.e., pre-dam storm that occurred in 1896 is also included. The estimated flow for the 1896 flood was considerably larger than for a 500-year flood event
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Lexical Reiteration in EFL Young Learners' Essays: Does It Relate to the Type of Instruction?
Llach, Mª Pilar Agustin; Catalan, Rosa M.
2007-01-01
The purpose of this study is to ascertain whether the type of instruction (English as vehicular language and English as a subject) is related to the use of reiteration ties. In the first place, we identified, classified, and counted the number and kind of reiteration ties used by two groups of EFL learners. Secondly, we examined whether…
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Instructable autonomous agents. Ph.D. Thesis
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
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Ricciardelli, Paola; Lugli, Luisa; Pellicano, Antonello; Iani, Cristina; Nicoletti, Roberto
2016-01-01
In three experiments, we tested whether the amount of attentional resources needed to process a face displaying neutral/angry/fearful facial expressions with direct or averted gaze depends on task instructions, and face presentation. To this end, we used a Rapid Serial Visual Presentation paradigm in which participants in Experiment 1 were first explicitly asked to discriminate whether the expression of a target face (T1) with direct or averted gaze was angry or neutral, and then to judge the orientation of a landscape (T2). Experiment 2 was identical to Experiment 1 except that participants had to discriminate the gender of the face of T1 and fearful faces were also presented randomly inter-mixed within each block of trials. Experiment 3 differed from Experiment 2 only because angry and fearful faces were never presented within the same block. The findings indicated that the presence of the attentional blink (AB) for face stimuli depends on specific combinations of gaze direction and emotional facial expressions and crucially revealed that the contextual factors (e.g., explicit instruction to process the facial expression and the presence of other emotional faces) can modify and even reverse the AB, suggesting a flexible and more contextualized deployment of attentional resources in face processing. PMID:26898473
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International Nuclear Information System (INIS)
1989-01-01
According to article 16(3) of the Ordinance on the Implementation of Atomic Safety and Radiation Protection of 11 October 1984, operational radiation protection instructions have to be worked out for each type of nuclear energy application. Based on the valid legal provisions of the GDR and on experience and knowledge gained in practice, the most important operational instructions and procedures for the operation of radiometric equipment containing sealed sources were compiled. The example should enable the management to make the instructions directly applicable and, if necessary, to modify or supplement them
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On the Practice Architectures of Instructional Leadership
Salo, Petri; Nylund, Jan; Stjernstrøm, Else
2015-01-01
This paper explores the concept of instructional leadership and principals' perceptions of the practices of instructional leadership. Despite the emphasis on the effects of school leadership regarding teaching practices and learning outcomes, research on direct instructional leadership is scarce. It is focused either on identifying overall…
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Effects of instruction and stage-fright on intelligence testing
Meijer, J.; Oostdam, R.
2011-01-01
In the present research, it was tried to unravel the influence of various types of instruction on test anxiety levels and, in turn, its influence on intelligence test performance. Three types of instruction were compared: a stressful, achievement-orientated instruction; a reassuring, task-orientated
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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).
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DIRECTIVE SPEECH ACTS REALIZATION OF INDONESIAN EFL TEACHER
Directory of Open Access Journals (Sweden)
Cucu Suhartini
2015-06-01
Full Text Available This research examines the types and functions of directive speech act performed by an Indonesian EFL teacher in one senior high school in Kuningan, Indonesia. This study uses qualitative method. The data of this research were taken from the video transcription which contains directives spoken by the EFL teacher and analyzed based on Kreidler’s (1998 theory. The findings show that there are three types of directives used by the teacher. They are commands, requests, and suggestions. The most frequent type of directives performed is commands with 233 occurrences (94.8%. It was also found that there are five functions seized by the directives, they are elicitation, instruction, advice, threat, and attention-getter. The most frequent function of directives used is elicitation with 108 occurrences (44%. From the findings, it is concluded that the using of commands shows teacher’s dominance. Yet, this type of directives is not easily understood by the students. Therefore, it is suggested that the teacher should use other types of directives more, such as requests and suggestions, to encourage students’ participation.
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World Bank
2010-01-01
The main conclusion of Country Economic Memorandum is that the previous model of extensive growth has now exhausted its potential and must be renewed. Given the existing population dynamics, low environmental tolerance due to its Sahelian climate and competition forces imposed due to its open economy, Burkina Faso is heavily investing in growth based on increased productivity to overcome i...
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Energy Technology Data Exchange (ETDEWEB)
NONE
2004-01-01
Starting point of the title memorandum is environmental sound operational management of the Ministry of Defence. In the memorandum 26 policy targets are formulated for the period 2004-2008 in the fields of climate and energy, noise, hazardous materials, environmental care, and biological diversity and nature. One of the projects concerns the participation in a wind turbine farm in the Dutch province Drenthe. [Dutch] Uitgangspunt van de nota is een milieuverantwoorde bedrijfsvoering. Na een grondige evaluatie van de Defensie Milieubeleidsnota (DMB) 2000 zijn in de DMB 2004 zo'n 26 doelstellingen geformuleerd tot en met het jaar 2008. De belangrijkste doelstellingen liggen op het gebied van klimaat en energie, geluid, gevaarlijke stoffen, afval, milieuzorg, en biodiversiteit en natuur. Een van de opvallendste projecten uit DMB 2004 is een windturbinepark in Drenthe. Defensie gaat daarbij deelnemen aan een provinciaal project op en naast het magazijnencomplex te Coevorden. Van acht a negen te plaatsen turbines, die elk 2 MegaWatt elektriciteit gaan opwekken, zal het ministerie van Defensie er zes voor zijn rekening nemen. Dat betekent een investering van ruim 19 miljoen euro. Deze investering wordt echter binnen tien jaar geheel terugverdiend. Het turbinepark past in de doelstelling dat bij Defensie, conform het Rijksbeleid, eind 2008 zo'n 75% van het elektriciteitsverbruik duurzaam wordt opgewekt.
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Examining memorandum: Ultimate store for nuclear reactor wastes - SFR-1
International Nuclear Information System (INIS)
Bergman, C.; Ericsson, G.; Godaas, T.; Haegg, C.; Johansson, G.
1988-01-01
The report constitutes the basis for the position of the National Institute of Radiation Protection as regards permission to operate SFR-1 at Forsmark. The memorandum describes: - existing conditions regarding commissioning SFR-1, - summarily the final safety report from the Swedish Fuel and Waste Management Co, - consultant contributions ordered in connection with the examination, - the judgement of the institute in all questions relevant to radiation protection conditions in SFR-1. The institute has made it's own estimates of the radiation doses the repository could be the source of. It is concluded that the radiation doses from the repository are acceptable and consequently operation permission is recommended. (O.S.)
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Cheon, Jongpil; Chung, Sungwon; Crooks, Steven M.; Song, Jaeki; Kim, Jeakyeong
2014-01-01
Since the complex and transient information in instructional animations requires more cognitive resources, the segmenting principle has been proposed to reduce cognitive overload by providing smaller chunks with pauses between segments. This study examined the effects of different types of activities during pauses in a segmented animation. Four…
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Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L; Giuliani, Sarah; Ingebrand, Sarah W; McLean, Leigh; Morrison, Frederick J
2014-08-01
We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students' comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement.
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Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.
2014-01-01
We examined classrooms as complex systems that affect students’ literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students’ comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement. PMID:25400293
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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....
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World Bank; Government of Uganda
2015-01-01
The objective of the Ugandan government is to make Uganda an upper - middle income country within thirty years. Economic diversification is a key component of that strategy. The country economic memorandum (CEM) report discusses how the emergence of oil and mineral production can contribute to Uganda’s effort to promote economic diversification as a means to achieve sustainable and shared ...
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World Bank
2010-01-01
The main conclusion of Country Economic Memorandum is that the previous model of extensive growth has now exhausted its potential and must be renewed. Given the existing population dynamics, low environmental tolerance due to its Sahelian climate and competition forces imposed due to its open economy, Burkina Faso is heavily investing in growth based on increased productivity to overcome i...
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Balouch, Sara; Rusted, Jennifer M
2017-03-01
People with dementia of the Alzheimer-type (DAT) have difficulties with performing everyday tasks, and error awareness is poor. Here we investigate whether recall of actions and error monitoring in everyday task performance improved when they instructed another person on how to make tea. In this situation, both visual and motor cues are present, and attention is sustained by the requirement to keep instructing. The data were drawn from a longitudinal study recording performance in four participants with DAT, filmed regularly for five years in their own homes, completing three tea-making conditions: performed-recall (they made tea themselves); instructed-recall (they instructed the experimenter on how to make tea); and verbal-recall (they described how to make tea). Accomplishment scores (percentage of task they correctly recalled), errors and error-monitoring were coded. Task accomplishment was comparable in the performed-recall and instructed-recall conditions, but both were significantly better than task accomplishment in the verbal-recall condition. Third person instruction did not improve error-monitoring. This study has implications for everyday task rehabilitation for people with DAT.
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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).
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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.
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10 CFR 71.111 - Instructions, procedures, and drawings.
2010-01-01
... 10 Energy 2 2010-01-01 2010-01-01 false Instructions, procedures, and drawings. 71.111 Section 71... MATERIAL Quality Assurance § 71.111 Instructions, procedures, and drawings. The licensee, certificate..., procedures, or drawings of a type appropriate to the circumstances and shall require that these instructions...
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Memorandum to the Field, November 28, 1995, clarifying the applicability of forested wetlands best management practices to mechanical silvicultural site preparation activities for the establishment of pine plantations in the Southeast.
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10 CFR 72.150 - Instructions, procedures, and drawings.
2010-01-01
... 10 Energy 2 2010-01-01 2010-01-01 false Instructions, procedures, and drawings. 72.150 Section 72... WASTE Quality Assurance § 72.150 Instructions, procedures, and drawings. The licensee, applicant for a... documented instructions, procedures, or drawings of a type appropriate to the circumstances and shall require...
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Nakai, Tomoya; Nakatani, Hironori; Hosoda, Chihiro; Nonaka, Yulri; Okanoya, Kazuo
2017-01-01
Problem-solving can be facilitated with instructions or hints, which provide information about given problems. The proper amount of instruction that should be provided for learners is controversial. Research shows that tasks with intermediate difficulty induce the largest sense of accomplishment (SA), leading to an intrinsic motivation for learning. To investigate the effect of instructions, we prepared three instruction levels (No hint, Indirect hint, and Direct hint) for the same insight-problem types. We hypothesized that indirect instructions impose intermediate difficulty for each individual, thereby inducing the greatest SA per person. Based on previous neuroimaging studies that showed involvement of the bilateral caudate in learning and motivation, we expected SA to be processed in this reward system. We recruited twenty-one participants, and investigated neural activations during problem solving by functional magnetic resonance imaging (fMRI). We confirmed that the Indirect hint, which imposed intermediate difficulty, induced the largest SA among the three instruction types. Using fMRI, we showed that activations in the bilateral caudate and anterior cingulate cortex (ACC) were significantly modulated by SA. In the bilateral caudate, the indirect hint induced the largest activation, while the ACC seemed to reflect the difference between correct and incorrect trials. Importantly, such activation pattern was independent of notations (number or letter). Our results indicate that SA is represented in the reward system, and that the Indirect instruction effectively induces such sensation.
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Processing Instruction: A review of issues
Directory of Open Access Journals (Sweden)
Muhlisin Rasuki
2017-07-01
Full Text Available This paper provides a critical review of Processing Instruction (PI. This type of instructional option was specifically designed to help second/foreign language (L2 learners grasp meaning manifested in the use of particular grammatical forms in a target language effectively through the provision of input. In this way, PI attempts to help learners develop grammatical competence in a target language in ways that foster their comprehension and production skills. The paper starts with outlining main characteristics of PI which distinguish it from other types of L2 grammar instruction. Then, a large body of research attempting to investigate the relative efficacy of PI is scrutinized. The paper concludes with a number of important issues that future studies on PI need to address.
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Effects of Instructions on False Recognition.
Mueller, John H.; And Others
Four experiments were conducted to examine the effects of various processing instructions on the rate of false recognition. The continuous single-item procedure was used, and false recognitions of four types were examined: synonyms, antonyms, nonsemantic associates, and homonyms. The instructions encouraged subjects to think of associates, usages…
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A Taxonomy of Asynchronous Instructional Video Styles
Chorianopoulos, Konstantinos
2018-01-01
Many educational organizations are employing instructional videos in their pedagogy, but there is a limited understanding of the possible video formats. In practice, the presentation format of instructional videos ranges from direct recording of classroom teaching with a stationary camera, or screencasts with voiceover, to highly elaborate video…
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Parsaoran Damanik, Dede; Bukit, Nurdin
2013-01-01
This study was aimed to determine the differences: (1) the difference of critical thinking skills of students' that using Inquiry Training and Direct Instruction. (2) The difference of critical thinking skills among students who at high scientific attitude and students who at low scientific attitude. (3) To see if there is interaction between inquiry learning model of the scientific attitude students' to increase the ability to critical thinking. This is a quasi experimental research. Which s...
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Guided Instruction Improves Elementary Student Learning and Self-Efficacy in Science
Hushman, Carolyn J.; Marley, Scott C.
2015-01-01
The authors investigated whether the amount of instructional guidance affects science learning and self-efficacy. Sixty 9- and 10-year-old children were randomly assigned to one of the following three instructional conditions: (a) guided instruction consisting of examples and student-generated explanations, (b) direct instruction consisting of a…
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Peine, Arne; Kabino, Klaus; Spreckelsen, Cord
2016-06-03
Modernised medical curricula in Germany (so called "reformed study programs") rely increasingly on alternative self-instructed learning forms such as e-learning and curriculum-guided self-study. However, there is a lack of evidence that these methods can outperform conventional teaching methods such as lectures and seminars. This study was conducted in order to compare extant traditional teaching methods with new instruction forms in terms of learning effect and student satisfaction. In a randomised trial, 244 students of medicine in their third academic year were assigned to one of four study branches representing self-instructed learning forms (e-learning and curriculum-based self-study) and instructed learning forms (lectures and seminars). All groups participated in their respective learning module with standardised materials and instructions. Learning effect was measured with pre-test and post-test multiple-choice questionnaires. Student satisfaction and learning style were examined via self-assessment. Of 244 initial participants, 223 completed the respective module and were included in the study. In the pre-test, the groups showed relatively homogenous scores. All students showed notable improvements compared with the pre-test results. Participants in the non-self-instructed learning groups reached scores of 14.71 (seminar) and 14.37 (lecture), while the groups of self-instructed learners reached higher scores with 17.23 (e-learning) and 15.81 (self-study). All groups improved significantly (p learning group, whose self-assessment improved by 2.36. The study shows that students in modern study curricula learn better through modern self-instructed methods than through conventional methods. These methods should be used more, as they also show good levels of student acceptance and higher scores in personal self-assessment of knowledge.
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Commission of the European Communities, Brussels (Belgium). Directorate-General for Education and Culture.
This document provides European social partners' responses to the Commission's memorandum on lifelong learning. Part 1, Opinion of the European Center of Enterprises, makes comments and proposals related to the memorandum's six key messages, which are new basic skills for all; more investment in human resources; innovation in teaching and…
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Processing Instruction: A Review of Issues
Rasuki, Muhlisin
2017-01-01
This paper provides a critical review of Processing Instruction (PI). This type of instructional option was specifically designed to help second/foreign language (L2) learners grasp meaning manifested in the use of particular grammatical forms in a target language effectively through the provision of input. In this way, PI attempts to help…
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Classroom Instruction: The Influences of Marie Clay
McNaughton, Stuart
2014-01-01
Marie Clay's body of work has influenced classroom instruction in direct and indirect ways, through large overarching themes in our pedagogical content knowledge as well as specific smart practices. This paper focuses on her the contributions to our thinking about instruction which come from two broad theoretical concepts; emergent literacy…
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The Pedagogy of Flipped Instruction in Oman
Lane-Kelso, Mary
2015-01-01
"Flipping the classroom", or reverse instruction has been hailed the new pedagogical approach for preparing students for the 21st century. The idea behind this method is relatively simple. Instead of structuring class work to deliver direct instruction from the teacher in class and giving homework to students to practice outside of…
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Prendre Au Serieux Les Jeux pedagogiques (Taking Instructional Games Seriously).
Boudin, Herve
1989-01-01
Three types of instructional games (learning, practice, and creative) are distinguished and discussed, and their place in the second language classroom is considered. It is emphasized that instructional games should complement, not repeat, classroom instruction. (MSE)
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2013-12-31
... stated in the draft cash deposit instructions accompanying the preliminary results, several of the Borusan entities no longer exist. See draft cash deposit instructions in Attachment 2 of the memorandum... changes to the margin calculations for Borusan. Specifically, we have used costs for the six-month period...
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Ipek, Ismail
2010-01-01
The purpose of this study was to investigate the effects of CBI lesson sequence type and cognitive style of field dependence on learning from Computer-Based Cooperative Instruction (CBCI) in WEB on the dependent measures, achievement, reading comprehension and reading rate. Eighty-seven college undergraduate students were randomly assigned to…
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2010-01-01
told. In fact, storytelling does not stop in the classroom or in a formal training setting. Much of the culture and tradition of the military is passed...2010 2. REPORT TYPE Book 3. DATES COVERED 08-11-2006 to 31-12-2009 4. TITLE AND SUBTITLE Storytelling as an Instructional Method Research...better instructional storytelling because military instructors have historically relied heavily on that technique. One of the workshops major goals was
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Comparison of imaging properties of direct-type and indirect-type of flat-panel detector
International Nuclear Information System (INIS)
Matsumoto, Masao; Suekane, Koji; Ichimaru, Yasunobu; Ogata, Yuji; Inamura, Kiyonari; Kanai, Kouzou; Kanamori, Hitoshi
2002-01-01
A Flat-Panel Detector (FPD) has many advantages such as eliminating cassette handling and being able to display a preview image immediately in addition to the digital image processing and the networking. Thus, the FPD has ability to innovate the radiology department. We measured and evaluated the digital and over-all imaging properties (characteristic curves, modulation Transfer Functions, Wiener spectra and Noise Equivalent Quanta (NEQ) for the direct-type and indirect-type of FPD. The pre-sampling and overall NEQ of the indirect-type of FPD were better than the NEQ of the direct-type of FPD at lower spatial frequencies, but were worse at higher spatial frequencies. The FPD can take image data at real-time and be easy to digitalize. From these results, Screen/Film system and Computed Radiography system will be replaced by the FPD system, together with diffusion of CAD, cone beam Computed Tomography (CT) system and open-type Magnetic Resonance Imagining (MRI) system. (T. Tanaka)
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Scaffolding in Assisted Instruction
Directory of Open Access Journals (Sweden)
2007-01-01
Full Text Available On-The-Job Training, developed as direct instruction, is one of the earliest forms of training. This method is still widely in use today because it requires only a person who knows how to do the task, and the tools the person uses to do the task. This paper is intended to be a study of the methods used in education in Knowledge Society, with more specific aspects in training the trainers; as a result of this approach, it promotes scaffolding in assisted instruction as a reflection of the digital age for the learning process. Training the trainers in old environment with default techniques and designing the learning process in assisted instruction, as an application of the Vygotskian concept of the zone of proximal development (ZPD to the area of computer literacy for the younger users, generate diversity in educational communities and requires standards for technology infrastructure, standards for the content, developed as a concepts map, and applications for personalized in-struction, based on ZPD theory.
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Improving Vocabulary of English Language Learners through Direct Vocabulary Instruction
Hunt, Meghan; Feng, Jay
2016-01-01
This is a report of a professional development project. The purpose of the project was to provide professional development to teachers in vocabulary instructional strategies and to examine vocabulary acquisition of English language learners. The participants were 8 second grade ELL students and 6 second grade teachers. The eight second grade…
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Facility transition instruction
International Nuclear Information System (INIS)
Morton, M.R.
1997-01-01
The Bechtel Hanford, Inc. facility transition instruction was initiated in response to the need for a common, streamlined process for facility transitions and to capture the knowledge and experience that has accumulated over the last few years. The instruction serves as an educational resource and defines the process for transitioning facilities to long-term surveillance and maintenance (S and M). Generally, these facilities do not have identified operations missions and must be transitioned from operational status to a safe and stable configuration for long-term S and M. The instruction can be applied to a wide range of facilities--from process canyon complexes like the Plutonium Uranium Extraction Facility or B Plant, to stand-alone, lower hazard facilities like the 242B/BL facility. The facility transition process is implemented (under the direction of the US Department of Energy, Richland Operations Office [RL] Assistant Manager-Environmental) by Bechtel Hanford, Inc. management, with input and interaction with the appropriate RL division and Hanford site contractors as noted in the instruction. The application of the steps identified herein and the early participation of all organizations involved are expected to provide a cost-effective, safe, and smooth transition from operational status to deactivation and S and M for a wide range of Hanford Site facilities
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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.
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The Instructional Text like a Textual Genre
Directory of Open Access Journals (Sweden)
Adiane Fogali Marinello
2011-07-01
Full Text Available This article analyses the instructional text as a textual genre and is part of the research called Reading and text production from the textual genre perspective, done at Universidade de Caxias do Sul, Campus Universitário da Região dos Vinhedos. Firstly, some theoretical assumptions about textual genre are presented, then, the instructional text is characterized. After that an instructional text is analyzed and, finally, some activities related to reading and writing of the mentioned genre directed to High School and University students are suggested.
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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)
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Memorandum of Understanding Between U.S. EPA Superfund and U.S. NRC
International Nuclear Information System (INIS)
Walker, Stuart
2008-01-01
The Environmental Protection Agency (EPA) Office of Superfund Remediation and Technology Innovation (OSRTI) and the Nuclear Regulatory Commission (NRC) are responsible for implementing the 'Memorandum of Understanding Between the Environmental Protection Agency and the Nuclear Regulatory Commission: Consultation and Finality on Decommissioning and Decontamination of Contaminated Sites'. This paper provides a brief overview of the origin of the Memorandum of Understanding (MOU), the major features of the MOU, and how the MOU has been implemented site specifically. EPA and NRC developed the MOU in response to direction from the House Committee on Appropriations to EPA and NRC to work together to address the potential for dual regulation. The MOU was signed by EPA on September 30, 2002 and NRC on October 9, 2002. The two agencies had worked on the MOU since March 2000. While both EPA and NRC have statutory authority to clean up these sites, the MOU provides consultation procedures between EPA and NRC to eliminate dual regulation. Under the MOU, EPA and NRC identified the interactions of the two agencies for the decommissioning and decontamination of NRC-licensed sites and the ways in which those responsibilities will be exercised. Except for Section VI, which addresses corrective action under the Resource Conservation and Recovery Act (RCRA), this MOU is limited to the coordination between EPA, when acting under its CERCLA authority, and NRC, when a facility licensed by the NRC is undergoing decommissioning, or when a facility has completed decommissioning, and the NRC has terminated its license. EPA believes that implementation of the MOU between the two agencies will ensure that future confusion about dual regulation does not occur regarding the cleanup and reuse of NRC-licensed sites. NRC and EPA have so far exchanged MOU consultation letters on eight NRC-licensed sites. EPA has responded to each consultation request with a letter expressing its views on actions
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Peck, C A; Killen, C C; Baumgart, D
1989-01-01
Two studies evaluated a consultation strategy for increasing teachers' implementation of instruction related to specific Individualized Education Plan objectives for handicapped children mainstreamed into regular preschool programs. In the first study, teachers viewed videotaped sequences of regular classroom routines and were asked to generate ideas for embedding IEP-related instruction into those routines. All teachers demonstrated increases in instructional behaviors in targeted routines, and 2 of the 3 teachers increased instruction in additional settings that had not been the focus of the consultation. Children demonstrated concomitant increases in IEP-targeted behaviors. In follow-up questionnaires and interviews, teachers reported increased confidence in their ability to implement specialized instruction. These findings were replicated in a second study in which the videotaping was replaced by teacher interview, and in which the consultation was carried out by a previously untrained special education teacher.
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Writing in History: Effects of writing instruction on historical reasoning and text quality
van Drie, J.; Braaksma, M.; van Boxtel, C.
2015-01-01
This study aims at gaining more insight in effective writing instruction to promote historical reasoning. In an experimental study, two types of instructions were compared; a general writing instruction and a discipline-based writing instruction. In addition, the effects of these instructions for
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Inclusive differentiated instruction
Directory of Open Access Journals (Sweden)
Jerković Ljiljana S.
2017-01-01
Full Text Available Inclusive differentiated instruction is a new model of didactic instruction, theoretically described and established in this paper for the first time, after being experimentally verified through teaching of the mother tongue (instruction in reading and literature. Inclusive individually planned instruction is based on a phenomenological and constructivist didactic instructional paradigm. This type of teaching is essentially developmental and person-oriented. The key stages of inclusive differentiated instruction of literature are: 1 recognition of individual students' potential and educational needs regarding reading and work on literary texts; 2 planning and preparation of inclusive individually planned instruction in reading and literature; 3 actual class teaching of lessons thus prepared; and 4 evaluation of the student achievement following inclusive differentiated instruction in reading and literature. A highly important element of the planning and preparation of inclusive differentiated instruction is the creation of student profiles and inclusive individualized syllabi. Individualized syllabi specify the following: 1. a brief student profile; 2. the student position on the continuum of the learning outcomes of instruction in the Serbian language; 3. reverse-engineered macro-plan stages of instruction in the Serbian language (3.1. identifying expected outcomes and fundamental qualities of learners' work, 3.2. defining acceptable proofs of their realisation, 3.3. planning learning and teaching experiences, and 3.4. providing material and technical requisites for teaching; 4 the contents and procedure of individualized lessons targeting the student; 5 a plan of syllabus implementation monitoring and evaluation. The continuum of the learning outcomes of inclusive differentiated instruction in literature exists at three main levels, A, B and C. The three levels are: A reading techniques and learning about the main literary theory concepts; B
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Making Instructional Decisions Based on Data: What, How, and Why
Mokhtari, Kouider; Rosemary, Catherine A.; Edwards, Patricia A.
2007-01-01
A carefully coordinated literacy assessment and instruction framework implemented school-wide can support school teams in making sense of various types of data for instructional planning. Instruction that is data based and goal driven sets the stage for continuous reading and writing improvement. (Contains 2 figures.)
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Review of Instructional Approaches in Ethics Education.
