IBL Module Loading onto Stave and Quality Check

CERN Document Server

The ATLAS collaboration

2015-01-01

During the long shutdown between Run 1 and Run 2 of the LHC, a fourth, innermost, Pixel Detector layer has been installed in the ATLAS experiment: the Insertable B-Layer, IBL. The purpose of the new layer is to add redundancy against radiation damage of the B-layer, to ensure high quality tracking and improve the flavor tagging performance. New pixel silicon detector modules have been produced and loaded onto support structures known as staves, the building blocks of IBL. A total of 20 staves have been assembled. Procedures and results of the stave loading process are presented in this note.

Inquiry based learning in physical education

DEFF Research Database (Denmark)

Østergaard, Lars Domino

2014-01-01

The present project is a case study founded on the decreasing motivation and engagement in physical education. The project suggests inquiry based learning (IBL) as an educational methodology. This may help to turn the trend as IBL has shown to engage and motivate students at different educational...... levels and within different subjects. In this pilot research project performed at a physical education teacher education program, qualitative methods were chosen to investigate students’ motivation and engagement within an IBL-unit in physical education and to accentuate challenges, advantages...... and disadvantages within the IBL-methodology in relation to students’ motivation. Instructed in guided inquiry, 32 students of physical education in a teacher training college worked with inquiry based learning in physical education over a four week period. During the IBL-unit, qualitative data such as the students...

Irradiation and beam tests qualification for ATLAS IBL Pixel Modules

International Nuclear Information System (INIS)

Rubinskiy, Igor

2013-01-01

The upgrade for the ATLAS detector will have different steps towards HL-LHC. The first upgrade for the Pixel Detector will consist in the construction of a new pixel layer which will be installed during the first shutdown of the LHC machine (foreseen for 2013–2014). The new detector, called Insertable B-Layer (IBL), will be inserted between the existing Pixel Detector and a new (smaller radius) beam-pipe at a radius of 33 mm. The IBL will require the development of several new technologies to cope with the increase in the radiation damage and the pixel occupancy and also to improve the physics performance, which will be achieved by reduction of the pixel size and of the material budget. Two different promising silicon sensor technologies (Planar n-in-n and 3D) are currently under investigation for the Pixel Detector. An overview of the sensor technologies' qualification with particular emphasis on irradiation and beam tests is presented. -- Highlights: ► The ATLAS inner tracker will be extended with a so called Insertable B-Layer (IBL). ► The IBL modules are required to withstand irradiation up to 5×10 15 n eq /cm 2 . ► Two types of silicon pixel detector technologies (Planar and 3D) were tested in beam. ► The irradiated sensor efficiency exceeds 97% both with and without magnetic field. ► The leakage current, power dissipation, module active area ratio requirements are met.

submitter Development of the readout for the IBL upgrade project of the ATLAS Pixel Detector

CERN Document Server

Krieger, Nina

The LHC luminosity is upgraded in several phases until 2022. The resulting higher occupancy degrades the detector performance of the current Pixel Detector. To provide a good performance during the LHC luminosity upgrade, a fourth pixel layer is inserted into the existing ATLAS Pixel Detector. A new FE-I4 readout chip and a new data acquisition chain are required to cope with the higher track rate and the resulting increased bandwidth. Among others, this includes a new readout board: the IBL ROD. One component of this board is the DSP which creates commands for the FE-I4 chip and has to be upgraded as well. In this thesis, the first tests of the IBL ROD prototype are presented. A correct communication of the DSP to its external memory is verified. Moreover, the implementations for an IBL DSP code are described and tested. This includes the first configuration of the FE-I4 with an IBL ROD. In addition, a working communication with the Histogrammer SDRAM and the Input FIFO on the IBL ROD are demonstrated.

The ATLAS IBL BOC Prototype Evaluation

CERN Document Server

Schroer, N; The ATLAS collaboration; Bruni, G; Joseph, J; Krieger, N; Kugel, A; Morettini, P; Neumann, M; Polini, A; Rizzi, M; Travaglini, R; Zannoli, S; Zoccoli, A; Bruschi, M; Dantone, I; Falchieri, D; Dopke, J; Flick, T; Gabrielli, A; Grosse-Knetter, J; Heim, T

2012-01-01

In 2013 an additional layer, the Insertable B-Layer (IBL) will be added to the pixel detector of the ATLAS experiment at the LHC at CERN. For this fourth and innermost layer 448 newly developed pixel sensor readout chips (FE-I4) are used which will provide data from about 12 million pixel. For the readout of the IBL new off-detector electronic components are needed as the FE-I4s feature an increased readout bandwidth which can not be handled by the current system. To provide a degree of backward compatibility the new system will keep the structure of VME card pairs: The back of crate card (BOC) establishes the optical interfaces to the detector front end as well as to the read out system (ROS) while the read out driver (ROD) manages data processing and calibration. Both cards, the BOC and the ROD, have been redesigned and feature modern FPGA technology, yielding an integration four times higher than the current system. Regarding the new BOC this is achieved by replacing custom made optical and electrical (e.g...

Supporting Inquiry-based Learning with Google Glass (GPIM)

NARCIS (Netherlands)

Suarez, Angel; Ternier, Stefaan; Kalz, Marco; Specht, Marcus

2015-01-01

Wearable technology is a new genre of technology that is appearing to enhance learning in context. This manuscript introduces a Google Glass application to support Inquiry-based Learning (IBL). Applying Google Glass to IBL, we aim to transform the learning process into a more seamless, personal and

Identification and functional analysis of cytochrome P450 complement in Streptomyces virginiae IBL14

Science.gov (United States)

2013-01-01

Background As well known, both natural and synthetic steroidal compounds are powerful endocrine disrupting compounds (EDCs) which can cause reproductive toxicity and affect cellular development in mammals and thus are generally regarded as serious contributors to water pollution. Streptomyces virginiae IBL14 is an effective degradative strain for many steroidal compounds and can also catalyze the C25 hydroxylation of diosgenin, the first-ever biotransformation found on the F-ring of diosgenin. Results To completely elucidate the hydroxylation function of cytochrome P450 genes (CYPs) found during biotransformation of steroids by S. virginiae IBL14, the whole genome sequencing of this strain was carried out via 454 Sequencing Systems. The analytical results of BLASTP showed that the strain IBL14 contains 33 CYPs, 7 ferredoxins and 3 ferredoxin reductases in its 8.0 Mb linear chromosome. CYPs from S. virginiae IBL14 are phylogenetically closed to those of Streptomyces sp. Mg1 and Streptomyces sp. C. One new subfamily was found as per the fact that the CYP Svu001 in S. virginiae IBL14 shares 66% identity only to that (ZP_05001937, protein identifer) from Streptomyces sp. Mg1. Further analysis showed that among all of the 33 CYPs in S. virginiae IBL14, three CYPs are clustered with ferredoxins, one with ferredoxin and ferredoxin reductase and three CYPs with ATP/GTP binding proteins, four CYPs arranged with transcriptional regulatory genes and one CYP located on the upstream of an ATP-binding protein and transcriptional regulators as well as four CYPs associated with other functional genes involved in secondary metabolism and degradation. Conclusions These characteristics found in CYPs from S. virginiae IBL14 show that the EXXR motif in the K-helix is not absolutely conserved in CYP157 family and I-helix not absolutely essential for the CYP structure, too. Experimental results showed that both CYP Svh01 and CYP Svu022 are two hydroxylases, capable of bioconverting

TID-dependent current measurements of IBL readout chips

Energy Technology Data Exchange (ETDEWEB)

Dette, Karola [TU Dortmund, Experimentelle Physik IV (Germany); CERN (Switzerland); Collaboration: ATLAS Pixel-Collaboration

2016-07-01

The ATLAS detector consists of several subsystems with a hybrid pixel detector as the innermost component of the tracking system. The pixel detector has been composed of three layers of silicon sensor assemblies during the first data taking run of the LHC and has been upgraded with a new 4th layer, the so-called Insertable B-Layer (IBL), in summer 2014. Each silicon sensor of the IBL is connected to a Front End readout chip (FE-I4) via bump bonds. During the first year of data taking an increase of the LV current produced by the readout chips was observed. This increase could be traced back to radiation damage inside the silicon. The dependence of the current on the Total Ionizing Dose (TID) and temperature has been tested with X-ray irradiations and will be presented in this talk.

Full system test of module to DAQ for ATLAS IBL

Energy Technology Data Exchange (ETDEWEB)

Behpour, Rouhina; Mattig, Peter; Wensing, Marius [Wuppertal University (Germany); Bindi, Marcello [Goettingen University (Germany)

2015-07-01

IBL (Insertable B Layer) as the inner most layer in the ATLAS detector at the LHC has been successfully integrated to the system last June 2014. IBL system reliability and consistency is under investigation during ongoing milestone runs at CERN. Back of Crate card (BOC) and Read out Driver (ROD) as two of the main electronic cards act as an interface between the IBL modules and the TDAQ chain. The detector data will be received and processed and then formatted by an interaction between these two electronic cards. The BOC takes advantage of using S-Link implementation inside the main FPGAs. The S-Link protocol as a standard high performance data acquisition link between the readout electronic cards and the TDAQ system is developed and used at CERN. It is based on the idea that detector formatted data will be transferred through optical fibers to the ROS (Read out System) PC for being stored via the ROBIN (Read out Buffer) cards. This talk presents the results that confirm a stable and good performance of the system, from the modules to the read out electronic cards and then to the ROS PCs via S-Link.

Outcome based education enacted: teachers' tensions in balancing between student learning and bureaucracy.

Science.gov (United States)

Barman, Linda; Silén, Charlotte; Bolander Laksov, Klara

2014-12-01

This paper reports on how teachers within health sciences education translate outcome-based education (OBE) into practice when they design courses. The study is an empirical contribution to the debate about outcome- and competency-based approaches in health sciences education. A qualitative method was used to study how teachers from 14 different study programmes designed courses before and after OBE was implemented. Using an interpretative approach, analysis of documents and interviews was carried out. The findings show that teachers enacted OBE either to design for more competency-oriented teaching-learning, or to further detail knowledge and thus move towards reductionism. Teachers mainly understood the outcome-based framework as useful to support students' learning, although the demand for accountability created tension and became a bureaucratic hindrance to design for development of professional competence. The paper shows variations of how teachers enacted the same outcome-based framework for instructional design. These differences can add a richer understanding of how outcome- or competency-based approaches relate to teaching-learning at a course level.

The IBL Readout System

CERN Document Server

Dopke, J; The ATLAS collaboration; Flick, T; Gabrielli, A; Kugel, A; Maettig, P; Morettini, P; Polini, A; Schroer, N

2010-01-01

The first upgrade for the ATLAS pixel detector will be an additional layer, which is called IBL (Insertable B-Layer). To readout this new layer having new electronics assembled an update of the readout electronics is necessary. The aim is to develop a system which is capable to read out at a higher bandwidth and also compatible with the existing system to be integrated into it. The talk will describe the necessary development to reach a new readout system, concentrating on the requirements of a newly designed Back of Crate card as the optical interface in the counting room.

The IBL Readout System

CERN Document Server

Dopke, J; Flick, T; Gabrielli, A; Kugel, A; Maettig, P; Morettini, P; Polini, A; Schroer, N

2011-01-01

The first upgrade for the ATLAS Pixel Detector will be an additional layer, which is called IBL (Insertable B-Layer). To readout this new layer, having new electronics, an update of the readout electronics is necessary. The aim is to develop a system which is capable to read out at a higher bandwidth, but also compatible with the existing system to be integrated into it. This paper will describe the necessary development to reach a new readout system, concentrating on the requirements of a newly designed Back of Crate card as the optical interface in the counting room.

Insects in IBL-4 pine weevil traps

Science.gov (United States)

I. Skrzecz

2003-01-01

Pipe traps (IBL-4) are used in Polish coniferous plantations to monitor and control the pine weevil (Hylobius abietis L.). This study was conducted in a one-year old pine plantation established on a reforested clear-cut area in order to evaluate the impact of these traps on non-target insects. Evaluation of the catches indicated that species of

Professional Development Design Considerations in Climate Change Education: Teacher Enactment and Student Learning

Science.gov (United States)

Drewes, Andrea; Henderson, Joseph; Mouza, Chrystalla

2018-01-01

Climate change is one of the most pressing challenges facing society, and climate change educational models are emerging in response. This study investigates the implementation and enactment of a climate change professional development (PD) model for science educators and its impact on student learning. Using an intrinsic case study methodology,…

Teacher Agency and Professional Learning: Rethinking Fidelity of Implementation as Multiplicities of Enactment

Science.gov (United States)

Buxton, Cory A.; Allexsaht-Snider, Martha; Kayumova, Shakhnoza; Aghasaleh, Rouhollah; Choi, Youn-Jeng; Cohen, Allan

2015-01-01

In this paper we use practice theory, with its focus on the interplay of structure and agency, to theorize about teacher engagement in professional learning and teacher enactment of pedagogical practices as an alternative to framing implementation research in terms of program adherence and fidelity of implementation. Practice theory allowed us to…

3D active edge silicon sensors: Device processing, yield and QA for the ATLAS-IBL production

Energy Technology Data Exchange (ETDEWEB)

Da Vià, Cinzia; Boscardil, Maurizio; Dalla Betta, GianFranco; Darbo, Giovanni; Fleta, Celeste; Gemme, Claudia; Giacomini, Gabriele; Grenier, Philippe; Grinstein, Sebastian; Hansen, Thor-Erik; Hasi, Jasmine; Kenney, Christopher; Kok, Angela; La Rosa, Alessandro; Micelli, Andrea; Parker, Sherwood; Pellegrini, Giulio; Pohl, David-Leon; Povoli, Marco; Vianello, Elisa; Zorzi, Nicola; Watts, S. J.

2013-01-01

3D silicon sensors, where plasma micromachining is used to etch deep narrow apertures in the silicon substrate to form electrodes of PIN junctions, were successfully manufactured in facilities in Europe and USA. In 2011 the technology underwent a qualification process to establish its maturity for a medium scale production for the construction of a pixel layer for vertex detection, the Insertable B-Layer (IBL) at the CERN-LHC ATLAS experiment. The IBL collaboration, following that recommendation from the review panel, decided to complete the production of planar and 3D sensors and endorsed the proposal to build enough modules for a mixed IBL sensor scenario where 25% of 3D modules populate the forward and backward part of each stave. The production of planar sensors will also allow coverage of 100% of the IBL, in case that option was required. This paper will describe the processing strategy which allowed successful 3D sensor production, some of the Quality Assurance (QA) tests performed during the pre-production phase and the production yield to date.

3D active edge silicon sensors: Device processing, yield and QA for the ATLAS-IBL production

Energy Technology Data Exchange (ETDEWEB)

Da Vià, Cinzia, E-mail: cinzia.da.via@cern.ch [School of Physics and Astronomy, The University of Manchester, Oxford Road, M13 9PL Manchester (United Kingdom); Boscardil, Maurizio [Fondazione Bruno Kessler, FBK-CMM, Via Sommarive 18, I-38123 Trento (Italy); Dalla Betta, GianFranco [DISI, Università degli Studi di Trento and INFN, Via Sommarive 14, I-38123 Trento (Italy); Darbo, Giovanni [INFN Sezione di Genova, Via Dodecaneso 33, I-14146 Genova (Italy); Fleta, Celeste [Centro Nacional de Microelectronica, CNM-IMB (CSIC), Barcelona E-08193 (Spain); Gemme, Claudia [INFN Sezione di Genova, Via Dodecaneso 33, I-14146 Genova (Italy); Giacomini, Gabriele [Fondazione Bruno Kessler, FBK-CMM, Via Sommarive 18, I-38123 Trento (Italy); Grenier, Philippe [SLAC National Accelerator Laboratory, 2575 Sand Hill Rd, Menlo Park, CA 94025 (United States); Grinstein, Sebastian [Institut de Fisica d' Altes Energies (IFAE) and ICREA, Universitat Autonoma de Barcelona (UAB) E-08193, Bellaterra, Barcelona (Spain); Hansen, Thor-Erik [SINTEF MiNaLab, Blindern, N-0314 Oslo (Norway); Hasi, Jasmine; Kenney, Christopher [SLAC National Accelerator Laboratory, 2575 Sand Hill Rd, Menlo Park, CA 94025 (United States); Kok, Angela [SINTEF MiNaLab, Blindern, N-0314 Oslo (Norway); La Rosa, Alessandro [CERN CH 1211, Geneva 23 (Switzerland); Micelli, Andrea [Tne University of Udine and INFN, via del Cotonificio 108, 33100 Udine (Italy); Parker, Sherwood [University of Hawaii, c/o Lawrence Berkeley Laboratory, Berkeley, CA 94720 (United States); Pellegrini, Giulio [Centro Nacional de Microelectronica, CNM-IMB (CSIC), Barcelona E-08193 (Spain); Pohl, David-Leon [Physikalisches Institut der Universität Bonn, Nußallee 12 D-53115, Bonn, Federal Republic of Germany (Germany); Povoli, Marco [DISI, Università degli Studi di Trento and INFN, Via Sommarive 14, I-38123 Trento (Italy); and others

2013-01-21

3D silicon sensors, where plasma micromachining is used to etch deep narrow apertures in the silicon substrate to form electrodes of PIN junctions, were successfully manufactured in facilities in Europe and USA. In 2011 the technology underwent a qualification process to establish its maturity for a medium scale production for the construction of a pixel layer for vertex detection, the Insertable B-Layer (IBL) at the CERN-LHC ATLAS experiment. The IBL collaboration, following that recommendation from the review panel, decided to complete the production of planar and 3D sensors and endorsed the proposal to build enough modules for a mixed IBL sensor scenario where 25% of 3D modules populate the forward and backward part of each stave. The production of planar sensors will also allow coverage of 100% of the IBL, in case that option was required. This paper will describe the processing strategy which allowed successful 3D sensor production, some of the Quality Assurance (QA) tests performed during the pre-production phase and the production yield to date.

Professional development design considerations in climate change education: teacher enactment and student learning

Science.gov (United States)

Drewes, Andrea; Henderson, Joseph; Mouza, Chrystalla

2018-01-01

Climate change is one of the most pressing challenges facing society, and climate change educational models are emerging in response. This study investigates the implementation and enactment of a climate change professional development (PD) model for science educators and its impact on student learning. Using an intrinsic case study methodology, we focused analytic attention on how one teacher made particular pedagogical and content decisions, and the implications for student's conceptual learning. Using anthropological theories of conceptual travel, we traced salient ideas through instructional delivery and into student reasoning. Analysis showed that students gained an increased understanding of the enhanced greenhouse effect and the implications of human activity on this enhanced effect at statistically significant levels and with moderate effect sizes. However, students demonstrated a limited, though non-significant gain on the likely effects of climate change. Student reasoning on the tangible actions to deal with these problems also remained underdeveloped, reflecting omissions in both PD and teacher enactment. We discuss implications for the emerging field of climate change education.

Climate Change Professional Development Approaches: Design Considerations, Teacher Enactment, and Student Learning

Science.gov (United States)

Drewes, A.; Henderson, J.; Mouza, C.

2017-12-01

Climate change is one of the most pressing challenges facing society, and climate change educational models are emerging in response. This study investigates the implementation and enactment of a climate change professional development model for science educators and its impact on student learning. Using an intrinsic case study methodology, we focused analytic attention on how one teacher made specific curricular, pedagogical, and content decisions, and the implications of those decisions for student's conceptual learning.The research presented here reports on the instructional design, pedagogical enactment, and subsequent effects on student learning of a climate change professional development (PD) model in the United States. Using anthropological theories of conceptual travel, we traced salient ideas from the PD through instructional delivery and into the evidence of student reasoning. We sought to address the following research questions: 1) How did a middle school teacher integrate climate change concepts into her science curriculum following PD participation? and 2) How did climate change instruction influence student understanding of key climate change constructs?From observation of the classroom instruction, we determined that the teacher effectively integrated new climate change information into her pre-existing schema. Additionally, through retrospective analysis of the PD, we found the design of the PD foregrounded the causes, mechanisms and likely effects of anthropogenic climate change at the expense of mitigation and adaptation strategies, and this differentially shaped how climate change was taught in the teacher's classroom. Analysis of student reasoning evidence showed that students gained an increased understanding of the enhanced greenhouse effect and the implications of human activity on this enhanced effect at statistically significant levels and with moderate effect sizes. However, students demonstrated a limited, though non-significant gain on

Overview of the ATLAS Insertable B-Layer (IBL) Project

CERN Document Server

Kagan, M; The ATLAS collaboration

2014-01-01

The first upgrade for the Pixel Detector will be a new pixel layer which is currently under construction and will be installed during the first shutdown of the LHC machine, in 2013-14. The new detector, called the Insertable B-layer (IBL), will be installed between the existing Pixel Detector and a new, smaller radius beam-pipe. Two different silicon sensor technologies, planar n-in-n and 3D, will be used, connected with the new generation 130nm IBM CMOS FE-I4 readout chip via solder bump-bonds. A production quality control test bench was setup in the ATLAS inner detector assembly clean room to verify and rate the performance of the detector elements before integration around the beam pipe. An overview of the IBL project, of the module design, the qualification for these sensor technologies, the integration quality control setups and recent results in the construction of this full scale new concept detector is discussed.