Mulhearn, Tyler J; Steele, Logan M; Watts, Logan L; Medeiros, Kelsey E; Mumford, Michael D; Connelly, Shane
2017-06-01
Increased investment in ethics education has prompted a variety of instructional objectives and frameworks. Yet, no systematic procedure to classify these varying instructional approaches has been attempted. In the present study, a quantitative clustering procedure was conducted to derive a typology of instruction in ethics education. In total, 330 ethics training programs were included in the cluster analysis. The training programs were appraised with respect to four instructional categories including instructional content, processes, delivery methods, and activities. Eight instructional approaches were identified through this clustering procedure, and these instructional approaches showed different levels of effectiveness. Instructional effectiveness was assessed based on one of nine commonly used ethics criteria. With respect to specific training types, Professional Decision Processes Training (d = 0.50) and Field-Specific Compliance Training (d = 0.46) appear to be viable approaches to ethics training based on Cohen's d effect size estimates. By contrast, two commonly used approaches, General Discussion Training (d = 0.31) and Norm Adherence Training (d = 0.37), were found to be considerably less effective. The implications for instruction in ethics training are discussed.
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Hapsari, T.; Darhim; Dahlan, J. A.
2018-05-01
This research discusses the differentiated instruction, a mathematic learning which is as expected by the students in connection with the differentiated instruction itself, its implementation, and the students’ responses. This research employs a survey method which involves 62 students as the research respondents. The mathematics learning types required by the students and their responses to the differentiated instruction are examined through questionnaire and interview. The mathematics learning types in orderly required by the students, from the highest frequency cover the easily understood instructions, slowly/not rushing teaching, fun, not complicated, interspersed with humour, various question practices, not too serious, and conducive class atmosphere for the instructions. Implementing the differentiated instruction is not easy. The teacher should be able to constantly assess the students, s/he should have good knowledge of relevant materials and instructions, and properly prepare the instructions, although it is time-consuming. The differentiated instruction is implemented on the instructions of numerical pattern materials. The strategies implemented are flexible grouping, tiered assignment, and compacting. The students positively respond the differentiated learning instruction that they become more motivated and involved in the instruction.
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Ganz, Jennifer B; Flores, Margaret M
2009-01-01
Students with autism spectrum disorders (ASD) frequently demonstrate language delays (American Psychiatric Association 2000). This study investigated the effects of a Direct Instruction (DI) language program implemented with elementary students with ASD. There is little research in the area of DI as a language intervention for students with ASD. This study examined the effectiveness of DI with regard to students' oral language skills, specifically the identification of materials of which objects were made. A single-subject changing criterion design was employed. A functional relation between DI and oral language skills was demonstrated through replication of skill increase over three criterion changes and across three students. The results and their implications are discussed further.
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Categories for Observing Language Arts Instruction (COLAI).
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…
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Curriculum and instruction in nuclear waste disposal
International Nuclear Information System (INIS)
Robinson, M.; Lugaski, T.; Pankratius, B.
1991-01-01
Curriculum and instruction in nuclear waste disposal is part of the larger problem of curriculum and instruction in science. At a time when science and technological literacy is crucial to the nation's economic future fewer students are electing to take needed courses in science that might promote such literacy. The problem is directly related to what science teachers teach and how they teach it. Science content that is more relevant and interesting to students must be a part of the curriculum. Science instruction must allow students to be actively involved in investigating or playing the game of science
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The effects of teacher training on new instructional behaviour in reading comprehension
de Jager, B.; Reezigt, G.J.; Creemers, B.P.M.
2002-01-01
This study concerns the effects of teacher training in instructional behaviour based on new insights in the field of learning and instruction. In an experiment, eight teachers were trained to apply a cognitive apprenticeship model and five teachers were trained to apply a direct instruction model in
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The effect of video supplemental instruction on the academic ...
African Journals Online (AJOL)
This article examines the effect of Video-based Supplemental Instruction on the performance in Mathematics of students whose matric marks did not enable them to be directly admitted to the Science Faculty at the University of Port Elizabeth. Fifteen students who received Video-based Supplemental Instruction in ...
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Instructional control of reinforcement learning: A behavioral and neurocomputational investigation
Doll, B.B.; Jacobs, W.J.; Sanfey, A.G.; Frank, M.J.
2009-01-01
Humans learn how to behave directly through environmental experience and indirectly through rules and instructions. Behavior analytic research has shown that instructions can control behavior, even when such behavior leads to sub-optimal outcomes (Hayes, S (Ed) 1989. Rule-governed behavior:
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Influence of verbal instructions on effect-based action control.
Eder, Andreas B; Dignath, David
2017-03-01
According to ideomotor theory, people use bidirectional associations between movements and their effects for action selection and initiation. Our experiments examined how verbal instructions of action effects influence response selection without prior experience of action effects in a separate acquisition phase. Instructions for different groups of participants specified whether they should ignore, attend, learn, or intentionally produce acoustic effects produced by button presses. Results showed that explicit instructions of action-effect relations trigger effect-congruent action tendencies in the first trials following the instruction; in contrast, no evidence for effect-based action control was observed in these trials when instructions were to ignore or to attend to the action effects. These findings show that action-effect knowledge acquired through verbal instruction and direct experience is similarly effective for effect-based action control as long as the relation between the movement and the effect is clearly spelled out in the instruction.
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2010-01-01
... 7 Agriculture 14 2010-01-01 2009-01-01 true Memorandum of Understanding Between the Federal Emergency Management Agency and the Farmers Home Administration or Its Successor Agency under Public Law 103... Emergency Management Agency and the Farmers Home Administration or Its Successor Agency under Public Law 103...
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Direct cycle type nuclear power plant
International Nuclear Information System (INIS)
Tagawa, Hisato; Ibe, Hidefumi.
1990-01-01
In a direct cycle type nuclear power plant such as BWR type reactor, since oxygen atoms in reactor water are actuvated by neutron irradiation in the reactor core, carry over of the thus formed radioactive nitrogen atoms causes increase in the dosage in a turbine system. Since 16 N accompanies in the main steams in the chemical form of 16 NO, it can not effectively be removed in a nitrogen removing device. In view of the above, hydrogen atom concentration is reduced by adding metals having high reaction with hydrogen atoms, for example, silver ions, chromium ions, or ruthenium ions are added to reactor water. Then, equilibrium concentration of 16 NO in water is reduced by suppressing the reaction: 16 NO 2 + H → 16 NO + OH. (T.M.)
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Memorandum of understanding for the TWRS characterization retrieval project
International Nuclear Information System (INIS)
JO, J.
1999-01-01
During fiscal year 1999, various programs and projects will require analyses from the 222-S Laboratory. In order to prioritize and successfully meet the analytical demands of all the customers, multiple organizations across the Tank Waste Remediation System (TWRS) must work together. One of the projects that will require analyses from the 222-S Laboratory is the retrieval project. Successful completion of retrieval project objectives requires cooperation among four TWRS organizations. The requirements and expectations regarding retrieval project analytical work were examined in order to define roles and responsibilities for each of these TWRS organizations. This memorandum of understanding (MOU) documents the results of this review and establishes the roles and responsibilities. This MOU is subdivided into three sections, the first of which is this introduction. Section 2 provides a summary of the overall roles and responsibilities with respect to retrieval project analytical work for the four TWRS organizations involved. The final section describes the individual interfaces involved in performing retrieval project analytical work, and discusses the roles and responsibilities with respect to each individual interface
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World Bank
2010-01-01
The main conclusion of Country Economic Memorandum is that the previous model of extensive growth has now exhausted its potential and must be renewed. Given the existing population dynamics, low environmental tolerance due to its Sahelian climate and competition forces imposed due to its open economy, Burkina Faso is heavily investing in growth based on increased productivity to overcome i...
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Abedian, Zahra; Navaee, Maryam; Sani, Hossein Jafari; Ebrahimzadeh, Saeed
2017-01-01
Each mother has the legal right to decide about her delivery, but this decision should be made based on scientific knowledge. Instructions during pregnancy help to choose the proper type of delivery. This study conducted aimed to compare two instructional methods of role playing and lecture on primigravida decision about type of delivery. In this single-blind clinical trial 67 primigravida, 34-36 week were selected using multi-stage sampling and assigned into two groups randomly. Decision-making (before, 2-week after, and at admission in maternity department) was tested by a questionnaire. In role-playing group, advantages and disadvantages of two type delivery were presented by role-playing in 90-min by three scenarios. In lecture group, it was also presented in a 90-min lecture. Data were analyzed by mean difference test, Fisher test, independent and paired t -test. Two groups showed a significant difference in terms of decision at admission to maternity department ( P = 0.000). 75% of lecture group and 100% of role-playing group selected normal delivery. Postintervention knowledge score in lecture group was 18 ± 5.3 and in role-playing group 17.1 ± 4.0. Percent of change in knowledge scores in two groups was significant ( P = 0.001). Participants' attitude, before and after the intervention, in both groups was significant ( P 0.05). In this research, lecture was more effective in raising knowledge level, and role playing was more effective in raising decision to vaginal delivery and reducing elective caesarean section. It is therefore suggested to use both teaching methods altogether for pregnant women to decrease the rate of unnecessary cesarean.
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Sanborn, Stephen
Many high school science departments are responding to changes in state standards with respect to both curricular content and instructional practices. In the typical American high school organization, the academic department head is ideally positioned to influence change in the instructional practices of teachers within the department. Even though science department heads are well situated to provide leadership during this period of transition, the literature has not addressed the question of how well science department heads believe they can provide instructional leadership for all of the teachers in their department, whether they are teaching within and outside of the head's own sub-discipline. Nor is it known how science department heads view the role of pedagogical content knowledge in teaching different science disciplines. Using an online survey comprised of 26 objective questions and one open response question, a 54-respondent sample of science department heads provided no strong consensus regarding their beliefs about the role of pedagogical content knowledge in science instruction. However, science department heads expressed a significant difference in their views about their capacity to provide instructional leadership for teachers sharing their science content area compared to teachers instructing other science content areas. Given wide-spread science education reform efforts introduced in response to the Next Generation Science Standards, these findings may serve to provide some direction for determining how to best support the work of science department heads as they strive to provide instructional leadership for the teachers in their departments.
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Ramnarain, Umesh; Schuster, David
2014-01-01
In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school…
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A systematic review of the direct economic burden of type 2 diabetes in china.
Hu, Huimei; Sawhney, Monika; Shi, Lizheng; Duan, Shengnan; Yu, Yunxian; Wu, Zhihong; Qiu, Guixing; Dong, Hengjin
2015-03-01
Type 2 diabetes is associated with acute and chronic complications and poses a large economic, social, and medical burden on patients and their families as well as society. This study aims to evaluate the direct economic burden of type 2 diabetes in China. systematic review on cost of illness, health care costs, direct service costs, drug costs, and health expenditures in relation to type 2 diabetes was conducted up to 2014 using databases such as Pubmed; EBSCO; Elsevier ScienceDirect, Web of Science; and a series of Chinese databases, including Wanfang Data, China National Knowledge Infrastructure (CNKI), and the China Science and Technology Journal Database. Factors influencing hospitalization and drug fees were also identified. (1) estimation of the direct economic burden including hospitalization and outpatient cost of type 2 diabetes patients in China; (2) evaluation of the factors influencing the direct economic burden. Articles only focusing on the cost-effectiveness analysis of diabetes drugs were excluded. The direct economic burden of type 2 diabetes has increased over time in China, and in 2008, the direct medical cost reached $9.1 billion, Both outpatient and inpatient costs have increased. Income level, type of medical insurance, the level of hospital care, and type and number of complications are primary factors influencing diabetes related hospitalization costs. Compared to urban areas, the direct non-medical cost of type 2 diabetes in rural areas is significantly greater. The direct economic burden of type 2 diabetes poses a significant challenge to China. To address the economic burden associated with type 2 diabetes, measures need to be taken to reduce prevalence rate and severity of diabetes and hospitalization cost.
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Ethics instruction in the dental hygiene curriculum.
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
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Heijltjes, Anita; Van Gog, Tamara|info:eu-repo/dai/nl/294304975; Paas, Fred
2014-01-01
This experiment investigated the impact of different types of critical thinking instruction and dispositions on bias in economics students' (N=141) reasoning performance. The following conditions were compared: (A) implicit instruction; (B) implicit instruction with practice; (C) implicit
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Processing Instruction: A review of issues
Muhlisin Rasuki
2017-01-01
This paper provides a critical review of Processing Instruction (PI). This type of instructional option was specifically designed to help second/foreign language (L2) learners grasp meaning manifested in the use of particular grammatical forms in a target language effectively through the provision of input. In this way, PI attempts to help learners develop grammatical competence in a target language in ways that foster their comprehension and production skills. The paper starts with outlining...
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Instructional Partners, Principals, Teachers, and Instructional Assistants.
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…
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Variable type framing in Spanish constructions of directed motion
DEFF Research Database (Denmark)
Pedersen, Johan
2014-01-01
demonstrate in this article that this construction type tends to be acceptable whenever the lexical meaning of the verb implies an element of directed motion. Drawing on Goldberg (2006) and Pedersen (2009, 2013), I suggest that schematicity is a typological parameter, and, more specifically, that the term...... variable type framing may accommodate the case of variation under scrutiny here....
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The Effects of Goal-Oriented Instructions in Digital Game-Based Learning
Erhel, Séverine; Jamet, Eric
2016-01-01
Few studies have investigated the effects of the instructions provided in educational computer games on cognitive processing and learning outcomes. In our experiment, we sought to compare the effects on learning outcomes of two different types of goal-oriented instructions: "mastery-goal" instructions, which prompt learners to develop…
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Current status of information literacy instruction practices in medical libraries of Pakistan.
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.
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Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction
Piasta, Shayne B.; Wagner, Richard K.
2010-01-01
Alphabet knowledge is a hallmark of early literacy and facilitating its development has become a primary objective of pre-school instruction and intervention. However, little agreement exists about how to promote the development of alphabet knowledge effectively. A meta-analysis of the effects of instruction on alphabet outcomes demonstrated that instructional impacts differed by type of alphabet outcome examined and content of instruction provided. School-based instruction yielded larger eff...
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Best practices in writing instruction
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
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Computer-based instruction system DIDAK and its application
International Nuclear Information System (INIS)
Gvozdjak, L.; Hanulova, L.; Jankovicova, A.; Scepanek, L.
1983-01-01
The DIDAK system has been developed for the instruction and training of specialized personnel of nuclear power plants. The structure of the instruction system comprises three processes: the author process, the instruction process and the administration process. Author processes provide the didactic data structure with instruction texts. In the text data base the instruction material is stored in 6 direct access nonformatted files. The instruction system receives information from the text data base and presents it to the student. According to the student's response it creates the preconditions for the further operation of the system which it stores in the data base for administration of instruction. This base contains data on the identification of students, on the instruction process of the individual and the instruction process as a whole. Administrative processes take place in the final stage. They provide information on the general course of instruction and make final evaluations. From the data base of products of the instruction process the said administrative processes produce output information for the teacher. The subject matter of each subject is divided into a finite number of elementary units of subject matter. Each elementary unit provides basic information on the explained subject matter and is followed by a check of the student's knowledge. In dependence on the results of this check the student either advances to a higher level elementary unit or proceeds to an alternative branch of the initial unit. (E.S.)
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Taxonomy of instructions given to residents in laparoscopic cholecystectomy.
Feng, Yuanyuan; Wong, Christopher; Park, Adrian; Mentis, Helena
2016-03-01
Although simulation-based training allows residents to become proficient in surgical skills outside the OR, residents still depend on senior surgeons' guidance in transferring skills accumulated from simulators into the operating room. This study aimed to identify and classify explicit instructions made by attending surgeons to their residents during laparoscopic surgery. Through these instructions, we examined the role gaze guidance plays in OR-based training. A total of ten laparoscopic cholecystectomy cases being performed by PGY4 residents were analyzed. The explicit directional instructions given by the mentoring attending surgeons to their residents were identified and classified into four categories based on their locations in the coordinate system. These categories were further combined into two classes, based on the target of instructions. The frequencies of instructions in the two classes were compared, and effect size was calculated. There were 1984 instructions identified in the ten cases. The instructions were categorized into instrument guidance (38.51%) and gaze guidance (61.49%). The instrument guidance focused on moving the instruments to perform surgical tasks, including directions to targets, instrument manipulation, and instrument interaction. The gaze guidance focused on achieving common ground during the operation, including target identification and target fixation. The frequency of gaze guidance is significantly higher than instrument guidance in a laparoscopic cholecystectomy (p guidance has become the main focus of OR-based training. The results show a tight connection between adopting expert gaze and performing surgical tasks and suggest that gaze training should be integrated into the simulation training.
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Directory of Open Access Journals (Sweden)
Ambrose Hans G. Aggabao
2015-11-01
Full Text Available Path and factor analyses were used in this study to investigate direct and indirect influences of instructional interventions on achievement and retention of learning among freshmen students in Mathematics as mediated by affective beliefs. The varying classroom contexts were hypothesized to influence affective beliefs through the application of varying instructional interventions – traditional teaching, radical constructivist, and social constructivist. The randomized equivalent groups pre-posttest experimental design was used to generate the needed data for analysis. Results showed that constructivist instructional approaches directly and indirectly influenced achievement measures with the indirect effects mediated by control orientation belief of students which was found to be the only one among four affective beliefs considered in this study to influence achievement measures. Social constructivist interventions did not show direct influence on retention of conceptual understanding and procedural fluency while traditional instructional intervention was not found to be a significant predictor of both affective beliefs and achievement measures.These results confirm for the most part the hypothesized relations among instructional interventions, affective beliefs, and achievement measures.
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Directory of Open Access Journals (Sweden)
Ultra Falentina
2017-03-01
Full Text Available Mathmatics is one of the lesson which is performed on national final exam. It holds important rule to decide sudents graduation. The fact shown that many students have difficulty in this lesson. They think that mathematics difficult. It makes them have less interest in mathematics.The research method used is class action research. The population of this study is 22 students of VII grade SMPN 8 Bintan. Sampling technique in this study is purposive sampling. The independent variable is group working method in direct instruction model and the dependent variable is mathematics learning performance.The result of this research is passing grade of siclus II increasing to 85 from 72,29. It can be concluded that working method in direct instruction model can increase mathematics learning performance of VII grade SMPN 8 Bintan.
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Scholz, Christian F P; Jensen, Anders
2017-01-01
The protocol describes a computational method to develop a Single Locus Sequence Typing (SLST) scheme for typing bacterial species. The resulting scheme can be used to type bacterial isolates as well as bacterial species directly from complex communities using next-generation sequencing technologies.
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Memorandum: Improving EPA Review of Appalachian Surface Coal Mining Operations Under the Clean Water Act, National Environmental Policy Act, and the Environmental Justice Executive Order, July 21, 2011
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Handley, Herbert M., Ed.
This module, developed by the Research Applications for Teaching (RAFT) project, was written to assist students to write lesson plans that are effective and interactive. Students are given directions for the preparation of behavioral objectives and for the selection of appropriate instructional methodologies to meet the widely varying needs of…
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Directed forgetting: Comparing pictures and words.
Quinlan, Chelsea K; Taylor, Tracy L; Fawcett, Jonathan M
2010-03-01
The authors investigated directed forgetting as a function of the stimulus type (picture, word) presented at study and test. In an item-method directed forgetting task, study items were presented 1 at a time, each followed with equal probability by an instruction to remember or forget. Participants exhibited greater yes-no recognition of remember than forget items for each of the 4 study-test conditions (picture-picture, picture-word, word-word, word-picture). However, this difference was significantly smaller when pictures were studied than when words were studied. This finding demonstrates that the magnitude of the directed forgetting effect can be reduced by high item memorability, such as when the picture superiority effect is operating. This suggests caution in using pictures at study when the goal of an experiment is to examine potential group differences in the magnitude of the directed forgetting effect. 2010 APA, all rights reserved.
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Guidelines for the Integration of Instructional Television in Speech and Hearing Facilities.
Borich, Gary D.
To devise an efficient instructional television system, the planner must first identify and assess objectives for target audiences; allow for construction of a flexible, expansible system; plan for exchangeable instructional tapes; observe instructional procedures for large class, small group, and remote location operations; consider types of…
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Risto, M.; Martens, M.H.
2014-01-01
With specific headway instructions drivers are not able to attain the exact headways as instructed. In this study, the effects of discrete headway feedback (and the direction of headway adjustment) on headway accuracy for drivers carrying out time headway instructions were assessed experimentally.
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Risto, Malte; Martens, Marieke Hendrikje
2014-01-01
With specific headway instructions drivers are not able to attain the exact headways as instructed. In this study, the effects of discrete headway feedback (and the direction of headway adjustment) on headway accuracy for drivers carrying out time headway instructions were assessed experimentally.
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Long multiplication by instruction sequences with backward jump instructions
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
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Three worlds of instructional design: State of the art and future directions
Merriënboer, J.J.G. van; Kirschner, P.A.
Three worlds of ID are distinguished. The World of Knowledge stresses the analysis of learning outcomes in knowledge structures and the selection of instructional strategies for particular outcomes; the World of Learning focuses on particular learning processes and the synthesis of strategies that
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The DOE/DHHS memorandum of understanding: The DOE perspective
International Nuclear Information System (INIS)
Goldsmith, R.
1991-01-01
On March 27, 1990, Secretary James D. Watkins established an Office of Health under the Assistant Secretary for Environment, Safety and Health. All epidemiologic activities throughout the department were consolidated into this office as part of an Office of Epidemiology and Health Surveillance (OEHS) with specific responsibilities for occupational and community health surveillance. The mission and functions of the OEHS include the conduct of epidemiologic studies at US Department of Energy (DOE) facilities, nearby communities, and other populations. These studies comprise retrospective mortality studies of DOE contractor workers, hypothesis-generating studies related to the potential health effects of energy production and use, ecologic studies of off-site populations, quick-response investigations of suspected disease clusters, and others as needed. In addition, OEHS is responsible for providing procedures, technical support, and other resources for the conduct of DOE-sponsored epidemiologic research studies to be managed outside of DOE, including analytic studies to be managed by the Department of Health and Human Service (HHS) under a memorandum of understanding (MOU), dose-reconstruction studies, and studies related to DOE facilities to be conducted through state health departments
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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.
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Death Penalty Decisions: Instruction Comprehension, Attitudes, and Decision Mediators.
Patry, Marc W; Penrod, Steven D
2013-01-01
A primary goal of this research was to empirically evaluate a set of assumptions, advanced in the Supreme Court's ruling in Buchanan v. Angelone (1998), about jury comprehension of death penalty instructions. Further, this research examined the use of evidence in capital punishment decision making by exploring underlying mediating factors upon which death penalty decisions may be based. Manipulated variables included the type of instructions and several variations of evidence. Study 1 was a paper and pencil study of 245 undergraduate mock jurors. The experimental design was an incomplete 4×2×2×2×2 factorial model resulting in 56 possible conditions. Manipulations included four different types of instructions, presence of a list of case-specific mitigators to accompany the instructions, and three variations in the case facts: age of the defendant, bad prior record, and defendant history of emotional abuse. Study 2 was a fully-crossed 2×2×2×2×2 experiment with four deliberating mock juries per cell. Manipulations included jury instructions (original or revised), presence of a list of case-specific mitigators, defendant history of emotional abuse, bad prior record, and heinousness of the crime. The sample of 735 jury-eligible participants included 130 individuals who identified themselves as students. Participants watched one of 32 stimulus videotapes based on a replication of a capital sentencing hearing. The present findings support previous research showing low comprehension of capital penalty instructions. Further, we found that higher instruction comprehension was associated with higher likelihood of issuing life sentence decisions. The importance of instruction comprehension is emphasized in a social cognitive model of jury decision making at the sentencing phase of capital cases.
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Directory of Open Access Journals (Sweden)
Chloe Bedard
2018-01-01
Full Text Available ObjectiveSchool readiness involves the development of foundational skills such as emergent literacy and fundamental movement skills as well as the capacity to attentively engage in instructional situations. Children do not develop these skills naturally; therefore, they need the opportunity to develop these skills in their early years prior to entering school. The objective of the current study was to evaluate the effectiveness and feasibility of a direct-instruction movement and preliteracy intervention in children aged 3–4 years.MethodsA within-subject repeated-measures design, embedded within a wait-list control study, was used to evaluate the intervention. The intervention was run across 10 weeks with 1 h weekly sessions. Each weekly session consisted of 30-min of movement skill instruction (e.g., through single-step acquisition strategies, 15-min of free play during which time children had access to a variety of equipment (e.g., balls, hula hoops, etc. or toys (e.g., puzzles, building blocks, and a 15-min interactive reading circle during which children read a storybook and were taught 1–2 preliteracy skills (e.g., alphabet knowledge, narrative knowledge, etc.. A convenience sample of 11 children (mean age = 45.6 months, SD = 7.3 was recruited. All children were assessed four times: baseline (Time 1, pre-intervention (Time 2, post-intervention (Time 3, and 5-week follow-up (Time 4. Gross motor skills and preliteracy skills were assessed at each time point.ResultsThere was a statistically significant effect of time on the change in gross motor skills (Wilks’ lambda = 0.09, p = .002, print-concept skills (Wilks’ lambda = 0.09, p = .001, and alphabet knowledge (Wilks’ lambda = 0.29, p = .046. Post hoc analyses reveal non-significant changes between time 1 and 2 for motor and print-concept skills and significant changes in all three outcomes between time 2 and time 3.ConclusionParticipation in a
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Bedard, Chloe; Bremer, Emily; Campbell, Wenonah; Cairney, John
2017-01-01
School readiness involves the development of foundational skills such as emergent literacy and fundamental movement skills as well as the capacity to attentively engage in instructional situations. Children do not develop these skills naturally; therefore, they need the opportunity to develop these skills in their early years prior to entering school. The objective of the current study was to evaluate the effectiveness and feasibility of a direct-instruction movement and preliteracy intervention in children aged 3-4 years. A within-subject repeated-measures design, embedded within a wait-list control study, was used to evaluate the intervention. The intervention was run across 10 weeks with 1 h weekly sessions. Each weekly session consisted of 30-min of movement skill instruction (e.g., through single-step acquisition strategies), 15-min of free play during which time children had access to a variety of equipment (e.g., balls, hula hoops, etc.) or toys (e.g., puzzles, building blocks), and a 15-min interactive reading circle during which children read a storybook and were taught 1-2 preliteracy skills (e.g., alphabet knowledge, narrative knowledge, etc.). A convenience sample of 11 children (mean age = 45.6 months, SD = 7.3) was recruited. All children were assessed four times: baseline (Time 1), pre-intervention (Time 2), post-intervention (Time 3), and 5-week follow-up (Time 4). Gross motor skills and preliteracy skills were assessed at each time point. There was a statistically significant effect of time on the change in gross motor skills (Wilks' lambda = 0.09, p = .002), print-concept skills (Wilks' lambda = 0.09, p = .001), and alphabet knowledge (Wilks' lambda = 0.29, p = .046). Post hoc analyses reveal non-significant changes between time 1 and 2 for motor and print-concept skills and significant changes in all three outcomes between time 2 and time 3. Participation in a direct-instruction movement and preliteracy
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Smith, Lindsey; Harvey, Stephen; Savory, Louise; Fairclough, Stuart; Kozub, Stephen; Kerr, Catherine
2015-01-01
The purpose of this study was to independently determine the levels of moderate-to-vigorous physical activity (MVPA) and self-determined motivation of both boys and girls as they participated in prolonged units of invasion games (i.e. 6-12 lessons) through two pedagogical models: direct instruction and the tactical games model (TGM). It was…
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Type Directed Partial Evaluation for Level-1 Shift and Reset
Directory of Open Access Journals (Sweden)
Danko Ilik
2013-09-01
Full Text Available We present an implementation in the Coq proof assistant of type directed partial evaluation (TDPE algorithms for call-by-name and call-by-value versions of shift and reset delimited control operators, and in presence of strong sum types. We prove that the algorithm transforms well-typed programs to ones in normal form. These normal forms can not always be arrived at using the so far known equational theories. The typing system does not allow answer-type modification for function types and allows delimiters to be set on at most one atomic type. The semantic domain for evaluation is expressed in Constructive Type Theory as a dependently typed monadic structure combining Kripke models and continuation passing style translations.