Overview of the ATLAS Insertable B-Layer (IBL) Project

CERN Document Server

Kagan, M; The ATLAS collaboration

2013-01-01

The upgrades for the ATLAS Pixel Detector will be staged in preparation for high luminosity LHC. The first upgrade for the Pixel Detector will be the construction of a new pixel layer which is currently under construction and will be installed during the first shutdown of the LHC machine, in 2013-14. The new detector, called the Insertable B-layer (IBL), will be installed between the existing Pixel Detector and a new, smaller radius beam-pipe at a radius of 3.3 cm. The IBL required the development of several new technologies to cope with increased radiation and pixel occupancy and also to improve the physics performance through reduction of the pixel size and a more stringent material budget. Two different silicon sensor technologies, planar n-in-n and 3D, will be used, connected with the new generation 130nm IBM CMOS FE-I4 readout chip via solder bump-bonds. 32 \

Overview of the ATLAS Insertable B-Layer (IBL) Project

Science.gov (United States)

Kagan, M. A.

2014-06-01

The first upgrade for the Pixel Detector will be a new pixel layer which is currently under construction and will be installed during the first shutdown of the LHC machine, in 2013-14. The new detector, called the Insertable B-layer (IBL), will be installed between the existing Pixel Detector and a new, smaller radius beam-pipe. Two different silicon sensor technologies, planar n-in-n and 3D, will be used, connected with the new generation 130nm IBM CMOS FE-I4 readout chip via solder bump-bonds. A production quality control test bench was set up in the ATLAS inner detector assembly clean room to verify and rate the performance of the detector elements before integration around the beam-pipe. An overview of the IBL project, of the module design, the qualification for these sensor technologies, the integration quality control setups and recent results in the construction of this full scale new concept detector is discussed.

Overview of the ATLAS Insertable B-Layer (IBL) Project

CERN Document Server

Pohl, D-L; The ATLAS collaboration

2013-01-01

The upgrades for the ATLAS Pixel Detector will be staged in preparation for high luminosity LHC. The first upgrade for the Pixel Detector will be the construction of a new pixel layer which is currently under construction and will be installed during the first shutdown of the LHC machine, in 2013-14. The new detector, called the Insertable B-layer (IBL), will be installed between the existing Pixel Detector and a new, smaller radius beam-pipe at a radius of 3.3 cm. The IBL required the development of several new technologies to cope with increased radiation and pixel occupancy and also to improve the physics performance through reduction of the pixel size and a more stringent material budget. Two different silicon sensor technologies, planar n-in-n and 3D, will be used, connected with the new generation 130nm IBM CMOS FE-I4 readout chip via solder bump-bonds. 32 FEs with sensors are glued to a light weight carbon-carbon structure which incorporates a titanium cooling tube for a CO2 cooling system. In total th...

The MV formalism for IBL$_infty$- and BV$_infty$-algebras

Czech Academy of Sciences Publication Activity Database

Markl, Martin; Voronov, A.A.

2017-01-01

Roč. 107, č. 8 (2017), s. 1515-1543 ISSN 0377-9017 Institutional support: RVO:67985840 Keywords : MV-algebra * IBL$_infty$-algebra * master equation Subject RIV: BA - General Mathematics OBOR OECD: Applied mathematics Impact factor: 1.671, year: 2016 https://link.springer.com/article/10.1007/s11005-017-0954-y

Quality assurance and functionality tests on electrical components during the ATLAS IBL production

International Nuclear Information System (INIS)

Jentzsch, J

2013-01-01

To improve performance of the ATLAS inner tracker, a fourth Pixel layer, called the Insertable B-layer (IBL), will be installed in 2014 on a new beam pipe. A new read out chip generation, FE-I4, has been developed and two different sensor designs, a rather conventional planar and a 3D design, have been flip chipped to these front ends. New staves holding new stave and module flex circuits have been developed as well. Therefore, a production QA test bench has been established to test all production staves before integration with the new beam pipe. This setup combines former ATLAS Pixel services and a new readout system, namely the RCE (Reconfigurable Cluster Element) system developed at SLAC. With this setup all production staves will be tested to ensure the installation of only those staves which fulfill the IBL criteria. Quality assurance measurements under cleanroom conditions, including temperature and humidity control, are performed on the individual components during the various production steps of the IBL, namely connectivity as well as electrical tests and signal probing on individual parts and assembled subsystems. The pre-assembly QC procedures, the capabilities of the stave qualification setup, and recent results from testing a prototype stave are presented and discussed.

Quality assurance and functionality tests on electrical components during the ATLAS IBL production

Science.gov (United States)

Jentzsch, J.

2013-02-01

To improve performance of the ATLAS inner tracker, a fourth Pixel layer, called the Insertable B-layer (IBL), will be installed in 2014 on a new beam pipe. A new read out chip generation, FE-I4, has been developed and two different sensor designs, a rather conventional planar and a 3D design, have been flip chipped to these front ends. New staves holding new stave and module flex circuits have been developed as well. Therefore, a production QA test bench has been established to test all production staves before integration with the new beam pipe. This setup combines former ATLAS Pixel services and a new readout system, namely the RCE (Reconfigurable Cluster Element) system developed at SLAC. With this setup all production staves will be tested to ensure the installation of only those staves which fulfill the IBL criteria. Quality assurance measurements under cleanroom conditions, including temperature and humidity control, are performed on the individual components during the various production steps of the IBL, namely connectivity as well as electrical tests and signal probing on individual parts and assembled subsystems. The pre-assembly QC procedures, the capabilities of the stave qualification setup, and recent results from testing a prototype stave are presented and discussed.

The FE-I4 Pixel Readout Chip and the IBL Module

Energy Technology Data Exchange (ETDEWEB)

Barbero, Marlon; Arutinov, David; Backhaus, Malte; Fang, Xiao-Chao; Gonella, Laura; Hemperek, Tomasz; Karagounis, Michael; Hans, Kruger; Kruth, Andre; Wermes, Norbert; /Bonn U.; Breugnon, Patrick; Fougeron, Denis; Gensolen, Fabrice; Menouni, Mohsine; Rozanov, Alexander; /Marseille, CPPM; Beccherle, Roberto; Darbo, Giovanni; /INFN, Genoa; Caminada, Lea; Dube, Sourabh; Fleury, Julien; Gnani, Dario; /LBL, Berkeley /NIKHEF, Amsterdam /Gottingen U. /SLAC

2012-05-01

FE-I4 is the new ATLAS pixel readout chip for the upgraded ATLAS pixel detector. Designed in a CMOS 130 nm feature size process, the IC is able to withstand higher radiation levels compared to the present generation of ATLAS pixel Front-End FE-I3, and can also cope with higher hit rate. It is thus suitable for intermediate radii pixel detector layers in the High Luminosity LHC environment, but also for the inserted layer at 3.3 cm known as the 'Insertable B-Layer' project (IBL), at a shorter timescale. In this paper, an introduction to the FE-I4 will be given, focusing on test results from the first full size FE-I4A prototype which has been available since fall 2010. The IBL project will be introduced, with particular emphasis on the FE-I4-based module concept.

Firmware development and testing of the ATLAS IBL Readout Driver card

CERN Document Server

Chen, S; The ATLAS collaboration

2014-01-01

The ATLAS Experiment is reworking and upgrading systems during the current LHC shut down. In particular, the Pixel detector is inserting an additional inner layer called Insertable B-Layer (IBL). The Readout-Driver card (ROD), the Back-of-Crate card (BOC), and the S-Link together form the essential frontend data path of the IBL’s off-detector DAQ system. The strategy for IBLROD firmware development focused on migrating and tailoring HDL code blocks from PixelROD to ensure modular compatibility in future ROD upgrades, in which a unified code version will interface with IBL and Pixel layers. Essential features such as data formatting, frontend-specific error handling, and calibration are added to the ROD data path. An IBLDAQ testbench using realistic frontend chip model was created to serve as an initial framework for full offline electronic system simulation. In this document, major firmware achievements concerning the IBLROD data path implementation, tested in testbench and on ROD prototypes, will be report...

Irradiation induced effects in the FE-I4 front-end chip of the ATLAS IBL detector

CERN Document Server

La Rosa, Alessandro; The ATLAS collaboration

2016-01-01

The ATLAS Insertable B-Layer (IBL) detector was installed into the ATLAS experiment in 2014 and has been in operation since 2015. During the first year of IBL data taking an increase of the low voltage currents produced by the FE-I4 front-end chip was observed and this increase was traced back to the radiation damage in the chip. The dependence of the current on the total-ionising dose and temperature has been tested with Xray and proton irradiations and will be presented in this paper together with the detector operation guidelines.

Quality Assurance and Functionality Tests on Electrical Components during the ATLAS IBL Production

CERN Document Server

Jentzsch, J; The ATLAS collaboration

2012-01-01

For the first ATLAS pixel upgrade scheduled in 2013 a new front-end chip generation (FE- I4) has been developed. The second version (FE-I4B) hosting two different solid-state sensor technologies (planar silicon and 3D silicon) has been produced to be built into a new pixel layer (the Insertable B-Layer, IBL). Prototypes of these assembled modules have been tested in laboratory and testbeam measurements before and after irradiation. Quality assurance measurements under clean room conditions, including temperature and humidity control, have been and will be performed on the required parts during the various production steps of the IBL, namely connectivity as well as electrical tests and signal probing on individual parts and also assembled subsystems. Test results of measurements on flexes, modules and staves will be presented.

Studies of IBL wire bonds operation in a ATLAS-like magnetic field.

CERN Document Server

Alvarez Feito, D; Mandelli, B

2015-01-01

At the Large Hadron Collider (LHC) experiments, most of silicon detectors use wire bonds to connect front-end chips and sensors to circuit boards for the data and service trans- missions. These wire bonds are operated in strong magnetic field environments and if time varying currents pass through them with frequencies close to their mechanical resonance frequency, strong resonant oscillations may occur. Under certain conditions, this effect can lead to fatigue stress and eventually breakage of wire bonds. During the first LHC Long Shutdown, the ATLAS Pixel Detector has been upgraded with the addition of a fourth innermost layer, the Insertable B-Layer (IBL), which has more than 50000 wire bonds operated in the ATLAS 2 T magnetic field. The results of systematic studies of operating wire bonds under IBL-like conditions are presented. Two different solutions have been investigated to minimize the oscillation amplitude of wire bonds.

Firmware development and testing of the ATLAS Pixel Detector / IBL ROD card

CERN Document Server

Balbi, G; The ATLAS collaboration; Gabrielli, A; Lama, L; Travaglini, R; Backhaus, M; Bindi, M; Chen, S-P; Flick, T; Kretz, M; Kugel, A; Wensing, M

2014-01-01

The ATLAS Experiment is reworking and upgrading systems during the current LHC shut down. In particular, the Pixel detector has inserted an additional inner layer called Insertable B-Layer (IBL). The Readout-Driver card (ROD), the Back-of-Crate card (BOC), and the S-Link together form the essential frontend data path of the IBL’s off-detector DAQ system. The strategy for IBLROD firmware development was three-fold: keeping as much of the PixelROD datapath firmware logic as possible, employing a complete new scheme of steering and calibration firmware and designing the overall system to prepare for a future unified code version integrating IBL and Pixel layers. Essential features such as data formatting, frontend-specific error handling, and calibration are added to the ROD data path. An IBLDAQ testbench using realistic frontend chip model was created to serve as an initial framework for full offline electronic system simulation. In this document, major firmware achievements concerning the IBLROD data path im...

The Use of Life History Collage to Explore Learning Related to the Enactment of Social Consciousness in Female Nonprofit Leaders

OpenAIRE

Seymour, Susan R.

2012-01-01

The purpose of this study was to consider the development of social consciousness in female nonprofit leaders. The problem undergirding the study is that we do not know enough about social consciousness to know how it is learned, if it can be taught, if it is stable over a lifetime, and what factors and life events shape its unique expression. A further concern is understanding how people come to enact caring about social justice causes and why they enacted caring about certain causes but not...

Interplay between the Lorentz Angle drift and residual mean biases in the IBL of the ATLAS detector

CERN Document Server

Verschuuren, Pim Jordi

2018-01-01

Dedicated studies on the performance of the Inner Detector are conducted to ensure an optimal track reconstruction of the particles created by the proton-proton collisions in the ATLAS detector at the LHC. In 2015 the insertable B-Layer was added to the Inner Detector as the new layer closest to the beam pipe. This extra addition was placed in 2014 during Long Shutdown 1 and was necessary because of the expected decrease in B-tagging efficiency and vertexing precision associated with the revision of the luminosity profile evolution at the LHC. The initial Pixel detector, the 3 most inner layers of the ID excluding the IBL, were build for a luminosity of 10^{34}cm^{−2}s^{−1} while the expected luminosity for Run-2 was higher[1]. The new IBL would help to preserve the tracking performance needed in the new high luminosity regions that we are approaching. This paper describes a study of the IBL Lorentz Angle, residual mean biases and possible correlation between these two to improve the tracking performance...

Enacting science

Science.gov (United States)

MacDonald, Anthony Leo

My study examines the development of forms of knowing that arise when students engage in open-ended explorations involving self-directed design and building involving simple materials. It is grounded in an enactivist theoretical perspective on cognition which holds that the creation of action-thought processes for engaging the world is interwoven with the meanings that are constructed for these experiences. A dynamic conception of persons-acting-in-a-setting is fundamental to an enactivist view of cognition. How is understanding enacted in building activity? How does the shape of a problem emerge? How do students enact meaning and understanding when they experience a high degree of physical engagement in building things? What are some characteristics of an enactive learning/teaching environment? My research settings comprise a range of individual, group and classroom engagements of varying lengths over a three and one-half year period. The first research episode involved two grade eight students in an investigation of Paper Towels. The second four month engagement was in a grade nine science class that culminated in the building of a Solar House. The third grade ten episode involved a one month project to build a Mousetrap Powered Car. A fourth Invent a Machine project was conducted in two grade eight science classes taught by the teacher who participated in the Solar House project. Two students were present in three of the four projects. I interviewed one of these students upon completion of his high school physics courses. I found that building is a form of thinking which develops competency in managing complex practical tasks. A triadic relationship of exploration, planning and acting is present. Practical and procedural understandings emerge as students enter and re-enter self-directed problem settings. Thinking patterns depend on the kinds of materials chosen, the ways they are used, and on how students contextualize the problem. Classroom assessment

Science Teachers' Views and Stereotypes of Religion, Scientists and Scientific Research: A Call for Scientist-Science Teacher Partnerships to Promote Inquiry-Based Learning

Science.gov (United States)

Mansour, Nasser

2015-01-01

Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students' learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students' inquiry practices and encourage them to think and act as scientists, a better…

Low-Level Test of the New Read-Out-Driver (ROD) Module and Back-of-Crate (BOC) Module for ATLAS IBL Data Acquisition System Upgrade

CERN Document Server

Hanindhito, Bagus

2014-01-01

During first long shutdown of The Large Hadron Collider, most of experiment infrastructures at CERN will be upgraded for preparation to operate at higher energy thus can open new possibilities to discover the unknown in particle physics. ATLAS, which is the biggest particle detector at CERN, will also be upgraded by constructing new pixel sensor layer. This new pixel sensor layer is called ATLAS Insertable B-Layer (IBL). IBL will be installed between the existing pixel sensor and new, smaller radius beam pipe. The installation of IBL will introduce new level of radiation and pixel occupancy. Therefore, it requires development of new technologies to supports the ATLAS IBL upgrade and also improve the physics performance of the existing pixel sensor. One of the important key technologies that must be upgraded is data acquisition system. The development of new front-end ASIC, the FE-I4, to answer the challenge in data acquisition system will require new off-detector electronics. The new off-detector electronics ...

Cleaning IBL secondary sludge in the tubular plate steam generators

International Nuclear Information System (INIS)

Montoro de Frutos, E.; Gonzalez Carballo, S.

2012-01-01

After cleanings Sludge Lancing using 250bar made from the center lane, identifies an area of solidified remaining sludge on the tube plate. Since late 2010, IBERDROLA-SAVAC has developed Inner System Bundle Lancing (IBL), which locally involves shooting a jet of water at high pressure 590bar directly impacting sludge areas within the tube bundle hard to detach and break into small pieces that can be extracted from GV through a closed circuit suction.

Single Event Upsets in the ATLAS IBL Front End ASICs

CERN Document Server

Rozanov, Alexandre; The ATLAS collaboration

2018-01-01

During operation at instantaneous luminosities of up to 2.1 1034 cm2 s−1 frontend chips of the ATLAS innermost pixel layer (IBL) experienced single event upsets affecting its global registers as well as the settings for the individual pixels, causing, amongst other things loss of occupancy, noisy pixels, and silent pixels. A quantitative analysis of the single event upsets as well as the operational issues and mitigation techniques are presented.

Quality Assurance and Functionality Tests on Electrical Components during the ATLAS IBL Production

CERN Document Server

Jentzsch, J

2013-01-01

To improve performance of the ATLAS inner tracker, a fourth Pixel layer, called the Insertable B-layer (IBL), will be installed in 2014 on a new beam pipe. A new read out chip generation, FE-I4, has been developed and two different sensor designs, a rather conventional planar and a 3D design, have been flip chipped to these front ends. New staves holding new stave and module flex circuits have been developed as well. Therefore, a production QA test bench has been established to test all production staves before integration with the new beam pipe. This setup combines former ATLAS Pixel services and a new readout system, namely the RCE (Reconfigurable Cluster Element) system developed at SLAC. With this setup all production staves will be tested to ensure the installation of only those staves which fulfill the IBL criteria. Quality assurance measurements under cleanroom conditions, including temperature and humidity control, are performed on the individual components during the various production steps of the I...

Quality Assurance and Functionality Tests on Electrical Components during the ATLAS IBL Production

CERN Document Server

Bassalat, A; The ATLAS collaboration

2014-01-01

During the shutdown of 2013-2014, for the enhancement of the current ATLAS Pixel Detector, a fourth layer (Insertable B Layer, IBL) is being built and will be installed between the innermost layer and a new beam pipe. A new generation of readout chip has been developed, and two different sensor designs, a rather conventional planar and a 3D design, have been bump bonded to the Front Ends. Additionally, new staves and module flex circuits have been developed. A production QA test bench was therefore established to test all production staves before integration with the new beam pipe. Quality assurance measurements under cleanroom conditions, including temperature and humidity control, are being performed on the individual components during the various production steps of the IBL; namely, connectivity tests, electrical tests and signal probing on individual parts and assembled subsystems. This paper discusses the pre-assembly QC procedures, the capabilities of the stave qualification setup, and recent results fr...

Irradiation of an IBL stave in a 10MeV beta beam

CERN Document Server

Bilbao de Mendizabal, J; The ATLAS collaboration; Nuiry, FX; Seez, W

2013-01-01

The new IBL detector (Insertable B-Layer), due to be integrated into the ATLAS detector as the closest Pixel layer to the beam pipe during the first LHC long-shutdown (2013), is composed of fourteen stave sub-assemblies. These staves have a triangular cross section carbon foam core, sandwiched between a triangular carbon fibre plate (omega) and a flat top plate (faceplate) onto which the silicon detector modules and services are glued. The assembly is strongly dependant on glue and thermal grease interfaces; high density amorphous materials prone to degradation under high radiation doses. In order to evaluate the mechanical stability and integrity of one of these staves it was decided to impose a very high radiation dose upon it, representative of the full dose IBL will receive in its life-cycle. Because of the lack of availability of proton beams - the closest approximation to the radiation received in operation - with a large enough sweep area and dose it was decided to undertake the experiment using an ind...

Influences of Learning Environment Characteristics on Student Learning During Authentic Science Inquiry in an Introductory Physical Geology Course

Science.gov (United States)

Miller, H. R.; Sell, K. S.; Herbert, B. E.

2004-12-01

Shifts in learning goals in introductory earth science courses to greater emphasis on critical thinking and the nature of science has led to the adoption of new pedagogical techniques, including inquiry-based learning (IBL). IBL is thought to support understanding of the nature of science and foster development of scientific reasoning and critical thinking skills by modeling authentic science inquiry. Implementation of new pedagogical techniques do not occur without influence, instruction and learning occurs in a complex learning environment, referring to the social, physical, mental, and pedagogical contexts. This study characterized the impact of an IBL module verses a traditionally structured laboratory exercise in an introductory physical geology class at Texas A&M University. Student activities in this study included manipulation of large-scale data sets, use of multiple representations, and exposure to ill-constrained problems common to the Texas Gulf Coast system. Formative assessment data collected included an initial survey of self efficacy, student demographics, content knowledge and a pre-mental model expression. Summative data collected included a post-test, post-mental model expression, final laboratory report, and a post-survey on student attitudes toward the module. Mental model expressions and final reports were scored according to a validated rubric instrument (Cronbrach alpha: 0.84-0.98). Nine lab sections were randomized into experimental and control groups. Experimental groups were taught using IBL pedagogical techniques, while the control groups were taught using traditional laboratory "workbook" techniques. Preliminary assessment based on rubric scores for pre-tests using Student's t-test (N ˜ 140) indicated that the experimental and control groups were not significantly different (ρ > 0.05), therefore, the learning environment likely impacted student's ability to succeed. A non-supportive learning environment, including student attitudes

New Technique for Luminosity Measurement Using 3D Pixel Modules in the ATLAS IBL Detector

CERN Document Server

Liu, Peilian; The ATLAS collaboration

2017-01-01

The Insertable b-Layer ( IBL ) is the innermost layer of the ATLAS tracking system. It consists of planar pixel modules in the central region and 3D modules at two extremities. We use the cluster length distributions in 3D sensor modules of the IBL to determine the number of primary charged particles per event and suppress backgrounds. This Pixel Cluster Counting ( PCC ) algorithm provides a bunch-by-bunch luminosity measurement. An accurate luminosity measurement is a key component for precision measurements at the Large Hadron Collider and one of the largest uncertainties on the luminosity determination in ATLAS arises from the long-term stability of the measurement technique. The comparison of the PCC algorithm with other existing algorithms provides key insights in assessing and reducing such uncertainty.

Design and evaluation of the IBL BOC for the ATLAS experiment at CERN

Energy Technology Data Exchange (ETDEWEB)

Schroer, Nicolai

2013-02-14

In 2013 during a 20 month long shutdown of the LHC the Pixel Detector of the ATLAS Experiment at CERN will be upgraded by inserting a fourth innermost layer between the beam pipe and the current detector. This so called Insertable B-Layer (IBL) will be constructed with 448 of the new FE-I4 chips to handle the readout of the about 12 million pixels provided by the sensors of this layer. The improved architecture and increased bandwidth of these new readout chips requires new off-detector electronics which were decided to be also backwards compatible to the existing system. Hence the VME card pair establishing the optical interface to front-end and data acquisition (BOC) and managing the data processing and calibration (ROD) have been redesigned for the IBL. In this thesis the redesign of the BOC card is motivated and presented. At first the ATLAS Experiment is described and the need to upgrade the Pixel Detector with a new layer is explained. As the readout chip architecture of the current system has flaws preventing its use for the IBL the new FE-I4 is introduced, and with a look at the current off-detector electronics the need for a redesign of it is justified. Starting with the conceptual planning, the redesign process of the BOC card is presented from hard- and firmware development to testing of the first prototypes. The redesigned BOC is based on modern FPGA technology in conjunction with commercial off-the-shelf optical transceiver modules to provide an integration four times higher than the current system, including the flexibility to adjust to different use cases by simply changing the firmware.

Design and evaluation of the IBL BOC for the ATLAS experiment at CERN

International Nuclear Information System (INIS)

Schroer, Nicolai

2013-01-01

In 2013 during a 20 month long shutdown of the LHC the Pixel Detector of the ATLAS Experiment at CERN will be upgraded by inserting a fourth innermost layer between the beam pipe and the current detector. This so called Insertable B-Layer (IBL) will be constructed with 448 of the new FE-I4 chips to handle the readout of the about 12 million pixels provided by the sensors of this layer. The improved architecture and increased bandwidth of these new readout chips requires new off-detector electronics which were decided to be also backwards compatible to the existing system. Hence the VME card pair establishing the optical interface to front-end and data acquisition (BOC) and managing the data processing and calibration (ROD) have been redesigned for the IBL. In this thesis the redesign of the BOC card is motivated and presented. At first the ATLAS Experiment is described and the need to upgrade the Pixel Detector with a new layer is explained. As the readout chip architecture of the current system has flaws preventing its use for the IBL the new FE-I4 is introduced, and with a look at the current off-detector electronics the need for a redesign of it is justified. Starting with the conceptual planning, the redesign process of the BOC card is presented from hard- and firmware development to testing of the first prototypes. The redesigned BOC is based on modern FPGA technology in conjunction with commercial off-the-shelf optical transceiver modules to provide an integration four times higher than the current system, including the flexibility to adjust to different use cases by simply changing the firmware.

Single Event Upsets in the ATLAS IBL Front End ASICs

CERN Document Server

Rozanov, Alexander; The ATLAS collaboration

2018-01-01

During operation at instantaneous luminosities of up to 2.1 10^{34} cm^{-2} s^{-1} the front end chips of the ATLAS innermost pixel layer (IBL) experienced single event upsets affecting its global registers as well as the settings for the individual pixels, causing, among other things loss of occupancy, noisy pixels, and silent pixels. A quantitative analysis of the single event upsets as well as the operational issues and mitigation techniques will be presented.

Using Expectancy-Value Theory to Explore Aspects of Motivation and Engagement in Inquiry-Based Learning in Primary Mathematics

Science.gov (United States)

Fielding-Wells, Jill; O'Brien, Mia; Makar, Katie

2017-01-01

Inquiry-based learning (IBL) is a pedagogical approach in which students address complex, ill-structured problems set in authentic contexts. While IBL is gaining ground in Australia as an instructional practice, there has been little research that considers implications for student motivation and engagement. Expectancy-value theory (Eccles and…

Overview of the Insertable B-Layer (IBL) Project of the ATLAS Experiment at the Large Hadron Collider at CERN

International Nuclear Information System (INIS)

Flick, Tobias

2013-06-01

The ATLAS experiment will upgrade its Pixel Detector with the installation of a new pixel layer in 2013/14. The new sub-detector, named Insertable B-Layer (IBL), will be installed between the existing Pixel Detector and a new smaller diameter beam-pipe at a radius of 33 mm. To cope with the high radiation and hit occupancy due to the proximity to the interaction point, a new read-out chip and two different silicon sensor technologies (planar and 3D) have been developed and are currently under investigation and production for the IBL. Furthermore, the physics performance should be improved through the reduction of pixel size whereas targeting for a low material budget, pushing for a new mechanical support using lightweight staves and a CO 2 -based cooling system. An overview of the IBL project, the results of beam tests on different sensor technologies, testing of pre-series staves made before going into production in order to qualify the assembly procedure, the loaded module electrical integrity, and the read-out chain will be presented. (authors)

Curriculum enactment patterns and associated factors from teachers' perspectives

Science.gov (United States)

Son, Ji-Won; Kim, Ok-Kyeong

2016-12-01

As part of a larger effort to improve teacher capacity for high-quality mathematics instruction, we investigated the factors that are associated with different enactment patterns at three levels: contextual (e.g., type and quality of textbook), individual (e.g., teacher knowledge), and teachers' opportunity-to-learn (e.g., professional development experiences). Analysis of 183 teachers' self-reports on their practices revealed three notable findings. First, the factors at the three levels were all found to be significantly related to the different patterns of enacted curriculum. However, the use of quality textbooks and the alignment of teachers' views and instructional goals with curriculum goals were found to be the two factors that are most strongly associated with the enactment pattern of high-level problems and high-level teacher questions in instruction. Furthermore, teachers with the enactment pattern of increasing lower cognitive demand of problems into higher ones tended to rate their curriculum knowledge higher than teachers with the enactment pattern of using low-level problems and teacher questions in their teaching. In particular, deviation from and dissatisfaction with their assigned low-quality textbooks were found to be critical factors that are associated with the enactment pattern of increasing lower cognitive demands of problems in instruction.

Learning new skills in Multimodal Enactive Environments

Directory of Open Access Journals (Sweden)

Bardy Benoît G.

2011-12-01

Full Text Available A European consortium of researchers in movement and cognitive sciences, robotics, and interaction design developed multimodal technologies to accelerate and transfer the (relearning of complex skills from virtual to real environments. The decomposition of skill into functional elements — the subskills — and the enactment of informational variables used as accelerators are here described. One illustration of accelerator using virtual reality in team rowing is described.

Enactments in Psychoanalysis: Therapeutic Benefits.

Science.gov (United States)

Stern, Stanley

The therapeutic benefits of enactments are addressed. Relevant literature reveals disparate conceptions about the nature and use of enactments. Clarification of the term is discussed. This analyst's theoretical and technical evolution is addressed; it is inextricably related to using enactments. How can it not be? A taxonomy of enactments is presented. The article considers that enactments may be fundamental in the evolution from orthodox to contemporary analytic technique. Assumptions underlying enactments are explored, as are guidelines for using enactments. Finally, the article posits that enactments have widened the scope of analysis and contributed to its vitality.

INQUIRY –BASED LEARNING FOR ENHANCING CRITICAL THINKING SKILLS: INDONESIAN STUDENTS‘ PERSPECTIVES

Directory of Open Access Journals (Sweden)

Hersulastuti Hersulastuti

2017-12-01

Full Text Available This paper was mainly intended to shed light on students‘ response towards the implementation of Inquiry-Based Learning (IBL in Reading and Writing subject, and explore its benefits for enhancing critical thinking skills from students‘perspectives in ELT context. This research was conducted through a qualitative case study approach. Three students of graduate program were purposively selected to be the participants. Data were gathered primarily from observation notes and interviews, and then further analyzed using interractive model analysis as proposed by Miles & Huberman (1994. The findings demonstrate that students have good responses towards the implementation of IBL. Moreover, IBL is beneficial to make students become more self-directed, selfdisciplined, self-monitored thinkers. Through IBL, students develop their critical thinking abilities: 1 raise vital questions and problems; 2 gather and assess relevant information; 3 drawing well-reasoned conclusions; and 4 communicate effectively with others to seek solution to complex problems.

Development of syntax of intuition-based learning model in solving mathematics problems

Science.gov (United States)

Yeni Heryaningsih, Nok; Khusna, Hikmatul

2018-01-01

The aim of the research was to produce syntax of Intuition Based Learning (IBL) model in solving mathematics problem for improving mathematics students’ achievement that valid, practical and effective. The subject of the research were 2 classes in grade XI students of SMAN 2 Sragen, Central Java. The type of the research was a Research and Development (R&D). Development process adopted Plomp and Borg & Gall development model, they were preliminary investigation step, design step, realization step, evaluation and revision step. Development steps were as follow: (1) Collected the information and studied of theories in Preliminary Investigation step, studied about intuition, learning model development, students condition, and topic analysis, (2) Designed syntax that could bring up intuition in solving mathematics problem and then designed research instruments. They were several phases that could bring up intuition, Preparation phase, Incubation phase, Illumination phase and Verification phase, (3) Realized syntax of Intuition Based Learning model that has been designed to be the first draft, (4) Did validation of the first draft to the validator, (5) Tested the syntax of Intuition Based Learning model in the classrooms to know the effectiveness of the syntax, (6) Conducted Focus Group Discussion (FGD) to evaluate the result of syntax model testing in the classrooms, and then did the revision on syntax IBL model. The results of the research were produced syntax of IBL model in solving mathematics problems that valid, practical and effective. The syntax of IBL model in the classroom were, (1) Opening with apperception, motivations and build students’ positive perceptions, (2) Teacher explains the material generally, (3) Group discussion about the material, (4) Teacher gives students mathematics problems, (5) Doing exercises individually to solve mathematics problems with steps that could bring up students’ intuition: Preparations, Incubation, Illumination, and

Teachers' selection and enactment of mathematical problems from textbooks

Science.gov (United States)

Son, Ji-Won; Kim, Ok-Kyeong

2015-12-01

In order to investigate how teachers' use of textbooks creates different kinds of opportunities for student learning, this study focused on teachers' selection and enactment of problems and tasks from the textbooks and their influence on the cognitive demand placed on students. By drawing on data from three elementary teachers in the USA, two of which used a reform-oriented textbook— Math Trailblazers and one a commercially developed textbook—this study examined kinds of problems the teachers chose and ways in which they enacted those problems in relation to the cognitive demand of the problems. In particular, we attended to the kinds of questions the teachers asked in enacting the problems and ways in which those questions influenced the cognitive demand of the textbook problems. This study also identified critical issues involved in teacher decision-making on task selection and enactment, such as the match between teachers' goals and those of the textbooks, and teachers' perception of textbook problems. Based on the results of the study, we discuss implications for teacher education and professional development.

Memory Recall after Learning by Doing and Learning by Viewing: Boundary Conditions of an Enactment Benefit

Directory of Open Access Journals (Sweden)

Melanie C Steffens

2015-12-01

Full Text Available According to common sense, things one has done are remembered better than things done by others that one has observed. On first sight, findings concerning memory for actions appear in line with that preconception: Performed actions (subject-performed tasks appear to be remembered particularly well, and better than observed actions (experimenter-performed tasks. A closer look, however, reveals important exceptions regarding this enactment effect. The aim of the present paper is critically evaluating the literature that compares memory for performed and observed tasks. In recognition memory, an enactment effect has regularly been observed. In free recall, however, findings depended on the experimental design: When performed and observed actions were intermixed, an enactment effect was typically found. In contrast, in designs where actions were either all performed or all observed, this was rarely the case. We discuss underlying memory processes, potential moderator variables, open questions, and implications.

Laboratory projects using inquiry-based learning: an application to a practical inorganic course

Directory of Open Access Journals (Sweden)

José G. Carriazo

2011-01-01

Full Text Available This paper reports how laboratory projects (LP coupled to inquiry-based learning (IBL were implemented in a practical inorganic chemistry course. Several coordination compounds have been successfully synthesised by students according to the proposed topics by the LP-IBL junction, and the chemistry of a number of metals has been studied. Qualitative data were collected from written reports, oral presentations, lab-notebook reviews and personal discussions with the students through an experimental course with undergraduate second-year students at the Universidad Nacional de Colombia during the last 5 years. Positive skills production was observed by combining LP and IBL. Conceptual, practical, interpretational, constructional (questions, explanations, hypotheses, communicational, environmental and application abilities were revealed by the students throughout the experimental course.

Promoting Learning by Inquiry Among Undergraduates in Soil Sciences: Scaffolding From Project-based Courses to Student-Staff Research Grants by the National Research Agency in Oman

Science.gov (United States)

Al-Ismaily, Said; Kacimov, Anvar; Al-Maktoumi, Ali

2016-04-01

Three strategies in a soil science undergraduate programme with inquiry-based learning (IBL) principles at Sultan Qaboos University, Oman, are presented. The first strategy scaffolds courses into three phases: with direct instructional guidance, structured IBL, and finally, guided to open IBL. The second strategy involves extra-curricular activities of undergraduates, viz. conducting workshops on soils for pupils in grades 7-9 with their teachers. The third strategy promotes the teaching-research nexus through collaboration between the undergraduates and faculty within a student-supporting, government-funded programme through 1-year long research grants of up to 5,500 US/project. The efficiency of the strategies was evaluated by students' evaluations of courses and instructors and questionnaire-based surveys. Statistics of students' responses in teaching evaluations of IBL courses showed a significantly higher level of satisfaction compared with regular courses taught in the department and college. In surveys of other constituencies of the program, viz. the secondary schools, more than 90% of respondents "agreed" or "strongly agreed" that they had learned new information/secrets about soils. The indicators of success in the third strategy are: winning a highly competitive grant and, moreover, earning an even more competitive annual national award for the best executed research project. The two top graduates of the IBL soil programme progressed into the MSc programme with the university and national scholarships. Key words: inquiry based learning, soil science undergraduate program, scaffold of courses, outreach activities, teaching-research nexus, evaluation of program's efficiency

The role of inertia in modeling decisions from experience with instance-based learning.

Science.gov (United States)

Dutt, Varun; Gonzalez, Cleotilde

2012-01-01

One form of inertia is the tendency to repeat the last decision irrespective of the obtained outcomes while making decisions from experience (DFE). A number of computational models based upon the Instance-Based Learning Theory, a theory of DFE, have included different inertia implementations and have shown to simultaneously account for both risk-taking and alternations between alternatives. The role that inertia plays in these models, however, is unclear as the same model without inertia is also able to account for observed risk-taking quite well. This paper demonstrates the predictive benefits of incorporating one particular implementation of inertia in an existing IBL model. We use two large datasets, estimation and competition, from the Technion Prediction Tournament involving a repeated binary-choice task to show that incorporating an inertia mechanism in an IBL model enables it to account for the observed average risk-taking and alternations. Including inertia, however, does not help the model to account for the trends in risk-taking and alternations over trials compared to the IBL model without the inertia mechanism. We generalize the two IBL models, with and without inertia, to the competition set by using the parameters determined in the estimation set. The generalization process demonstrates both the advantages and disadvantages of including inertia in an IBL model.

Performance Evaluation of the ATLAS IBL Calibration

CERN Document Server

Kretz, Moritz; The ATLAS collaboration

2015-01-01

The Insertable-B-Layer (IBL) has recently been commissioned at the ATLAS Experiment, adding 12 million channels to the existing Pixel Detector. The front-end chips (FE-I4) are connected to newly designed readout hardware situated in a VME crate. In order to take data under uniform conditions, one needs to periodically tune the detector in short breaks between data-taking sessions to accommodate for radiation damage and ageing effects. Tuning involves a variety of components, ranging from high-level steering and analysis software (PixLib) running on commodity hardware, to embedded components situated inside the VME crate that feature only a minimal or no operating system at all. Understanding the interactions between these components is key in debugging and optimizing the tuning procedures to become more efficient. We therefore implement an instrumentation framework aimed at all major components. It features a uniform interface to the user and is able to take instrumentation data with μs-precision. A central ...

A COMPARISON OF INTERNET-BASED LEARNING AND TRADITIONAL CLASSROOM LECTURE TO LEARN CPR FOR CONTINUING MEDICAL EDUCATION

Directory of Open Access Journals (Sweden)

Naser HEMMATI

2013-01-01

Full Text Available The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL and traditional classroom lecture (TCL for continuing medical education (CME programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR curriculum guidelines training either by traditional or by an Internet-based CME. A randomized two-group pretest-posttest quasi-experimental design was used. Postgraduate general physician trainees of Iran medical schools were participated. Two methods were compared for teaching the newest curriculum guidelines of the American Heart Association: lecture method in which the teacher follows a Power point presentation with linear layout, and with interactive self-assessment and Scenario-based learning, feedback, multimedia with linear and nonlinear layout with the same power point presentation as lecture in terms of text and photography. The data on final CPR exam grades, collected both groups trained physicians, were obtained for a total of 80 physicians in 2011. An independent sample t-test analysis indicated that participants in the IBL format reported significantly higher mean ratings for this format (62.5 ±2.32 than TCL format (54.6±2.18 (p=.001. There were no significant differences between the two groups in cognitive gains (p<0.05. well-designed IBL content can be effective or a supplement component to CME.