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Children's learning of tennis skills is facilitated by external focus instructions
Directory of Open Access Journals (Sweden)
Ricardo Hadler
2014-12-01
Full Text Available The present study examined the effects of instructions promoting external versus internal foci of attention on the learning of a tennis forehand stroke in 11-year old children. Three groups of participants practiced hitting tennis balls at a target. External focus group participants were instructed to direct their attention to the movement of the racquet, while participants in the internal focus group were asked to direct their attention to the movements of their arm. Participants in a control group did not receive attentional focus instructions. Two days after the practice phase (60 trials, learning was assessed in retention and transfer tests. The results showed that the external focus group demonstrated greater accuracy in hitting a target relative to the two other groups in retention, and relative to the internal focus group in transfer. We conclude that instructions inducing an external focus of attention can enhance children's sport skill learning.
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2013-12-16
... Airworthiness Directives; EADS CASA (Type Certificate Previously Held by Construcciones Aeron[aacute]uticas, S.A... rule. SUMMARY: We are adopting a new airworthiness directive (AD) for certain EADS CASA (Type...., Washington, DC. For EADS-CASA service information identified in this AD, contact EADS-CASA, Military...
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Assistant for instructional development (AID)
Meer, J.P. van; Veldhuis, G.J.; Emmerik, M.L. van; Theunissen, N.C.M.
2007-01-01
Introduction: Due to periodical job rotation within the military, instructional developers are not always experts in their field and are consequently unaware of the types of educational concepts that are available to teach with (Jans & Frazer-Jans, 2004). These observations have led to the
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The Effect of EFL Teachers’ Extrovert and Introvert Personality on Their Instructional Immediacy
Directory of Open Access Journals (Sweden)
Amir Mahdavi Zafarghandi
2016-01-01
Full Text Available The Language teaching is a complex process influenced by many psychological factors such as personality traits (Tonelson, 1981 and socio-communicative styles (Thomas. Et al. 1994. This research sets out to investigate the effect of Teachers' Introvert and Extrovert personality on their instructional Immediacy. In order to address this issue, a study was conducted on 14 PhD holder university EFL lecturers from Guilan province. Instruments for this research included preliminary Myers-Briggs Personality Type Indicator (MBTI Test, non-verbal immediacy scale, along with verbal immediacy scale observation inventory. After determining the lecturers' Introvert/Extrovert personality, at the next stage, six sessions of direct observation of each lecturer's classroom instructional immediacy were conducted. Statistical analysis of Fisher's exact test between data along with Pearson's correlation was run to determine the relationship between teacher's extrovert personality and their use of verbal immediacy; the results indicate strong, positive correlation (r=.7, p<. 03. Similarly, a strong, positive correlation was found between extrovert personality and use of non-verbal immediacy (r=.75, p<. 01. The other finding of the study was that instructors’ gender showed no significant relation with their verbal and nonverbal instructional immediacy.
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Direct Instruction in Second Language Acquisition: A Critical Review of Related Literature
Hernandez, Hjalmar Punla
2017-01-01
Second Language Acquisition (SLA), as a sub-discipline in applied linguistics, is rapidly growing and changing (Ellis & Shintani, 2014). As such, it has yielded stirring issues on both naturalistic and instructed settings causing reviews and/or investigations by language researchers. This paper accordingly serves as a humble attempt at…
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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.
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The Effects of Teacher Directed Writing Instruction Combined with SOLO Literacy Suite
Park, Y.; Ambrose, G.; Coleman, M. B.; Moore, T. C.
2017-01-01
The purpose of this study was to examine the effectiveness of an intervention in which teacher-led instruction was combined with computerized writing software to improve paragraph writing for three middle school students with intellectual disability. A multiple probe across participants design was used to evaluate the effectiveness of the…
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Effective Multicultural Instruction
Directory of Open Access Journals (Sweden)
Franklin T. Thompson
2014-02-01
Full Text Available The reason why the Trayvon Martin murder trial and similar court cases create a philosophical rift in our nation is due in part to flaws in the delivery of multicultural education. Traditional multicultural instruction does not prepare citizens for the subtleties and complexities of race relations. This study investigates critical strategies and practices that address multicultural missing gaps. I also seek to fill a void in the literature created by a lack of student input regarding teaching strategies that encourage lifelong learning. Students (N = 337 enrolled at a Midwestern university were asked to rate the efficacy of selected instructional strategies. Utilizing a 9-point Likert-type scale, students gave themselves a personal growth rating of 7.15 (SD = 1.47. Variables important to predicting that growth (R2 = .56, p < .0005 were a six-factor variable known as a non-color-blind instructional approach (t = 10.509, p ≤ .0005, allowing students an opportunity to form their own opinions apart from the instructor (t = 4.797, p ≤ .0005, and a state law that mandated multicultural training (t = 3.234, p = .001. Results demonstrated that utilizing a 35% traditional and 65% critical pedagogy mixture when teaching multicultural education helped promote win/win scenarios for education candidates hoping to become difference makers.
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Direct stimulation of angiotensin II type 2 receptor enhances spatial memory
DEFF Research Database (Denmark)
Jing, Fei; Mogi, Masaki; Sakata, Akiko
2012-01-01
We examined the possibility that direct stimulation of the angiotensin II type 2 (AT(2)) receptor by a newly generated direct AT(2) receptor agonist, Compound 21 (C21), enhances cognitive function. Treatment with C21 intraperitoneal injection for 2 weeks significantly enhanced cognitive function...
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Linear–Quadratic Mean-Field-Type Games: A Direct Method
Directory of Open Access Journals (Sweden)
Tyrone E. Duncan
2018-02-01
Full Text Available In this work, a multi-person mean-field-type game is formulated and solved that is described by a linear jump-diffusion system of mean-field type and a quadratic cost functional involving the second moments, the square of the expected value of the state, and the control actions of all decision-makers. We propose a direct method to solve the game, team, and bargaining problems. This solution approach does not require solving the Bellman–Kolmogorov equations or backward–forward stochastic differential equations of Pontryagin’s type. The proposed method can be easily implemented by beginners and engineers who are new to the emerging field of mean-field-type game theory. The optimal strategies for decision-makers are shown to be in a state-and-mean-field feedback form. The optimal strategies are given explicitly as a sum of the well-known linear state-feedback strategy for the associated deterministic linear–quadratic game problem and a mean-field feedback term. The equilibrium cost of the decision-makers are explicitly derived using a simple direct method. Moreover, the equilibrium cost is a weighted sum of the initial variance and an integral of a weighted variance of the diffusion and the jump process. Finally, the method is used to compute global optimum strategies as well as saddle point strategies and Nash bargaining solution in state-and-mean-field feedback form.
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Using Interactive Video Instruction To Enhance Public Speaking Instruction.
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…
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Instruction in Information Structuring Improves Bayesian Judgment in Intelligence Analysts
Directory of Open Access Journals (Sweden)
David R. Mandel
2015-04-01
Full Text Available An experiment was conducted to test the effectiveness of brief instruction in information structuring (i.e., representing and integrating information for improving the coherence of probability judgments and binary choices among intelligence analysts. Forty-three analysts were presented with comparable sets of Bayesian judgment problems before and immediately after instruction. After instruction, analysts’ probability judgments were more coherent (i.e., more additive and compliant with Bayes theorem. Instruction also improved the coherence of binary choices regarding category membership: after instruction, subjects were more likely to invariably choose the category to which they assigned the higher probability of a target’s membership. The research provides a rare example of evidence-based validation of effectiveness in instruction to improve the statistical assessment skills of intelligence analysts. Such instruction could also be used to improve the assessment quality of other types of experts who are required to integrate statistical information or make probabilistic assessments.
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IAEA and WANO Sign New Memorandum of Understanding
International Nuclear Information System (INIS)
2012-01-01
Full text: The International Atomic Energy Agency (IAEA) and the World Association of Nuclear Operators (WANO) have signed a new Memorandum of Understanding (MoU) to reflect increased cooperation between the two organisations following the Fukushima Daiichi accident of March 2011. The new agreement enables the two organisations to work more closely together to support the safe and reliable operation of nuclear power plants worldwide, and to enhance information exchange on operating experience and other relevant areas. Through the IAEA's Nuclear Safety Action Plan, IAEA Member States urged the IAEA and WANO to strengthen their MoU to enhance information exchange. WANO member operators also recommended stronger collaboration. Through the new agreement, the two organisations are adopting a more coordinated approach to their respective activities, in order to help prevent further accidents and mitigate the consequences should an accident occur. Plans are now in place to coordinate the timing of IAEA Operational Safety Review Team (OSART) missions and WANO peer reviews, and to arrange periodic meetings of WANO and Agency staff to discuss major safety-related activities. The two organisations will also cooperate and coordinate work on their respective performance indicator programmes and will work towards exchanging information and support in the event of a serious event at a nuclear power plant or fuel cycle facility. In addition to this, the IAEA and WANO will supply staff to each other's review teams when appropriate, and will regularly exchange documents relating to operating experience. Yukiya Amano, Director General of the IAEA, said: ''The IAEA's Action Plan on Nuclear Safety emphasises the importance of working more closely with WANO and other international organisations, so that we can all better address the demands of the future. This agreement is an important step in strengthening that cooperation and enhancing the flow of information on nuclear safety issues
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Tree-type values for cycle-free directed graph games
Khmelnitskaya, Anna Borisovna; Talman, Dolf
2010-01-01
For arbitrary cycle-free directed graph games tree-type values are introduced axiomatically and their explicit formula representation is provided. These values may be considered as natural extensions of the tree and sink values as has been defined correspondingly for rooted and sink forest graph
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Serafin, Ana Gil
This study examined the application of the Basic Direct Instruction Model (BDIM), a methodology designed to maximize student interest in instrumental and methodological courses, to graduate level educational leadership students. The research used qualitative techniques and a participatory approach with a sample of 92 beginning level Masters…
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Child predictors of learning to control variables via instruction or self-discovery
Wagensveld, B.; Segers, P.C.J.; Kleemans, M.A.J.; Verhoeven, L.T.W.
2015-01-01
We examined the role child factors on the acquisition and transfer of learning the control of variables strategy (CVS) via instruction or self-discovery. Seventy-six fourth graders and 43 sixth graders were randomly assigned to a group receiving direct CVS instruction or a discovery learning group.
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Cognitive Psychology and Instruction. Third Edition.
Bruning, Roger H.; Schraw, Gregory J.; Ronning, Royce R.
Like the earlier editions, the current text is directed at educators who are interested in understanding the principles of cognitive psychology and applying them to instruction and curriculum design. The following chapters are included: (1) "Introduction to Cognitive Psychology"; (2) "Sensory, Short-Term, and Working Memory"; (3) "Long-Term…
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Direct ophthalmoscopy on YouTube
DEFF Research Database (Denmark)
Borgersen, Nanna Jo; Henriksen, Mikael Johannes Vuokko; Konge, Lars
2016-01-01
BACKGROUND: Direct ophthalmoscopy is well-suited for video-based instruction, particularly if the videos enable the student to see what the examiner sees when performing direct ophthalmoscopy. We evaluated the pedagogical effectiveness of instructional YouTube videos on direct ophthalmoscopy...... in general. We then systematically searched YouTube. Two authors reviewed eligible videos to assess eligibility and extract data on video statistics, content, and approach to visualization. Correlations between video statistics and contents were investigated using two-tailed Spearman's correlation. RESULTS...... the patient and how to examine the fundus. Time spent on fundus examination correlated with the number of views per week (Spearman's ρ=0.53; P=0.029). CONCLUSION: Videos may help overcome the pedagogical issues in teaching direct ophthalmoscopy; however, the few available videos on YouTube fail to address...
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Sb-Based Double Heterojunction Bipolar Transistors (DHBTs) With Fmax 650GHz for 340GHz Transmitter
2008-12-01
PROPER IDENTIFICATION . NOT TO BE USED FOR INTERIM PROGRESS REPORTS SEE PAGE 2 FOR INTERIM PROGRESS REPORT INSTRUCTIONS MEMORANDUM OF TRANSMITTAL...conduction band lineup . These advantages have led to rapid progress in increasing device bandwidths, allowing competitive RF performance with established
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Making Time for Instructional Leadership. Appendices
Goldring, Ellen; Grissom, Jason A.; Neumerski, Christine M.; Murphy, Joseph; Blissett, Richard; Porter, Andy
2015-01-01
This three-volume report describes the "SAM (School Administration Manager) process," an approach that about 700 schools around the nation are using to direct more of principals' time and effort to improve teaching and learning in classrooms. Research has shown that a principal's instructional leadership is second only to teaching among…
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Using Multiple Ways to Investigate Cognitive Load Theory in the Context of Physics Instruction
Zu, Tianlong
Cognitive load theory (CLT) (Sweller 1988, 1998, 2010) provides us a guiding framework for designing instructional materials. CLT differentiates three subtypes of cognitive load: intrinsic, extraneous, and germane cognitive load. The three cognitive loads are theorized based on the number of simultaneously processed elements in working memory. Intrinsic cognitive load depends upon the number of interacting elements in the instructional material that are related to the learning objective. Extraneous cognitive load is the mental resources allocated to processing unnecessary information which does not contribute to learning as caused by non- optimal instructional procedure. It is determined by the number of interacting elements which are not related to learning goal. Both intrinsic and extraneous load vary according to prior knowledge of learners. Germane cognitive load is indirectly related to interacting elements. It represents the cognitive resources deployed for processing intrinsic load, chunking information and constructing and automating schema. Germane cognitive load is related to level of motivation of the learner. Given this triarchic model of cognitive load and their different roles in learning activities, different learning outcomes can be expected depending upon the characteristics of the educational materials, learner characteristics, and instructional setting. In three experiments, we investigated cognitive load theory following different approaches. Given the triarchic nature of cognitive load construct, it is critical to find non- intrusive ways to measure cognitive load. In study one, we replicated and extended a previous landmark study to investigate the use of eye movements related metrics to measure the three kinds of cognitive load independently. We also collected working memory capacity of students using a cognitive operation-span task. Two of the three types of cognitive load (intrinsic and extraneous) were directly manipulated, and the third
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Jeltova, Ida; Birney, Damian; Fredine, Nancy; Jarvin, Linda; Sternberg, Robert J; Grigorenko, Elena L
2011-01-01
This study entailed a 3 (instructional intervention) × 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, 1,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.
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Evaluation of a new type of direct digital radiography machine ...
African Journals Online (AJOL)
Evaluation of a new type of direct digital radiography machine. ... Ease of use, anatomical coverage and tolerance to patient motion were advantages. ... to that of conventional radiographs, with limited fine detail visibility and penetration.
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Memorandum on the use of information technology to improve medication safety.
Ammenwerth, E; Aly, A-F; Bürkle, T; Christ, P; Dormann, H; Friesdorf, W; Haas, C; Haefeli, W E; Jeske, M; Kaltschmidt, J; Menges, K; Möller, H; Neubert, A; Rascher, W; Reichert, H; Schuler, J; Schreier, G; Schulz, S; Seidling, H M; Stühlinger, W; Criegee-Rieck, M
2014-01-01
Information technology in health care has a clear potential to improve the quality and efficiency of health care, especially in the area of medication processes. On the other hand, existing studies show possible adverse effects on patient safety when IT for medication-related processes is developed, introduced or used inappropriately. To summarize definitions and observations on IT usage in pharmacotherapy and to derive recommendations and future research priorities for decision makers and domain experts. This memorandum was developed in a consensus-based iterative process that included workshops and e-mail discussions among 21 experts coordinated by the Drug Information Systems Working Group of the German Society for Medical Informatics, Biometry and Epidemiology (GMDS). The recommendations address, among other things, a stepwise and comprehensive strategy for IT usage in medication processes, the integration of contextual information for alert generation, the involvement of patients, the semantic integration of information resources, usability and adaptability of IT solutions, and the need for their continuous evaluation. Information technology can help to improve medication safety. However, challenges remain regarding access to information, quality of information, and measurable benefits.
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White, Tremayne
2016-01-01
The purpose of this study was to ascertain whether certain contextual factors pertaining to principals and teachers influenced U.S. eighth grade students' math achievement. More specifically, the study comparatively examined the direct and mediating predictive influence of teacher instructional approaches (i.e., teacher-directed; constructivism),…
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Dynamics of introduction of type teaching of senior pupils to sporting direction in Ukraine
Directory of Open Access Journals (Sweden)
Voitovych I.N.
2012-07-01
Full Text Available The indexes of dynamics of introduction of sporting direction of the type teaching of senior pupils in Ukraine are resulted. In research is utillized statistical information of different organizations in relation to activity of the type teaching. The percent distributing of students of sporting classes and establishments in which they study on regions is set. The levels of scope of senior pupils this type of studies are selected depending on the region of residence. The tendency of the personal interest of schoolboys a physical culture and sport at type level is marked. Sporting direction of the type teaching is selected, that allows organize professional preparation of students of senior school in industry of physical culture, sport and tourism. It is set that on the whole on Ukraine the middle index of percent of students which wished to visit the type classes of sporting direction hesitated from 2,6% to 3,0%.
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Safe from harm: learned, instructed, and symbolic generalization pathways of human threat-avoidance.
Directory of Open Access Journals (Sweden)
Simon Dymond
Full Text Available Avoidance of threatening or unpleasant events is usually an adaptive behavioural strategy. Sometimes, however, avoidance can become chronic and lead to impaired daily functioning. Excessive threat-avoidance is a central diagnostic feature of anxiety disorders, yet little is known about whether avoidance acquired in the absence of a direct history of conditioning with a fearful event differs from directly learned avoidance. In the present study, we tested whether avoidance acquired indirectly via verbal instructions and symbolic generalization result in similar levels of avoidance behaviour and threat-beliefs to avoidance acquired after direct learning. Following fear conditioning in which one conditioned stimulus was paired with shock (CS+ and another was not (CS-, participants either learned or were instructed to make a response that cancelled impending shock. Three groups were then tested with a learned CS+ and CS- (learned group, instructed CS+ (instructed group, and generalized CS+ (derived group presentations. Results showed similar levels of avoidance behaviour and threat-belief ratings about the likelihood of shock across each of the three pathways despite the different mechanisms by which they were acquired. Findings have implications for understanding the aetiology of clinical avoidance in anxiety.
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Effects of Environmental and Instructional Factors on Student Motivation and Self-Directed Learning
Burkhalter, Anne D.
2014-01-01
This study analyzed the impact of parent involvement and integration of multiple intelligences strategies in classroom instruction on student motivation and academic achievement. The population for this study comprised of 13 elementary students receiving special education services. Parent involvement was developed and supported through weekly home…
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Weiss, Sabrina; Menezes, Angela; Woods, Kate; Chanthongthip, Anisone; Dittrich, Sabine; Opoku-Boateng, Agatha; Kimuli, Maimuna; Chalker, Victoria
2016-01-01
Background Rapid typing of Leptospira is currently impaired by requiring time consuming culture of leptospires. The objective of this study was to develop an assay that provides multilocus sequence typing (MLST) data direct from patient specimens while minimising costs for subsequent sequencing. Methodology and Findings An existing PCR based MLST scheme was modified by designing nested primers including anchors for facilitated subsequent sequencing. The assay was applied to various specimen t...
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Further Evidence of the Effectiveness of Phonological Instruction with Oral-Deaf Readers
Guardino, Caroline; Syverud, Susan M.; Joyner, Amy; Nicols, Heather; King, Sarah
2011-01-01
The effectiveness of phonological instruction with 6 deaf students in an oral program was investigated. In a previous investigation (Syverud, Guardino, & Selznick, 2009), promising results had been obtained in a case study in which the Direct Instruction curriculum titled "Teach Your Child to Read in 100 Easy Lessons" (Engelmann, Haddox, & Bruner,…
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Disciplining young children: the role of verbal instructions and reasoning.
Blum, N J; Williams, G E; Friman, P C; Christophersen, E R
1995-08-01
Pediatricians are often asked to advise parents who are having difficulty managing the oppositional behaviors of their toddlers and preschool-age children. A large number of articles provide advice to pediatricians and parents on effective disciplinary strategies. However, despite the fact that verbal explanations, reasoning, and instructions are commonly used by parents, few articles directly address the use of these strategies to affect children's behavior. In this paper, we review studies that explicitly investigate the ability of adults' verbal explanations or instructions to alter the behavior of young children. These studies suggest that under most circumstances, verbal explanations and instructions are not effective in changing young children's problem behaviors. We then discuss how theories in developmental and behavioral psychology help explain the limitations of using verbal reasoning and instructions to change young children's problem behaviors. Finally, we provide some recommendations for parents on the use of verbal explanations and instructions in disciplining young children.
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Dancy, Melissa; Henderson, Charles; Turpen, Chandra
2016-01-01
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…
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Redefining Classroom Culture through Instructional Design
Faryadi, Qais; Bakar, Zainab Abu; Maidinsah, Hamidah; Muhamad, Aminuddin
2007-01-01
This critical assessment attempts to define a good instructional design through the eyes and the minds of renowned scholars and the most outspoken educational psychologists such as Gagne, John Keller, Jerome Bruner, and Richard E. Mayer and so on. This examination also discusses ways in directing the mental map of students for better knowledge…
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Pupils' Humour Directed at Teachers: Its Types and Functions
Šedová, Klára
2013-01-01
Based on an analysis of 137 texts written by pupils, this paper examines pupils' humour directed at teachers, its types and social functions. The collected data are divided into three categories that describe different modes of teachers as targets of pupils' humour. The first mode describes teachers as unintentionally comical, the second as duped…
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Verbal Self-Instructional Training: An Examination of Its Efficacy, Maintenance, and Generalisation.
Rath, Sudhakar
1998-01-01
Examines the differential efficacy, maintenance, and generalization effects of verbal self-instructional training on reading-disabled children. Types subjects by subculture (tribal versus nontribal) and cognitive stage (concrete versus formal operation). Finds that verbal self-instruction is effective for nontribals and children of formal…
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14 CFR 33.5 - Instruction manual for installing and operating the engine.
2010-01-01
... 14 Aeronautics and Space 1 2010-01-01 2010-01-01 false Instruction manual for installing and... TRANSPORTATION AIRCRAFT AIRWORTHINESS STANDARDS: AIRCRAFT ENGINES General § 33.5 Instruction manual for... not part of the engine type design, the interface conditions and reliability requirements for those...
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Measuring Learning Outcomes in Library Instruction
Connor, Elizabeth
2010-01-01
The author uses clicker technology to incorporate polling and multiple choice question techniques into library instruction classes. Clickers can be used to give a keener understanding of how many students grasp the concepts presented in a specific class session. Typically, a student that aces a definition-type question will fail to answer an application-type question correctly. Immediate, electronic feedback helps to calibrate teaching approaches and gather data about learning outcomes. Th...
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Zarraonandia, Telmo; Francese, Rita; Passero, Ignazio; Diaz, Paloma; Tortora, Genoveffa
2014-01-01
Despite several researchers reporting evidence that 3D Virtual Worlds can be used to effectively support educational processes in recent years, the integration of this technology in real learning processes is not as commonplace as in other educational technologies. Instructional designers have to balance the cost associated with the development of…
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Instructional practices and science performance of 10 top-performing regions in PISA 2015
Lau, Kwok-chi; Lam, Terence Yuk-ping
2017-10-01
This study analysed 10 top-performing regions in PISA 2015 on their science performances and instructional practices. The regions include Singapore, Japan, Estonia, Taipei, Finland, Macao, Canada, Hong Kong, China and Korea. The science performances of the 10 regions and their teaching practices are described and compared. The construct of enquiry-based instruction as developed in PISA 2015 is revised into two new constructs using factor analysis. Then, the relationships of the teaching practices with science performance are analysed using hierarchical linear modelling. Adaptive instruction, teacher-directed instruction and interactive application are found positively associated with performance in all regions, while investigation and perceived feedback are all negative. The regions except Japan and Korea tend to have a high frequency of teacher-directed instruction facilitated by more or less authoritative class discussion in class. A fair amount of practical work is done, but not many of them are investigations. The cultural influences on teaching practices are discussed on how an amalgam of didactic and constructivist pedagogy is created by the Western progressive educational philosophy meeting the Confucian culture. The reasons for investigation's negative association with performance are also explored.
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Instructional control of reinforcement learning: a behavioral and neurocomputational investigation.
Doll, Bradley B; Jacobs, W Jake; Sanfey, Alan G; Frank, Michael J
2009-11-24
Humans learn how to behave directly through environmental experience and indirectly through rules and instructions. Behavior analytic research has shown that instructions can control behavior, even when such behavior leads to sub-optimal outcomes (Hayes, S. (Ed.). 1989. Rule-governed behavior: cognition, contingencies, and instructional control. Plenum Press.). Here we examine the control of behavior through instructions in a reinforcement learning task known to depend on striatal dopaminergic function. Participants selected between probabilistically reinforced stimuli, and were (incorrectly) told that a specific stimulus had the highest (or lowest) reinforcement probability. Despite experience to the contrary, instructions drove choice behavior. We present neural network simulations that capture the interactions between instruction-driven and reinforcement-driven behavior via two potential neural circuits: one in which the striatum is inaccurately trained by instruction representations coming from prefrontal cortex/hippocampus (PFC/HC), and another in which the striatum learns the environmentally based reinforcement contingencies, but is "overridden" at decision output. Both models capture the core behavioral phenomena but, because they differ fundamentally on what is learned, make distinct predictions for subsequent behavioral and neuroimaging experiments. Finally, we attempt to distinguish between the proposed computational mechanisms governing instructed behavior by fitting a series of abstract "Q-learning" and Bayesian models to subject data. The best-fitting model supports one of the neural models, suggesting the existence of a "confirmation bias" in which the PFC/HC system trains the reinforcement system by amplifying outcomes that are consistent with instructions while diminishing inconsistent outcomes.