Examining the Effect of Enactment of a Geospatial Curriculum on Students' Geospatial Thinking and Reasoning

Science.gov (United States)

Bodzin, Alec M.; Fu, Qiong; Kulo, Violet; Peffer, Tamara

2014-08-01

A potential method for teaching geospatial thinking and reasoning (GTR) is through geospatially enabled learning technologies. We developed an energy resources geospatial curriculum that included learning activities with geographic information systems and virtual globes. This study investigated how 13 urban middle school teachers implemented and varied the enactment of the curriculum with their students and investigated which teacher- and student-level factors accounted for students' GTR posttest achievement. Data included biweekly implementation surveys from teachers and energy resources content and GTR pre- and posttest achievement measures from 1,049 students. Students significantly increased both their energy resources content knowledge and their GTR skills related to energy resources at the end of the curriculum enactment. Both multiple regression and hierarchical linear modeling found that students' initial GTR abilities and gain in energy content knowledge were significantly explanatory variables for their geospatial achievement at the end of curriculum enactment, p critical components of the curriculum or the number of years the teachers had taught the curriculum, did not have significant effects on students' geospatial posttest achievement. The findings from this study provide support that learning with geospatially enabled learning technologies can support GTR with urban middle-level learners.

A Comparison of Internet-Based Learning and Traditional Classroom Lecture to Learn CPR for Continuing Medical Education

Science.gov (United States)

Hemmati, Nima; Omrani, Soghra; Hemmati, Naser

2013-01-01

The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL) and traditional classroom lecture (TCL) for continuing medical education (CME) programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR) curriculum guidelines training…

Enactment versus observation: item-specific and relational processing in goal-directed action sequences (and lists of single actions.

Directory of Open Access Journals (Sweden)

Janette Schult

Full Text Available What are the memory-related consequences of learning actions (such as "apply the patch" by enactment during study, as compared to action observation? Theories converge in postulating that enactment encoding increases item-specific processing, but not the processing of relational information. Typically, in the laboratory enactment encoding is studied for lists of unrelated single actions in which one action execution has no overarching purpose or relation with other actions. In contrast, real-life actions are usually carried out with the intention to achieve such a purpose. When actions are embedded in action sequences, relational information provides efficient retrieval cues. We contrasted memory for single actions with memory for action sequences in three experiments. We found more reliance on relational processing for action-sequences than single actions. To what degree can this relational information be used after enactment versus after the observation of an actor? We found indicators of superior relational processing after observation than enactment in ordered pair recall (Experiment 1A and in emerging subjective organization of repeated recall protocols (recall runs 2-3, Experiment 2. An indicator of superior item-specific processing after enactment compared to observation was recognition (Experiment 1B, Experiment 2. Similar net recall suggests that observation can be as good a learning strategy as enactment. We discuss possible reasons why these findings only partly converge with previous research and theorizing.

Implementation and outcomes of inquiry-based learning in mathematics content courses for pre-service teachers

Science.gov (United States)

Laursen, Sandra L.; Hassi, Marja-Liisa; Hough, Sarah

2016-02-01

This mixed-methods study describes classroom characteristics and student outcomes from university mathematics courses that are based in mathematics departments, targeted to future pre-tertiary teachers, and taught with inquiry-based learning (IBL) approaches. The study focused on three two-term sequences taught at two research universities, separately targeting elementary and secondary pre-service teachers. Classroom observation established that the courses were taught with student-centred methods that were comparable to those used in IBL courses for students in mathematics-intensive fields at the same institutions. To measure pre-service teachers' gains in mathematical knowledge for teaching, we administered the Learning Mathematics for Teaching (LMT) instrument developed by Hill, Ball and Schilling for in-service teacher professional development. Results from the LMT show that pre-service teachers made significant score gains from beginning to end of their course, while data from interviews and from surveys of learning gains show that pre-service teachers viewed their gains as relevant to their future teaching work. Measured changes on pre-/post-surveys of attitudes and beliefs were generally supportive of learning mathematics but modest in magnitude. The study is distinctive in applying the LMT to document pre-service teachers' growth in mathematical knowledge for teaching. The study also suggests IBL is an approach well suited to mathematics departments seeking to strengthen their pre-service teacher preparation offerings in ways consistent with research-based recommendations.

Enacting relationships in marriage and family therapy: a conceptual and operational definition of an enactment.

Science.gov (United States)

Davis, Sean D; Butler, Mark H

2004-07-01

Enactments are a potential common clinical process factor contributing to positive outcomes in many relational therapies. Enactments provide therapists a medium for mediating relationships through simultaneous experiential intervention and change at multiple levels of relationships--including specific relationship disagreements and problems, interaction process surrounding these issues, and underlying emotions and attachment issues confounded with those problems. We propose a model of enactments in marriage and family therapy, consisting of three components--initiation operations, intervention operations, and evaluation operations. We offer a conceptual framework to help clinicians know when and to what purpose to use this model of enactments. We provide an operational description of each component of an enactment, exemplifying them using a hypothetical clinical vignette. Directions for future research are suggested.

ATLAS pixel IBL modules construction experience and developments for future upgrade

Energy Technology Data Exchange (ETDEWEB)

Gaudiello, A.

2015-10-01

The first upgrade of the ATLAS Pixel Detector is the Insertable B-Layer (IBL), installed in May 2014 in the core of ATLAS. Two different silicon sensor technologies, planar n-in-n and 3D, are used. Sensors are connected with the new generation 130 nm IBM CMOS FE-I4 read-out chip via solder bump-bonds. Production quality control tests were set up to verify and rate the performance of the modules before integration into staves. An overview of module design and construction, the quality control results and production yield will be discussed, as well as future developments foreseen for future detector upgrades.

Characterization of purified and Xerogel immobilized Novel Lignin Peroxidase produced from Trametes versicolor IBL-04 using solid state medium of Corncobs

Directory of Open Access Journals (Sweden)

Asgher Muhammad

2012-08-01

Full Text Available Abstract Background Cost-effective production of industrially important enzymes is a key for their successful exploitation on industrial scale. Keeping in view the extensive industrial applications of lignin peroxidase (LiP, this study was performed to purify and characterize the LiP from an indigenous strain of Trametes versicolor IBL-04. Xerogel matrix enzyme immobilization technique was applied to improve the kinetic and thermo-stability characteristics of LiP to fulfil the requirements of the modern enzyme consumer sector of biotechnology. Results A novel LiP was isolated from an indigenous T. versicolor IBL-04 strain. T. versicolor IBL-04 was cultured in solid state fermentation (SSF medium of corn cobs and maximum LiP activity of 592 ± 6 U/mL was recorded after five days of incubation under optimum culture conditions. The crude LiP was 3.3-fold purified with specific activity of 553 U/mg after passing through the DEAE-cellulose and Sephadex-G-100 chromatography columns. The purified LiP exhibited a relatively low molecular weight (30 kDa homogenous single band on native and SDS-PAGE. The LiP was immobilized by entrapping in xerogel matrix of trimethoxysilane (TMOS and proplytetramethoxysilane (PTMS and maximum immobilization efficiency of 88.6% was achieved. The free and immobilized LiPs were characterized and the results showed that the free and immobilized LiPs had optimum pH 6 and 5 while optimum temperatures were 60°C and 80°C, respectively. Immobilization was found to enhance the activity and thermo-stability potential of LiP significantly and immobilized LiP remained stable over broad pH and temperature range as compare to free enzyme. Kinetic constants Km and Vmax were 70 and 56 μM and 588 and 417 U/mg for the free and immobilized LiPs, respectively. Activity of this novel extra thermo-stable LiP was stimulated to variable extents by Cu2+, Mn2+ and Fe2+ whereas, Cystein, EDTA and Ag+ showed inhibitory effects

Quality Assurance and Functionality Tests on Electrical Components during the ATLAS IBL Production

OpenAIRE

Jentzsch, J

2012-01-01

To improve performance of the ATLAS inner tracker, a fourth Pixel layer, called the Insertable B-layer (IBL), will be installed in 2014 on a new beam pipe. A new read out chip generation, FE-I4, has been developed and two different sensor designs, a rather conventional planar and a 3D design, have been flip chipped to these front ends. New staves holding new stave and module flex circuits have been developed as well. Therefore, a production QA test bench has been established to test all produ...

Learning to Teach Elementary Science through Iterative Cycles of Enactment in Culturally and Linguistically Diverse Contexts

Science.gov (United States)

Bottoms, SueAnn I.; Ciechanowski, Kathryn M.; Hartman, Brian

2015-01-01

Iterative cycles of enactment embedded in culturally and linguistically diverse contexts provide rich opportunities for preservice teachers (PSTs) to enact core practices of science. This study is situated in the larger Families Involved in Sociocultural Teaching and Science, Technology, Engineering and Mathematics (FIESTAS) project, which weaves…

The Read-Out Driver (ROD) card for the ATLAS experiment: commissioning for the IBL detector and upgrade studies for the Pixel Layers 1 and 2

CERN Document Server

Travaglini, R; The ATLAS collaboration; Bindi, M; Falchieri, D; Gabrielli, A; Lama, L; Chen, S P; Hsu, S C; Hauck, S; Kugel, A; Flick, T; Wensing, M

2013-01-01

The upgrade of the ATLAS experiment at LHC foresees the insertion of an innermost silicon layer, called Insertable B-layer (IBL). IBL read-out system will be equipped with new electronics. The Readout-Driver card (ROD) is a VME board devoted to data processing, configuration and control. A pre-production batch has been delivered in order to perform tests with instrumented slices of the overall acquisition chain, aiming to finalize strategies for system commissioning. In this contribution both setups and results will be described, as well as preliminary studies on changes in order to adopt the ROD for the ATLAS Pixel Layers 1 and 2.

New pedagogies for teaching thinking: the lived experiences of students and teachers enacting narrative pedagogy.

Science.gov (United States)

Ironside, Pamela M

2003-11-01

The need to prepare students for a rapidly changing health care system sustains teachers' interest in developing students' thinking abilities at all levels of nursing education. Although significant effort has been directed toward developing efficient and effective strategies to teach thinking, this study explores the underlying assumptions embedded in any approach to teaching and learning and how these assumptions influence students' thinking. This study, using Heideggerian hermeneutics, explored how teachers and students experience enacting a new pedagogy, Narrative Pedagogy, and this article explains how enacting this pedagogy offers new possibilities for teaching and learning thinking. Two themes emerged from this analysis and are discussed: Thinking as Questioning: Preserving Perspectival Openness and Practicing Thinking: Preserving Fallibility and Uncertainty.

Enacting and Re-Enacting the Constitution of Development

DEFF Research Database (Denmark)

Brønnum, Louise; Clausen, Christian

2015-01-01

Many companies find it difficult to enable radical innovation within the organization and its structure. The problem is described by many and tried solved by proposing of new development tools and processes or applying a different organizational structure and culture. This paper presents a case...... study that will show how there in a development company exits a constitution of development. This constitution of development is perceived as a set of development rules and guidelines that are implicitly enacted by the employees and for certain development opportunities. Through the case study we...... will present different strategies for re-enactment of the constitution of development that frame for alternative development spaces with perceived different rules, and therefor make space for the development of a more radical nature....

Sludge Lancing IBL: results and experiences in the Spanish NPP's; Sluge Lancing e IBL: resultados y experiencias en las centrales espanolas

Energy Technology Data Exchange (ETDEWEB)

Montoro, E.; Pozo, C. del

2014-04-01

During the operation cycle of the PWR plants, oxides deposits (sludge) generated in the secondary circuit by erosion corrosion, chemical additives, etc. Which are deposited on the tube plate of GVs, limiting their efficiency and lifespan. To reduce them, Iberdrola Engineering and Construction, together with SRA SAVAC cleaned by high-pressure water means and tele visual inspection between tubes of the GVs. After Sludge Lancing cleanings performed by 250 bar from the center line, an area of solidified sludge remaining on the tubular plate was identified. Late 2010, Iberdrola Engineering and Construction, together with SRA SAVAC developed the Inner Bundle Lancing (IBL) system, which is based on a jet of water of high pressure>500 bar directly impacting areas of hard sludge within the tube bundle to detach and break the deposits into small pieces that can be extracted from GV through a closed circuit suction. (Author)

Inquiry-Oriented Instruction: A Conceptualization of the Instructional Principles

Science.gov (United States)

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

2018-01-01

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

Enacting Governance through Strategy

DEFF Research Database (Denmark)

Brandtner, Christof; Höllerer, Markus A.; Meyer, Renate E.

2017-01-01

of strategy documents in city administration addresses these challenges. Our central claim is that strategy documents can be understood as a distinct discursive device through which local governments enact aspired governance configurations. We illustrate our argument empirically using two prominent examples...... that, while showing similar features and characteristics, are anchored in different administrative traditions and institutional frameworks: the city administrations of Sydney, Australia, and Vienna, Austria. The contribution of the paper is to show how strategy documents enact governance configurations...... along four core dimensions: the setting in space and time, the definition of the public, the framing of the res publica and legitimacy issues. Moreover, our comparative analysis of Sydney and Vienna gives evidence of differences in governance configurations enacted through strategy documents....

Slim edge studies, design and quality control of planar ATLAS IBL pixel sensors

Energy Technology Data Exchange (ETDEWEB)

Wittig, Tobias

2013-05-08

One of the four large experiments at the LHC at CERN is the ATLAS detector, a multi purpose detector. Its pixel detector, composed of three layers, is the innermost part of the tracker. As it is closest to the interaction point, it represents a basic part of the track reconstruction. Besides the requested high resolution one main requirement is the radiation hardness. In the coming years the radiation damage will cause deteriorations of the detector performance. With the planned increase of the luminosity, especially after the upgrade to the High Luminosity LHC, this radiation damage will be even intensified. This circumstance necessitates a new pixel detector featuring improved radiation hard sensors and read-out chips. The present shutdown of the LHC is already utilized to insert an additional b-layer (IBL) into the existing ATLAS pixel detector. The current n-in-n pixel sensor design had to be adapted to the new read-out chip and the module specifications. The new stave geometry requests a reduction of the inactive sensor edge. In a prototype wafer production all modifications have been implemented. The sensor quality control was supervised which led to the decision of the final sensor thickness. In order to evaluate the performance of the sensor chip assemblies with an innovative slim edge design, they have been operated in test beam setups before and after irradiation. Furthermore, the quality control of the planar IBL sensor wafer production was supervised from the stage of wafer delivery to that before the flip chip process to ensure a sufficient amount of functional sensors for the module production.

Assessing Student Openness to Inquiry-Based Learning in Precalculus

Science.gov (United States)

Cooper, Thomas; Bailey, Brad; Briggs, Karen; Holliday, John

2017-01-01

The authors have completed a 2-year quasi-experimental study on the use of inquiry-based learning (IBL) in precalculus. This study included six traditional lecture-style courses and seven modified Moore method courses taught by three instructors. Both quantitative and qualitative analyses were used to investigate the attitudes and beliefs of the…

Sludge Lancing IBL: results and experiences in the Spanish NPP's

International Nuclear Information System (INIS)

Montoro, E.; Pozo, C. del

2014-01-01

During the operation cycle of the PWR plants, oxides deposits (sludge) generated in the secondary circuit by erosion corrosion, chemical additives, etc. Which are deposited on the tube plate of GVs, limiting their efficiency and lifespan. To reduce them, Iberdrola Engineering and Construction, together with SRA SAVAC cleaned by high-pressure water means and tele visual inspection between tubes of the GVs. After Sludge Lancing cleanings performed by 250 bar from the center line, an area of solidified sludge remaining on the tubular plate was identified. Late 2010, Iberdrola Engineering and Construction, together with SRA SAVAC developed the Inner Bundle Lancing (IBL) system, which is based on a jet of water of high pressure>500 bar directly impacting areas of hard sludge within the tube bundle to detach and break the deposits into small pieces that can be extracted from GV through a closed circuit suction. (Author)

Technological Literacy Reconsidered: A Model for Enactment

Science.gov (United States)

Ingerman, Ake; Collier-Reed, Brandon

2011-01-01

This paper presents a model to describe technological literacy as enacted by individuals in the course of shaping their lives and the world around them. The model has two interrelated facets--the "potential" for and "enactment" of technological literacy--where enactment and potential mutually constitute each other. This "potential" is made up of…

Audiology Students' Perspectives of Enacting and Learning Clinical Communication: A Qualitative Interview and Video Reflexivity Study.

Science.gov (United States)

Tai, Samantha; Woodward-Kron, Robyn; Barr, Caitlin

2018-03-27

Effective clinical communication is pivotal to the provision of quality hearing health care. To date, audiology students reportedly felt ill-prepared when counseling patients about their hearing impairment, yet there is a paucity of studies exploring how clinical communication is taught and learned in audiology programs. Thus, the aims of the study were (a) to explore final year audiology students' perspectives of their own clinical communication skills during an in-house university clinical placement and (b) to explore students' perceptions of their clinical communication education. Using a qualitative description approach, students were asked to coview their filmed clinical encounter using video reflexivity during a semistructured interview on clinical communication education. Fifteen final year graduate audiology students from The University of Melbourne, Australia, participated in the study. The interviews were audio-recorded and analyzed thematically. The overarching themes of striving to be patient-centered, assessment shapes behavior, and power relations emerged from students' reflection of their own clinical encounter. In addition, the theme what students want described the perceived teaching methods that assisted students' clinical communication practices. The findings of this study highlight the challenges that students perceived during their clinical placement as they strive to enact a patient-centered interaction. An assessment rubric that incorporates communication skills can provide greater opportunities for feedback and self-reflection. Additionally, clinical communication education that adopts experiential learning and is longitudinally integrated into the curriculum can further reinforce students' communication learning needs.

Paths through interpretive territory: Two teachers' enactment of a technology-rich, inquiry-fostering science curriculum

Science.gov (United States)

McDonald, Scott Powell

New understandings about how people learn and constructivist pedagogy pose challenges for teachers. Science teachers face an additional challenge of developing inquiry-based pedagogy to foster complex reasoning skills. Theory provides only fuzzy guidance as to how constructivist or inquiry pedagogy can be accomplished in a wide variety of contexts and local constraints. This study contributes to the understanding of the development of constructivist, inquiry-based pedagogy by addressing the question: How do teachers interpret and enact a technology-rich, inquiry fostering science curricula for fifth grade students' biodiversity learning? This research is a case study of two teachers chosen as critical contrasting cases and represent differences across multiple criteria including: urban I suburban, teaching philosophy, and content preparation. The two fifth grade teachers each enacted BioKIDS: Kids' Inquiry in Diverse Species, an eight week curriculum focused on biodiversity. BioKIDS incorporates multiple learning technologies to support student learning including handheld computer software designed to help students collect field data, and a web-based resource for data on local animal species. The results of this study indicate there are tensions teachers must struggle with when setting goals during enactment of inquiry science curricula. They must find a balance between an emphasis on authentic learning and authentic science, and between natural history and natural science. Authentic learning focuses on students' interests and lives; Authentic science focuses on students working with the tools and processes of science. Natural history focuses on the foundational skills in science of observation and classification. Natural science focuses on analytical science drawing on data to develop claims about the world. These two key tensions in teachers' goal setting were critical in defining and understanding differences in how teachers interpreted a curriculum to meet

A Comparison Of Internet-Based Learning And Traditional Classroom Lecture To Learn Cpr For Continuing Medical Education

OpenAIRE

HEMMATI, Nima; OMRANI, Soghra; HEMMATI, Naser

2013-01-01

The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL) and traditional classroom lecture (TCL) for continuing medical education (CME) programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR) curriculum guidelines training either by traditional or by an Internet-based CME. A randomized two-group pretest-posttest quasi-experimental design was used. Postgraduate general ...

Game Movement as Enactive Focalization

Directory of Open Access Journals (Sweden)

Yotam Shibolet

2018-01-01

Full Text Available This paper integrates thought on game narrative and embodied cognition, in order to consider the significance of movement to the embodied narrative experience of games. If games are a mode of ‘environmental storytelling’, determining the player’s mobile situatedness within the gamespace is of crucial importance. The metaphor of game design as narrative architecture should be expanded to include te the design of movement dynamics, alongside geographical gamespace. I suggest a theoretical infrastructure that aims to enable further analysis of movement design’s role in this scope. The theory of enactive perception asserts that all perception is inherently negotiated through embodied understanding of moving within environment. According to this model, by giving meaning to perception, movement is also directly related to the structure of consciousness and thought. Cognitive definitions of ‘narrative’ that integrate embodiment are applied to argue it can relevantly account for part of thought’s role in enactive perception. Mieke Bal’s concept of focalization (1997 broaches narrative perspective by underscoring the constant “movement of the look”. For enactive perception, such mobility should be understood as inseparable from the movement of the body even when perspective could appear detached from embodiment. Therefore, I offer the supplementary concept of “enactive focalization” – narrative perception as interpreted through the interconnected dynamics or perspectival and physical movement. To exemplify my ideas and the potential of future research in this scope, I discuss the uniquely effective and affective movement dynamic design of Journey. This paper concludes by reflecting on enactive focalization in light of the increased utilization of embodiment in the contemporary digital media landscape.