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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
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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
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Gillette, Tammy J.
2009-12-01
The purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the online teaching environment. The literature reviewed the role of online and face-to-face instructional strategies, then discussed and elaborated on the science instructional strategies used by teachers, specifically at the secondary level. The current literature did not reflect an integration of these areas of study. Therefore, the connectedness of these two types of instructional strategies and the creation of a set of preferred instructional practices for online science instruction was deemed necessary. For the purpose of this study, the researcher designed a survey for face-to-face and online teachers to identify preferred teaching practices, instructional strategies, and types of technology used when teaching high school science students. The survey also requested demographic data information from the faculty members, including years of experience, subject(s) taught, and whether the teacher taught in a traditional classroom or online, to determine if any of those elements affect differences in faculty perceptions with regard to the questions under investigation. The findings from the current study added to the literature by demonstrating the differences and the similarities that exist between online and face-to-face instruction. Both forms of instruction tend to rely on student-centered approaches to teaching. There were many skills that were similar in that both types of instructors tend to focus on implementing the scientific method. The primary difference is the use of
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Elementary School Math Instruction: Can Reading Specialists Assist?
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)
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Inquiry-Oriented Instruction: A Conceptualization of the Instructional Principles
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:…
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Learning in Earth and Space Science: A Review of Conceptual Change Instructional Approaches
Mills, Reece; Tomas, Louisa; Lewthwaite, Brian
2016-01-01
In response to calls for research into effective instruction in the Earth and space sciences, and to identify directions for future research, this systematic review of the literature explores research into instructional approaches designed to facilitate conceptual change. In total, 52 studies were identified and analyzed. Analysis focused on the…
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Inquiry-Based Instruction and High Stakes Testing
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.
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Electronics lab instructors' approaches to troubleshooting instruction
Dounas-Frazer, Dimitri R.; Lewandowski, H. J.
2017-06-01
In this exploratory qualitative study, we describe instructors' self-reported practices for teaching and assessing students' ability to troubleshoot in electronics lab courses. We collected audio data from interviews with 20 electronics instructors from 18 institutions that varied by size, selectivity, and other factors. In addition to describing participants' instructional practices, we characterize their perceptions about the role of troubleshooting in electronics, the importance of the ability to troubleshoot more generally, and what it means for students to be competent troubleshooters. One major finding of this work is that, while almost all instructors in our study said that troubleshooting is an important learning outcome for students in electronics lab courses, only half of instructors said they directly assessed students' ability to troubleshoot. Based on our findings, we argue that there is a need for research-based instructional materials that attend to both cognitive and noncognitive aspects of troubleshooting proficiency. We also identify several areas for future investigation related to troubleshooting instruction in electronics lab courses.
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Vadasy, Patricia F.; Sanders, Elizabeth A.
2016-01-01
This study examined benefits of connecting meaning, speech, and print in vocabulary learning for kindergarten English learners. Students screened eligible with limited English proficiency were randomly assigned to two instruction conditions. Both groups received direct instruction in high frequency root words. One condition featured added…
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Directory of Open Access Journals (Sweden)
Elizabeth Graue
2004-12-01
Full Text Available This study investigated the contributions of curriculum approach and parent involvement to the short- and long-term effects of preschool participation in the Title I Chicago Child-Parent Centers. Data came from the complete cohort of 989 low-income children (93% African American in the Chicago Longitudinal Study, who attended preschool in the 20 Child-Parent Centers in 1983-1985 and kindergarten in 1985-1986. We found that implementation of an instructional approach rated high by Head Teachers in teacher-directed and child-initiated activities was most consistently associated with children’s outcomes, including school readiness at kindergarten entry, reading achievement in third and eighth grades, and avoidance of grade retention. Parent involvement in school activities, as rated by teachers and by parents, was independently associated with child outcomes from school readiness at kindergarten entry to eighth grade reading achievement and grade retention above and beyond the influence of curriculum approach. Findings indicate that instructional approaches that blend a teacher-directed focus with child-initiated activities and parental school involvement are origins of the long-term effects of participation in the Child-Parent Centers.
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Examining the Types, Features, and Use of Instructional Materials in Afterschool Science
D'Angelo, Cynthia M.; Harris, Christopher J.; Lundh, Patrik; House, Ann; Leones, Tiffany; Llorente, Carlin
2017-01-01
Afterschool programs have garnered much attention as promising environments for learning where children can engage in rich science activities. Yet, little is known about the kinds of instructional materials used in typical, large-scale afterschool programs that implement science with diverse populations of children. In this study, we investigated…
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Energy Technology Data Exchange (ETDEWEB)
Lange, M.; Reichel, A. [Umweltbundesamt, Berlin (Germany)
1999-07-01
Council Directive 96/61/EC of 24/09/1996, which deals with integrated pollution prevention and control (IPPC Directive), aims for a high standard of protection for the environment as a whole: thus, it makes the construction of large industrial plants contingent on an integrated licensing procedure with public participation. Determining emission limit values on the basis of the best available technology (BAT) forms the core element of the licensing procedure. The requirements of the IPPC Directive are to be transposed into national law by 30/10/1999. To provide a framework for Article 16 (2), the European Commission has swiftly and purposefully organised an exchange of information for determining what is to be considered the best technology available. This has involved the preparation of BTA instruction sheets for industrial sectors affected by the IPPC Directive. This paper reports on the organisational structure and content of the information exchange accompanying the preparation of the BAT instruction sheets. It also provides information on the goals and organisation of the German contribution, in which the Federal Environmental Office plays a pivotal role as ''National Focal Point''. [German] Die Richtlinie 96/61/EG des Rates vom 24.09.1996 ueber die integrierte Vermeidung und Verminderung der Umweltverschmutzung (IVU-Richtlinie) zielt auf ein hohes Schutzniveau fuer die Umwelt als Ganzes; sie verlangt fuer grosse Industrieanlagen eine integrierte Genehmigung mit Oeffentlichkeitsbeteiligung. Kernelement der Anlagengenehmigung ist die Festlegung von Emissionsgrenzwerten auf der Grundlage der Besten Verfuegbaren Techniken (BVT). Die Anforderungen der IVU-Richtlinie sind bis zum 30.10.1999 in nationales Recht umzusetzen. Die Europaeische Kommission hat fruehzeitig und zielstrebig zur Ausfuellung von Artikel 16(2) im Hinblick auf die Ermittlung der Besten Verfuegbaren Techniken einen Informationsaustausch organisiert. Dabei werden BVT
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Instructional decision making of high school science teachers
Carver, Jeffrey S.
The instructional decision-making processes of high school science teachers have not been well established in the literature. Several models for decision-making do exist in other teaching disciplines, business, computer game programming, nursing, and some fields of science. A model that incorporates differences in science teaching that is consistent with constructivist theory as opposed to conventional science teaching is useful in the current climate of standards-based instruction that includes an inquiry-based approach to teaching science. This study focuses on three aspects of the decision-making process. First, it defines what factors, both internal and external, influence high school science teacher decision-making. Second, those factors are analyzed further to determine what instructional decision-making processes are articulated or demonstrated by the participants. Third, by analyzing the types of decisions that are made in the classroom, the classroom learning environments established as a result of those instructional decisions are studied for similarities and differences between conventional and constructivist models. While the decision-making process for each of these teachers was not clearly articulated by the teachers themselves, the patterns that establish the process were clearly exhibited by the teachers. It was also clear that the classroom learning environments that were established were, at least in part, established as a result of the instructional decisions that were made in planning and implementation of instruction. Patterns of instructional decision-making were different for each teacher as a result of primary instructional goals that were different for each teacher. There were similarities between teachers who exhibited more constructivist epistemological tendencies as well as similarities between teachers who exhibited a more conventional epistemology. While the decisions that will result from these two camps may be different, the six step
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Colakoglu, Ozgur M.; Akdemir, Omur
2012-01-01
The ARCS Motivation Theory was proposed to guide instructional designers and teachers who develop their own instruction to integrate motivational design strategies into the instruction. There is a lack of literature supporting the idea that instruction for blended courses if designed based on the ARCS Motivation Theory provides different…
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Strong normalization by type-directed partial evaluation and run-time code generation
DEFF Research Database (Denmark)
Balat, Vincent; Danvy, Olivier
1998-01-01
We investigate the synergy between type-directed partial evaluation and run-time code generation for the Caml dialect of ML. Type-directed partial evaluation maps simply typed, closed Caml values to a representation of their long βη-normal form. Caml uses a virtual machine and has the capability...... to load byte code at run time. Representing the long βη-normal forms as byte code gives us the ability to strongly normalize higher-order values (i.e., weak head normal forms in ML), to compile the resulting strong normal forms into byte code, and to load this byte code all in one go, at run time. We...... conclude this note with a preview of our current work on scaling up strong normalization by run-time code generation to the Caml module language....
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Strong Normalization by Type-Directed Partial Evaluation and Run-Time Code Generation
DEFF Research Database (Denmark)
Balat, Vincent; Danvy, Olivier
1997-01-01
We investigate the synergy between type-directed partial evaluation and run-time code generation for the Caml dialect of ML. Type-directed partial evaluation maps simply typed, closed Caml values to a representation of their long βη-normal form. Caml uses a virtual machine and has the capability...... to load byte code at run time. Representing the long βη-normal forms as byte code gives us the ability to strongly normalize higher-order values (i.e., weak head normal forms in ML), to compile the resulting strong normal forms into byte code, and to load this byte code all in one go, at run time. We...... conclude this note with a preview of our current work on scaling up strong normalization by run-time code generation to the Caml module language....
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Directory of Open Access Journals (Sweden)
Sabrina Weiss
2016-09-01
Full Text Available Rapid typing of Leptospira is currently impaired by requiring time consuming culture of leptospires. The objective of this study was to develop an assay that provides multilocus sequence typing (MLST data direct from patient specimens while minimising costs for subsequent sequencing.An existing PCR based MLST scheme was modified by designing nested primers including anchors for facilitated subsequent sequencing. The assay was applied to various specimen types from patients diagnosed with leptospirosis between 2014 and 2015 in the United Kingdom (UK and the Lao Peoples Democratic Republic (Lao PDR. Of 44 clinical samples (23 serum, 6 whole blood, 3 buffy coat, 12 urine PCR positive for pathogenic Leptospira spp. at least one allele was amplified in 22 samples (50% and used for phylogenetic inference. Full allelic profiles were obtained from ten specimens, representing all sample types (23%. No nonspecific amplicons were observed in any of the samples. Of twelve PCR positive urine specimens three gave full allelic profiles (25% and two a partial profile. Phylogenetic analysis allowed for species assignment. The predominant species detected was L. interrogans (10/14 and 7/8 from UK and Lao PDR, respectively. All other species were detected in samples from only one country (Lao PDR: L. borgpetersenii [1/8]; UK: L. kirschneri [1/14], L. santarosai [1/14], L. weilii [2/14].Typing information of pathogenic Leptospira spp. was obtained directly from a variety of clinical samples using a modified MLST assay. This assay negates the need for time-consuming culture of Leptospira prior to typing and will be of use both in surveillance, as single alleles enable species determination, and outbreaks for the rapid identification of clusters.
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Would Having a Lead Instructional Designer Position Encourage Change in a K-12 Educational Setting?
Morris, John
2011-01-01
Adding the position Lead Instructional Designer (LID) will help an educational company or school district to work with principals and instructional designers to implement better instructional design strategies. This type of change creates more jobs and takes added pressure away from schools. The vision is to create better customer service to the…
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International Nuclear Information System (INIS)
1995-05-01
This technical memorandum provides information that can be used to make decisions concerning the disposition of four inactive tank systems that have been designated Batch 1, Series 1, by the Inactive Tanks Remediation Program team. The Batch I, Series 1, tanks are 3001-B, 3004-B, 3013, and T-30. The report offers viable alternatives for tank system disposition. The Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA) requires a Federal Facility Agreement (FFA) for federal facilities placed on the National Priorities List. The Oak Ridge Reservation was placed on that list on December 21, 1989, and the agreement was signed in November 1991 by DOE's Oak Ridge Operations Office, the US Environmental Protection Agency-Region IV, and the Tennessee Department of Environment and Conservation. The effective date of the FFA is January 1, 1992. One objective of the FFA is to ensure that inactive liquid low-level radioactive waste tank systems are evaluated and, if appropriate, remediated through the CERCLA process. The Inactive Tanks Remediation Program and the Gunite and Associated Tanks Project (GAAT) are the two efforts that will meet this FFA objective. This memorandum addresses tank systems within the Inactive Tanks Remediation Program. Separate CERCLA documentation addresses the tank systems within the GAAT Project
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Writing Useful Instructional Objectives in Physical Education
Young, Shawna
2016-01-01
Within a physical education curriculum, and presented in individual lesson plans, instructional objectives serve several important purposes: they provide a direct link between the curriculum content and procedures for students to master that content; they provide a clear path for assessment--a way to determine whether students have indeed learned…
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Death Penalty Decisions: Instruction Comprehension, Attitudes, and Decision Mediators
Patry, Marc W.; Penrod, Steven D.
2013-01-01
A primary goal of this research was to empirically evaluate a set of assumptions, advanced in the Supreme Court’s ruling in Buchanan v. Angelone (1998), about jury comprehension of death penalty instructions. Further, this research examined the use of evidence in capital punishment decision making by exploring underlying mediating factors upon which death penalty decisions may be based. Manipulated variables included the type of instructions and several variations of evidence. Study 1 was a p...
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Mathematical model of snake-type multi-directional wave generation
Muarif; Halfiani, Vera; Rusdiana, Siti; Munzir, Said; Ramli, Marwan
2018-01-01
Research on extreme wave generation is one intensive research on water wave study because the fact that the occurrence of this wave in the ocean can cause serious damage to the ships and offshore structures. One method to be used to generate the wave is self-correcting. This method controls the signal on the wavemakers in a wave tank. Some studies also consider the nonlinear wave generation in a wave tank by using numerical approach. Study on wave generation is essential in the effectiveness and efficiency of offshore structure model testing before it can be operated in the ocean. Generally, there are two types of wavemakers implemented in the hydrodynamic laboratory, piston-type and flap-type. The flap-type is preferred to conduct a testing to a ship in deep water. Single flap wavemaker has been explained in many studies yet snake-type wavemaker (has more than one flap) is still a case needed to be examined. Hence, the formulation in controlling the wavemaker need to be precisely analyzed such that the given input can generate the desired wave in the space-limited wave tank. By applying the same analogy and methodhology as the previous study, this article represents multi-directional wave generation by implementing snake-type wavemakers.
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Requirements management: A CSR's perspective
Thompson, Joanie
1991-01-01
The following subject areas are covered: customer service overview of network service request processing; Customer Service Representative (CSR) responsibility matrix; extract from a sample Memorandum of Understanding; Network Service Request Form and its instructions sample notification of receipt; and requirements management in the NASA Science Internet.
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App Development Paradigms for Instructional Developers
Luterbach, Kenneth J.; Hubbell, Kenneth R.
2015-01-01
To create instructional apps for desktop, laptop and mobile devices, developers must select a development tool. Tool selection is critical and complicated by the large number and variety of app development tools. One important criterion to consider is the type of development environment, which may primarily be visual or symbolic. Those distinct…
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Using Technology-Nested Instructional Strategies to Enhance Student Learning
Directory of Open Access Journals (Sweden)
Angela Lumpkin, PhD
2015-08-01
Full Text Available Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen exclusively to lectures. To investigate this, the authors solicited student perceptions to assess the importance of learning through technology-nested instructional strategies. Student perceptions give direction to and affirm the benefits of instructional strategies that increase student motivation to engage more actively in their learning. Based on quantitative and qualitative responses through action research in multiple courses, students perceive their learning as more engaging and enjoyable when technology-nested instructional strategies are infused into their classes.
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Behnke, Carl; Greenan, James P.
2011-01-01
This study examined the relationship between postsecondary students' emotional-social intelligence and attitudes toward computer-based instructional materials. Research indicated that emotions and emotional intelligence directly impact motivation, while instructional design has been shown to impact student attitudes and subsequent engagement with…
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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.
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MATHEMATICS LANGUAGE IN-CLASS INSTRUCTION
Directory of Open Access Journals (Sweden)
Jasmina KARIKJ
2010-11-01
Full Text Available The goal of the research was to compare the level of mathematic language acquisition between students of lower grades in special elementary schools for children who are hearing impaired and students of a mainstream elementary school. A total of 239 children attending mainstream and special schools in the territory of Serbia were included in the research. Instruction of mathematics in schools for students who are hearing impaired has a different character as it contains elements of native language instruction. Obtained results show a significant difference in some fields. A conclusion stating that the level of language acquisition is in direct correlation with the level of acquisition of mathematics language imposes itself. What that means is that hearing impaired children have not only to comprehend mathematics relations, but also to learn mathematics terms in a completely different way as compared to children who are hearing.
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Instructional Uses of the Lexile Framework.
Stenner, A. Jackson
The Lexile Framework provides teachers with tools to help them link the results of reading assessment with subsequent instruction, focuses on appropriate-level curriculum for readers at all educational levels, and is designed to be flexible enough to use alongside any type of reading program. Suggested areas for application of this system include:…
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A Multidisciplinary Model for Development of Intelligent Computer-Assisted Instruction.
Park, Ok-choon; Seidel, Robert J.
1989-01-01
Proposes a schematic multidisciplinary model to help developers of intelligent computer-assisted instruction (ICAI) identify the types of required expertise and integrate them into a system. Highlights include domain types and expertise; knowledge acquisition; task analysis; knowledge representation; student modeling; diagnosis of learning needs;…
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International Nuclear Information System (INIS)
1987-01-01
The report lists the Commissions proposals for further action on its suggestion of mutual health assistance in the event of a nuclear accident. These include surveys and studies, further research on the medical treatment of radiation casualties and the methodology of epidemiological investigations, the promotion of contacts between experts and the attempt to assemble a handbook listing facilities and procedures for mutual assistance. The memorandum explains some of the points further under the headings, ministerial responsibility, legal and procedural issues and policy implications. The United Kingdom position is then stated. The UK government welcomes the proposals provided there is no duplication of work already covered by the IAEA Convention on Assistance in the case of a Nuclear Accident or Radiological Emergency. (U.K.)
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2013-02-19
... Airworthiness Directives; Gulfstream Aerospace LP (Type Certificate Previously Held by Israel Aircraft... Aerospace LP (Type Certificate Previously Held by Israel Aircraft Industries, Ltd.) Model Gulfstream G150... Gulfstream Aerospace LP (Type Certificate Previously Held by Israel Aircraft Industries, Ltd.): Amendment 39...
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2011-11-10
... Airworthiness Directives; Gulfstream Aerospace LP (Type Certificate Previously Held by Israel Aircraft... Aerospace LP (type certificate previously held by Israel Aircraft Industries, Ltd.) Model Galaxy and... new AD: 2011-23-07 Gulfstream Aerospace LP (Type Certificate Previously Held by Israel Aircraft...
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2011-02-07
... Airworthiness Directives; Cessna Aircraft Company (Type Certificate Previously Held by Columbia Aircraft... following new AD: 2011-03-04 Cessna Aircraft Company (Type Certificate Previously Held by Columbia Aircraft... the following Cessna Aircraft Company (type certificate previously held by Columbia Aircraft...
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Head Start Instructional Professionals' Inclusion Perceptions and Practices
Muccio, Leah S.; Kidd, Julie K.; White, C. Stephen; Burns, M. Susan
2014-01-01
This study considered the facilitators and barriers of successful inclusion in Head Start classrooms by examining the perspectives and practices of instructional professionals. A cross-sectional survey design was combined with direct observation in inclusive Head Start classrooms. Survey data were collected from 71 Head Start instructional…
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ANALYZING TEACHER’S INSTRUCTIONAL AND NONVERBAL COMMUNICATION IN EFL CLASSROOM
Directory of Open Access Journals (Sweden)
Ranta
2017-11-01
Full Text Available The objectives of this research were to find out the teacher’s instructional language, kinds of nonverbal communication and effects in EFL Classroom. The objects of the research were the teacher and students of one primary school in Merauke. The approach employed was qualitative approach. The type of this research applied discourse analysis (DA. Data collection was conducted through observation by recording and interview. Data from observa tion was used to know the teacher’s instructional Language and kinds of nonverbal communication. Interview was used to know the effects of using the teacher’s instructional Language and nonverbal communication to the students. The research findings showed that (1 the teacher’s instructional language in the classroom activities covered explanations, asking questions, giving feedback, and giving corrections. In term of explanation, the teacher used English, switched and mixed the Indonesian language. The teacher used display question to know the students understanding related to the material. She used referential question to start the classroom and when she checked the progress of the students’ activity. In giving feedback, mostly same with explanation, the teacher also used English even she switched and mixed her language with Indonesian. The teacher used direct correction and indirect correction in giving correction. Repetition was also found in explanation, asking question, giving feedback and giving correction. (2 that the kind The findings revealed s of nonverbal communication used by the teacher in the classroom included gesture, body movement and posture, eye contact and facial expression. These nonverbal were applied to explain some unclear verbal communication. (3 The last, the findings showed that there were positive and negative effects of the teacher’s instructional language The positive effects included motivating the students in studying, increasing the students’ vocabulary mastery
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The Second Futamura Projection for Type-Directed Partial Evaluation
DEFF Research Database (Denmark)
Grobauer, Bernd; Yang, Zhe
2001-01-01
', syntax-directed partial evaluation and TDPE, this derivation involves several conceptual and technical steps. These include a suitable formulation of the second Futamura projection and techniques for using TDPE to specialize type-indexed programs. In the context of the second Futamura projection, we also...... compare and relate TDPE with conventional offline partial evaluation. We demonstrate our technique with several examples, including compiler generation for Tiny, a prototypical imperative language....
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The Double-edged Sword of Pedagogy: Instruction limits spontaneous exploration and discovery
Shafto, Patrick; Gweon, Hyowon; Goodman, Noah D.; Spelke, Elizabeth; Schulz, Laura
2012-01-01
Motivated by computational analyses, we look at how teaching affects exploration and discovery. In Experiment 1, we investigated children’s exploratory play after an adult pedagogically demonstrated a function of a toy, after an interrupted pedagogical demonstration, after a naïve adult demonstrated the function, and at baseline. Preschoolers in the pedagogical condition focused almost exclusively on the target function; by contrast, children in the other conditions explored broadly. In Experiment 2, we show that children restrict their exploration both after direct instruction to themselves and after overhearing direct instruction given to another child; they do not show this constraint after observing direct instruction given to an adult or after observing a non-pedagogical intentional action. We discuss these findings as the result of rational inductive biases. In pedagogical contexts, a teacher’s failure to provide evidence for additional functions provides evidence for their absence; such contexts generalize from child to child (because children are likely to have comparable states of knowledge) but not from adult to child. Thus, pedagogy promotes efficient learning but at a cost: children are less likely to perform potentially irrelevant actions but also less likely to discover novel information. PMID:21216395
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Decommissioning Project Manager's Implementing Instructions (PMII)
International Nuclear Information System (INIS)
Mihalic, M.A.
1998-02-01
Decommissioning Project personnel are responsible for complying with these PMII. If at any time in the performance of their duties a conflict between these instructions and other written or verbal direction is recognized or perceived, the supervisor or worker shall place his/her work place in a safe condition, stop work, and seek resolution of the conflict from the Decommissioning Project Manager or his designee
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2012-03-05
... Northrup, Project Manager, BLM Moab Field Office, 82 East Dogwood, Moab, UT 84532, telephone (435) 259-2151... Instruction Memorandum No. 2010-117. The MLP process will provide additional planning and analysis for areas... with varying mitigation levels for leasing. The planning area covers about 783,000 acres in east...
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The Impact of Collegial Instruction on Peers’ Pedagogical Knowledge (PK: An EFL Case Study
Directory of Open Access Journals (Sweden)
Farnaz Latif
2010-05-01
Full Text Available Shared responsibilities such as mentoring, instruction, learner monitoring and classroom management enable the peers to observe, review, reflect on and learn from the overall practical professional expertise of one another through collegial instruction experience. The present exploratory case study has The present exploratory case study has attempted to study collegial teaching as an innovative instruction model (as an alternative to solo-based instruction models in a General Business English course in SAPco (An automotive part supplier in Iran. To this end, the researcher has mainly tried to concentrate on two expert business English teachers' perceptions concerning their experience of collegial teaching for business English courses, observing their reflections before and after the course, to focus on the possible impacts of this type of instruction on their pedagogical knowledge as language teacher. As a result, as it is indicated in overall reflections of the participant colleagues, collegial instruction is believed to lead toward a more efficient transferability and development of teachers' pedagogical knowledge than what can take place as a result of individually run traditional practices. Moreover, this type of instruction can be a rather cost-effective and timesaving alternative to traditional OJT (on the job training courses for teacher development authorities and curriculum developers who are concerned about and willing to promote professional development of their teachers.
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Directed Forgetting of Recently Recalled Autobiographical Memories
Barnier, Amanda J.; Conway, Martin A.; Mayoh, Lyndel; Speyer, Joanne; Avizmil, Orit; Harris, Celia B.
2007-01-01
In 6 experiments, the authors investigated list-method directed forgetting of recently recalled autobiographical memories. Reliable directed forgetting effects were observed across all experiments. In 4 experiments, the authors examined the impact of memory valence on directed forgetting. The forget instruction impaired recall of negative,…
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1981-12-10
The Environmental Protection Agency (EPA) is issuing today a Regulation Interpretation Memorandum (RIM) which provides official interpretation of the issue of whether a generator who accumulates hazardous waste pursuant to 40 CFR 262.34, may qualify for interim status after November 19, 1980. This issue arose when the requirements for submitting a Part A permit application (one of the prerequisites to qualifying for interim status) were amended on November 19, 1980. The provisions interpreted today are part of the Consolidated Permit Regulations promulgated under Subtitle C of the Solid Waste Disposal Act, as amended by the Resource Conservation and Recovery Act, as amended (RCRA).
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Manual for Scoring the Test of Directed Imagination.
Veldman, Donald J.; And Others
A scoring manual for the Directed Imagination Test, a projective technique wherein the subject is instructed to write four fictional stories (four minutes are allowed for each) about teachers and their experiences, is presented. The manual provides detailed instructions for rating each story by fifteen dimensions relevant to teacher education…
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Interactive Multimedia Instruction for Training Self-Directed Learning Techniques
2016-06-01
feedback and input on the content, format, and pedagogical approach of the lesson. This survey could be e-mailed to the principal ARI researcher for...peers in self-directed learning. Some examples of the metaphorical relationships and common examples woven into this IMI are identified in Table 1...20 Table 1 Metaphorical Relationships and Illustrations Used in Self-Directed Learning Training Military or Common Example Self-Directed
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2012-03-09
...-0251; Directorate Identifier 2012-CE-002-AD] RIN 2120-AA64 Airworthiness Directives; Piper Aircraft, Inc. (Type Certificate Previously Held by The New Piper Aircraft Inc.) Airplanes AGENCY: Federal... supersede an existing airworthiness directive (AD) that applies to certain Piper Aircraft, Inc. (type...
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Hull, Darrell M.; Saxon, Terrill F.
2009-01-01
Variations in group co-construction of knowledge and the extent to which participants engaged in negotiating meaning were directly related to instruction. The authors examined social interaction resulting from controlled variation in instruction using a counter-balanced design in two professional development courses for teachers. Both courses were…
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Drawing conclusions: The effect of instructions on children's confabulation and fantasy errors.
Macleod, Emily; Gross, Julien; Hayne, Harlene
2016-01-01
Drawing is commonly used in forensic and clinical interviews with children. In these interviews, children are often allowed to draw without specific instructions about the purpose of the drawing materials. Here, we examined whether this practice influenced the accuracy of children's reports. Seventy-four 5- and 6-year-old children were interviewed one to two days after they took part in an interactive event. Some children were given drawing materials to use during the interview. Of these children, some were instructed to draw about the event, and some were given no additional instructions at all. Children who were instructed to draw about the event, or who were interviewed without drawing, made few errors. In contrast, children who drew without being given specific instructions reported more errors that were associated with both confabulation and fantasy. We conclude that, to maximise accuracy during interviews involving drawing, children should be directed to draw specifically about the interview topic.
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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.
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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…
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Instructional Technology for Rural Schools: Access and Acquisition
Sundeen, Todd H.; Sundeen, Darrelanne M.
2013-01-01
Integrating instructional technology into all classrooms has the potential to transform modern education and student learning. However, access to technology is not equally available to all districts or schools. Decreased funding and budgetary restraints have had a direct impact on technology acquisition in many rural school districts. One of the…
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2012-04-05
...) requires savings associations to maintain an itemized daily records of each purchase and sale of securities... keep current a memorandum (order ticket) of each order or any other instructions given or received for the purchase or sale of securities; they must maintain a record of all registered broker-dealers that...
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Dade County Public Schools, Miami, FL.
The essential elements of grammar required to write business letters, memorandums, and reports are covered in this quinmester course. The course consists of a complete grammar review and the learning of proofreading skills for students in the Cooperative Business Education program in Dade County High Schools. Instruction techniques include group…
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Mnemonic Instruction in Science and Social Studies for Students with Learning Problems: A Review
Lubin, Jacqueline; Polloway, Edward A.
2016-01-01
Over the years, mnemonic instruction has been promoted as an effective strategy to teach students with learning problems including learning disabilities (LD) or mild intellectual disability (MID). This paper discusses mnemonic instruction, including types, versatility in use, and effectiveness with struggling learners. Specific emphasis then is…
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Fiscal Year 1999 memorandum of understanding for the TWRS characterization project
International Nuclear Information System (INIS)
HUNT, J.W.
1998-01-01
During fiscal year 1999, the level of success achieved by the Tank Waste Remediation System (TWRS) shall be determined by specific performance measures. These measures take the form of significant deliverables, one of which is the completion of Tank Characterization Reports (TCRS). In order to achieve success regarding the TCR performance deliverable, multiple organizations across TWRS must work together. Therefore, the requirements and expectations needed from each of these TWRS organizations were examined in order to gain an understanding of the performance necessary from each organization to achieve the end deliverable. This memorandum of understanding (MOU) documents the results of this review and establishes the performance criteria by which TWRS will assess its progress and success. These criteria have been determined based upon a TWRS Characterization Project budget of $42.1 million for fiscal year 1999; if this budget is changed or the currently identified workscope is modified, this MOU will need to be revised accordingly. This MOU is subdivided into six sections, where sections three through six each identify individual interfaces between TWRS organizations. The specific performance criteria related to each TWRS organizational interface are then delineated in the section, along with any additional goals or issues pertaining to that interface
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Fiscal year 1998 memorandum of understanding for the TWRS characterization project
International Nuclear Information System (INIS)
Schreiber, R.D.
1998-01-01
During fiscal year 1998, the level of success achieved by the Tank Waste Remediation System (TWRS) shall be determined by specific performance measures. These measures take the form of significant deliverables, one of which is the completion of Tank Characterization Reports (TCRs). In order to achieve success regarding the TCR performance deliverable, multiple organizations across TWRS must work together. Therefore, the requirements and expectations needed from each of these TWRS organizations were examined in order to gain an understanding of the performance necessary from each organization to achieve the end deliverable. This memorandum of understanding (MOU) documents the results of this review and establishes the performance criteria by which TWRS will assess its progress and success. These criteria have been determined based upon a TWRS Characterization Project budget of $47.5 million for fiscal year 1998; if this budget is changed or the currently identified work scope is modified, this MOU will need to be revised accordingly. This MOU is subdivided into six sections, where sections three through six each identify individual interfaces between TWRS organizations. The specific performance criteria related to each TWRS organizational interface are then delineated in the section, along with any additional goals or issues pertaining to that interface
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Sanderson, Geoffrey T.
2013-01-01
This memorandum provides data on the participation and performance of Advanced Placement (AP) exams taken by students in the Montgomery County (Maryland) Public Schools (MCPS) in the 2012-2013 school year as compared with those by public school students in Maryland and the nation. Generally, the number of AP exams taken by MCPS students in 2013…
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Directed forgetting of complex pictures in an item method paradigm
Hauswald, Anne; Kissler, Johanna
2008-01-01
An item-cued directed forgetting paradigm was used to investigate the ability to control episodic memory and selectively encode complex coloured pictures. A series of photographs was presented to 21 participants who were instructed to either remember or forget each picture after it was presented. Memory performance was later tested with a recognition task where all presented items had to be retrieved, regardless of the initial instructions. A directed forgetting effect that is, better recogni...
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International Nuclear Information System (INIS)
1994-11-01
This action memorandum documents approval for a Comprehensive Environmental Response, Compensation, and Liability Act of 1980, as amended (CERCLA), time-critical action. The action will remove radiologically contaminated water from Tank WC-14. The water contains a polychlorinated biphenyl (PCB) at a level below regulatory concern. Tank WC-14 is located in the Waste Area Grouping (WAG) 1 WC-10 Tank Farm at the Oak Ridge National Laboratory (ORNL), Oak Ridge, Tennessee. Contaminated sludge remaining in the tank after removal of the liquid will be the subject of a future action
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The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery.
Bonawitz, Elizabeth; Shafto, Patrick; Gweon, Hyowon; Goodman, Noah D; Spelke, Elizabeth; Schulz, Laura
2011-09-01
Motivated by computational analyses, we look at how teaching affects exploration and discovery. In Experiment 1, we investigated children's exploratory play after an adult pedagogically demonstrated a function of a toy, after an interrupted pedagogical demonstration, after a naïve adult demonstrated the function, and at baseline. Preschoolers in the pedagogical condition focused almost exclusively on the target function; by contrast, children in the other conditions explored broadly. In Experiment 2, we show that children restrict their exploration both after direct instruction to themselves and after overhearing direct instruction given to another child; they do not show this constraint after observing direct instruction given to an adult or after observing a non-pedagogical intentional action. We discuss these findings as the result of rational inductive biases. In pedagogical contexts, a teacher's failure to provide evidence for additional functions provides evidence for their absence; such contexts generalize from child to child (because children are likely to have comparable states of knowledge) but not from adult to child. Thus, pedagogy promotes efficient learning but at a cost: children are less likely to perform potentially irrelevant actions but also less likely to discover novel information. Copyright © 2010. Published by Elsevier B.V.
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Maximilien Brice
2012-01-01
7 February 2012 - Signature of the Memorandum of Understanding between Suranaree University of Technology represented by Rector P. Suebka and the ALICE Collaboration represented by Collaboration Spokesperson P. Giubellino; Adviser E. Tsesmelis is present.
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Improving Reading Instruction through Research-Based Instructional Strategies
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…
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Instructional strategies for online introductory college physics based on learning styles
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.
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Content-Based Instruction Approach In Instructional Multimedia For English Learning
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...
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Frontal transcranial direct current stimulation (tDCS) abolishes list-method directed forgetting.
Silas, Jonathan; Brandt, Karen R
2016-03-11
It is a point of controversy as to whether directed forgetting effects are a result of active inhibition or a change of context initiated by the instruction to forget. In this study we test the causal role of active inhibition in directed forgetting. By applying cathodal transcranial direct current stimulation (tDCS) over the right prefrontal cortex we suppressed cortical activity commonly associated with inhibitory control. Participants who underwent real brain stimulation before completing the directed forgetting paradigm showed no directed forgetting effects. Conversely, those who underwent sham brain stimulation demonstrated classical directed forgetting effects. We argue that these findings suggest that inhibition is the primary mechanism that results in directed forgetting costs and benefits. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.
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Chichibabin-type direct alkylation of pyridyl alcohols with alkyl lithium reagents.
Jeffrey, Jenna L; Sarpong, Richmond
2012-11-02
Direct C(6) alkylation of pyridyl alcohols can be achieved following an initial deprotonation of the hydroxy group. This transformation, which is believed to occur by a Chichibabin-type alkylation, avoids lateral deprotonation prior to pyridine ring alkylation and gives increased regioselectivity for C(6) over C(4) alkylation.
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77 FR 63714 - Airworthiness Directives; The Boeing Company Airplanes
2012-10-17
.... ACTION: Final rule. SUMMARY: We are adopting a new airworthiness directive (AD) for certain The Boeing... instructions and doing the work specified in those instructions. We are issuing this AD to detect and correct..., Room W12-140, 1200 New Jersey Avenue SE., Washington, DC 20590. FOR FURTHER INFORMATION CONTACT: Kelly...
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Applied CAL on Problem Based Learning Using Gagne’s Instructional Design
Directory of Open Access Journals (Sweden)
Sri Sundari Purbohadi
2014-10-01
Full Text Available Abstract— In the Problem-Based Learning (PBL model, students are expected to study independently. One of the methods that can improve the ability or skill of learners is using Computer Assisted Learning (CAL. Implementation of CAL in PBL should be able to create Self-Directed Learning (SDL culture through appropriate instructional design and interesting modules. In this paper, the CAL software is developed using multimedia learning principles, convenient appearance, and user-friendly navigation. The CAL’s learning content is designed using Gagne's instructional design. The experiment proved the CAL was able to give effect size 0.89 and developed self-directed learning culture. From the interviews, students were very glad and interested to use the CAL modules because they can learn anytime and can reach the course objectives without a lecturer.
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Maskiewicz, April Lee
Educational studies report that secondary and college level students have developed only limited understandings of the most basic biological processes and their interrelationships from typical classroom experiences. Furthermore, students have developed undesirable reasoning schemes and beliefs that directly affect how they make sense of and account for biological phenomena. For these reasons, there exists a need to rethink instructional practices in biology. This dissertation discusses how the principles of Harel's (1998, 2001) DNR-based instruction in mathematics could be applied to the teaching and learning of biology. DNR is an acronym for the three foundational principles of the system: Duality, Necessity, and Repeated-reasoning. This study examines the application of these three principles to ecology instruction. Through clinical and teaching interviews, I developed models of students' existing ways of understanding in ecology and inferred their ways of thinking. From these models a hypothetical learning trajectory was developed for 16 college level freshmen enrolled in a 10-week ecology teaching experiment. Through cyclical, interpretive analysis I documented and analyzed the evolution of the participants' progress. The results provide empirical evidence to support the claim that the DNR principles are applicable to ecology instruction. With respect to the Duality Principle, helping students develop specific ways of understanding led to the development of model-based reasoning---a way of thinking and the cognitive objective guiding instruction. Through carefully structured problem solving tasks, the students developed a biological understanding of the relationship between matter cycling, energy flow, and cellular processes such as photosynthesis and respiration, and used this understanding to account for observable phenomena in nature. In the case of intellectual necessity, the results illuminate how problem situations can be developed for biology learners
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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
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Mertens, Gaetan; Kuhn, Manuel; Raes, An K.; Kalisch, Raffael; De Houwer, Jan; Lonsdorf, Tina B.
2016-01-01
Prior research showed that mere instructions about the contingency between a conditioned stimulus (CS) and an unconditioned stimulus (US) can generate fear reactions to the CS. Little is known, however, about the extent to which actual CS–US contingency experience adds anything beyond the effect of
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2010-09-23
... Airworthiness Directives; Gulfstream Aerospace LP (Type Certificate Previously Held by Israel Aircraft... Previously Held by Israel Aircraft Industries, Ltd.): Amendment 39-16438. Docket No. FAA-2010-0555... (Type Certificate previously held by Israel Aircraft Industries, Ltd.) Model Galaxy and Gulfstream 200...
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2012-10-23
... Aerospace LP (Type Certificate Previously Held by Israel Aircraft Industries, Ltd.) Airplanes AGENCY... airworthiness directive (AD) for certain Gulfstream Aerospace LP (Type Certificate previously held by Israel... Certificate previously held by Israel Aircraft Industries, Ltd.) Model Galaxy and Gulfstream 200 airplanes...
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2013-08-06
... Airworthiness Directives; Gulfstream Aerospace LP (Type Certificate Previously Held by Israel Aircraft... Gulfstream Aerospace LP (Type Certificate Previously Held by Israel Aircraft Industries, Ltd.) Model... Aviation Authority of Israel (CAAI), which is the aviation authority for Israel, has issued Israeli...
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2011-08-29
... Airworthiness Directives; Viking Air Limited (Type Certificate No. A-815 Formerly Held by Bombardier Inc. and de... superseding an existing airworthiness directive (AD) for all Viking Air Limited (type certificate No. A-815..., contact Viking Air Ltd., 9574 Hampden Road, Sidney, BC Canada V8L 5V5; telephone: (800) 663-8444; Internet...
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2011-01-10
... Airworthiness Directives; Cessna Aircraft Company (Cessna) (Type Certificate A00003SE Previously Held by... Company (Type Certificate A00003SE previously held by Columbia Aircraft Manufacturing (previously The... Cessna Aircraft Company (Cessna) (Type Certificate A00003SE previously held by Columbia Aircraft...
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International Nuclear Information System (INIS)
1991-01-01
This Memorandum of Understanding on co-operation and exchange of information respecting nuclear safety and radiation protection covers the period 23 May 1991 to 1 June 1996. The Parties may exchange information on any matter concerning the civil uses of nuclear energy within the other Party's jurisdiction and, in particular information on: nuclear installations, their siting, construction, operation and decommissioning; uranium mining and milling; nuclear fuel production; radioactive waste treatment, storage and disposal; transport of nuclear fuel and radioactive waste; radiation protection; legislation, regulations, standards. All information received and the results of activities carried out under this Memorandum of Understanding will be used exclusively for peaceful purposes [fr
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What We Learned from a Tomato: Partnering with a Content Expert Plants New Ideas for Instruction
Ermeling, Bradley A.
2014-01-01
The interactions described in this article represent an example of teachers expanding horizons of instructional plans as a direct result of outside expert contributions. After alerting teachers to oversimplified claims about the benefits of lycopene, the research fellow presented the team with a wider range of instructional options to consider…
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Pietsch, Marcus; Tulowitzki, Pierre
2017-01-01
This paper investigates the direct and indirect ties between various leadership styles, namely, instructional, transformational, transactional, and laissez-faire leadership, and the instructional practices of teachers by applying a structural equation model. For this purpose, we analyzed survey data of n = 3,746 teachers from 126 schools collected…
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Dispatcher instruction of chest compression-only CPR increases actual provision of bystander CPR.
Shimamoto, Tomonari; Iwami, Taku; Kitamura, Tetsuhisa; Nishiyama, Chika; Sakai, Tomohiko; Nishiuchi, Tatsuya; Hayashi, Yasuyuki; Kawamura, Takashi
2015-11-01
A preceding randomized controlled trial demonstrated that chest compression-only cardiopulmonary resuscitation (CPR) instruction by dispatcher was more effective to increase bystander CPR than conventional CPR instruction. However, the actual condition of implementation of each type of dispatcher instruction (chest compression-only CPR [CCCPR] or conventional CPR with rescue breathing) and provision of bystander CPR in real prehospital settings has not been sufficiently investigated. This registry prospectively enrolled patients aged =>18 years suffering an out-of-hospital cardiac arrest (OHCA) of non-traumatic causes before emergency-medical-service (EMS) arrival, who were considered as target subjects of dispatcher instruction, resuscitated by EMS personnel, and transported to medical institutions in Osaka, Japan from January 2005 through December 2012. The primary outcome measure was provision of CPR by a bystander. Multiple logistic regression analysis was used to assess factors that were potentially associated with provision of bystander CPR. Among 37,283 target subjects of dispatcher instruction, 5743 received CCCPR instruction and 13,926 received conventional CPR instruction. The proportion of CCCPR instruction increased from 5.7% in 2005 to 25.6% in 2012 (p for trend bystander CPR more frequently than conventional CPR instruction group (70.0% versus 62.1%, pbystander CPR compared with conventional CPR instruction (adjusted odds ratio 1.44, 95% CI 1.34-1.55). CCCPR dispatcher instruction among adult OHCA patients significantly increased the actual provision of bystander CPR. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.
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Measuring Teachers' Knowledge of Vocabulary Development and Instruction
Duguay, Annie; Kenyon, Dorry; Haynes, Erin; August, Diane; Yanosky, Tiffany
2016-01-01
This article describes the development of an instrument to measure teachers' knowledge of vocabulary development and instruction, the Teacher Knowledge of Vocabulary Survey (TKVS). This type of knowledge has become increasingly important as all classroom teachers are expected to help students meet language and literacy standards that include…
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Affordance of English-Medium Instruction Contexts in Taiwan
Huang, Yi-Ping; Jhuang, Wun-Ting
2015-01-01
The proliferation of English-medium instruction (EMI) in nonnative English-speaking (NNES) contexts has compelled researchers to explore the challenges students face in such environments. Mostly quantitative in nature with foci on language-related difficulties in one type of institution or curriculum, these studies obscure the complexity of NNES…
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2010-05-21
... Airworthiness Directives; Gulfstream Aerospace LP (Type Certificate Previously Held by Israel Aircraft... Gulfstream Aerospace LP (Type Certificate Previously Held by Israel Aircraft Industries, Ltd.): Amendment 39... previously held by Israel Aircraft Industries, Ltd.) Model Gulfstream 100 airplanes; and Model Astra SPX and...
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Effect of lecture instruction on student performance on qualitative questions
Heron, Paula R. L.
2015-06-01
The impact of lecture instruction on student conceptual understanding in physics has been the subject of research for several decades. Most studies have reported disappointingly small improvements in student performance on conceptual questions despite direct instruction on the relevant topics. These results have spurred a number of attempts to improve learning in physics courses through new curricula and instructional techniques. This paper contributes to the research base through a retrospective analysis of 20 randomly selected qualitative questions on topics in kinematics, dynamics, electrostatics, waves, and physical optics that have been given in introductory calculus-based physics at the University of Washington over a period of 15 years. In some classes, questions were administered after relevant lecture instruction had been completed; in others, it had yet to begin. Simple statistical tests indicate that the average performance of the "after lecture" classes was significantly better than that of the "before lecture" classes for 11 questions, significantly worse for two questions, and indistinguishable for the remaining seven. However, the classes had not been randomly assigned to be tested before or after lecture instruction. Multiple linear regression was therefore conducted with variables (such as class size) that could plausibly lead to systematic differences in performance and thus obscure (or artificially enhance) the effect of lecture instruction. The regression models support the results of the simple tests for all but four questions. In those cases, the effect of lecture instruction was reduced to a nonsignificant level, or increased to a significant, negative level when other variables were considered. Thus the results provide robust evidence that instruction in lecture can increase student ability to give correct answers to conceptual questions but does not necessarily do so; in some cases it can even lead to a decrease.
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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
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2010-06-25
... Airworthiness Directives; Gulfstream Aerospace LP (Type Certificate Previously Held by Israel Aircraft... contact we receive about this proposed AD. Discussion The Civil Aviation Authority of Israel (CAAI), which is the aviation authority for Israel, has issued Israeli Airworthiness Directive 01-10-01-07R1, dated...
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Beresford, Jayne; Blades, Mark
2006-09-01
The authors investigated whether the type of lineup and instructions given to children 6-7 or 9-10 years of age affected their identification accuracy. Children witnessed a man stealing property and were later asked to identify him in either photo or video lineups. Some lineups contained the target and some did not. Two lineup procedures were used (standard or elimination), and 2 types of instruction were used (standard or cautioning about false identification). Standard lineups with cautioning instructions decreased target-absent errors with no associated reduction in correct identifications, but elimination lineups did not. Lineup media had an interaction effect whereby correct identifications were reduced in video but not photo elimination lineups. The results are discussed in a forensic context. (c) 2006 APA, all rights reserved
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Good Engineering + Poor Communication = Three Mile Island.
Mathes, J. C.
The accident at the Three Mile Island nuclear power plant resulted from a communication failure. Following an incident at an Ohio plant a year and a half earlier, B. M. Dunn, manager of Emergency Core Cooling Systems Analysis at Babcock and Wilcox (engineers), wrote a memorandum making specific recommendations on written instructions for nuclear…
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Zhang, Niu; Henderson, Charles N.R.
2016-01-01
Objective: The objective of this study was to evaluate the academic impact of cooperative peer instruction during lecture pauses in an immunology/endocrinology course. Methods: Third-quarter students participated across iterations of the course. Each class offered 20 lectures of 50 minutes each. Classes were divided into a peer-instruction group incorporating cooperative peer instruction and a control group receiving traditional lectures. Peer-instruction group lectures were divided into 2–3 short presentations followed by a multiple-choice question (MCQ). Students recorded an initial answer and then had 1 minute to discuss answers with group peers. Following this, students could submit a revised answer. The control group received the same lecture material, but without MCQs or peer discussions. Final-exam scores were compared across study groups. A mixed-design analysis of covariance was used to analyze the data. Results: There was a statistically significant main effect for the peer-instruction activity (F(1, 93) = 6.573, p = .012, r = .257), with recall scores higher for MCQs asked after peer-instruction activities than for those asked before peer instruction. Final-exam scores at the end of term were greater in the peer-instruction group than the control group (F(1, 193) = 9.264, p = .003, r = .214; question type, F(1, 193) = 26.671, p = .000, r = .348). Conclusion: Lectures with peer-instruction pauses increase student recall and comprehension compared with traditional lectures. PMID:26967766
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Critical contrastive rhetoric: The influence of L2 letter writing instruction on L1letter writing
Directory of Open Access Journals (Sweden)
Mehrnoosh Fakharzadeh
2014-08-01
Full Text Available The present study employed critical contrastive rhetoric to investigate the L2 to L1 transfer of organizational pattern and directness level of speech acts in business complaint letters. By examining the L1 complaint letters of 30 tourism university students in two phases of study, pre and post instruction of English complaint letter, the study revealed that the rhetorical organization of Persian letters are in a state of hybridity. The post instruction comparison of letters, however, showed a tendency towards applying English conventions both in organization and directness level of complaint speech act in the L1 complaint letters. The results also revealed that after instruction the expert in the field of tourism viewed some letters as inappropriate in terms of politeness which is reflected through some lexical items.
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The Effect of Mindful Listening Instruction on Listening Sensitivity and Enjoyment
Anderson, William Todd
2012-01-01
The purpose of this study was to examine the effect of Mindful Listening Instruction on Music Listening Sensitivity and Music Listening Enjoyment. The type of mindfulness investigated in this study was of the social-psychological type, which shares both commonalities with and distinctions from meditative mindfulness. Enhanced context awareness,…
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2012-07-27
... Airworthiness Directives; Gulfstream Aerospace LP (Type Certificate Previously Held by Israel Aircraft... Aerospace LP (Type Certificate previously held by Israel Aircraft Industries, Ltd.) Model Gulfstream G150... to the manufacturer. This action was prompted by a report from the Civil Aviation Authority of Israel...
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Effects of Listening Strategy Instruction on News Videotext Comprehension
Cross, Jeremy
2009-01-01
Developments in broadcast and multimedia technology have generated a readily available and vast supply of videotexts for use in second and foreign language learning contexts. However, without pedagogical direction learners are unlikely to be able to deal with the complexities of this authentic listening resource, and strategy instruction may be…
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Improving Argumentation through Goal Instructions in Asynchronous Online Discussions
Prudchenko, Yekaterina
2014-01-01
Argumentation incorporated into class discussions can improve students' problem solving skills and enhance their epistemic and conceptual understanding. Research indicates students sometimes need scaffolding such as goal instructions to improve their argumentation skills. This study examined the effectiveness of different types of goal…
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On the Directivity of Low-Frequency Type IV Radio Bursts
Gopalswamy, N.; Akiyama, S.; Makela, P.; Yashiro, S.; Cairns, I. H.
2016-01-01
An intense type IV radio burst was observed by the STEREO Behind (STB) spacecraft located about 144 deg. behind Earth. The burst was associated with a large solar eruption that occurred on the backside of the Sun (N05E151) close to the disk center in the STB view. The eruption was also observed by the STEREO Ahead (STA) spacecraft (located at 149 deg. ahead of Earth) as an eruption close to the west limb (N05W60) in that view. The type IV burst was complete in STB observations in that the envelope reached the lowest frequency and then receded to higher frequencies. The burst was partial viewed from STA, revealing only the edge coming down to the lowest frequency. The type IV burst was not observed at all near Earth because the source was 61 deg. behind the east limb. The eruption was associated with a low-frequency type II burst observed in all three views, although it was not very intense. Solar energetic particles were also observed at both STEREOs and at SOHO, suggesting that the shock was much extended, consistent with the very high speed of the CME (2048 km/s). These observations suggest that the type IV emission is directed along a narrow cone above the flare site. We confirm this result statistically using the type IV bursts of solar cycle 23.