STEAM Enacted: A Case Study of a Middle School Teacher Implementing STEAM Instructional Practices

Science.gov (United States)

Herro, Danielle; Quigley, Cassie

2016-01-01

This paper examines the implementation practices of a 6th grade middle school teacher enacting STEAM (science, technology, engineering, art and math) teaching in his classroom after participating in a 45-hour STEAM professional development. Case study is used to detail the process, successes, and challenges. Project-based learning, technology…

Enacting Business Models

DEFF Research Database (Denmark)

Michea, Adela

This is an ethnographic study of business model innovation in an established manufacturing company. The motivation of the thesis is to propose a sensemaking (Weick, 1995), with focus on enactment (Weick, 1979), analysis of a business model innovation process, stepping outside the usual perspectives...... employed in analysing such a phenomenon, namely activity system, dynamic capability and transaction costs, discovery driven or cognitive perspective. The research question guiding the thesis is: How do established companies enact new business models? The innovation of business models in established...... companies is an intricate process, and a mountain to climb in the eyes of top management. Often, in the choice between innovation and control the latter wins. Studies have shown that technologies and processes, which have the potential to challenge the exiting model, are being filtered out. In here...

Optimizing enactment of nursing roles: redesigning care processes and structures

Directory of Open Access Journals (Sweden)

Jackson K

2014-02-01

Full Text Available Karen Jackson,1 Deborah E White,2 Jeanne Besner,1 Jill M Norris21Health Systems and Workforce Research Unit, Alberta Health Services, Calgary, Alberta, Canada; 2Faculty of Nursing, University of Calgary, Calgary, Alberta, CanadaBackground: Effective and efficient use of nursing human resources is critical. The Nursing Role Effectiveness Model conceptualizes nursing practice in terms of key clinical role accountabilities and has the potential to inform redesign efforts. The aims of this study were to develop, implement, and evaluate a job redesign intended to optimize the enactment of registered nurse (RN clinical role accountabilities.Methods: A job redesign was developed and implemented in a single medical patient care unit, the redesign unit. A mixed-methods design was used to evaluate the job redesign; a second medical patient care unit served as a control unit. Data from administrative databases, observations, interviews, and demographic surveys were collected pre-redesign (November 2005 and post-redesign (October 2007.Results: Several existing unit structures and processes (eg, model of care delivery influenced RNs' ability to optimally enact their role accountabilities. Redesign efforts were hampered by contextual issues, including organizational alignment, leadership, and timing. Overall, optimized enactment of RN role accountabilities and improvements to patient outcomes did not occur, yet this was predictable, given that the redesign was not successful. Although the results were disappointing, much was learned about job redesign.Conclusion: Potential exists to improve the utilization of nursing providers by situating nurses' work in a clinical role accountability framework and attending to a clear organizational vision and well-articulated strategic plan that is championed by leaders at all levels of the organization. Health care leaders require a clear understanding of nurses' role accountabilities, support in managing change, and

Limits on the role of retrieval cues in memory for actions: enactment effects in the absence of object cues in the environment.

Science.gov (United States)

Steffens, Melanie C; Buchner, Axel; Wender, Karl F; Decker, Claudia

2007-12-01

Verb-object phrases (open the umbrella, knock on the table) are usually remembered better if they have been enacted during study (also called subject-performed tasks) than if they have merely been learned verbally (verbal tasks). This enactment effect is particularly pronounced for phrases for which the objects (table) are present as cues in the study and test contexts. In previous studies with retrieval cues for some phrases, the enactment effect in free recall for the other phrases has been surprisingly small or even nonexistent. The present study tested whether the often replicated enactment effect in free recall can be found if none of the phrases contains context cues. In Experiment 1, we tested, and corroborated, the suppression hypothesis: The enactment effect for a given type of phrase (marker phrases) is modified by the presence or absence of cues for the other phrases in the list (experimental phrases). Experiments 2 and 3 replicated the enactment effect for phrases without cues. Experiment 2 also showed that the presence of cues either at study or at test is sufficient for obtaining a suppression effect, and Experiment 3 showed that the enactment effect may disappear altogether if retrieval cues are very salient.

Prototype ATLAS IBL Modules using the FE-I4A Front-End Readout Chip

CERN Document Server

Albert, J; Alimonti, Gianluca; Allport, Phil; Altenheiner, Silke; Ancu, Lucian; Andreazza, Attilio; Arguin, Jean-Francois; Arutinov, David; Backhaus, Malte; Bagolini, Alvise; Ballansat, Jacques; Barbero, Marlon; Barbier, Gérard; Bates, Richard; Battistin, Michele; Baudin, Patrick; Beau, Tristan; Beccherle, Roberto; Beck, Hans Peter; Benoit, Mathieu; Bensinger, Jim; Bomben, Marco; Borri, Marcello; Boscardin, Maurizio; Botelho Direito, Jose Antonio; Bousson, Nicolas; Boyd, George Russell Jr; Breugnon, Patrick; Bruni, Graziano; Bruschi, Marco; Buchholz, Peter; Buttar, Craig; Cadoux, Franck; Calderini, Giovanni; Caminada, Leah; Capeans, Mar; Casse, Gianluigi; Catinaccio, Andrea; Cavalli-Sforza, Matteo; Chauveau, Jacques; Chu, Ming-Lee; Ciapetti, Marco; Cindro, Vladimir; Citterio, Mauro; Clark, Allan; Cobal, Marina; Coelli, Simone; Colijn, Auke-Pieter; Colin, Daly; Collot, Johann; Crespo-Lopez, Olivier; Dalla Betta, Gian-Franco; Darbo, Giovanni; DaVia, Cinzia; David, Pierre-Yves; Debieux, Stéphane; Delebecque, Pierre; Devetak, Erik; DeWilde, Burton; Di Girolamo, Beniamino; Dinu, Nicoleta; Dittus, Fridolin; Diyakov, Denis; Djama, Fares; Dobos, Daniel Adam; Doonan, Kate; Dopke, Jens; Dorholt, Ole; Dube, Sourabh; Dushkin, Andrey; Dzahini, Daniel; Egorov, Kirill; Ehrmann, Oswin; Elldge, David; Elles, Sabine; Elsing, Markus; Eraud, Ludovic; Ereditato, Antonio; Eyring, Andreas; Falchieri, Davide; Falou, Aboud; Fang, Xiaochao; Fausten, Camille; Favre, Yannick; Ferrere, Didier; Fleta, Celeste; Fleury, Julien; Flick, Tobias; Forshaw, Dean; Fougeron, Denis; Fritzsch, Thomas; Gabrielli, Alessandro; Gaglione, Renaud; Gallrapp, Christian; Gan, K; Garcia-Sciveres, Maurice; Gariano, Giuseppe; Gastaldi, Thibaut; Gemme, Claudia; Gensolen, Fabrice; George, Matthias; Ghislain, Patrick; Giacomini, Gabriele; Gibson, Stephen; Giordani, Mario Paolo; Giugni, Danilo; Gjersdal, Håvard; Glitza, Karl Walter; Gnani, Dario; Godlewski, Jan; Gonella, Laura; Gorelov, Igor; Gorišek, Andrej; Gössling, Claus; Grancagnolo, Sergio; Gray, Heather; Gregor, Ingrid-Maria; Grenier, Philippe; Grinstein, Sebastian; Gromov, Vladimir; Grondin, Denis; Grosse-Knetter, Jörn; Hansen, Thor-Erik; Hansson, Per; Harb, Ali; Hartman, Neal; Hasi, Jasmine; Hegner, Franziska; Heim, Timon; Heinemann, Beate; Hemperek, Tomasz; Hessey, Nigel; Hetmánek, Martin; Hoeferkamp, Martin; Hostachy, Jean-Yves; Hügging, Fabian; Husi, Coralie; Iacobucci, Giuseppe; Idarraga, John; Ikegami, Yoichi; Janoška, Zdenko; Jansen, Jens; Jansen, Luc; Jensen, Frank; Jentzsch, Jennifer; Joseph, John; Kagan, Harris; Karagounis, Michael; Kass, Richard; Kenney, Christopher J; Kersten, Susanne; Kind, Peter; Klingenberg, Reiner; Kluit, Ruud; Kocian, Martin; Koffeman, Els; Kok, Angela; Korchak, Oleksandr; Korolkov, Ilya; Kostyukhin, Vadim; Krieger, Nina; Krüger, Hans; Kruth, Andre; Kugel, Andreas; Kuykendall, William; La Rosa, Alessandro; Lai, Chung-Hang; Lantzsch, Kerstin; Laporte, Didier; Lapsien, Tobias; Lounis, abdenour; Lozano, Manuel; Lu, Yunpeng; Lubatti, Henry; Macchiolo, Anna; Mallik, Usha; Mandić, Igor; Marchand, Denis; Marchiori, Giovanni; Massol, Nicolas; Matthias, Wittgen; Mättig, Peter; Mekkaoui, Abderrazak; Menouni, Mohsine; Menu, Johann; Meroni, Chiara; Mesa, Javier; Micelli, Andrea; Michal, Sébastien; Miglioranzi, Silvia; Mikuž, Marko; Mitsui, Shingo; Monti, Mauro; Moore, J; Morettini, Paolo; Muenstermann, Daniel; Murray, Peyton; Nellist, Clara; Nelson, David J; Nessi, Marzio; Neumann, Manuel; Nisius, Richard; Nordberg, Markus; Nuiry, Francois-Xavier; Oppermann, Hermann; Oriunno, Marco; Padilla, Cristobal; Parker, Sherwood; Pellegrini, Giulio; Pelleriti, Gabriel; Pernegger, Heinz; Piacquadio, Nicola Giacinto; Picazio, Attilio; Pohl, David; Polini, Alessandro; Popule, Jiří; Portell Bueso, Xavier; Povoli, Marco; Puldon, David; Pylypchenko, Yuriy; Quadt, Arnulf; Quirion, David; Ragusa, Francesco; Rambure, Thibaut; Richards, Erik; Ristic, Branislav; Røhne, Ole; Rothermund, Mario; Rovani, Alessandro; Rozanov, Alexandre; Rubinskiy, Igor; Rudolph, Matthew Scott; Rummler, André; Ruscino, Ettore; Salek, David; Salzburger, Andreas; Sandaker, Heidi; Schipper, Jan-David; Schneider, Basil; Schorlemmer, Andre; Schroer, Nicolai; Schwemling, Philippe; Seidel, Sally; Seiden, Abraham; Šícho, Petr; Skubic, Patrick; Sloboda, Michal; Smith, D; Sood, Alex; Spencer, Edwin; Strang, Michael; Stugu, Bjarne; Stupak, John; Su, Dong; Takubo, Yosuke; Tassan, Jean; Teng, Ping-Kun; Terada, Susumu; Todorov, Theodore; Tomášek, Michal; Toms, Konstantin; Travaglini, Riccardo; Trischuk, William; Troncon, Clara; Troska, Georg; Tsiskaridze, Shota; Tsurin, Ilya; Tsybychev, Dmitri; Unno, Yoshinobu; Vacavant, Laurent; Verlaat, Bart; Vianello, Elisa; Vigeolas, Eric; von Kleist, Stephan; Vrba, Václav; Vuillermet, Raphaël; Wang, Rui; Watts, Stephen; Weber, Michele; Weber, Marteen; Weigell, Philipp; Weingarten, Jens; Welch, Steven David; Wenig, Siegfried; Wermes, Norbert; Wiese, Andreas; Wittig, Tobias; Yildizkaya, Tamer; Zeitnitz, Christian; Ziolkowski, Michal; Zivkovic, Vladimir; Zoccoli, Antonio; Zorzi, Nicola; Zwalinski, Lukasz

2012-01-01

The ATLAS Collaboration will upgrade its semiconductor pixel tracking detector with a new Insertable B-layer (IBL) between the existing pixel detector and the vacuum pipe of the Large Hadron Collider. The extreme operating conditions at this location have necessitated the development of new radiation hard pixel sensor technologies and a new front-end readout chip, called the FE-I4. Planar pixel sensors and 3D pixel sensors have been investigated to equip this new pixel layer, and prototype modules using the FE-I4A have been fabricated and characterized using 120 GeV pions at the CERN SPS and 4 GeV positrons at DESY, before and after module irradiation. Beam test results are presented, including charge collection efficiency, tracking efficiency and charge sharing.

The Effect of the Inquiry-Based Learning Approach on Student's Critical-Thinking Skills

Science.gov (United States)

Duran, Meltem; Dökme, Ilbilge

2016-01-01

The purpose of this study is to determine the effect of an activity set developed according to the inquiry-based learning (IBL) approach in the unit "Particulate Structure of Matter" on students' critical-thinking skills in science and technology courses. The study was conducted with 90 students from the 6th grade attending four, 6th…

Sites and Enactments

DEFF Research Database (Denmark)

Korsgaard, Steffen T.; Neergaard, Helle

2008-01-01

is formulated where opportunities are seen as dynamic in the sense that they are enacted in different social practices at different sites. The method is illustrated through an analysis of the birth of The Republic of Tea, a very successful tea company, as presented in the book "The Republic of Tea"....

A Model for In-service Teacher Learning in the Context of an Innovation

Science.gov (United States)

Coenders, Fer; Terlouw, Cees

2015-08-01

When curricula change, teachers have to bring their knowledge and beliefs up to date. Two aspects can be distinguished: what do teachers learn and how is it learned. Two groups of teachers were involved during the preparation of a new chemistry curriculum. One group developed student learning material and subsequently enacted this in class. Another group only class-enacted this. Based on teacher learning, a model to understand teacher growth is presented. As the combination of a development phase with a class enactment phase proved instrumental, an existing model, the interconnected model of teacher professional growth, was extended. The consequence is that for teacher learning for a renewal a (re)development phase followed by a class enactment phase is essential.

Boosting Memory by tDCS to Frontal or Parietal Brain Regions? A Study of the Enactment Effect Shows No Effects for Immediate and Delayed Recognition

Directory of Open Access Journals (Sweden)

Beat Meier

2018-06-01

Full Text Available Boosting memory with transcranial direct current stimulation (tDCS seems to be an elegant way to optimize learning. Here we tested whether tDCS to the left dorsolateral prefrontal cortex or to the left posterior parietal cortex would boost recognition memory in general and/or particularly for action phrases enacted at study. During study, 48 young adults either read or enacted simple action phrases. Memory for the action phrases was assessed after a retention interval of 45 min and again after 7-days to investigate the long-term consequences of brain stimulation. The results showed a robust enactment effect in both test sessions. Moreover, the decrease in performance was more pronounced for reading than for enacting the phrases at study. However, tDCS did not reveal any effect on subsequent recognition memory performance. We conclude that memory benefits of tDCS are not easily replicated. In contrast, enactment at study reliably boosts subsequent memory.

Role of management devices in enacting strategy

DEFF Research Database (Denmark)

Harritz, Daniel

2016-01-01

the SSC’s creation. Originality/value - This study is the first to use a performative method to highlight the temporary and local nature of enacting strategic decisions to construct an SSC in the public sector. Keywords: Management control, SSC, strategic change, actor-network theory, organizational......Purpose - This study illustrates the role of management devices in enacting strategy and strategic decisions, resulting in the development of a Shared Service Centre (SSC) in a Danish municipality. It shows how devices interact in defending, rejecting and reframing strategy, leading to the closure...... the active role of non-human entities, such as management devices, in enacting and reformulating strategy. Findings - Different devices have become key actants in shaping and formulating the new strategy in the municipality and the strategic decision to construct a SSC. However, different devices mobilise...

Relational adaptivity - enacting human-centric systems design

DEFF Research Database (Denmark)

Petersen, Kjell Yngve

2016-01-01

Human centered design approaches places the experiencing human at the center of concern, situated in relation to the dynamics of the environmental condition and the variables of the system of control and sensing. Taking the approach of enacted design methods to enforce the experience...... of the inhabitant as core in human-centered design solutions, the intelligence of the connected sensors is suggested to be developed as an actual learning and self-adjusting adaptive environment, where the adaptive system is part of a negotiation with users on the qualities of the environment. We will present...... a fully functional sketching environment for adaptive sensor-control systems, which enable integration of the complex situation of everyday activities and human well-being. The proposed sketching environment allows for the development of sensor systems related to lighting conditions and human occupancy...

Body in Mind: How Gestures Empower Foreign Language Learning

Science.gov (United States)

Macedonia, Manuela; Knosche, Thomas R.

2011-01-01

It has previously been demonstrated that enactment (i.e., performing representative gestures during encoding) enhances memory for concrete words, in particular action words. Here, we investigate the impact of enactment on abstract word learning in a foreign language. We further ask if learning novel words with gestures facilitates sentence…

Study of FPGA and GPU based pixel calibration for ATLAS IBL

CERN Document Server

Dopke, J; The ATLAS collaboration; Flick, T; Gabrielli, A; Grosse-Knetter, J; Krieger, N; Kugel, A; Polini, A; Schroer, N

2010-01-01

The insertable B-layer (IBL) is a new stage of the ATLAS pixel detector to be installed around 2014. 12 million pixel are attached to new FE-I4 readout ASICs, each controlling 26680 pixel. Compared to the existing FE-I3 based detector the new system features higher readout speed of 160Mbit/s per ASIC and simplified control. For calibration defined charges are applied to all pixels and the resulting time-over-threshold values are evaluated. In the present system multiple sets of two custom VME cards which employ a combination of FPGA and DSP technology are used for I/O interfacing, formatting and processing. The execution time of 51s to perform a threshold scan on a FE-I3 module of 46080 pixel is composed of 8s control, 29s transfer, 7.5s histogramming and 7s analysis. Extrapolating to FE-I4 the times per module of 53760 pixels are 12ms, 5.8s, 9.4s and 8.3s, a total of 23.5s. We present a proposal for a novel approach to the dominant tasks for FE-I4: histogramming and ananlysis. An FPGA-based histogramming uni...

Firmware development and testing of the ATLAS IBL Back-Of-Crate card

CERN Document Server

Stramaglia, ME; The ATLAS collaboration

2014-01-01

ATLAS is one of the four big LHC experiments and currently its Pixel-Detector is being upgraded with a new innermost 4th layer, the Insertable B-Layer (IBL). The upgrade will result in better tracking efficiency and compensate radiation damages of the Pixel-Detector. Newly developed front-end electronics and the higher than originally planned LHC luminosity will require a complete re-design of the Off-Detector-Electronics consisting of the Back-Of-Crate card (BOC) and the Read-Out-Driver (ROD). The main purpose of the BOC card is the distribution of the LHC clock to all Pixel-Detector components as well as interfacing the detector and the higher-level-readout optically. It is equipped with three Xilinx Spartan-6 FPGAs, one BOC Control FPGA (BCF) and two BOC Main FPGAs (BMF). The BMF are responsible for the signal processing of all incoming and outgoing data. The data-path to the detector is running a 40 MHz bi-phase-mark encoded stream. This stream is delayed by a fine delay block using Spartan-6 IODELAY prim...

Firmware development and testing of the ATLAS IBL Back Of Crate card

CERN Document Server

Stramaglia, Maria Elena; The ATLAS collaboration

2015-01-01

ATLAS is one of the four big LHC experiments and currently its Pixel Detector was upgraded with a new innermost 4th layer: the Insertable B-Layer (IBL). The upgrade will result in better tracking efficiency and compensate radiation damages of the Pixel-Detector. Newly developed front-end electronics and the higher than originally planned LHC luminosity required a complete re-design of the Off Detector Electronics consisting of the Back Of Crate card (BOC) and the Read Out Driver (ROD). The main purpose of the BOC card is the distribution of the LHC clock to all Pixel Detector components as well as interfacing the detector and the higher level readout optically. The data-path to the detector is running a 40 MHz bi phase mark (BPM) encoded stream. The 160 MHz 8b10b encoded data path from the detector is phase and word aligned in the firmware and then forwarded to the ROD after decoding. The ROD will send out the processed data which is then forwarded to the higher level readout by the BOC card. An overview of t...

From action planning and plan enactment to fruit consumption: moderated mediation effects.

Science.gov (United States)

Kasten, Stefanie; van Osch, Liesbeth; Eggers, Sander Matthijs; de Vries, Hein

2017-10-23

Sufficient fruit consumption is beneficial for a healthy live. While many Dutch adults intent to eat the recommended amount of fruit, only 5-10% of the population actually adheres to the recommendation. One mechanism that can help to narrow this gap between intention and actual fruit consumption is action planning. However, action planning is only assumed to be effective if plans are enacted. This study assessed which action plans are made and enacted, and further aimed to investigate two main hypotheses: 1. the effect of action planning (at T1) on fruit consumption (at T2) is mediated by plan enactment (at T3); 2. positive intentions (2a), high self-efficacy (2b) and a strong habit to eat fruit (2c) enhance the mediation of plan enactment, whereas a strong habit to eat snacks (2d) hinders the mediation of plan enactment. This study was a self-reported longitudinal online survey study. A total of 428 participants filled in a survey, measuring demographic factors (e.g. gender, age, education level), several socio-cognitive constructs (i.e. attitudes, self-efficacy, habit, action planning, plan enactment), and fruit consumption, at three points in time (baseline, after 1 month, and after 3 months). Mediation and moderated mediation analyses were used to investigate the planning-plan enactment- fruit consumption relationship. Up to 70% of the participants reported to have enacted their T1 action plans at T2. Action planning on fruit consumption was fully mediated by plan enactment (Hypothesis 1). All four proposed moderators (i.e. intention, self-efficacy, habit to consume fruit, and habit to consume snacks) significantly influenced the mediation (Hypotheses 2a-2d). Mediation of plan enactment was only present with high levels of intention, high levels of self-efficacy, strong habits to eat fruit, and weak habits to eat snacks. The study suggests the importance of plan enactment for fruit consumption. Furthermore, it emphasizes the necessity of facilitating factors

Creating One's Reality: The Interaction of Politics Perceptions and Enactment Behavior.

Science.gov (United States)

Frieder, Rachel E; Ma, Shuang Sara; Hochwarter, Wayne A

2016-01-01

The current study investigated the previously unexamined relationship between politics perceptions and employee enactment behavior. Consistent with previous job stress and sense-making research, we hypothesized that individuals reporting low levels of enactment behaviors would be more adversely affected by politics perceptions than those who engaged in high levels of enactment behavior. Results across two samples provided strong support for the hypothesized relationships. Specifically, employees who reported low levels of enactment behavior experienced less satisfaction, less person-environment fit, and reported lower levels of effort when faced with highly political environments. Conversely, levels of satisfaction and person-environment fit perceptions of individuals reporting high levels of enactment behaviors were largely unaffected by highly political contexts. Implications of these findings, strengths and limitations, and avenues for future research are provided.

Capturing Student Mathematical Engagement through Differently Enacted Classroom Practices: Applying a Modification of Watson's Analytical Tool

Science.gov (United States)

Patahuddin, Sitti Maesuri; Puteri, Indira; Lowrie, Tom; Logan, Tracy; Rika, Baiq

2018-01-01

This study examined student mathematical engagement through the intended and enacted lessons taught by two teachers in two different middle schools in Indonesia. The intended lesson was developed using the ELPSA learning design to promote mathematical engagement. Based on the premise that students will react to the mathematical tasks in the forms…

"Model-Based Reasoning is Not a Simple Thing": Investigating Enactment of Modeling in Five High School Biology Classrooms

Science.gov (United States)

Gaytan, Candice Renee

Modeling is an important scientific practice through which scientists generate, evaluate, and revise scientific knowledge, and it can be translated into science classrooms as a means for engaging students in authentic scientific practice. Much of the research investigating modeling in classrooms focuses on student learning, leaving a gap in understanding how teachers enact this important practice. This dissertation draws on data collected through a model-based curricular project to uncover instructional moves teachers made to enact modeling, to describe factors influencing enactment, and to discuss a framework for designing and enacting modeling lessons. I framed my analysis and interpretation of data within the varying perceptions of modeling found in the science studies and science education literature. Largely, modeling is described to varying degrees as a means to engage students in sense-making or as a means to deliver content to students. This frame revealed how the instructional moves teachers used to enact modeling may have influenced its portrayal as a reasoning practice. I found that teachers' responses to their students' ideas or questions may have important consequences for students' engagement in modeling, and thus, sense-making. To investigate factors influencing the portrayal of modeling, I analyzed teacher interviews and writings for what they perceived affected instruction. My findings illustrate alignments and misalignments between what teachers perceive modeling to be and what they do through instruction. In particular, teachers valued providing their students with time to collaborate and to share their ideas, but when time was perceived as a constraint, instruction shifted towards delivering content. Additionally, teachers' perceptions of students' capacity to engage in modeling is also related to if and how they provided opportunities for students to make sense of phenomena. The dissertation closes with a discussion of a framework for designing

Enactment or performance? A non-dualist reading of Goffman

NARCIS (Netherlands)

Hafermalz, Ella; Riemer, Kai; Boell, Sebastian

2016-01-01

This paper contributes to the sociomateriality research orientation with a critical examination of two concepts – enactment and performance – that have been associated with the notion of performativity. While a preference for the term enactment has been expressed in influential IS literature, we

Decoding Ourselves: An Inquiry into Faculty Learning about Reciprocity in Service-Learning

Science.gov (United States)

Miller-Young, Janice; Dean, Yasmin; Rathburn, Melanie; Pettit, Jennifer; Underwood, Margot; Gleeson, Judy; Lexier, Roberta; Calvert, Victoria; Clayton, Patti

2015-01-01

Faculty learning about service-learning is an important area of research because understanding how faculty develop their practice is an important first step in improving student learning outcomes and relationships with community members. Enacting reciprocity in service-learning can be particularly troublesome because it requires faculty to learn…

Investigating the role of educative curriculum materials in supporting teacher enactment of a field-based urban ecology investigation

Science.gov (United States)

Houle, Meredith

2008-10-01

This multiple case study examined how three urban science teachers used curriculum materials designed educatively. Educative curriculum materials have been suggested as one way to support science teacher learning, particularly around new innovations and new pedagogies and to support teachers in evaluating and modifying materials to meet the needs of their students (Davis & Krajcik, 2005). While not a substitute for professional development, educative curriculum materials may provide an opportunity to support teachers' enactment and learning in the classroom context (Davis & Krajcik, 2005; Remillard, 2005; Schneider & Krajcik, 2002). However, little work has examined how science teachers interact with written curriculum materials to design classroom instruction. Grounded in sociocultural analysis, this study takes the theoretical stance that teachers and curriculum materials are engaged in a dynamic and participatory relationship from which the planned and enacted curriculum emerges (Remillard, 2005). Teaching is therefore a design activity where teachers rely on their personal resources and the curricular resources to construct and shape their students' learning experiences (Brown, 2002). Specifically this study examines how teacher beliefs influence their reading and use of curriculum and how educative features in the written curriculum inform teachers' pedagogical decisions. Data sources included classroom observation and video, teacher interviews, and classroom artifacts. To make sense how teachers' make curricular decisions, video were analyzed using Brown's (2002) Pedagogical Design for Enactment Framework. These coded units were examined in light of the teacher interviews, classroom notes and artifacts to examine how teachers' beliefs influenced these decisions. Data sources were then reexamined for evidence of teachers' use of specific educative features. My analyses revealed that teachers' beliefs about curriculum influenced the degree to which teachers

What contributes to action plan enactment? Examining characteristics of physical activity plans.

Science.gov (United States)

Fleig, Lena; Gardner, Benjamin; Keller, Jan; Lippke, Sonia; Pomp, Sarah; Wiedemann, Amelie U

2017-11-01

Individuals with chronic conditions can benefit from formulating action plans to engage in regular physical activity. However, the content and the successful translation of plans into action, so-called plan enactment, are rarely adequately evaluated. The aim of this study was to describe the content of user-specified plans and to examine whether participants were more likely to enact their plans if these plans were highly specific, viable, and instrumental. The study presents secondary analyses from a larger behavioural intervention in cardiac and orthopaedic rehabilitation. The content of 619 action plans from 229 participants was evaluated by two independent raters (i.e., qualitative analyses and ratings of specificity) and by participants themselves (i.e., instrumentality and viability). Plan enactment was also measured via self-reports. Multilevel analyses examined the relationship between these plan characteristics and subsequent plan enactment, and between plan enactment and aggregated physical activity. Participants preferred to plan leisure-time physical activities anchored around time-based cues. Specificity of occasion cues (i.e., when to act) and highly instrumental plans were positively associated with plan enactment. Interestingly, individuals who planned less specific behavioural responses (i.e., what to do) were more likely to enact their plans. Plan enactment was positively associated with aggregated behaviour. Interventions should not only emphasize the importance of planning, but also the benefits of formulating specific contextual cues. Planning of the behavioural response seems to require less precision. Allowing for some flexibility in executing the anticipated target behaviour seems to aid successful plan enactment. Statement of Contribution What is already known on this subject? Action planning interventions are efficacious in promoting health behaviour. Characteristics of plan content (i.e., specificity) matter for unconditional behaviour

Capturing student mathematical engagement through differently enacted classroom practices: applying a modification of Watson's analytical tool

Science.gov (United States)

Patahuddin, Sitti Maesuri; Puteri, Indira; Lowrie, Tom; Logan, Tracy; Rika, Baiq

2018-04-01

This study examined student mathematical engagement through the intended and enacted lessons taught by two teachers in two different middle schools in Indonesia. The intended lesson was developed using the ELPSA learning design to promote mathematical engagement. Based on the premise that students will react to the mathematical tasks in the forms of words and actions, the analysis focused on identifying the types of mathematical engagement promoted through the intended lesson and performed by students during the lesson. Using modified Watson's analytical tool (2007), students' engagement was captured from what the participants' did or said mathematically. We found that teachers' enacted practices had an influence on student mathematical engagement. The teacher who demonstrated content in explicit ways tended to limit the richness of the engagement; whereas the teacher who presented activities in an open-ended manner fostered engagement.

The art and science of teamwork: enacting a transdisciplinary approach in work rehabilitation.

Science.gov (United States)

Shaw, L; Walker, R; Hogue, A

2008-01-01

Teamwork, collaboration and interprofessional care are becoming the new standard in health care, and service delivery in work practice is no exception. Most rehabilitation professionals believe that they intuitively know how to work collaboratively with others such as workers, employers, insurers and other professionals. However, little information is available that can assist rehabilitation professionals in enacting authentic transdisciplinary approaches in work practice contexts. A qualitative study was designed using a grounded theory approach, comprised of observations and interviews, to understand the social processes among team members in enacting a transdisciplinary approach in a work rehabilitation clinic. Findings suggest that team members consciously attended to a team approach through nurturing consensus, nurturing professional synergy, and nurturing a learning culture. These processes enabled this team to work in concert with clients who had chronic disabilities in achieving solution focused goals for returning to work and improving functioning. Implications for achieving greater collaborative synergies among stakeholders in return to work settings and in the training of new rehabilitation professionals are explored.

The enactment stage of end-of-life decision-making for children.

Science.gov (United States)

Sullivan, Jane Elizabeth; Gillam, Lynn Heather; Monagle, Paul Terence

2018-01-11

Typically pediatric end-of-life decision-making studies have examined the decision-making process, factors, and doctors' and parents' roles. Less attention has focussed on what happens after an end-of-life decision is made; that is, decision enactment and its outcome. This study explored the views and experiences of bereaved parents in end-of-life decision-making for their child. Findings reported relate to parents' experiences of acting on their decision. It is argued that this is one significant stage of the decision-making process. A qualitative methodology was used. Semi-structured interviews were conducted with bereaved parents, who had discussed end-of-life decisions for their child who had a life-limiting condition and who had died. Data were thematically analysed. Twenty-five bereaved parents participated. Findings indicate that, despite differences in context, including the child's condition and age, end-of-life decision-making did not end when an end-of-life decision was made. Enacting the decision was the next stage in a process. Time intervals between stages and enactment pathways varied, but the enactment was always distinguishable as a separate stage. Decision enactment involved making further decisions - parents needed to discern the appropriate time to implement their decision to withdraw or withhold life-sustaining medical treatment. Unexpected events, including other people's actions, impacted on parents enacting their decision in the way they had planned. Several parents had to re-implement decisions when their child recovered from serious health issues without medical intervention. Significance of results A novel, critical finding was that parents experienced end-of-life decision-making as a sequence of interconnected stages, the final stage being enactment. The enactment stage involved further decision-making. End-of-life decision-making is better understood as a process rather than a discrete once-off event. The enactment stage has particular

Languaging as Competencing: Considering Language Learning as Enactment

Science.gov (United States)

Hellermann, John

2018-01-01

The terms "interactional competence" and "learning" are discussed in the context of recent research in the areas of cognitive science and ethnomethodological conversation analysis studies of language learning. Two data excerpts from a longitudinal case study of a beginning learner of English are presented to illustrate (1) the…

Reconciling the Historical and the Contemporary in Liturgical Enactment

DEFF Research Database (Denmark)

Petersen, Nils Holger

2016-01-01

A discussion of the problems and potential insights from reconstructing and modern re-enactments of medieval liturgical ceremonies. The author was a member of an International Research Group invited as discussants within a UK Research Council funded project "Experience of Worship in Late Medieval...... Cathedral and Parish Church" and in this article reflects theoretically on the practical re-enactment of medieval worship, historiographically as well as through modern theory of performativity.......A discussion of the problems and potential insights from reconstructing and modern re-enactments of medieval liturgical ceremonies. The author was a member of an International Research Group invited as discussants within a UK Research Council funded project "Experience of Worship in Late Medieval...

Self-Reported Student Confidence in Troubleshooting Ability Increases after Completion of an Inquiry-Based PCR Practical

Science.gov (United States)

Cook, Anthony L.; Snow, Elizabeth T.; Binns, Henrica; Cook, Peta S.

2015-01-01

Inquiry-based learning (IBL) activities are complementary to the processes of laboratory discovery, as both are focused on producing new findings through research and inquiry. Here, we describe the results of student surveys taken pre- and postpractical to an IBL undergraduate practical on PCR. Our analysis focuses primarily student perceptions of…

Evaluation of a High School Fair Program for Promoting Successful Inquiry-based Learning

Science.gov (United States)

Betts, Julia Nykeah

The success of inquiry-based learning (IBL) in supporting science literacy can be challenged when students encounter obstacles in the absence of proper support. This research is intended to evaluate the effectiveness of an Oregon public school district's regional science fair coaching program in promoting inquiry skills and positive attitudes toward science in participating high school students. The purpose of this study was to better understand students' perception of program support, obstacles or barriers faced by students, and potential benefits of IBL facilitated by the science fair program. Data included responses to informal and semi-structured interviews, an anonymous survey, a Skills assessment of final project displays, and an in-depth case study on three students' experiences. Results suggest that the science fair program can properly engage participants in authentic IBL. However, when assessing the participant's final project displays, I found that previous fair experience did not significantly increase mean scores as identified by the official Oregon Department of Education (ODE) scoring guides. Based on results from the case study, it is suggested that participants' low science self-concept, poor understanding of inquiry skills, and inability to engage in reflective discourse may reduce students' abilities to truly benefit. Recommendations to address this discrepancy include identifying specific needs of students through a pre--fair survey to develop more targeted support, and providing new opportunities to develop skills associated with science-self concept, understanding of inquiry and reflective discourse. In addition, results suggest that students would benefit from more financial support in the form of grants, and more connections with knowledgeable mentors.

Carnivalesque Enactment at the Children's Medical Centre of Rabin Hospital.

Science.gov (United States)

Lev-Aladgem, Shulamith

2000-01-01

Describes the basic characteristics of the "carnivalesque enactment" and its therapeutic potential. Explains a case study of the drama project at the Rabin Children's Medical Centre, how the carnivalesque enactment was developed step by step, and the kind of effect it stimulated among the children. Suggests new theatrical experiments with…

POEM APPRECIATION LEARNING MODEL IN INDONESIA EXPLORATION STUDY AND NEEDS ANALYSIS

Directory of Open Access Journals (Sweden)

Sukini

2016-12-01

Full Text Available Poem Appreciation is a compulsary course at Indonesian Language and Literature Education Department of higher education. This exploratory research aimed at exploring problems and needs encountered by lecturers and students in Poem Appreciation course in the areas of Surakarta ex-residency and Yogyakarta Special Region. The research subjects were lecturers and students involved in poem learning in those areas. Observation, interview, document analysis, and questionnaire were used as data collection techniques. Related to Poem Appreciation course, the problems and needs for lecturers are: (1 the arrangement of lesson plan and syllabus; (2 the implementation of its procedure; (3 the evaluation of its learning; whereas those for students include the use of strategy and learning models which are innovative, effective, and students-centered. Inquiry-Based Learning (IBL is necessarily needed by lecturers and students in Poem Appreciation course.

Stories from the Heart: Narratives of Change in Therapeutic Enactment

Science.gov (United States)

Black, Timothy G.

2009-01-01

Research was conducted on the experience of change for participants in a group-based psychotherapy approach called Therapeutic Enactment (TE), which involves the enactment of embodied narratives of participants' past experiences. This study asked the question, "What is your story of change in TE?" The author conducted in-depth interviews with five…

Toward an expansion of an enactive ethics with the help of care ethics

OpenAIRE

Urban, Petr

2014-01-01

The paper argues that recent developments in the enactive approach to social phenomena call for further expansion of an enactive ethics beyond its initial focus on face-to- face dyadic interactions. The main aim is to draw attention to the so far under- appreciated kinship between an enactive ethics and the ethics of care.

Sexual and gender prejudice among adolescents and enacted stigma at school

NARCIS (Netherlands)

Collier, K.L.

2014-01-01

Sexual and gender prejudice refer, respectively, to negative attitudes based on sexual orientation or gender identity or expression; enacted stigma is the behavioral expression of such attitudes. This thesis explored the possible antecedents and outcomes of enacted sexual and gender stigma in

English Language Educational Policy in Saudi Arabia Post-21st Century: Enacted Curriculum, Identity, and Modernisation: A Critical Discourse Analysis Approach

Science.gov (United States)

Elyas, Tariq; Badawood, Omar

2016-01-01

There has been limited research focusing on the place of culture and resulting teaching and learning identities in EFL and how these issues impact on EFL policy, curriculum and enacted curriculum, especially textbooks. Even less research has focussed on these issues in the Gulf context. Some international research has explored the role of culture…

Enacting Green Consumers: The Case of the Scandinavian Preppies

Directory of Open Access Journals (Sweden)

Christian Fuentes

2014-10-01

Full Text Available The aim of this paper is to develop and illustrate an analytic approach that brings the active making and makings of green consumer images to the fore. Efforts to "know" the green consumers have generated multiple representations. Enactments of the green consumer are not innocent but also play a role in shaping how we understand and approach sustainable consumption. Because of this it is important to examine and critically discuss how green consumers are enacted today. This paper develops an approach that allows us to examine how green consumers are enacted and discuss the consequences these constructions might have for sustainability. Theoretically, a performativity approach drawing on theories from Science and Technology Studies (STS and economic sociology is used to discuss the enactment of green consumers. Empirically, focus is on Boomerang � a Swedish fashion retailer, brand, and producer � and its marketing practices. The analysis shows how the marketing work of the Boomerang Company leads to the enactment of the Green Scandinavian Preppy. This specific version of the green consumer is a combination of the knowledgeable green connoisseur - a consumer that knows quality when he/she sees it - and the green hedonist in search of the good life. The Green Scandinavian Preppy wants to enjoy nature, go sailing, and do so wearing fashionable quality clothes. This is a consumer that knows quality, appreciates design, and has the means to pay for both. While this is a version of the green consumer that might be appealing and thus have the potential to pro-mote a version of green consumption, it is also a green consumer image that has lost much of its political power as green consumption is framed as simply another source of pleasure and identity-making.

Teacher enactment of an inquiry-based science curriculum and its relationship to student interest and achievement in science

Science.gov (United States)

Dimichino, Daniela C.