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The Instructional Model for Using History of Science
Seker, Hayati
2012-01-01
This paper discusses the levels of The Instructional Model for Using History of Science (UHOS) to explain the relationship between the history of science and science teaching. The UHOS model proposes four levels: Conceptual Level, Epistemological Level, Sociocultural Level, and Interest Level. Each Level has sublevels with regards to types of…
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V, Pavana Jyothi; S, Akila; Selvan, Malini K; Naidu, Hariprasad; Raghunathan, Shwethaa; Kota, Sathish; Sundaram, R C Raja; Rana, Samir Kumar; Raj, G Dhinakar; Srinivasan, V A; Mohana Subramanian, B
2016-12-01
Canine parvovirus (CPV) is a non-enveloped single stranded DNA virus with an icosahedral capsid. Mini-sequencing based CPV typing was developed earlier to detect and differentiate all the CPV types and FPV in a single reaction. This technique was further evaluated in the present study by performing the mini-sequencing directly from fecal samples which avoided tedious virus isolation steps by cell culture system. Fecal swab samples were collected from 84 dogs with enteritis symptoms, suggestive of parvoviral infection from different locations across India. Seventy six of these samples were positive by PCR; the subsequent mini-sequencing reaction typed 74 of them as type 2a virus, and 2 samples as type 2b. Additionally, 25 of the positive samples were typed by cycle sequencing of PCR products. Direct CPV typing from fecal samples using mini-sequencing showed 100% correlation with CPV typing by cycle sequencing. Moreover, CPV typing was achieved by mini-sequencing even with faintly positive PCR amplicons which was not possible by cycle sequencing. Therefore, the mini-sequencing technique is recommended for regular epidemiological follow up of CPV types, since the technique is rapid, highly sensitive and high capacity method for CPV typing. Copyright © 2016. Published by Elsevier B.V.
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Ninth Grade Student Responses to Authentic Science Instruction
Ellison, Michael Steven
science classwork was also measured. In addition, direct observation measures of student behavioral engagement showed that behavioral engagement was generally high, but not associated with the authenticity of the pedagogy. Direct observation measures of student self-regulation found evidence that when instruction focused on core science and engineering concepts and made stronger connections to the student's world beyond the classroom, student self-regulated learning was greater, and included evidence of student ownership. In light of the alignment between the model of authenticity used in this study and the Next Generation Science Standards (NGSS), the results suggest that further research on the value beyond school component of the model could improve understanding of student engagement and performance in response to the implementation of the NGSS. In particular, it suggests a unique role environmental education can play in affording student success in K-12 science and a tool to measure that role.
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Surveying Libraries to Identify Best Practices for a Menu Approach for Library Instruction Requests
Directory of Open Access Journals (Sweden)
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.
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BIBLIOGRAPHY ON INDIVIDUALIZED INSTRUCTION.
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…
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Individual and Instructional Determinants of Student Engagement in Physical Education
Bevans, Katherine; Fitzpatrick, Leslie-Anne; Sanchez, Betty; Forrest, Christopher B.
2012-01-01
This study was conducted to identify student characteristics and instructional factors that impact student engagement in physical education (PE). Data were derived from the systematic observation of 124 sessions taught by 31 physical educators and the administration of health and PE engagement questionnaires to 2,018 students in grades 5–8. Physical activity was directly affected by student engagement and perceived competence in PE and indirectly affected by students’ body image through its association with PE engagement. Multilevel analyses revealed that the proportion of class time devoted to game play was negatively associated with student engagement in PE. Although less frequently used during PE sessions, skill practice was positively associated with student engagement and inactive instruction was negatively associated with student engagement. These effects were particularly pronounced among students with poor competence beliefs. Implications for PE instructional practice and future research are presented. PMID:22844176
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Directing factors affecting the synthesis of a MFI-type zeolite
Energy Technology Data Exchange (ETDEWEB)
Vinaches, P.; Pergher, S.B.C. [Universidade Federal de Rio Grande do Norte (UFRN), RN (Brazil); Lopes, C.W. [Institute of Chemical Technology, Mumbai (India); Gomez-Hortiguela, L. [Instituto de Catalisis y Petroleoquimica, Madrid (Spain); Finger, P.H.; Silva, B.A. da; Dallago, R.M.; Mignoni, M.L. [Universidade Regional Integrada do Alto Uruguai e das Missoes (URI), Erechim, RS (Brazil)
2016-07-01
Full text: Zeolites are crystalline tectosilicates constituted by (TO4) tetrahedra connected through the oxygens of their vertices. The importance of these materials is that their properties differ, due to their variable compositions and structures, leading to the possibility of applying them into different industries, for example, as catalyst in petroleum industry or sensors in quality control. One of the big questions in this area is about the understanding of the chemistry that directs to one or another type of zeolite. Another important question is the search of new zeolitic structures for new applications. One approach to answer both is the study of the structure-directing agents, which are inorganic or organic molecules used in the synthesis of zeolites. New and already-used molecules have been studied within different synthesis conditions and different techniques, as characterization or computational studies. And several attempts of rationalization were and, still, will be performed. In this research, an imidazolium-based compound was studied in hydrothermal zeolite synthesis as organic structure-directing agent (OSDA). The products were obtained with Si/Al or Si/(Al+Zn) compositions, proved by ICP data. X-ray diffractograms showed two different zeolitic types: MFI and TON. It was observed that when Zn was present in the synthesis gel, pure MFI phases were able to appear. But in his absence, the products were all mixtures of MFI and TON zeolites. It was also possible to distinguish both phases by SEM micrographs, as MFI had brick-like shape and TON appeared as needles. The obtained zeolites were stable until 900°C minimum, as tested by a TG/DTG/DSC experiment. To prove that the chosen OSDA directed these structures, a CHN analysis was performed, resulting in integrity of the molecules inside the zeolitic pores and cavities. Finally, a rationale about the location and conformation of the OSDA was needed to understand these experimental results. So, it was
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Directing factors affecting the synthesis of a MFI-type zeolite
International Nuclear Information System (INIS)
Vinaches, P.; Pergher, S.B.C.; Lopes, C.W.; Gomez-Hortiguela, L.; Finger, P.H.; Silva, B.A. da; Dallago, R.M.; Mignoni, M.L.
2016-01-01
Full text: Zeolites are crystalline tectosilicates constituted by (TO4) tetrahedra connected through the oxygens of their vertices. The importance of these materials is that their properties differ, due to their variable compositions and structures, leading to the possibility of applying them into different industries, for example, as catalyst in petroleum industry or sensors in quality control. One of the big questions in this area is about the understanding of the chemistry that directs to one or another type of zeolite. Another important question is the search of new zeolitic structures for new applications. One approach to answer both is the study of the structure-directing agents, which are inorganic or organic molecules used in the synthesis of zeolites. New and already-used molecules have been studied within different synthesis conditions and different techniques, as characterization or computational studies. And several attempts of rationalization were and, still, will be performed. In this research, an imidazolium-based compound was studied in hydrothermal zeolite synthesis as organic structure-directing agent (OSDA). The products were obtained with Si/Al or Si/(Al+Zn) compositions, proved by ICP data. X-ray diffractograms showed two different zeolitic types: MFI and TON. It was observed that when Zn was present in the synthesis gel, pure MFI phases were able to appear. But in his absence, the products were all mixtures of MFI and TON zeolites. It was also possible to distinguish both phases by SEM micrographs, as MFI had brick-like shape and TON appeared as needles. The obtained zeolites were stable until 900°C minimum, as tested by a TG/DTG/DSC experiment. To prove that the chosen OSDA directed these structures, a CHN analysis was performed, resulting in integrity of the molecules inside the zeolitic pores and cavities. Finally, a rationale about the location and conformation of the OSDA was needed to understand these experimental results. So, it was
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Direct type gerbode defect with cleft in anterior mitral leaflet: A rarest of rare combination
Directory of Open Access Journals (Sweden)
Rakesh Jain
2016-01-01
Full Text Available A 15-year-old boy was evaluated for the new onset of dyspnea. He had no significant medical or surgical history. On echocardiography, he was found to have a direct communication between the left ventricle and the right atrium through the atrioventricular (AV septum (a rare type of Gerbode defect with an associated cleft in the anterior mitral leaflet. The combination of direct type Gerbode defect with the cleft of the anterior mitral leaflet is extremely rare.
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Three-party quantum secret sharing of secure direct communication based on χ-type entangled states
International Nuclear Information System (INIS)
Yu-Guang, Yang; Wei-Feng, Cao; Qiao-Yan, Wen
2010-01-01
Based on χ-type entangled states and the two-step protocol [Deng F G, Long G L and Liu X S 2003 Phys. Rev. A 68 042317], a quantum secret sharing protocol of secure direct communication based on χ-type entangled states |χ 00 ) 3214 is proposed. Using some interesting entanglement properties of this state, the agent entirety can directly obtain the secret message from the message sender only if they collaborate together. The security of the scheme is also discussed. (general)
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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…
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Cheng, Qiang
2014-01-01
Although teaching quality is seen as crucial in affecting students' performance, what types of instructional practices constitute quality teaching remains a question. With the theoretical assumptions of conceptual and procedural mathematics teaching as a guide, this study examined the types of quality mathematics instructional practices that…
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Morrow, S A; Bates, P E
1987-01-01
This study examined the effectiveness of three sets of school-based instructional materials and community training on acquisition and generalization of a community laundry skill by nine students with severe handicaps. School-based instruction involved artificial materials (pictures), simulated materials (cardboard replica of a community washing machine), and natural materials (modified home model washing machine). Generalization assessments were conducted at two different community laundromats, on two machines represented fully by the school-based instructional materials and two machines not represented fully by these materials. After three phases of school-based instruction, the students were provided ten community training trials in one laundromat setting and a final assessment was conducted in both the trained and untrained community settings. A multiple probe design across students was used to evaluate the effectiveness of the three types of school instruction and community training. After systematic training, most of the students increased their laundry performance with all three sets of school-based materials; however, generalization of these acquired skills was limited in the two community settings. Direct training in one of the community settings resulted in more efficient acquisition of the laundry skills and enhanced generalization to the untrained laundromat setting for most of the students. Results of this study are discussed in regard to the issue of school versus community-based instruction and recommendations are made for future research in this area.
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Defining the Minimal Factors Required for Erythropoiesis through Direct Lineage Conversion
Directory of Open Access Journals (Sweden)
Sandra Capellera-Garcia
2016-06-01
Full Text Available Erythroid cell commitment and differentiation proceed through activation of a lineage-restricted transcriptional network orchestrated by a group of well characterized genes. However, the minimal set of factors necessary for instructing red blood cell (RBC development remains undefined. We employed a screen for transcription factors allowing direct lineage reprograming from fibroblasts to induced erythroid progenitors/precursors (iEPs. We show that Gata1, Tal1, Lmo2, and c-Myc (GTLM can rapidly convert murine and human fibroblasts directly to iEPs. The transcriptional signature of murine iEPs resembled mainly that of primitive erythroid progenitors in the yolk sac, whereas addition of Klf1 or Myb to the GTLM cocktail resulted in iEPs with a more adult-type globin expression pattern. Our results demonstrate that direct lineage conversion is a suitable platform for defining and studying the core factors inducing the different waves of erythroid development.
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Instruction, Repetition, Discovery: Restoring the Historical Educational Role of Practice
Trninic, Dragan
2018-01-01
This conceptual paper considers what it would mean to take seriously Freudenthal's suggestion that mathematics should be taught like swimming. The general claim being made is that "direct instruction" and "discovery" are not opposite but complementary, linked by repetitive yet explorative practice. This claim is elaborated…
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Response inhibition signals and miscoding of direction in dorsomedial striatum
Directory of Open Access Journals (Sweden)
Daniel W Bryden
2012-09-01
Full Text Available The ability to inhibit action is critical for everyday behavior and is affected by a variety of disorders. Behavioral control and response inhibition is thought to depend on a neural circuit that includes the dorsal striatum, yet the neural signals that lead to response inhibition and its failure are unclear. To address this issue, we recorded from neurons in rat dorsomedial striatum (mDS in a novel task in which rats responded to a spatial cue that signaled that reward would be delivered either to the left or to the right. On 80% of trials rats were instructed to respond in the direction cued by the light (GO. On 20% of trials a second light illuminated instructing the rat to refrain from making the cued movement and move in the opposite direction (STOP. Many neurons in mDS encoded direction, firing more or less strongly for GO movements made ipsilateral or contralateral to the recording electrode. Neurons that fired more strongly for contralateral GO responses were more active when rats were faster, showed reduced activity on STOP trials, and miscoded direction on errors, suggesting that when these neurons were overly active, response inhibition failed. Neurons that decreased firing for contralateral movement were excited during trials in which the rat was required to stop the ipsilateral movement. For these neurons activity was reduced when errors were made and was negatively correlated with movement time suggesting that when these neurons were less active on STOP trials, response inhibition failed. Finally, the activity of a significant number of neurons represented a global inhibitory signal, firing more strongly during response inhibition regardless of response direction. Breakdown by cell type suggests that putative medium spiny neurons tended to fire more strongly under STOP trials, whereas putative interneurons exhibited both activity patterns.
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Naveh-Benjamin, Moshe; Guez, Jonathan; Hara, Yoko; Brubaker, Matthew S; Lowenschuss-Erlich, Iris
2014-01-01
Divided attention (DA) at encoding has been shown to significantly disrupt later memory for the studied information. However, what type of processing gets disrupted during DA remains unresolved. In this study, we assessed the degree to which strategic effortful processes are affected under DA by comparing the effects of DA at encoding under intentional and pure incidental learning instructions. In three experiments, participants studied list of words or word pairs under either full or divided attention. Results of three experiments, which used different methodologies, converged to show that the effects of DA at encoding reduce memory performance to the same degree under incidental and intentional learning. Secondary task performance indicated that encoding under intentional learning instructions was more effortful than under incidental learning instructions. In addition, the results indicated enhanced attention to the initial appearance of the words under both types of learning instructions. Results are interpreted to imply that other processes, rather than only strategic effortful ones, might be affected by DA at encoding.
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Situation and person attributions under spontaneous and intentional instructions: an fMRI study.
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.
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DEFF Research Database (Denmark)
Chaturvedi, N.; Porta, M.; Klein, R.
2008-01-01
of retinopathy in type 1 diabetes. METHODS: Two randomised, double-blind, parallel-design, placebo-controlled trials were done in 309 centres worldwide. Participants with normotensive, normoalbuminuric type 1 diabetes without retinopathy were recruited to the DIRECT-Prevent 1 trial and those with existing...... retinopathy were recruited to DIRECT-Protect 1, and were assigned to candesartan 16 mg once a day or matching placebo. After 1 month, the dose was doubled to 32 mg. Investigators and participants were unaware of the treatment allocation status. The primary endpoints were incidence and progression......BACKGROUND: Results of previous studies suggest that renin-angiotensin system blockers might reduce the burden of diabetic retinopathy. We therefore designed the DIabetic REtinopathy Candesartan Trials (DIRECT) Programme to assess whether candesartan could reduce the incidence and progression...
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Directory of Open Access Journals (Sweden)
Neni Mersita
2016-02-01
Full Text Available Tujuan dari penelitian ini yaitu untuk mengetahui penerapan model pembelajaran langsung mampu meningkatkan aktivitas belajar dan hasil belajar pada mata pelajaran kearsipan siswa kelas XI AP SMK YPE Nusantara Slawi. Subyek penelitian ini adalah siswa kelas XI AP 2 yang berjumlah 40 siswa. Prosedur penelitian tindakan ini terdiri dari tiga siklus. Alat pengumpulan data yang digunakan dalam penelitian ini adalah soal tes evaluasi dan lembar pengamatan siswa. Hasil penelitian menunjukkan bahwa ketuntasan hasil belajar secara klasikal pada siklus I sebesar 62,5%, dengan nilai rata-rata sebesar 73. Nilai tertinggi siklus I adalah 85 dan nilai terenah 60. Pada siklus II ketuntasan hasil belajar secara klasikal sebesar 75%, dengan rata-rata 79,13. Nilai tertinggi siklus II adalah 90 dan nilai terendah 70. Pada siklus III ketuntasan belajar secara klasikal sebesar 87,5%, dengan rata-rata 85. Nilai tertinggi siklus II adalah 100 dan nilai terendah 70. Rata-rata aktivitas belajar siklus I sebesar 67,36%, meningkat pada siklus II menjadi 76,36%, dan meningkat lagi pada siklus III sebesar 84%. Berdasarkan hasil penelitian di atas dapat disimpulkan bahwa model pembelajraan langsung (Direct Instruction dapat meningkatkan aktivitas dan hasil belajar siswa. Saran dalam penelitian ini adalah guru perlu memberikan motivasi kepada siswa karena dapat meningkatkan antusiasme siswa dalam kegiatan belajarnya.. this purpose of this research is to find out application model of direct instruction can increase activity and student’s learning outcomes in archieve lesson that student of class XI AP 2 SMK YPE Nusantara Slawi. Subject of this research was the 40 students of XI AP 2. Procedure of this research consisted of three cycles. Data collecting instrument used in this research was the evaluation test items and student observation sheets. Research result showed that learning result completeness classically in cycle I, was about 62,5 %, with mean score about 73. The
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Directory of Open Access Journals (Sweden)
Huma Imran Khan
2015-06-01
Full Text Available The prime purpose of this study was to explore a correlation between bilingual instruction in an ESL class and the class performance of the ESL learners at the secondary level. Quantitative research method was used to evaluate the test performance of 60 ESL learners divided into two groups: One was the controlled group (which was given instructions in L2 only and the other was the treatment group (which was given instructions in both L1 and L2 in Public School settings. Apart from the students, 15 language teachers’ feedback upon their perceptions of L1 usage in L2 classrooms was taken by using the Likert scale feedback forms. The results confirmed that the instructions given bilingually are directly associated to improved learner outcomes and teachers’ responses for the usage of L1 in classrooms showed a strong positive response.
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Directory of Open Access Journals (Sweden)
Wenceslau Gonçalves Neto
2012-02-01
Full Text Available For the consolidation of their power in the 19th century, the national states developed new mechanisms to impart their ideology, among which the national systems of teaching. Because of the fi nancial diffi culties, the states allowed the private sphere in, what turned out to be a way to change instruction into a national cause. In Portugal, the State did not have the economic resources neither the political will. The private sphere was invited to take part in that effort to offer popular instruction. Various types of participation occurred in that period, reaching evidence the engagement of an entrepreneur of a neighborhood in the country area of Portugal. He tried all that he could to build and to offer a school to the community. Even though there was a great scarcity of instruction in the country and the political discourse supported the enterprise, the task would not be easy at all. He had to face the local political power, in the sequence the same problem in the higher spheres of political power. Even the civil governor of Aveiro and the direction of the Secretary of Public Instruction of the government. Taking up fi les and documents of the “Torre do Tombo”, in Lisbon, this work tries to show the complexity of the process of the diffusion of education and the confl icts of power that followed, specially those issues which seemed to be consensual.
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40 CFR 94.211 - Emission-related maintenance instructions for purchasers.
2010-07-01
... agreement) which is identified by brand, trade, or corporate name. Such instructions also will not directly... whose function is not integral to the design and performance of the engine). (f) Scheduled maintenance... significantly degrade emission control and whose function is not integral to the design and performance of the...
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INSTRUCTIONAL SYSTEMS DESIGN (ISD: Theory and Practice in Second Life
Directory of Open Access Journals (Sweden)
Nil GOKSEL CANBEK
2011-08-01
Full Text Available The considerable changes in distance learning related technologies and Web 2.0 tools direct new immersive platforms to serve on the concept of avatar-driven interactions. In this sense, the immersive learning platforms, like Second Life (SL, embrace innovative forms of network based settings for effective community interactions. SL, as an interactive learning milieu, conducts 3D interactions and active education within the context of Instructional Systems Design (ISD which makes learning experiences efficient for both the tutor and learners on the platform designed on social networking. The platform gives an appropriate service to its users to be part of an instructional application of virtual worlds in where learners become connected though online activities. Within the learning theories existing nowadays, instructional designers, who are working in 3D environment like SL, are using mainly cognitive theory and constructivist strategy of learning. According to cognitive learning theory, people learn in different ways that are individually contextual and new trends in Instructional Design (ID had to address these differences. There are number of already approbated instructional models, which are used widely in the process of creation learning courses for 3D environments. The most frequently used model is ADDIE (Assess–Design–Develop–Implement– Evaluate, and the model PIE (Plan-Integrate–Evaluate, that is relatively new and become increasingly popular as it allows easy integration of technology in the classroom-oriented (virtual or real teaching. Based on the above mentioned concerns, this paper will examine the instructional design models used to create immersive courses within SL. Further, the paper will collect ideas on the instructional tools and technologies used for designing SL courses as these new technologies used in this environment draws heavily on andragogy. The paper will also clarify the obstacles on virtual learning
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Dawson, Phillip; van der Meer, Jacques; Skalicky, Jane; Cowley, Kym
2014-01-01
Supplemental instruction (SI)--variously known as peer-assisted learning, peer-assisted study sessions, and other names--is a type of academic support intervention popular in higher education. In SI sessions, a senior student facilitates peer learning between undergraduates studying a high-risk course. This article presents a systematic review of…
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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.
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Motivation in computer-assisted instruction.
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
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Ruge, Hannes; Wolfensteller, Uta
2013-03-01
How does the human brain translate symbolic instructions into overt behavior? Previous studies suggested that this process relies on a rapid control transition from the lateral prefrontal cortex (LPFC) to the anterior striatum (aSTR) and premotor cortex (PMC). The present fMRI study investigated whether the transfer from symbolic to pragmatic stimulus-response (S-R) rules relies on changes in the functional coupling among these and other areas and to which extent action goal representations might get integrated within this symbolic-pragmatic transfer. Goal integration processes were examined by manipulating the contingency between actions and differential outcomes (i.e. action goals). We observed a rapid strengthening of the functional coupling between the LPFC and the basal ganglia (aSTR and putamen) and orbitofrontal cortex (OFC) as well as between the LPFC and the anterior dorsal PMC (pre-PMd), the anterior inferior parietal lobule (aIPL), and the posterior superior parietal lobule (pSPL). Importantly, only some of these functional integration processes were sensitive to the outcome contingency manipulation, including LPFC couplings with aSTR, OFC, aIPL, and pre-PMd. This suggests that the symbolic-pragmatic rule transfer is governed by principles of both, instrumental learning (increasingly tighter coupling between LPFC and aSTR/OFC) and ideomotor learning (increasingly tighter coupling between LPFC and aIPL/pre-PMd). By contrast, increased functional coupling between LPFC and putamen was insensitive to outcome contingency possibly indicating an early stage of habit formation under instructed learning conditions. Copyright © 2012 Elsevier Inc. All rights reserved.
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30 CFR 48.25 - Training of new miners; minimum courses of instruction; hours of instruction.
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...
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Impact of supplemental instruction leader on the success of supplemental instruction model
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.
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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
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Hao, Shuang
2016-01-01
Scaffolding is a type of instructional support that helps students to complete a learning task that exceeds their current ability. Scaffolding plays an important role in augmenting other instructional approaches, such as problem-based learning, and facilitates gradual shifts of responsibility from the more advanced others to the learner (Belland,…
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Student Use of Library Research Guides Following Library Instruction
Directory of Open Access Journals (Sweden)
Mardi Mahaffy
2013-02-01
Full Text Available Librarians often provide students who attend one-shot library instruction sessions with research guides they can refer to once class is over. These guides, whether in paper or electronic form, serve to remind the students of key points and resources addressed during the session. It is unclear, though, if and how students refer to these guides once leaving the classroom. This article reports on the results of two focus groups made up of students who attended a basic library instruction session as part of a survey art course. The students shared how they used a paper and electronic research guide, delivered via LibGuides, and what they would like research guides to contain. The article also suggests directions for further research on the topic.
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The Tablet Inscribed: Inclusive Writing Instruction with the iPad
Sullivan, Rebecca M.
2013-01-01
Despite the author's initial skepticism, a classroom set of iPads has reinforced a student-directed approach to writing instruction, while also supporting an inclusive classroom. Using the iPads, students guide their writing process with access to the learning management system, electronic information resources, and an online text editor. Students…
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Tutorial Instruction in Science Education
Directory of Open Access Journals (Sweden)
Rhea Miles
2015-06-01
Full Text Available The purpose of the study is to examine the tutorial practices of in-service teachers to address the underachievement in the science education of K-12 students. Method: In-service teachers in Virginia and North Carolina were given a survey questionnaire to examine how they tutored students who were in need of additional instruction. Results: When these teachers were asked, “How do you describe a typical one-on-one science tutorial session?” the majority of their responses were categorized as teacher-directed. Many of the teachers would provide a science tutorial session for a student after school for 16-30 minutes, one to three times a week. Respondents also indicated they would rely on technology, peer tutoring, scientific inquiry, or themselves for one-on-one science instruction. Over half of the in-service teachers that responded to the questionnaire stated that they would never rely on outside assistance, such as a family member or an after school program to provide tutorial services in science. Additionally, very few reported that they incorporated the ethnicity, culture, or the native language of ELL students into their science tutoring sessions.
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Güyer, Tolga; Aydogdu, Seyhmus
2016-01-01
This study suggests a classification model and an e-learning system based on this model for all instructional theories, approaches, models, strategies, methods, and technics being used in the process of instructional design that constitutes a direct or indirect resource for educational technology based on the theory of intuitionistic fuzzy sets…
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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.
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Understanding the variable effect of instructional innovations on student learning
Iverson, Heidi L.
2012-02-01
As a result of dissatisfaction with the traditional lecture-based model of education a large number of reform-oriented instructional innovations have been developed, enacted, and studied in undergraduate physics courses. While previous work has shown that the impact of instructional innovations on student learning has been overwhelmingly positive, it has also been highly variable. The purpose of this analysis is to investigate this variability. For this analysis, 79 published studies on undergraduate physics instructional innovations were analyzed with respect to the types of innovations used and the methodological characteristics of the studies themselves. The findings of this analysis have indicated that nearly half of the variability in effect size can be accounted for by study design characteristics rather than by the characteristics of the innovations used. However, a subsequent analysis illustrated that one specific innovation, Workshop/Studio Physics, appears to be particularly effective within the observed sample of studies.
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Ensuring the adequacy of cost share provisions in superfund state contracts. Directive
International Nuclear Information System (INIS)
1993-01-01
The memorandum requests regional offices to re-examine existing Superfund State Contracts (SSCs) for Fund-financed remedial actions to verify that they adequately reflect incurred and projected remedial action costs
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The Instructional Network: Using Facebook to Enhance Undergraduate Mathematics Instruction
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…
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A review of recommendations for sequencing receptive and expressive language instruction.