This mixed-methods case study, influenced by aspects of grounded theory, aims to explore the relationships among a teacher's attitude toward inquiry-based middle school reform, their enactment of such a curriculum, and student interest and achievement in science. A solid theoretical basis was constructed from the literature on the benefits of inquiry-based science over traditional science education, the benefits of using constructivist learning techniques in the classroom, the importance of motivating teachers to change their teaching practices to be more constructive, and the importance of motivating and exciting students in order to boost achievement in science. Data was collected using qualitative documents such as teacher and student interviews, classroom observations, and curriculum development meetings, in addition to quantitative documents such as student science interest surveys and science skills tests. The qualitative analysis focused on examining teacher attitudes toward curricular reform efforts, and the enactments of three science teachers during the initial year of an inquiry-based middle school curriculum adoption using a fidelity of implementation tool constructed from themes that emerged from the data documents utilized in this study. In addition, both qualitative and quantitative tools were used to measure an increase or decrease in student interest and student achievement over the study year, and their resulting relationships to their teachers' attitudes and enactments of the curriculum. Results from data analysis revealed a positive relationship between the teachers' attitude toward curricular change and their fidelity of implementation to the developers' intentions, or curricular enactment. In addition, strong positive relationships were also discovered among teacher attitude, student interest, and student achievement. Variations in teacher enactment also related to variations in student interest and achievement, with considerable positive

A PowerPC-based control system for the Read-Out-Driver module of the ATLAS IBL

International Nuclear Information System (INIS)

Balbi, G; Bruni, G; Bruschi, M; D'Antone, I; Polini, A; Rizzi, M; Travaglini, R; Dopke, J; Falchieri, D; Gabrielli, A; Zannoli, S; Flick, T; Heim, T; Neumann, M; Grosse-Knetter, J; Krieger, N; Joseph, J; Kugel, A; Schroer, N; Morettini, P

2012-01-01

The ATLAS experiment at LHC planned to upgrade the existing Pixel Detector with the insertion of an innermost silicon layer, called Insertable B-layer (IBL). A new front-end ASIC has been foreseen (named FE-I4) and it will be read out with improved off-detector electronics. In particular, the new Read-Out Driver card (ROD) is a VME-based board designed to process a four-fold data throughput. Moreover, the ROD hosts the electronics devoted to control operations whose main tasks are providing setup busses to access configuration registers on several FPGAs, receiving configuration data from external PCs, managing triggers and running calibration procedures. In parallel with a backward-compatible solution with a Digital Signal Processor (DSP), a new ROD control circuitry with a PowerPC embedded into an FPGA has been implemented. In this paper the status of the PowerPC-based control system will be outlined with major focus on firmware and software development strategies.

Teaching (Un)Connected Mathematics: Two Teachers' Enactment of the Pizza Problem

Science.gov (United States)

Hill, Heather C.; Charalambous, Charalambos Y.

2012-01-01

This paper documents the ways mathematical knowledge for teaching (MKT) and curriculum materials appear to contribute to the enactment of a 7th grade "Connected Mathematics Project" lesson on comparing ratios. Two teachers with widely differing MKT scores are compared teaching this lesson. The comparison of the teachers' lesson enactments suggests…

Patterns and predictors of state adult obesity prevention legislation enactment in US states: 2010-2013.

Science.gov (United States)

Donaldson, Elisabeth A; Cohen, Joanna E; Villanti, Andrea C; Kanarek, Norma F; Barry, Colleen L; Rutkow, Lainie

2015-05-01

This study examined bill- and state-level factors associated with enactment of adult obesity prevention legislation in US states. A review of bills in the Rudd Center for Food Policy and Obesity's legislative database identified 487 adult obesity prevention bills, or proposed legislation, introduced between 2010 and 2013. Multilevel models were constructed to examine bill- and state-level characteristics associated with enactment. From 2010 to 2013, 81 (17%) of obesity prevention bills introduced were enacted across 35 states and the District of Columbia. Bills introduced in 2010 were more likely to be enacted than in 2013 (OR=9.49; 95% CI: 2.61-34.5). Bills focused on access to healthy food, physical activity, general and educational programs, as well as modifying rules and procedures (e.g., preemption) had greater odds of enactment relative to food and beverage taxes (OR=8.18; 95% CI: 2.85-23.4 healthy food; OR=17.3; 95% CI: 4.55-65.7 physical activity; OR=15.2; 95% CI: 4.80-47.9 general; OR=13.7; 95% CI: 3.07-61.5 rules). The year of bill introduction and overall bill enactment rate were related to adult obesity prevention legislation enactment in states. This study highlights the importance of a bill's topic area for enactment and provides insights for advocates and policymakers trying to address enactment barriers. Copyright © 2015 Elsevier Inc. All rights reserved.

Enacting Environments

DEFF Research Database (Denmark)

Lippert, Ingmar

2013-01-01

Enacting Environments is an ethnography of the midst of the encounter between corporations, sustainable development and climate change. At this intersection 'environmental management' and 'carbon accounting' are put into practice. Purportedly, these practices green capitalism. Drawing on fieldwork...... of day-to-day practices of corporate environmental accountants and managers, Ingmar Lippert reconstructs their work as achieving to produce a reality of environment that is simultaneously stable and flexible enough for a particular corporate project: to stage the company, and in consequence capitalism......, as in control over its relations to an antecedent environment. Not confined to mere texts or meetings between shiny stakeholders co-governing the corporation – among them some of the world's biggest auditing firms, an environmental non-governmental organisation (NGO) and standards – control is found...

The effects of enactment and intention accessibility on prospective memory performance.

Science.gov (United States)

Schult, Janette C; Steffens, Melanie C

2017-05-01

The intention-superiority effect denotes faster response latencies to stimuli linked with a prospective memory task compared to stimuli linked with no prospective task or with a cancelled task. It is generally assumed that the increased accessibility of intention-related materials contributes to successful execution of prospective memory tasks at an appropriate opportunity. In two experiments we investigated the relationship between the intention-superiority effect and actual prospective memory performance under relatively realistic conditions. We also manipulated enactment versus observation encoding to further investigate the similarity in representations of enacted and to-be-enacted tasks. Additionally, Experiment 1 included a control condition to investigate the development of the intention-superiority effect over time. Participants were asked to perform prospective tasks at the end of the experiment to prepare the room for the next participant. They studied these preparatory tasks at the beginning of the experiment either by enacting them themselves or by observing the experimenter perform them. In Experiment 2, participants in a control condition did not intend to perform prospective tasks. We observed a smaller intention-superiority effect after enactment encoding than after observation encoding, but only if response latencies were assessed immediately before the prospective memory task. In addition, Experiment 2 suggested that the size of the intention-superiority effect is related to successful prospective memory performance, thus providing evidence for a functional relationship between accessibility and memory.

Dream-Enacting Behaviors in a Normal Population

Science.gov (United States)

Nielsen, Tore; Svob, Connie; Kuiken, Don

2009-01-01

Study Objectives: Determine the prevalence and gender distributions of behaviors enacted during dreaming (“dream-enacting [DE] behaviors”) in a normal population; the independence of such behaviors from other parasomnias; and the influence of different question wordings, socially desirable responding and personality on prevalence. Design: 3-group questionnaire study Setting: University classrooms Participants: Three undergraduate samples (Ns = 443, 201, 496; mean ages = 19.9 ± 3.2 y; 20.1 ± 3.4 y; 19.1 ± 1.6 y) Interventions: N/A Measurements and Results: Subjects completed questionnaires about DE behaviors and Social Desirability. Study 1 employed a nonspecific question about the behaviors, Study 2 employed the same question with examples, and Study 3 employed 7 questions describing specific behavior subtypes (speaking, crying, smiling/laughing, fear, anger, movement, sexual arousal). Somnambulism, somniloquy, nightmares, dream recall, alexithymia, and absorption were also assessed. Factor analyses were conducted to determine relationships among DE behaviors and their independence from other parasomnias. Prevalence increased with increasing question specificity (35.9%, 76.7%, and 98.2% for the 3 samples). No gender difference obtained for the nonspecific question, but robust differences occurred for more specific questions. Females reported more speaking, crying, fear and smiling/laughing than did males; males reported more sexual arousal. When controlling other parasomnias and dream recall frequency, these differences persisted. Factor solutions revealed that DE behaviors were independent of other parasomnias and of dream recall frequency, except for an association between dream-talking and somniloquy. Sexual arousal was related only to age. Behaviors were independent of alexithymia but moderately related to absorption. Conclusions: Dream-enacting behaviors are prevalent in healthy subjects and sensitive to question wording but not social desirability

The Learning Organization: An Undelivered Promise.

Science.gov (United States)

Elkjaer, Bente

2001-01-01

Presents a case study on the development of a learning organization that did not last very long. Suggests that the reason for its demise was the way in which learning in the organization was understood and enacted. The case is evaluated against John Dewey's learning theory. (Contains 24 references.) (DDR)

The effects of enactment on communicative competence in aphasic casual conversation: a functional linguistic perspective.

Science.gov (United States)

Groenewold, Rimke; Armstrong, Elizabeth

2018-05-14

Previous research has shown that speakers with aphasia rely on enactment more often than non-brain-damaged language users. Several studies have been conducted to explain this observed increase, demonstrating that spoken language containing enactment is easier to produce and is more engaging to the conversation partner. This paper describes the effects of the occurrence of enactment in casual conversation involving individuals with aphasia on its level of conversational assertiveness. To evaluate whether and to what extent the occurrence of enactment in speech of individuals with aphasia contributes to its conversational assertiveness. Conversations between a speaker with aphasia and his wife (drawn from AphasiaBank) were analysed in several steps. First, the transcripts were divided into moves, and all moves were coded according to the systemic functional linguistics (SFL) framework. Next, all moves were labelled in terms of their level of conversational assertiveness, as defined in the previous literature. Finally, all enactments were identified and their level of conversational assertiveness was compared with that of non-enactments. Throughout their conversations, the non-brain-damaged speaker was more assertive than the speaker with aphasia. However, the speaker with aphasia produced more enactments than the non-brain-damaged speaker. The moves of the speaker with aphasia containing enactment were more assertive than those without enactment. The use of enactment in the conversations under study positively affected the level of conversational assertiveness of the speaker with aphasia, a competence that is important for speakers with aphasia because it contributes to their floor time, chances to be heard seriously and degree of control over the conversation topic. © 2018 The Authors International Journal of Language & Communication Disorders published by John Wiley & Sons Ltd on behalf of Royal College of Speech and Language Therapists.

Supporting Beginning Teacher Planning and Enactment of Investigation-based Science Discussions: The Design and Use of Tools within Practice-based Teacher Education

Science.gov (United States)

Kademian, Sylvie M.

Current reform efforts prioritize science instruction that provides opportunities for students to engage in productive talk about scientific phenomena. Given the challenges teachers face enacting instruction that integrates science practices and science content, beginning teachers need support to develop the knowledge and teaching practices required to teach reform-oriented science lessons. Practice-based teacher education shows potential for supporting beginning teachers while they are learning to teach in this way. However, little is known about how beginning elementary teachers draw upon the types of support and tools associated with practice-based teacher education to learn to successfully enact this type of instruction. This dissertation addresses this gap by investigating how a practice-based science methods course using a suite of teacher educator-provided tools can support beginning teachers' planning and enactment of investigation-based science lessons. Using qualitative case study methodologies, this study drew on video-records, lesson plans, class assignments, and surveys from one cohort of 22 pre-service teachers (called interns in this study) enrolled in a year-long elementary education master of the arts and teaching certification program. Six focal interns were also interviewed at multiple time-points during the methods course. Similarities existed across the types of tools and teaching practices interns used most frequently to plan and enact investigation-based discussions. For the focal interns, use of four synergistic teaching practices throughout the lesson enactments (including consideration of students' initial ideas; use of open-ended questions to elicit, extend, and challenge ideas; connecting across students' ideas and the disciplinary core ideas; and use of a representation to organize and highlight students' ideas) appeared to lead to increased opportunities for students to share their ideas and engage in data analysis, argumentation and

Nightmare-Enacting Behavior Responding to Zonisamide in Early Parkinson’s Disease

Directory of Open Access Journals (Sweden)

Hiroshi Kataoka

2012-01-01

Full Text Available Recently, zonisamide (ZNS has been approved as a new adjunctive therapy for motor complications of Parkinson’s disease (PD. More recently, ZNS was reported to be effective for the management of impulse control behavior in PD, suggesting potential effects on non-motor PD symptoms. Dream enactment associated with aggressive, violent behavior can carry a serious risk of injury to patients, as well as to spouses or caretakers. This report describes a patient with PD who had vivid nightmares and dream-enacting behavior that resolved after treatment with ZNS. The present case raises the question whether ZNS might potentially be effective for the management of vivid nightmares or dream-enacting behavior.

Enacting and Transforming Local Language Policies

Science.gov (United States)

Tardy, Christine M.

2011-01-01

Exploring language practices, beliefs, and management in a first-year writing program, this article considers the obstacles to and opportunities for transforming language policy and enacting a new multilingual norm in U.S. postsecondary writing instruction. It argues that the articulation of statements regarding language diversity, co-developed by…

Probing the dielectric response of the interfacial buffer layer in epitaxial graphene via optical spectroscopy

Science.gov (United States)

Hill, Heather M.; Rigosi, Albert F.; Chowdhury, Sugata; Yang, Yanfei; Nguyen, Nhan V.; Tavazza, Francesca; Elmquist, Randolph E.; Newell, David B.; Hight Walker, Angela R.

2017-11-01

Monolayer epitaxial graphene (EG) is a suitable candidate for a variety of electronic applications. One advantage of EG growth on the Si face of SiC is that it develops as a single crystal, as does the layer below, referred to as the interfacial buffer layer (IBL), whose properties include an electronic band gap. Although much research has been conducted to learn about the electrical properties of the IBL, not nearly as much work has been reported on the optical properties of the IBL. In this work, we combine measurements from Mueller matrix ellipsometry, differential reflectance contrast, atomic force microscopy, and Raman spectroscopy, as well as calculations from Kramers-Kronig analyses and density-functional theory, to determine the dielectric function of the IBL within the energy range of 1 eV to 8.5 eV.

Enacted identities in the university spin-off process - bridging an imaginative gap

DEFF Research Database (Denmark)

Hannibal, Martin

2017-01-01

This paper employs a case study to explore the interdependencies between enacted role identities and behavioural logics of eight inventor-founders embedded in university spin-off venturing. The major tendencies in the findings suggest that the inventor-founders enact their academic role identity ...

Enacting the Role of Special Needs Educator--Six Swedish Case Studies

Science.gov (United States)

Klang, Nina; Gustafson, Katarina; Möllås, Gunvie; Nilholm, Claes; Göransson, Kerstin

2017-01-01

With the increasing focus on inclusion, special needs educators (SNEs) are now expected to share responsibility for pupils with teacher colleagues and to lead school development, but it is a challenge to enact this role in schools. The aim of the study was to explore how professional roles of Swedish SNEs are enacted in local school contexts. From…

Fusing enacted and expected mimicry generates a winning strategy that promotes the evolution of cooperation.

Science.gov (United States)

Fischer, Ilan; Frid, Alex; Goerg, Sebastian J; Levin, Simon A; Rubenstein, Daniel I; Selten, Reinhard

2013-06-18

Although cooperation and trust are essential features for the development of prosperous populations, they also put cooperating individuals at risk for exploitation and abuse. Empirical and theoretical evidence suggests that the solution to the problem resides in the practice of mimicry and imitation, the expectation of opponent's mimicry and the reliance on similarity indices. Here we fuse the principles of enacted and expected mimicry and condition their application on two similarity indices to produce a model of mimicry and relative similarity. Testing the model in computer simulations of behavioral niches, populated with agents that enact various strategies and learning algorithms, shows how mimicry and relative similarity outperforms all the opponent strategies it was tested against, pushes noncooperative opponents toward extinction, and promotes the development of cooperative populations. The proposed model sheds light on the evolution of cooperation and provides a blueprint for intentional induction of cooperation within and among populations. It is suggested that reducing conflict intensities among human populations necessitates (i) instigation of social initiatives that increase the perception of similarity among opponents and (ii) efficient lowering of the similarity threshold of the interaction, the minimal level of similarity that makes cooperation advisable.

Sex Educators and Self-Efficacy: Toward a Taxonomy of Enactive Mastery Experiences

Science.gov (United States)

Jensen, Robin E.

2012-01-01

Enactive mastery experiences have been identified as the most influential source of self-efficacy beliefs. Yet little is known about enactive mastery experiences, including how such experiences manifest in naturally occurring situations (as opposed to simulated situations). This study draws from semistructured interviews (N = 50) with sex…

Relationships between non-pathological dream-enactment and mirror behaviors.

Science.gov (United States)

Nielsen, Tore; Kuiken, Don

2013-09-01

Dream-enacting behaviors (DEBs) are behavioral expressions of forceful dream images often occurring during sleep-to-wakefulness transitions. We propose that DEBs reflect brain activity underlying social cognition, in particular, motor-affective resonance generated by the mirror neuron system. We developed a Mirror Behavior Questionnaire (MBQ) to assess some dimensions of mirror behaviors and investigated relationships between MBQ scores and DEBs in a large of university undergraduate cohort. MBQ scores were normally distributed and described by a four-factor structure (Empathy/Emotional Contagion, Behavioral Imitation, Sleepiness/Anger Contagion, Motor Skill Imitation). DEB scores correlated positively with MBQ total and factor scores even with social desirability, somnambulism and somniloquy controlled. Emotion-specific DEB items correlated with corresponding emotion-specific MBQ items, especially crying and smiling. Results provide preliminary evidence for cross-state relationships between propensities for dream-enacting and mirror behaviors--especially behaviors involving motor-affective resonance--and our suggestion that motor-affective resonance mediates dream-enactment imagery during sleep and emotional empathy during waking. Copyright © 2013 Elsevier Inc. All rights reserved.

Shaping accountabilities for erroneously enacted environmental evidence

DEFF Research Database (Denmark)

Lippert, Ingmar

of accountability: first, the company was performing itself as a socially and environmentally accountable and responsible "corporate citizen"; second, the company was inhabiting a discourse of evidence-based decision-making, requiring the evidence to be produced accountably. I analyse a limited set of ethnographic......Drawing on fieldwork in and around a transnational Fortune 50 company's "corporate social responsibility" unit, this paper opens up a range of situations that took part in enacting the company's evidence of its impact on global warming. This evidence was implicated in at least two significant modes...... vignettes of situated work practice that (con)figured the company's accounting for their carbon emissions. Common to all these situations was that the environmental realities enacted have been categorised by some members as erroneous or as not good enough. In this paper I am interested, thence...

Science Teachers' Views and Stereotypes of Religion, Scientists and Scientific Research: A call for scientist-science teacher partnerships to promote inquiry-based learning

Science.gov (United States)

Mansour, Nasser

2015-07-01

Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students' learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students' inquiry practices and encourage them to think and act as scientists, a better understanding of factors that influence their attitudes towards scientific research and scientists' practices is very much needed. Within this context there is a need to re-examine the science teachers' views of scientists and the cultural factors that might have an impact on teachers' views and pedagogical practices. A diverse group of Egyptian science teachers took part in a quantitative-qualitative study using a questionnaire and in-depth interviews to explore their views of scientists and scientific research, and to understand how they negotiated their views of scientists and scientific research in the classroom, and how these views informed their practices of using inquiry in the classroom. The findings highlighted how the teachers' cultural beliefs and views of scientists and scientific research had constructed idiosyncratic pedagogical views and practices. The study suggested implications for further research and argued for teacher professional development based on partnerships with scientists.

Role of Symbolic Coding and Rehearsal Processes in Observational Learning

Science.gov (United States)

Bandura, Albert; Jeffery, Robert W.

1973-01-01

Results were interpreted supporting a social learning view of observational learning that emphasizes contral processing of response information in the acquisition phase and motor reproduction and incentive processes in the overt enactment of what has been learned. (Author)

Configurations of Instructional Leadership Enactments that Promote the Teaching and Learning of Mathematics in a New Zealand Elementary School

Science.gov (United States)

Higgins, Joanna; Bonne, Linda

2011-01-01

Purpose: This article examines how and why four leadership functions are enacted in an elementary school, with a focus on hierarchical and "heterarchical" configurations of leadership. Research Design: The data were collected using an exploratory 2-year case study approach, and the data set comprises one-on-one interviews and relevant school…

"I just had to be flexible and show good patience": management of interactional approaches to enact mentoring roles by peer mentors with developmental disabilities.