Petursdottir, Anna Ingeborg; Carr, James E
2011-01-01
We review recommendations for sequencing instruction in receptive and expressive language objectives in early and intensive behavioral intervention (EIBI) programs. Several books recommend completing receptive protocols before introducing corresponding expressive protocols. However, this recommendation has little empirical support, and some evidence exists that the reverse sequence may be more efficient. Alternative recommendations include teaching receptive and expressive skills simultaneously (M. L. Sundberg & Partington, 1998) and building learning histories that lead to acquisition of receptive and expressive skills without direct instruction (Greer & Ross, 2008). Empirical support for these recommendations also is limited. Future research should assess the relative efficiency of receptive-before-expressive, expressive-before-receptive, and simultaneous training with children who have diagnoses of autism spectrum disorders. In addition, further evaluation is needed of the potential benefits of multiple-exemplar training and other variables that may influence the efficiency of receptive and expressive instruction.
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Instructed Pragmatics at a Glance: Where Instructional Studies Were, Are, and Should Be Going
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…
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Instruction, Feedback and Biometrics: The User Interface for Fingerprint Authentication Systems
Riley, Chris; Johnson, Graham; McCracken, Heather; Al-Saffar, Ahmed
Biometric authentication is the process of establishing an individual’s identity through measurable characteristics of their behaviour, anatomy or physiology. Biometric technologies, such as fingerprint systems, are increasingly being used in a diverse range of contexts from immigration control, to banking and personal computing. As is often the case with emerging technologies, the usability aspects of system design have received less attention than technical aspects. Fingerprint systems pose a number of challenges for users and past research has identified issues with correct finger placement, system feedback and instruction. This paper describes the development of an interface for fingerprint systems using an iterative, participative design approach. During this process, several different methods for the presentation of instruction and feedback were identified. The different types of instruction and feedback were tested in a study involving 82 participants. The results showed that feedback had a statistically significant effect on overall system performance, but instruction did not. The design recommendations emerging from this study, and the use of participatory design in this context, are discussed.
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2017-10-19
reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of...contracted fundamental research deemed exempt from public affairs security and policy review in accordance with SAF/AQR memorandum dated 10 Dec 08 and AFRL...subjected to cryogenic operating conditions was assessed by proposing a hierarchical physics -of-failure-based reliability assessment model. 15. SUBJECT
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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.
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Gordon, Stephen P.; Oliver, John
2015-01-01
The purpose of this study was to determine the value that graduate students place on different types of instructional methods used by professors in educational leadership preparation programs, and to determine if master's and doctoral students place different values on different instructional methods. The participants included 87 graduate…
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Programmed Instruction Revisited.
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.…
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Ricciardelli, Paola; Carcagno, Samuele; Vallar, Giuseppe; Bricolo, Emanuela
2013-01-01
Distracting gaze has been shown to elicit automatic gaze following. However, it is still debated whether the effects of perceived gaze are a simple automatic spatial orienting response or are instead sensitive to the context (i.e. goals and task demands). In three experiments, we investigated the conditions under which gaze following occurs. Participants were instructed to saccade towards one of two lateral targets. A face distracter, always present in the background, could gaze towards: (a) a task-relevant target--("matching" goal-directed gaze shift)--congruent or incongruent with the instructed direction, (b) a task-irrelevant target, orthogonal to the one instructed ("non-matching" goal-directed gaze shift), or (c) an empty spatial location (no-goal-directed gaze shift). Eye movement recordings showed faster saccadic latencies in correct trials in congruent conditions especially when the distracting gaze shift occurred before the instruction to make a saccade. Interestingly, while participants made a higher proportion of gaze-following errors (i.e. errors in the direction of the distracting gaze) in the incongruent conditions when the distracter's gaze shift preceded the instruction onset indicating an automatic gaze following, they never followed the distracting gaze when it was directed towards an empty location or a stimulus that was never the target. Taken together, these findings suggest that gaze following is likely to be a product of both automatic and goal-driven orienting mechanisms.
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Department of Defense Agency Financial Report for FY 2011
2011-11-01
able to distribute resources across hospitals and clinics within a market to meet the needs of the entire population of eligible beneficiaries. In...WRAMC), Washington, DC. This entailed construction of a new community hospital and a dental clinic at Fort Belvoir and an expansion of the National...Department of Defense DSB Defense Science Board DSS Defense Security Service DTM Directive-type Memorandum DTS Defense Travel System EBF Education
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Baker, Linda Marie
2011-01-01
Recent studies have indicated the necessity for changes in literacy assessment and instruction. Well respected authorities have agreed that direct, explicit, and systematic instruction in the five basic components of reading (i.e., phonemic awareness, phonics, vocabulary, fluency, and comprehension) is essential to ensure that all students have an…
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Situation and person attributions under spontaneous and intentional instructions: an fMRI study
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
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International Nuclear Information System (INIS)
1978-07-01
In 1972, Dr. S. H. Hanauer (Technical Advisor to the NRC's Executive Director for Operations) wrote a memorandum that raised several questions on the viability of pressure suppression containment concepts. The concerns raised by Dr. Hanauer have recently become the subject of considerable discussion by several members of the U.S. Congress and public. The report provides a response to these expressed concerns and a status summary for various technical matters that relate to the safety of pressure suppression type containments for light water cooled reactor plants
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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
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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.
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International Nuclear Information System (INIS)
1992-01-01
The memorandum provides information regarding the availability of tools, data bases, and assistance for developing independent government estimates of the cost of work to be performed by contractors for remedial work assignments
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Young, Jerry Wayne
The purpose of this study was to determine the effects of four instructional methods (direct instruction, computer-aided instruction, video observation, and microcomputer-based lab activities), gender, and time of testing (pretest, immediate posttest for determining the immediate effect of instruction, and a delayed posttest two weeks later to determine the retained effect of the instruction) on the achievement of sixth graders who were learning to interpret graphs of displacement and velocity. The dependent variable of achievement was reflected in the scores earned by students on a testing instrument of established validity and reliability. The 107 students participating in the study were divided by gender and were then randomly assigned to the four treatment groups, each taught by a different teacher. Each group had approximately equal numbers of males and females. The students were pretested and then involved in two class periods of the instructional method which was unique to their group. Immediately following treatment they were posttested and two weeks later they were posttested again. The data in the form of test scores were analyzed with a two-way split-plot analysis of variance to determine if there was significant interaction among technique, gender, and time of testing. When significant interaction was indicated, the Tukey HSD test was used to determine specific mean differences. The results of the analysis indicated no gender effect. Only students in the direct instruction group and the microcomputer-based laboratory group had significantly higher posttest-1 scores than pretest scores. They also had significantly higher posttest-2 scores than pretest scores. This suggests that the learning was retained. The other groups experienced no significant differences among pretest, posttest-1, and posttest-2 scores. Recommendations are that direct instruction and microcomputer-based laboratory activities should be considered as effective stand-alone methods for
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Motivational elements in user instructions
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
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Intelligent Instructional Systems in Military Training.
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…
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Effect of Focused Vocabulary Instruction on 7th Graders' Reading Comprehension
Horn, Mary; Feng, Jianhua
2012-01-01
This study reports an investigation on the effects of directed vocabulary and whole class instruction on improving students' vocabulary acquisition and reading comprehension. Fifty-eight seventh grade students participated in the study, and a pre-test/post-test experimental design was employed. The results did not indicate any statistically…
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Making Design Decisions Visible: Applying the Case-Based Method in Designing Online Instruction
Directory of Open Access Journals (Sweden)
Heng Luo,
2011-01-01
Full Text Available The instructional intervention in this design case is a self-directed online tutorial that applies the case-based method to teach educators how to design and conduct entrepreneurship programs for elementary school students. In this article, the authors describe the major decisions made in each phase of the design and development process, explicate the rationales behind them, and demonstrate their effect on the production of the tutorial. Based on such analysis, the guidelines for designing case-based online instruction are summarized for the design case.
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Intelligent Frameworks for Instructional Design.
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…
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Wingenfeld, Katja; Terfehr, Kirsten; Meyer, Björn; Löwe, Bernd; Spitzer, Carsten
2013-01-01
Memory bias to emotion- and illness-related information plays a prominent role in many mental disorders, particularly major depressive disorder, anxiety disorders and somatoform disorder. The current study aimed to investigate memory bias in different mental disorders by using neutral, emotionally valenced and illness-related word stimuli in a directed forgetting task. Seventy-eight inpatients from a university-based psychosomatic hospital participated in the study. The item method of the directed forgetting task was used, in which participants are instructed to either forget or remember each item immediately after it has been presented. Memory performance was tested with a free recall test. Overall, 36 words were presented - 6 from each of 6 categories: neutral, negative, positive, illness related ('somatoform'), depression related, and anxiety related. Three words of each category were to be remembered and 3 were to be forgotten. Independently of the patients' diagnoses, we found that most patients had relative difficulties remembering anxiety- and depression-related words, compared to neutral words, when they were instructed to remember them. By contrast, in the 'instructed forgetting' condition, patients showed deficits in the ability to forget illness-related stimuli relative to neutral material. These effects were unspecific with regard to diagnosis. The results in the 'instructed remembering' condition might be interpreted in the context of cognitive avoidance instead of a memory bias. In the 'instructed forgetting' condition, it appeared that illness-related words were more difficult to suppress compared to the other word types, which could explain the observed memory bias. Copyright © 2012 S. Karger AG, Basel.
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Ho, Cheng-Mao; Ho, Mao-Wang; Li, Chi-Yuan; Lu, Jang-Jih
2015-08-01
Methicillin-resistant Staphylococcus aureus (MRSA) typing is an important epidemiologic tool for monitoring trends and preventing outbreaks. However, the efficiency of various MRSA typing methods for each SCCmec MRSA isolate is rarely evaluated. A total of 157 MRSA isolates from four different regions in Taiwan were typed with five different molecular methods, including SCCmec typing, multilocus sequence typing (MLST), spa typing, mec-associated direct repeat unit (dru) copy number determination, and staphylococcal interspersed repeat unit (SIRU) profiling. There were four SCCmec types, eight MLST types, 15 spa types, 11 dru types, and 31 SIRU profiles. The most common type determined by each molecular typing method was SCCmec III (115 isolates, 73.2%), ST239 (99 isolates, 63.1%), t037 (107 isolates, 68.2%), 14 dru copies (76 isolates, 48.4%), and SIRU profile 3013722 (102 isolates, 65%), respectively. When using the combination of MLST, spa typing, and dru copy number, ST5-t002-4 (n = 8), ST239-t037-14 (n = 68), ST59-t437-9 (n = 9), and ST59-t437-11 (n = 6) were found to be the most common types of SCCmec types II (n = 9), III (n = 115), IV (n = 21), and VT (n = 11) isolates, respectively. SCCmec type III isolates were further classified into 11 dru types. Of the 21 SCCmec type IV isolates, 14 SIRU profiles were found. Seven SIRU patterns were observed in the 11 SCCmec type VT isolates. Different typing methods showed a similar Hunter-Gaston discrimination index among the 157 MRSA isolates. However, dru and SIRU typing methods had a better discriminatory power for SCCmec type III and SCCmec types IV and VT isolates, respectively, suggesting that dru and SIRU can be used to further type these isolates. Copyright © 2013. Published by Elsevier B.V.
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Guenzel, Pamela J.; And Others
1995-01-01
The fourth article in a four-part series on instructional design discusses evaluation of a psychomotor skills unit taught in preclinical dental education. Issues examined include piloting of instructional materials, analysis and revision of materials based on student performance, syllabus design and content, influence of faculty characteristics,…
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Thomas, Earl E.; Bell, David L.; Spelman, Maureen; Briody, Jennifer
2015-01-01
Instructional coaching that supports teachers' with revising teaching practices is not understood. This study sought to understand the impact of the instructional coaching experience by recording coaching conversations/interactions with teachers. The purpose was to determine if the type of coaching conversations changed overtime during three…
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The Impact of Student-Directed Projects in Introductory Statistics
Spence, Dianna J.; Bailey, Brad; Sharp, Julia L.
2017-01-01
A multi-year study investigated the impact of incorporating student-directed discovery projects into introductory statistics courses. Pilot instructors at institutions across the United States taught statistics implementing student-directed projects with the help of a common set of instructional materials designed to facilitate such projects.…
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Directory of Open Access Journals (Sweden)
Kurt Blythe
2008-03-01
Full Text Available Objective – To discover which journals publish a preponderance of the literature on instruction in academic libraries, and to further learn what topics are discussed in the literature and what methods of inquiry are used to explore those topics.Design – Comparative analysis.Setting – The ERIC database.Subjects – Journal articles published between 1971 and 2002, found in the ERIC database via the descriptor ‘library instruction.’Methods – Journal articles published between 1971 and 2002 were searched in the ERIC database using the term ‘library instruction,’ because the term has been used by ERIC since the inception of the database. Article characteristics such as year of publication, journal in which a given article was published, and types of articles were identified. After normalizing the identification of article types by comparing individual codifications of a random sample of articles from the results list, the researchers coded all of the articles according to the articles’ main topics. These article topics were then condensed into broader topics (e.g. articles coded initially as addressing the topics of instruction to “graduate students” or “high school students” were condensed under the heading “instruction of specific populations”. Those articles deemed to have a research component were further analyzed in terms of research methodology, scope, and use of statistics. The questions guiding the authorsʹ study consisted of:• In which journals are articles on instruction in academic libraries published?• What are the topics of the articles that have been published?• How has the literature of instruction in academic libraries changed over the years?• What is the nature of research [authorsʹ emphasis] articles on instruction in academic libraries?• For research articles, what are the research methods used and what types of statistics are utilized? (77‐78.Main results – The search found 791
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Dang, Trang Thi Doan; Nguyen, Huong Thu
2013-01-01
Two approaches to grammar instruction are often discussed in the ESL literature: direct explicit grammar instruction (DEGI) (deduction) and indirect explicit grammar instruction (IEGI) (induction). This study aims to explore the effects of indirect explicit grammar instruction on EFL learners' mastery of English tenses. Ninety-four…
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A Performance-Based Instructional Theory
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…
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The Mere Exposure Instruction Effect.
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.
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An Interactive Multimedia Based Instruction in Experimental Modelling
DEFF Research Database (Denmark)
Knudsen, Morten; Nielsen, J.N.; Østergaard, J.
1997-01-01
A CD-ROM based interactive multimedia instruction in experimental modelling for Danish Engineering School teachers is described. The content is based on a new sensitivity approach for direct estimation of physical parameters in linear and nonlinear dynamic systems. The presentation is inspired of...... of Solomans=s inventory of learning styles. To enhance active learning and motivation by real life problems, the simulation tool Matlab is integrated in the authoring program Medi8or....
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Sandholtz, Judith Haymore; Ringstaff, Cathy
2014-10-01
This longitudinal study examined the extent to which teachers' participation in a 3-year professional development program enhanced their self-efficacy and prompted changes in science instruction in the early elementary grades. The study used a mixed-methods design, and included 39 teachers who taught in kindergarten, first grade, or second grade classrooms in rural school districts. Data sources, administered pre-program and at the end of each year, included a self-efficacy assessment and teacher survey. Interviews and classroom observations provided corroborating data about teachers' beliefs and science instruction. Results showed significant increases in teachers' overall self-efficacy in teaching science, personal efficacy, and outcome expectancy efficacy during the 3 years. Gains in self-efficacy were correlated with changes in reported instructional practices, particularly student participation activities. However, changes in self-efficacy tended not to be correlated with changes in instructional time. Contextual factors beyond teachers' direct control, such as curricular and testing requirements in mathematics and language arts influenced time allotted to science instruction.
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Instructional Leadership Practices in Singapore
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…
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Zachariae, R; Bjerring, P; Arendt-Nielsen, L
1989-11-01
Cutaneous reactivity against histamine skin prick test (Type I) and purified tuberculin protein derivative (Mantoux reaction, Type IV) was studied in eight volunteers under hypnosis. Types I and IV immunoreactivity were modulated by direct suggestion (Type I) and guided imagery (Type IV). The volunteers were highly susceptible subjects, selected by means of the Harvard Group Scale of Hypnotic Susceptibility, Form A. When the volunteers underwent hypnotic suggestion to decrease the cutaneous reaction to histamine prick test, a significant (P less than 0.02) reduction of the flare reaction (area of erythema) was observed compared with control histamine skin prick tests. The wheal reaction did not respond to hypnotic suggestion. Neither wheal nor flare reaction could be increased in size by hypnotic suggestion compared with control histamine skin prick tests. A hypnotic suggestion of increasing the Type IV reaction on one arm and decreasing the reaction on the other revealed a significant difference in both erythema size (P less than 0.02) and palpable induration (P less than 0.01). In two cases the reactions were monitored by laser doppler blood flowmetry and skin thickness measurement by ultrasound. The difference between the suggested increased and decreased reaction was 19% for the laser doppler bloodflow (in favor of the augmented side), and 44% for the dermal infiltrate thickness. This study objectively supports the numerous uncontrolled case reports of modulation of immunoreactivity in allergic diseases involving both Type I and Type IV skin reactions following hypnotic suggestions.
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THE MISNOMERS OF SPIRITUAL 'DIRECTING' AND 'COACHING'
African Journals Online (AJOL)
organisational context through said ways of interaction. As such, the focus .... While coaching can and certainly is practised from an instructional or directive ..... pressures or motivators such as self‑esteem and quality of life (Knowles et al.
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Instructional Technologies in the Workforce: Case Studies from the Nuclear Industry.
Widen, William C.; Roth, Gene L.
1992-01-01
Describes six types of instructional technology used in the nuclear industry: Study Pacs, computerized test banks, computer-based training, interactive videodisc, artificial intelligence, and full-scope simulation. Each description presents the need, training device, outcomes, and limitations or constraints on use. (SK)
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Instruction-level performance modeling and characterization of multimedia applications
Energy Technology Data Exchange (ETDEWEB)
Luo, Y. [Los Alamos National Lab., NM (United States). Scientific Computing Group; Cameron, K.W. [Louisiana State Univ., Baton Rouge, LA (United States). Dept. of Computer Science
1999-06-01
One of the challenges for characterizing and modeling realistic multimedia applications is the lack of access to source codes. On-chip performance counters effectively resolve this problem by monitoring run-time behaviors at the instruction-level. This paper presents a novel technique of characterizing and modeling workloads at the instruction level for realistic multimedia applications using hardware performance counters. A variety of instruction counts are collected from some multimedia applications, such as RealPlayer, GSM Vocoder, MPEG encoder/decoder, and speech synthesizer. These instruction counts can be used to form a set of abstract characteristic parameters directly related to a processor`s architectural features. Based on microprocessor architectural constraints and these calculated abstract parameters, the architectural performance bottleneck for a specific application can be estimated. Meanwhile, the bottleneck estimation can provide suggestions about viable architectural/functional improvement for certain workloads. The biggest advantage of this new characterization technique is a better understanding of processor utilization efficiency and architectural bottleneck for each application. This technique also provides predictive insight of future architectural enhancements and their affect on current codes. In this paper the authors also attempt to model architectural effect on processor utilization without memory influence. They derive formulas for calculating CPI{sub 0}, CPI without memory effect, and they quantify utilization of architectural parameters. These equations are architecturally diagnostic and predictive in nature. Results provide promise in code characterization, and empirical/analytical modeling.
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2012-02-07
... Airworthiness Directives; EADS CASA (Type Certificate Previously Held by Construcciones Aeronauticas, S.A... proposed to correct an unsafe condition for the specified products. The MCAI states: EADS-CASA received... address this condition, EADS-CASA has developed an engine condition control cable P/N 35-56382-0005 with...
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Bacteria-instructed synthesis of polymers for self-selective microbial binding and labelling
Magennis, E. Peter; Fernandez-Trillo, Francisco; Sui, Cheng; Spain, Sebastian G.; Bradshaw, David; Churchley, David; Mantovani, Giuseppe; Winzer, Klaus; Alexander, Cameron
2014-01-01
The detection and inactivation of pathogenic strains of bacteria continues to be an important therapeutic goal. Hence, there is a need for materials that can bind selectively to specific microorganisms, for diagnostic or anti-infective applications, but which can be formed from simple and inexpensive building blocks. Here, we exploit bacterial redox systems to induce a copper-mediated radical polymerisation of synthetic monomers at cell surfaces, generating polymers in situ that bind strongly to the microorganisms which produced them. This ‘bacteria-instructed synthesis’ can be carried out with a variety of microbial strains, and we show that the polymers produced are self-selective binding agents for the ‘instructing’ cell types. We further expand on the bacterial redox chemistries to ‘click’ fluorescent reporters onto polymers directly at the surfaces of a range of clinical isolate strains, allowing rapid, facile and simultaneous binding and visualisation of pathogens. PMID:24813421
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Bacteria-instructed synthesis of polymers for self-selective microbial binding and labelling
Magennis, E. Peter; Fernandez-Trillo, Francisco; Sui, Cheng; Spain, Sebastian G.; Bradshaw, David J.; Churchley, David; Mantovani, Giuseppe; Winzer, Klaus; Alexander, Cameron
2014-07-01
The detection and inactivation of pathogenic strains of bacteria continues to be an important therapeutic goal. Hence, there is a need for materials that can bind selectively to specific microorganisms for diagnostic or anti-infective applications, but that can be formed from simple and inexpensive building blocks. Here, we exploit bacterial redox systems to induce a copper-mediated radical polymerization of synthetic monomers at cell surfaces, generating polymers in situ that bind strongly to the microorganisms that produced them. This ‘bacteria-instructed synthesis’ can be carried out with a variety of microbial strains, and we show that the polymers produced are self-selective binding agents for the ‘instructing’ cell types. We further expand on the bacterial redox chemistries to ‘click’ fluorescent reporters onto polymers directly at the surfaces of a range of clinical isolate strains, allowing rapid, facile and simultaneous binding and visualization of pathogens.
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Oestrogen directly inhibits the cardiovascular L-type Ca2+ channel Cav1.2
International Nuclear Information System (INIS)
Ullrich, Nina D.; Koschak, Alexandra; MacLeod, Kenneth T.
2007-01-01
Oestrogen can modify the contractile function of vascular smooth muscle and cardiomyocytes. The negative inotropic actions of oestrogen on the heart and coronary vasculature appear to be mediated by L-type Ca 2+ channel (Ca v 1.2) inhibition, but the underlying mechanisms remain elusive. We tested the hypothesis that oestrogen directly inhibits the cardiovascular L-type Ca 2+ current, I CaL . The effect of oestrogen on I CaL was measured in Ca v 1.2-transfected HEK-293 cells using the whole-cell patch-clamp technique. The current revealed typical activation and inactivation profiles of nifedipine- and cadmium-sensitive I CaL . Oestrogen (50 μM) rapidly reduced I CaL by 50% and shifted voltage-dependent activation and availability to more negative potentials. Furthermore, oestrogen blocked the Ca 2+ channel in a rate-dependent way, exhibiting higher efficiency of block at higher stimulation frequencies. Our data suggest that oestrogen inhibits I CaL through direct interaction of the steroid with the channel protein
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Directory of Open Access Journals (Sweden)
Line Iden Berge
2015-01-01
Full Text Available Type 2 diabetes and depression are regarded as comorbid conditions, and three possible directions of the association between the diseases can underlie this observation of comorbidity. First, common etiology can increase a person’s risk of both diseases; second, persons with type 2 diabetes have increased prevalence or risk of future development of depression; or third, persons with depression have increased prevalence or risk of development of type 2 diabetes. This review gives an overview over possible pathophysiological mechanisms for each of the directions of the association between type 2 diabetes and depression and further discusses epigenetics as an additional, direction independent approach. We argue that unspecific pathophysiological mechanisms involved in the stress response might, at least to some extent, explain each of the directions of the association between type 2 diabetes and depression, while changes in brain structure and function among persons with diabetes and possible increased risk of development of type 2 diabetes after use of antidepressant agents could represent more disease specific mechanisms underlying the comorbidity.
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Lee, Yuh-shiow; Lee, Huang-mou; Fawcett, Jonathan M.
2013-01-01
In an item-method-directed forgetting task, Chinese words were presented individually, each followed by an instruction to remember or forget. Colored probe items were presented following each memory instruction requiring a speeded color-naming response. Half of the probe items were novel and unrelated to the preceding study item, whereas the…
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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 ...
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The Measurement of Instructional Accomplishments.
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…
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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.
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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
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Tank waste remediation system process engineering instruction manual
International Nuclear Information System (INIS)
ADAMS, M.R.
1998-01-01
The purpose of the Tank Waste Remediation System (TWRS) Process Engineering Instruction Manual is to provide guidance and direction to TWRS Process Engineering staff regarding conduct of business. The objective is to establish a disciplined and consistent approach to business such that the work processes within TWRS Process Engineering are safe, high quality, disciplined, efficient, and consistent with Lockheed Martin Hanford Corporation Policies and Procedures. The sections within this manual are of two types: for compliance and for guidance. For compliance sections are intended to be followed per-the-letter until such time as they are formally changed per Section 2.0 of this manual. For guidance sections are intended to be used by the staff for guidance in the conduct of work where technical judgment and discernment are required. The guidance sections shall also be changed per Section 2.0 of this manual. The required header for each manual section is illustrated in Section 2.0, Manual Change Control procedure. It is intended that this manual be used as a training and indoctrination resource for employees of the TWRS Process Engineering organization. The manual shall be required reading for all TWRS Process Engineering staff, matrixed, and subcontracted employees
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Amoo-Achampong, Felice; Vitunac, David E; Deeley, Kathleen; Modesto, Adriana; Vieira, Alexandre R
2018-05-02
Oral hygiene instruction is an intervention widely practiced but increased knowledge about oral health does not necessarily dramatically impact oral disease prevalence in populations. We aimed to measure plaque and bleeding in periodontal patients over time to determine patterns of patient response to oral hygiene instructions. Longitudinal plaque and bleeding index data were evaluated in 227 periodontal patients to determine the impact of oral hygiene instructions. Over multiple visits, we determined relative plaque accumulation and gingival bleeding for each patient. Subsequently, we grouped them in three types of oral hygiene status in response to initial instructions, using the longitudinal data over the period they were treated and followed for their periodontal needs. These patterns of oral hygiene based on the plaque and gingival bleeding indexes were evaluated based on age, sex, ethnic background, interleukin 1 alpha and beta genotypes, diabetes status, smoking habits, and other concomitant diseases. Chi-square and Fisher's exact tests were used to determine if any differences between these variables were statistically significant with alpha set at 0.05. Three patterns in response to oral hygiene instructions emerged. Plaque and gingival bleeding indexes improved, worsened, or fluctuated over time in the periodontal patients studied. Out of all the confounders considered, only ethnic background showed statistically significant differences. White individuals more often than other ethnic groups fluctuated in regards to oral hygiene quality after instructions. There are different responses to professional oral hygiene instructions. These responses may be related to ethnicity.
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System and method for seamless task-directed autonomy for robots
Nielsen, Curtis; Bruemmer, David; Few, Douglas; Walton, Miles
2012-09-18
Systems, methods, and user interfaces are used for controlling a robot. An environment map and a robot designator are presented to a user. The user may place, move, and modify task designators on the environment map. The task designators indicate a position in the environment map and indicate a task for the robot to achieve. A control intermediary links task designators with robot instructions issued to the robot. The control intermediary analyzes a relative position between the task designators and the robot. The control intermediary uses the analysis to determine a task-oriented autonomy level for the robot and communicates target achievement information to the robot. The target achievement information may include instructions for directly guiding the robot if the task-oriented autonomy level indicates low robot initiative and may include instructions for directing the robot to determine a robot plan for achieving the task if the task-oriented autonomy level indicates high robot initiative.
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STS for minisatellite 33. 1 (D9S49): Direct typing by PCR
Energy Technology Data Exchange (ETDEWEB)
Armour, J.A.L.; Neumann, R.; Jeffreys, A.J. (Univ. of Leicester (United Kingdom))
1991-09-11
The minisatellite locus 33.1 was initially isolated from a human genomic library by hybridization screening with a tandem repeat probe. This locus has since been localized by somatic cell hybrid analysis and linkage mapping to the long arm of chromosome. PCR typing at this minisatellite locus has already been described in which PCR products were detected by hybridization. Here the authors describe the direct typing of this locus by PCR, a process which may also be used to generate a probe for use in Southern blot analysis of genomic DNA.
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Human Factors Considerations in the Design of Systems of Computer Managed Instruction
Bozeman, William C.
1978-01-01
The findings of this study indicate that a significant portion of the wide variance in the success of the implementation of the Wisconsin System for Instructional Management is attributable to the psychological type of the user. (Author/IRT)
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Internet-based instruction in college teaching
Flickinger, Kathleen Anne
Distance education and Internet instruction are increasingly being used in college science teaching. In an effort to reach more students, Iowa State University's Human Anatomy and Physiology course was offered via Internet as well as via traditional lecture format. To assess the educational ramifications of this offering, three studies were conducted. In the first study, a collective case study approach was utilized to describe the learning environment created by an Internet-based college science course. In this study, three students were followed as they worked their way through the course. Collective case study methodologies were used to provide a rich description of the learning environment experienced by these students. Motivation, computer savvy, and academic and personal self-confidence appeared to impact the satisfaction level of the students enrolled in the class. To evaluate the effectiveness of the learning environment offered through the Internet-based science course, a quantitative comparison study was undertaken. In this study a comparison of achievement scores and study habits between students enrolled in the Internet-based class and those enrolled in the traditional section was made. Results from this study indicated that content understanding and retention did not appear to be effected by the type of instruction. Desirable study habits were reportedly used more frequently in the Internet section of the class than in the traditional class. To complete the description of the Internet course experience, a qualitative examination of Internet instructors' time commitment and level of teaching satisfaction was conducted. Data for this study consisted of interviews and researcher observations. Instructor time-on-task was initially quite high, and remained above the average spent on average face-to-face instruction in subsequent semesters. Additionally the role of the faculty member changed dramatically, causing some lessening of job satisfaction. Taken as
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2011-02-24
... Airworthiness Directives; Viking Air Limited (Type Certificate No. A-815 Formerly Held by Bombardier Inc. and de...-approved maintenance/inspection program identified in this AD, contact Viking Air Ltd., 9574 Hampden Road... Sec. 39.13 by adding the following new airworthiness directive (AD): 2011-05-02 Viking Air Limited...
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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....
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Comprehension instruction research-based best practices
Parris, Sheri R; Morrow, Lesley Mandel
2015-01-01
All key issues of research and practice in comprehension instruction are addressed in this highly regarded professional resource and course text. Leading scholars examine the processes that enable students to make meaning from what they read--and how this knowledge can be applied to improve teaching at all grade levels. Best practices for meeting the needs of diverse elementary and secondary students are identified. Essential topics include strategies for comprehending different types of texts, the impact of the Common Core State Standards (CCSS), cutting-edge assessment approaches, and the gr
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Spignesi, B.
This instructional package, one in a series of individualized instructional units on automotive steering and suspension, consists of a student guide and an instructor guide dealing with automobile front-end types. Covered in the module are three common types of passenger car front suspension systems and their major components as well as two types…
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Computer Assisted Instructional Design for Computer-Based Instruction. Final Report. Working Papers.
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…
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Universal Design for Instruction: Extending the Universal Design Paradigm to College Instruction
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…
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Ucar, Sedat
The purpose of this mixed methods study was to describe and understand preservice teachers' conceptions of tides and to explore an instructional strategy that might promote the learning of scientific concepts. The participants were preservice teachers in three initial licensure programs. A total of 80 graduate students, in secondary, middle, and early childhood education programs completed a multiple choice assessment of their knowledge of tides-related concepts. Thirty of the 80 participants were interviewed before the instruction. Nineteen of the 30 students who were interviewed also participated in the instruction and were interviewed after the instruction. These 19 students also completed both the pre-test and 18 of them completed the post-test on tides and related content. Data regarding the participants' conceptual understandings of tides were collected before and after the instruction using both qualitative and quantitative data collection methods. A multiple choice pre-test was developed by the researcher. The same test was used before and after the instructional intervention. Structured interviews were conducted with participants before and after instruction. In addition to interviews, participants were asked to write a short journal after instruction. The constant comparative method was used to analyze the qualitative data. Preservice teachers' conceptual understandings of tides were categorized under six different types of conceptual understandings. Before the instruction, all preservice teachers held alternative or alternative fragments as their types of conceptual understandings of tides, and these preservice teachers who held alternative conceptions about tides were likely to indicate that there is one tidal bulge on Earth. They tried to explain this one tidal bulge using various alternative conceptions. After completing an inquiry-based and technology-enhanced instruction of tides, preservice teachers were more likely to hold a scientific conceptual
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Prather, E. E.; Rudolph, A. L.; Brissenden, G.; Schlingman, W. M.
2011-09-01
We present the results of a national study on the teaching and learning of astronomy taught in general education, non-science major, introductory astronomy courses (Astro 101). Nearly 4000 students enrolled in 69 sections of Astro 101 taught at 31 institutions completed (pre- and post- instruction) the Light and Spectroscopy Concept Inventory (LSCI) from Fall 2006 to Fall 2007. The classes varied in size from very small (N 4-year colleges and universities. To study how the instruction in different classrooms affected student learning, we developed and administered an Interactivity Assessment Instrument (IAI). This short survey, completed by instructors, allowed us to estimate the fraction of classroom time spent on learner- centered, active-engagement instruction such as Peer Instruction and collaborative tutorials. Pre-instruction LSCI scores were clustered around ˜25% (24 ± 2%), independent of class size and institution type; however, the gains measured varied from about (-)0.07-0.50. The distribution of gain scores indicates that differences were due to instruction in the classroom, not the type of class or institution. Interactivity Assessment Scores (IAS's) ranged from 0%-50%, showing that our IAI was able to distinguish between classes with higher and lower levels of interactivity. A comparison of class-averaged gain score to IAS showed that higher interactivity classes (IAS > 25%) were the only instructional environments capable of reaching the highest gains ( > 0.30). However, the range of gains seen for both groups of classes was quite wide, suggesting that the use of interactive learning strategies is not sufficient by itself to achieve high student gain.
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Goddard, Roger; Goddard, Yvonne; Kim, Eun Sook; Miller, Robert
2015-01-01
Principals' instructional leadership may support the degree to which teachers work together to improve instruction, and together leadership and teacher collaboration may contribute to school effectiveness by strengthening collective efficacy beliefs. We found a significant direct effect of leadership on teacher collaboration. Further, leadership…
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ARS-Media for excel instruction manual
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....
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Effects of Form-Focused Instruction on the Learning of Relative Clauses
Directory of Open Access Journals (Sweden)
Seyed Jalal Abdolmanafi (Rokni
2012-04-01
Full Text Available Problem Statement: Relativization is an important grammatical sub-system for second language learners. This study intended to explore the effects of different types of L2 instruction on the learning of English relative clauses by Persian learners.Purpose: The differential effects of the three types of treatment (i.e., Focus on FormS, Focus on Meaning, Focus on Form on the learning of English relativization was investigated.Methods: Intact university classes of English learners were divided into three groups receiving different forms of instruction. Accuracy of the target form was measured by two distinct tasks of sentence combining test and grammaticality judgment test.Findings and Results: The results of the two tests show improvement of all three groups, the focus on form treatment group outperformed the other two on both tests, however. This study also suggests that learners’ attention to detailed analysis of form facilitates the learning of relative clauses in this context.
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2010-11-05
... Airworthiness Directives; EADS CASA (Type Certificate Previously Held by Construcciones Aeronauticas, S.A...) that were, at that moment, defined in issue C of EADS-CASA document DT-0-C00-05001. That document has... implementation of the revised Fuel Airworthiness Limitations contained in issue D of EADS- CASA document DT-0-C00...
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Effects of instructions and cue subjectiveness on specificity of autobiographical memory recall
Directory of Open Access Journals (Sweden)
Jorge J. Ricarte-Trives
2014-10-01
Full Text Available The first aim of this study was to determine the power of instructions on the specificity of autobiographical memory as obtained with the Autobiographical Memory Test (AMT; Williams & Broadbent, 1986 and the efficacy of cue word criteria selection based on subjective parameters obtained with a standardized lexical program. Results showed a high power of specific instructions in its written version in contrast to non-directed memory recall to the same list of words three weeks later in a counterbalanced repeated measures within-subjects design. This effect was stronger when subjects previously were faced to the non-specific recovery task. Matched word lists using the "Buscapalabras" program (Davis & Perea, 2005 showed a very similar behaviour. These results point out that the same stimuli can be used repeatedly to obtain voluntary and involuntary retrieval with changes at instructional level. Additionally, standardized lexical programs can be employed to adapt cue-words of memory recall systems controlling for subjective differences related to language parameters (frequency, imageability and familiarity.
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Directed forgetting of complex pictures in an item method paradigm.
Hauswald, Anne; Kissler, Johanna
2008-11-01
An item-cued directed forgetting paradigm was used to investigate the ability to control episodic memory and selectively encode complex coloured pictures. A series of photographs was presented to 21 participants who were instructed to either remember or forget each picture after it was presented. Memory performance was later tested with a recognition task where all presented items had to be retrieved, regardless of the initial instructions. A directed forgetting effect--that is, better recognition of "to-be-remembered" than of "to-be-forgotten" pictures--was observed, although its size was smaller than previously reported for words or line drawings. The magnitude of the directed forgetting effect correlated negatively with participants' depression and dissociation scores. The results indicate that, at least in an item method, directed forgetting occurs for complex pictures as well as words and simple line drawings. Furthermore, people with higher levels of dissociative or depressive symptoms exhibit altered memory encoding patterns.
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Tyner, Bryan C; Fienup, Daniel M
2015-09-01
Graphing is socially significant for behavior analysts; however, graphing can be difficult to learn. Video modeling (VM) may be a useful instructional method but lacks evidence for effective teaching of computer skills. A between-groups design compared the effects of VM, text-based instruction, and no instruction on graphing performance. Participants who used VM constructed graphs significantly faster and with fewer errors than those who used text-based instruction or no instruction. Implications for instruction are discussed. © Society for the Experimental Analysis of Behavior.
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Inclusive college teaching: universal design for instruction and diverse learners
Directory of Open Access Journals (Sweden)
Joan M. McGuire
2011-11-01
Full Text Available Shifts in enrollment patterns are affecting college classrooms and elements of teaching ranging from options for delivering course materials online to multiple methods of assessing learning. With the enrollment of more diverse college learners comes a call to intentionally design instruction that is more inclusive and responsive to multiple learning styles. The notion of Universal Design for Instruction (UDI is examined from its roots in the architectural field to its application as a model for teaching that anticipates diversity including students with disabilities. Principles of UDI are defined, and pedagogical examples are provided. Several implementation projects based on the UDI concept are described as are preliminary results regarding outcomes. Substantive issues are identified that have bearing on the direction this innovative idea will take over the next several years.
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Energy Technology Data Exchange (ETDEWEB)
Lim, Sung Hun [Dept. of Electrical Engineering, Soongsil University, Seoul (Korea, Republic of); Han, Tae Hee [Dept. of Aero Materials Engineering, Jungwon University, Goesan (Korea, Republic of)
2017-06-15
In this paper, the current limiting characteristics of the transformer type superconducting fault current limiter (SFCL) with the two coupled secondary windings due to its winding direction were analyzed. To analyze the dependence of transient fault current limiting characteristics on the winding direction of the additional secondary winding, the fault current limiting tests of the SFCL with an additional secondary winding, wound as subtractive polarity winding and additive polarity winding, were carried out. The time interval of quench occurrence between two superconducting elements comprising the transformer type SFCL with the additional secondary winding was confirmed to be affected by the winding direction of the additional secondary winding. In case of the subtractive polarity winding of the additional secondary winding, the time interval of the quench occurrence in two superconducting elements was shorter than the case of the additive polarity winding.
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International Nuclear Information System (INIS)
Lim, Sung Hun; Han, Tae Hee
2017-01-01
In this paper, the current limiting characteristics of the transformer type superconducting fault current limiter (SFCL) with the two coupled secondary windings due to its winding direction were analyzed. To analyze the dependence of transient fault current limiting characteristics on the winding direction of the additional secondary winding, the fault current limiting tests of the SFCL with an additional secondary winding, wound as subtractive polarity winding and additive polarity winding, were carried out. The time interval of quench occurrence between two superconducting elements comprising the transformer type SFCL with the additional secondary winding was confirmed to be affected by the winding direction of the additional secondary winding. In case of the subtractive polarity winding of the additional secondary winding, the time interval of the quench occurrence in two superconducting elements was shorter than the case of the additive polarity winding
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Pronunciation improvement in EFL young learners through phonics instruction
Directory of Open Access Journals (Sweden)
María Andrea Beltrán-Herrera
2016-12-01
based on Lloyd (2007 six types of sections. The participants were 13 students aged 10 to 12 years old from fifth grade; a mixed method was carried out to analyze collected data through the following instruments: 2 tests (pre-post, recordings and artifacts. This analysis was made using randomly 6 chosen students. At first the students did the pre-test with 20 words containing the sounds / i: /, / I /, / / θ / and / ð /. In the second phase, the researchers implemented the stages of Phonics Instruction focusing on making visual, auditory, Kinesthetic and tactile. In the third stage, students did the post-test with 40 words containing / i: /, / I /, / θ / and / ð / sounds, the recordings obtained the pronunciation of students and transcripts of tests; so it could be determined if students improved their pronunciation of sounds with the use of Phonics Instruction. There were also artifacts as evidence of activities did by students. Finally, the results showed that the students had a breakthrough and Phonics Instruction contributed in their pronunciation achieving to identify differences and similarities in word pronunciation based on the minimal pairs.
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Implementation of a Personal Fitness Unit Using the Personalized System of Instruction Model
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…
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Nonimaging compound parabolic concentrator-type reflectors with variable extreme direction.
Gordon, J M; Rabl, A
1992-12-01
The properties of nonimaging compound parabolic concentrator (CPC)-type devices are examined in which the extreme direction is not constant but rather is a variable that can change along the reflector. One can then retain the maximal concentration or radiative efficiency of the CPC while the flux map on the absorber or target is modified, depending on whether the device is used for optical concentration or for lighting. Two general classes of reflector are derived, and all the nonimaging devices developed to date are shown to be special cases of the general solution. These two classes are the nonimaging analog of converging and diverging devices of imaging optics.
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Using Bureaucratic and Cultural Linkages to Improve Instruction: The Principal's Contribution.
Firestone, William A.; Wilson, Bruce L.
1985-01-01
Principals can influence teachers and instructional behavior by working through linkage mechanisms within the organizational structure of the school. Two types of linkages are identified: bureaucratic and cultural. Principals have access to linkages of both kinds; using linkages effectively, they can generate a common purpose in their schools. (MD)
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Pilot Test and Evaluation of a System of Computer-Managed Instruction.
Spuck, Dennis W.; Bozeman, William C.
1978-01-01
The Wisconsin System for Instructional Management (WIS SIM) was evaluated on three dimensions (functioning, utilization, and effects) and the information gathered was classified into three types--actual, perceptual, and judgmental. The test demonstrates that a system supportive of an individualized system of education can be designed, developed,…
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International Nuclear Information System (INIS)
Chang, P.Y.
1978-02-01
A simplified version of the input instructions for the computer program 'ANSYS' is presented for the non-linear elastoplastic analysis of a ship collision protection barrier structure. All essential information necessary for the grillage model are summarized while eliminating the instructions for other types of the problems. A benchmark example is given for checking the computer program
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Technology Use in Higher Education Instruction
Elzarka, Sammy
2012-01-01
The significance of integrating technology use in higher education instruction is undeniable. The benefits include those related to access to instruction by underserved populations, adequately preparing students for future careers, capitalizing on best instructional practices, developing higher order thinking activities, and engaging students…
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Smith, A Russell; Cavanaugh, Catherine; Jones, Joyce; Venn, John; Wilson, William
2006-01-01
Learning outcomes may improve in graduate healthcare students when attention is given to individual learning styles. Interactive multimedia is one tool shown to increase success in meeting the needs of diverse learners. The purpose of this study was to examine the effect of learning style and type of instruction on physical therapy students' cognitive and psychomotor performance. Participants were obtained by a sample of convenience with students recruited from two physical therapy programs. Twenty-seven students volunteered to participate from Program 1. Twenty-three students volunteered to participate from Program 2. Gregorc learning styles were identified through completion of the Gregorc Style Delineator. Students were randomly assigned to one of two instructional strategies: 1) instructional CD or 2) live demonstration. Differences in cognitive or psychomotor performance following instructional multimedia based on learning style were not demonstrated in this study. Written examination scores improved with both instructional strategies demonstrating no differences between the strategies. Practical examination ankle scores were significantly higher in participants receiving CD instruction than in participants receiving live presentation. Learning style did not significantly affect this improvement. Program 2 performed significantly better on written knee and practical knee and ankle examinations. Learning style had no significant effect on student performance following instruction in clinical skills via interactive multimedia. Future research may include additional measurement instruments assessing other models of learning styles and possible interaction of learning style and instructional strategy on students over longer periods of time, such as a semester or an entire curriculum.
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Detecting Scareware by Mining Variable Length Instruction Sequences
Shahzad, Raja Khurram; Lavesson, Niklas
2011-01-01
Scareware is a recent type of malicious software that may pose financial and privacy-related threats to novice users. Traditional countermeasures, such as anti-virus software, require regular updates and often lack the capability of detecting novel (unseen) instances. This paper presents a scareware detection method that is based on the application of machine learning algorithms to learn patterns in extracted variable length opcode sequences derived from instruction sequences of binary files....
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Single instruction computer architecture and its application in image processing
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.
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Fashions in Instructional Development.
Knapper, Christopher K.
This paper on instructional development notes the trend toward teaching improvement efforts, classifies instructional development centers in terms of their differing philosophies of operation, and identifies some general problems that have been encountered in institutional efforts to improve teaching and learning. Centers in North America, Europe,…
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2012-06-07
... Airworthiness Directives; Alpha Aviation Concept Limited (Type Certificate Previously Held by Alpha Aviation... Aviation Concept Limited Model R2160 Airplanes. This AD results from mandatory continuing airworthiness... condition on an aviation product. The MCAI describes the unsafe condition as oil lines fitted to affected...
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The Winfrith portable self-contained air samplers, type W.A.S. 1
International Nuclear Information System (INIS)
Cavell, I.W.
1961-11-01
This memorandum describes a self-contained air sampler for collecting samples of airborne particulates on a standard 6 centimetre filter paper. Its construction, use and performance are discussed. (author)
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Computers and Instruction: Implications of the Rising Tide of Criticism for Reading Education.
Balajthy, Ernest
1988-01-01
Examines two major reasons that schools have adopted computers without careful prior examination and planning. Surveys a variety of criticisms targeted toward some aspects of computer-based instruction in reading in an effort to direct attention to the beneficial implications of computers in the classroom. (MS)
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Kahl, David H., Jr.
2017-01-01
Throughout its history, instructional communication research has played an important role in the discipline of Communication. In tracing its lineage, Myers (2010) explains that instructional communication research has focused on communicative behaviors that instructors use with their students to better understand and facilitate affective and…
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Piano instruction for nursery school trainees
新海, 節; Makoto, SHINKAI; 藤女子大学人間生活学部保育学科
2012-01-01
It is important piano instruction in childcare training schools be viewed primarily as "music for childcare". To this end,it is also important that the view of piano instruction for nursery school trainees be switched from one mainly focused on the technical aspects of performance using many etudes to a form of instruction based on developing the musicality of the trainees and their ability to display emotion through music. Further, through this instruction, the trainees need to develop the a...
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Compiler-Assisted Multiple Instruction Rollback Recovery Using a Read Buffer. Ph.D. Thesis
Alewine, Neal Jon
1993-01-01
Multiple instruction rollback (MIR) is a technique to provide rapid recovery from transient processor failures and was implemented in hardware by researchers and slow in mainframe computers. Hardware-based MIR designs eliminate rollback data hazards by providing data redundancy implemented in hardware. Compiler-based MIR designs were also developed which remove rollback data hazards directly with data flow manipulations, thus eliminating the need for most data redundancy hardware. Compiler-assisted techniques to achieve multiple instruction rollback recovery are addressed. It is observed that data some hazards resulting from instruction rollback can be resolved more efficiently by providing hardware redundancy while others are resolved more efficiently with compiler transformations. A compiler-assisted multiple instruction rollback scheme is developed which combines hardware-implemented data redundancy with compiler-driven hazard removal transformations. Experimental performance evaluations were conducted which indicate improved efficiency over previous hardware-based and compiler-based schemes. Various enhancements to the compiler transformations and to the data redundancy hardware developed for the compiler-assisted MIR scheme are described and evaluated. The final topic deals with the application of compiler-assisted MIR techniques to aid in exception repair and branch repair in a speculative execution architecture.
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Using Principles of Programmed Instruction
Huffman, Harry
1971-01-01
Although programmed instruction in accounting is available, it is limited in scope and in acceptance. Teachers, however, may apply principles of programming to the individualizing of instruction. (Author)
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Effective Instruction: A Mathematics Coach's Perspective
Nebesniak, Amy L.
2012-01-01
Effective instruction is multifaceted, dependent largely on the context and, consequently, on numerous variables. Although "effective instruction" is difficult to define, in the author's experience--and as the work of mathematics education specialists and researchers indicates--three key features of quality instruction stand out: (1) Teaching…
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Typing DNA profiles from previously enhanced fingerprints using direct PCR.
Templeton, Jennifer E L; Taylor, Duncan; Handt, Oliva; Linacre, Adrian
2017-07-01
Fingermarks are a source of human identification both through the ridge patterns and DNA profiling. Typing nuclear STR DNA markers from previously enhanced fingermarks provides an alternative method of utilising the limited fingermark deposit that can be left behind during a criminal act. Dusting with fingerprint powders is a standard method used in classical fingermark enhancement and can affect DNA data. The ability to generate informative DNA profiles from powdered fingerprints using direct PCR swabs was investigated. Direct PCR was used as the opportunity to generate usable DNA profiles after performing any of the standard DNA extraction processes is minimal. Omitting the extraction step will, for many samples, be the key to success if there is limited sample DNA. DNA profiles were generated by direct PCR from 160 fingermarks after treatment with one of the following dactyloscopic fingerprint powders: white hadonite; silver aluminium; HiFi Volcano silk black; or black magnetic fingerprint powder. This was achieved by a combination of an optimised double-swabbing technique and swab media, omission of the extraction step to minimise loss of critical low-template DNA, and additional AmpliTaq Gold ® DNA polymerase to boost the PCR. Ninety eight out of 160 samples (61%) were considered 'up-loadable' to the Australian National Criminal Investigation DNA Database (NCIDD). The method described required a minimum of working steps, equipment and reagents, and was completed within 4h. Direct PCR allows the generation of DNA profiles from enhanced prints without the need to increase PCR cycle numbers beyond manufacturer's recommendations. Particular emphasis was placed on preventing contamination by applying strict protocols and avoiding the use of previously used fingerprint brushes. Based on this extensive survey, the data provided indicate minimal effects of any of these four powders on the chance of obtaining DNA profiles from enhanced fingermarks. Copyright © 2017
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Mauersberger, Heidi; Hoppe, Annekatrin; Brockmann, Gudrun; Hess, Ursula
2018-04-22
Conflicts are an undesirable yet common aspect of daily interactions with wide-ranging negative consequences. The present research aimed to examine the buffering effect of experimentally instructed reappraisal on self-reported, physiological and behavioral stress indices during interpersonal conflicts, taking into account habitual emotion regulation strategies. For this, 145 participants experienced a standardized laboratory conflict with the instruction to either reappraise (n = 48), to suppress (n = 50), or with no instruction (n = 47) while cardiovascular and neuroendocrine measures were taken. Participants were allowed to eat sweet and salty snacks during the conflict situation. Prior to as well as after the conflict, participants reported on their subjective stress level. Reappraisal instructions were only effective for high habitual reappraisers who exhibited lower cardiovascular and cortisol reactivity and demonstrated fewer snack-eating behaviors under reappraisal instructions than under suppression or no instructions. The opposite pattern emerged for low habitual reappraisers. Neither experimentally instructed nor habitual reappraisal by itself reduced the negative effects of conflicts. Our findings complement the literature on the diverging effects of instructed reappraisal in tense social interactions. © 2018 Society for Psychophysiological Research.
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2012-03-19
... Concept Limited (Type Certificate Previously Held by Alpha Aviation Design Limited) Airplanes AGENCY... rulemaking (NPRM). SUMMARY: We propose to adopt a new airworthiness directive (AD) for Alpha Aviation Concept... condition on an aviation product. The MCAI describes the unsafe condition as oil lines fitted to affected...
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Van Hooff, Johanna C.; Whitaker, T. Aisling; Ford, Ruth M.
2009-01-01
We investigated whether directed forgetting as elicited by the item-cueing method results solely from "differential rehearsal" of to-be-remembered vs. to-be-forgotten words or, additionally, from "inhibitory" processes that actively impair retrieval of to-be-forgotten words. During study, participants (N = 24) were instructed to remember half of a…
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78 FR 54377 - Airworthiness Directives; Airbus Airplanes
2013-09-04
... Airworthiness Directives; Airbus Airplanes AGENCY: Federal Aviation Administration (FAA), Department of... Airbus Model A318, A319, A320, and A321 series airplanes. This AD was prompted by reports that certain... accordance with the Accomplishment Instructions of Airbus Service Bulletin A320-27- 1214, including Appendix...