Science.gov (United States)

Schwartz, Ariel E; Kramer, Jessica M

2017-06-08

Peer mentoring may be an effective approach for fostering skill development for mentors and mentees with developmental disabilities. However, little is known about how mentors with developmental disabilities perceive and enact their roles. (1) How do young adults with developmental disabilities describe their role as a peer mentor in the context of instrumental peer mentoring? (2) How do they enact their perceived roles? Thematic analysis of semi-structured reflections completed by six mentors with developmental disabilities (ages 17-35) with multiple mentoring experiences. Mentors perceived themselves as professionals with a primary role of teaching, and for some mentoring relationships, a secondary role of developing an interpersonal relationship. To enact these roles, mentors used a supportive interactional approach characterized by actions such as encouragement and sharing examples and dispositions, such as flexibility and patience. Mentors monitored mentee learning and engagement within the mentoring session and, as needed, adjusted their approach to optimize mentee learning and engagement. To successfully manage their interactional approach, mentors used supports such as peer mentoring scripts, tip sheets, and supervisors. While mentors reported several actions for teaching, they may benefit from training to learn approaches to facilitate more consistent development of interpersonal relationships. Implications for Rehabilitation Peer mentoring may be an effective approach for fostering skill development for young adult mentors and mentees with developmental disabilities. In this study, young adult peer mentors with developmental disabilities perceived themselves as professionals with a primary role of teaching and a secondary role of developing an interpersonal relationship. Peer mentors used actions and dispositions that matched their perceived roles and supported mentees with developmental disabilities to engage in instrumental mentoring. With supports and

Role enactment of facilitation in primary care

DEFF Research Database (Denmark)

Due, Tina Drud; Thorsen, Thorkil; Waldorff, Frans Boch

2017-01-01

facilitation visits in 13 practice settings and had interviews and focus groups with facilitators. We applied an explorative approach in data collection and analysis, and conducted an inductive thematic analysis. RESULTS: The facilitators mainly enacted four facilitator roles: teacher, super user, peer...

Role enactment of facilitation in primary care

DEFF Research Database (Denmark)

Due, Tina Drud; Thorsen, Thorkil; Waldorff, Frans Boch

2017-01-01

facilitation visits in 13 practice settings and had interviews and focus groups with facilitators. We applied an explorative approach in data collection and analysis, and conducted an inductive thematic analysis. Results: The facilitators mainly enacted four facilitator roles: teacher, super user, peer...

The boundaries of instance-based learning theory for explaining decisions from experience.

Science.gov (United States)

Gonzalez, Cleotilde

2013-01-01

Most demonstrations of how people make decisions in risky situations rely on decisions from description, where outcomes and their probabilities are explicitly stated. But recently, more attention has been given to decisions from experience where people discover these outcomes and probabilities through exploration. More importantly, risky behavior depends on how decisions are made (from description or experience), and although prospect theory explains decisions from description, a comprehensive model of decisions from experience is yet to be found. Instance-based learning theory (IBLT) explains how decisions are made from experience through interactions with dynamic environments (Gonzalez et al., 2003). The theory has shown robust explanations of behavior across multiple tasks and contexts, but it is becoming unclear what the theory is able to explain and what it does not. The goal of this chapter is to start addressing this problem. I will introduce IBLT and a recent cognitive model based on this theory: the IBL model of repeated binary choice; then I will discuss the phenomena that the IBL model explains and those that the model does not. The argument is for the theory's robustness but also for clarity in terms of concrete effects that the theory can or cannot account for. Copyright © 2013 Elsevier B.V. All rights reserved.

Enacting Environments: An Ethnography of the Digitalisation and Naturalisation of Emissions

OpenAIRE

Lippert, Ingmar

2013-01-01

Capitalism manages to enact environments in the midst of its centres by means of keeping other environments out. The fundamental practice which allows for this contradictory and generative move is that capitalist agents enact environments. Capitalism does not require a clear, neat, distinct, singular environment. Multiple, fluid, dynamic environments allow far better the tactical and strategical project of staging capitalism as having its destructive environmental impacts in control. That con...

Factors associated with the enactment of safety belt and motorcycle helmet laws.

Science.gov (United States)

Law, Teik Hua; Noland, Robert B; Evans, Andrew W

2013-07-01

It has been shown that road safety laws, such as motorcycle helmet and safety belt laws, have a significant effect in reducing road fatalities. Although an expanding body of literature has documented the effects of these laws on road safety, it remains unclear which factors influence the likelihood that these laws are enacted. This study attempts to identify the factors that influence the decision to enact safety belt and motorcycle helmet laws. Using panel data from 31 countries between 1963 and 2002, our results reveal that increased democracy, education level, per capita income, political stability, and more equitable income distribution within a country are associated with the enactment of road safety laws. © 2012 Society for Risk Analysis.

Is prospective memory enhanced by cue-action semantic relatedness and enactment at encoding?

Science.gov (United States)

Pereira, Antonina; Ellis, Judi; Freeman, Jayne

2012-09-01

Benefits and costs on prospective memory performance, of enactment at encoding and a semantic association between a cue-action word pair, were investigated in two experiments. Findings revealed superior performance for both younger and older adults following enactment, in contrast to verbal encoding, and when cue-action semantic relatedness was high. Although younger adults outperformed older adults, age did not moderate benefits of cue-action relatedness or enactment. Findings from a second experiment revealed that the inclusion of an instruction to perform a prospective memory task led to increments in response latency to items from the ongoing activity in which that task was embedded, relative to latencies when the ongoing task only was performed. However, this task interference 'cost' did not differ as a function of either cue-action relatedness or enactment. We argue that the high number of cue-action pairs employed here influenced meta-cognitive consciousness, hence determining attention allocation, in all experimental conditions. Copyright © 2012 Elsevier Inc. All rights reserved.

Freaky: Collaborative Enactments of Emotion

DEFF Research Database (Denmark)

Leahu, Lucian; Sengers, Phoebe

2015-01-01

The field of CSCW is increasingly drawing on theories and approaches from feminist philosophy of science. To date such efforts have focused on understanding users and their practices. We present a research prototype showing that feminist theories can lead to novel design solutions. Freaky is a mo...... is a mobile, interactive system that collaborates with its users in the enactment of emotion. Informed by the feminist literature, the system introduces a novel approach to emotion: designing for human-machine co-production of emotion....

A Comparison Between Reported and Enacted Pedagogical Content Knowledge (PCK) About Graphs of Motion

Science.gov (United States)

Mazibe, Ernest N.; Coetzee, Corene; Gaigher, Estelle

2018-04-01

This paper reports a case study of four grade 10 physical sciences teachers' PCK about graphs of motion. We used three data collection strategies, namely teachers' written accounts, captured by the content representation (CoRe) tool, interviews and classroom observations. We conceptualised the PCK displayed in the CoRe tool and the interviews as reported PCK and the PCK demonstrated during teaching as enacted PCK. These two manifestations of PCK were compared to establish the extent of agreement between reported and enacted PCK. We adopted the topic-specific PCK (TSPCK) model as the framework that guided this study. This model describes TSPCK in terms of five components of teacher knowledge. Guided by the model, we designed two rubrics to assess these manifestations of TSPCK on a four-point scale. The results of this study indicated that the reported PCK was not necessarily a reflection of the PCK enacted during teaching. The levels of PCK in the components were seldom higher in the enacted PCK, but tended to be similar or lower than in the reported PCK. The study implies that the enactment of PCK should be emphasised in teacher education.

eSPEM - A SPEM Extension for Enactable Behavior Modeling

Science.gov (United States)

Ellner, Ralf; Al-Hilank, Samir; Drexler, Johannes; Jung, Martin; Kips, Detlef; Philippsen, Michael

OMG's SPEM - by means of its (semi-)formal notation - allows for a detailed description of development processes and methodologies, but can only be used for a rather coarse description of their behavior. Concepts for a more fine-grained behavior model are considered out of scope of the SPEM standard and have to be provided by other standards like BPDM/BPMN or UML. However, a coarse granularity of the behavior model often impedes a computer-aided enactment of a process model. Therefore, in this paper we present eSPEM, an extension of SPEM, that is based on the UML meta-model and focused on fine-grained behavior and life-cycle modeling and thereby supports automated enactment of development processes.

Critical Ontology for an Enactive Music Pedagogy

Science.gov (United States)

van der Schyff, Dylan; Schiavio, Andrea; Elliott, David J.

2016-01-01

An enactive approach to music education is explored through the lens of critical ontology. Assumptions central to Western academic music culture are critically discussed; and the concept of "ontological education" is introduced as an alternative framework. We argue that this orientation embraces more primordial ways of knowing and being,…

The Enactive Approach to Architectural Experience: A Neurophysiological Perspective on Embodiment, Motivation, and Affordances.

Science.gov (United States)

Jelić, Andrea; Tieri, Gaetano; De Matteis, Federico; Babiloni, Fabio; Vecchiato, Giovanni

2016-01-01

Over the last few years, the efforts to reveal through neuroscientific lens the relations between the mind, body, and built environment have set a promising direction of using neuroscience for architecture. However, little has been achieved thus far in developing a systematic account that could be employed for interpreting current results and providing a consistent framework for subsequent scientific experimentation. In this context, the enactive perspective is proposed as a guide to studying architectural experience for two key reasons. Firstly, the enactive approach is specifically selected for its capacity to account for the profound connectedness of the organism and the world in an active and dynamic relationship, which is primarily shaped by the features of the body. Thus, particular emphasis is placed on the issues of embodiment and motivational factors as underlying constituents of the body-architecture interactions. Moreover, enactive understanding of the relational coupling between body schema and affordances of architectural spaces singles out the two-way bodily communication between architecture and its inhabitants, which can be also explored in immersive virtual reality settings. Secondly, enactivism has a strong foothold in phenomenological thinking that corresponds to the existing phenomenological discourse in architectural theory and qualitative design approaches. In this way, the enactive approach acknowledges the available common ground between neuroscience and architecture and thus allows a more accurate definition of investigative goals. Accordingly, the outlined model of architectural subject in enactive terms-that is, a model of a human being as embodied, enactive, and situated agent, is proposed as a basis of neuroscientific and phenomenological interpretation of architectural experience.

Enacted Types of Algebraic Activity in Different Classes Taught by the Same Teacher

Science.gov (United States)

Eisenmann, Tammy; Even, Ruhama

2011-01-01

The aim of this study was to examine how teachers enact the same written algebra curriculum materials in different classes. The study addresses this issue by comparing the types of algebraic activity (Kieran, 2004) enacted in two 7th grade classes taught by the same teacher, using the same textbook. Data sources include lesson observations and an…

Hospital employee assault rates before and after enactment of the california hospital safety and security act.

Science.gov (United States)

Casteel, Carri; Peek-Asa, Corinne; Nocera, Maryalice; Smith, Jamie B; Blando, James; Goldmacher, Suzi; O'Hagan, Emily; Valiante, David; Harrison, Robert

2009-02-01

This study examines changes in violent event rates to hospital employees before and after enactment of the California Hospital Safety and Security Act in 1995. We compared pre- and post-initiative employee assault rates in California (n = 116) emergency departments and psychiatric units with those in New Jersey (n = 50), where statewide workplace violence initiatives do not exist. Poisson regression with generalized estimating equations was used to compare assault rates between a 3-year pre-enactment period (1993-1995) and a 6-year post-enactment period (1996-2001) using New Jersey hospitals as a temporal control. Assault rates among emergency department employees decreased 48% in California post-enactment, compared with emergency department employee assault rates in New Jersey (rate ratio [RR] = 0.52, 95% confidence interval [CI]: 0.31, 0.90). Emergency department employee assault rates decreased in smaller facilities (RR = 0.46, 95% CI: 0.21, 0.96) and for-profit-controlled hospitals (RR = 0.39, 95% CI: 0.19, 0.79) post-enactment. Among psychiatric units, for-profit-controlled hospitals (RR = 0.41, 95% CI: 0.19, 0.85) and hospitals located in smaller communities (RR = 0.44, 95% CI: 0.21, 0.92) experienced decreased assault rates post-enactment. Policy may be an effective method to increase safety to health care workers.

Bullying: A socially enacted phenomenon with individual effects

DEFF Research Database (Denmark)

Hansen, Helle Rabøl; Søndergaard, Dorte Marie

2018-01-01

Some practitioners and researchers criticise the concept of bullying and suggest it replaced with e.g. conflict or harassment. We discuss the challenges enacted by the problematisation and propose a joint effort to improve both the conceptualisation and our cooperation in reworking it, while...

The enactive approach to architectural experience: a neurophysiological perspective on embodiment, motivation, and affordances

Directory of Open Access Journals (Sweden)

Andrea eJelic

2016-03-01

Full Text Available Over the last few years, the efforts to reveal through neuroscientific lens the relations between the mind, body, and built environment have set a promising direction of using neuroscience for architecture. However, little has been achieved thus far in developing a systematic account that could be employed for interpreting current results and providing a consistent framework for subsequent scientific experimentation. In this context, the enactive perspective is proposed as a guide to studying architectural experience for two key reasons. Firstly, the enactive approach is specifically selected for its capacity to account for the profound connectedness of the organism and the world in an active and dynamic relationship, which is primarily shaped by the features of the body. Thus, particular emphasis is placed on the issues of embodiment and motivational factors as underlying constituents of the body-architecture interactions. Moreover, enactive understanding of the relational coupling between body schema and affordances of architectural spaces singles out the two-way bodily communication between architecture and its inhabitants, which can be also explored in immersive virtual reality settings. Secondly, enactivism has a strong foothold in phenomenological thinking that corresponds to the existing phenomenological discourse in architectural theory and qualitative design approaches. In this way, the enactive approach acknowledges the available common ground between neuroscience and architecture and thus allows a more accurate definition of investigative goals. Accordingly, the outlined model of architectural subject in enactive terms – that is, a model of a human being as embodied, enactive, and situated agent, is proposed as a basis of neuroscientific and phenomenological interpretation of architectural experience.

Family Communication about End-of-Life Decisions and the Enactment of the Decision-Maker Role

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April R. Trees

2017-06-01

Full Text Available End-of-life (EOL decisions in families are complex and emotional sites of family interaction necessitating family members coordinate roles in the EOL decision-making process. How family members in the United States enact the decision-maker role in EOL decision situations was examined through in-depth interviews with 22 individuals who participated in EOL decision-making for a family member. A number of themes emerged from the data with regard to the enactment of the decision-maker role. Families varied in how decision makers enacted the role in relation to collective family input, with consulting, informing and collaborating as different patterns of behavior. Formal family roles along with gender- and age-based roles shaped who took on the decision-maker role. Additionally, both family members and medical professionals facilitated or undermined the decision-maker’s role enactment. Understanding the structure and enactment of the decision-maker role in family interaction provides insight into how individuals and/or family members perform the decision-making role within a cultural context that values autonomy and self-determination in combination with collective family action in EOL decision-making.

EXAMINING FACTORS AFFECTING IMPLEMENTATION OF INQUIRY-BASED LEARNING IN FINLAND AND SOUTH KOREA

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Jingoo Kang

2016-12-01

Full Text Available Using inquiry has become a universal factor in science education, but teachers often face challenges in implementing inquiry-based learning (IBL because of, for instance, teachers’ low confidence in conducting inquiry or insufficient school resources. Much research has been conducted to identify the barriers that impede inquiry practice. However, most studies have employed small-scale qualitative methods from a single-country sample, and, thus, the effects of each factor on conducting inquiry in different educational systems have yet to be measured in one statistical model. Accordingly, this research was aimed to explore the extent to which various teacher- and school-factors have respectively affected teachers’ implementation of inquiry-based learning at lower secondary schools. To examine this issue, samples of 496 Finnish teachers in 135 lower secondary schools and 184 Korean teachers in 147 lower secondary schools were selected from the TIMSS 2011 science data set. The findings reveal that teachers’ confidence in teaching science and their collaboration to improve science teaching were strongly associated with facilitating inquiry in both countries, and these two factors’ positive effects on the implementation were partially derived from inquiry-related professional development in the Finnish sample. In addition, class size and school resources were also significantly related to inquiry practice in Finland, and the teachers’ education levels were negatively correlated with the frequency of inquiry practice in Korea. However, in both countries, the teachers’ emphasis on exams was indicated as a non-significant factor in predicting inquiry frequency. The results have implications in respect of the roles of professional development and school environment in increasing IBL practice in school science.

Individual and combined effects of enactment and testing on memory for action phrases.

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Kubik, Veit; Söderlund, Hedvig; Nilsson, Lars-Göran; Jönsson, Fredrik U

2014-01-01

We investigated the individual and combined effects of enactment and testing on memory for action phrases to address whether both study techniques commonly promote item-specific processing. Participants (N = 112) were divided into four groups (n = 28). They either exclusively studied 36 action phrases (e.g., "lift the glass") or both studied and cued-recalled them in four trials. During study trials participants encoded the action phrases either by motorically performing them, or by reading them aloud, and they took final verb-cued recall tests over 18-min and 1-week retention intervals. A testing effect was demonstrated for action phrases, however, only when they were verbally encoded, and not when they were enacted. Similarly, enactive (relative to verbal) encoding reduced the rate of forgetting, but only when the action phrases were exclusively studied, and not when they were also tested. These less-than-additive effects of enactment and testing on the rate of forgetting, as well as on long-term retention, support the notion that both study techniques effectively promote item-specific processing that can only be marginally increased further by combining them.

Enacting the 'mobile' in tourism studies - Unraveling research practices

DEFF Research Database (Denmark)

Jensen, Martin Trandberg

This chapter showcases how mobile methods are more than calibrated techniques awaiting application by tourism researchers, but productive in the enactment of the mobile (Law and Urry, 2004). Drawing upon recent findings deriving from a PhD course on mobility and mobile methods it reveals the conc......This chapter showcases how mobile methods are more than calibrated techniques awaiting application by tourism researchers, but productive in the enactment of the mobile (Law and Urry, 2004). Drawing upon recent findings deriving from a PhD course on mobility and mobile methods it reveals......, the engagements with methods are acknowledged to be always political and contextual, reminding us to avoid essentialist discussions regarding research methods. Finally, the chapter draws on recent fieldwork to extend developments in mobilities-oriented tourism research, by employing auto-ethnography to call...

Dealing with difficult days: Functional coping dynamics in self-harm ideation and enactment.

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Nielsen, Emma; Sayal, Kapil; Townsend, Ellen

2017-01-15

Self-harm affords people a means of coping. However, little is known about how functional coping dynamics differ between stressful situations in which people self-harm (enactment), think about harming (ideation), or experience no self-harmful thoughts or behaviours. Participants (N = 1,157) aged 16-49 years (M = 18.21, SD = 3.24) with a recent history of self-harm (past 3 months) reported how they coped in response to their most significant recent stressor (3 months). Almost 40% of participants, all of whom had self-harmed in the last 3 months, had no self-harm experience (thoughts or behaviours) in response to their most significant stressor in that time frame. In multivariate analysis, adjusting for symptoms of depression and anxiety, reappraisal coping was predictive of self-harm thoughts. Approach, emotion regulation and reappraisal coping were predictive of self-harm behaviour. Emotion regulation coping differentiated self-harm ideation and enactment groups. The cross-sectional design of the study precludes the ability to make inferences regarding causality. Further, there is no agreed definition of 'recent' self-harm. Taken together, the findings suggest that functional coping dynamics may be differentially associated with self-harm ideation and enactment. This is important, given that understanding the transitions between ideation and enactment has been identified as a critical frontier in suicide prevention. Further, results indicate that seemingly innocuous events may have a profound impact as tipping points for enaction; this has implications for clinical practice, including the co-production of safety plans. Copyright © 2016. Published by Elsevier B.V.

Putting Gino's lesson to work: Actor-network theory, enacted humanity, and rehabilitation.

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Abrams, Thomas; Gibson, Barbara E

2016-02-01

This article argues that rehabilitation enacts a particular understanding of "the human" throughout therapeutic assessment and treatment. Following Michel Callon and Vololona Rabeharisoa's "Gino's Lesson on Humanity," we suggest that this is not simply a top-down process, but is cultivated in the application and response to biomedical frameworks of human ability, competence, and responsibility. The emergence of the human is at once a materially contingent, moral, and interpersonal process. We begin the article by outlining the basics of the actor-network theory that underpins "Gino's Lesson on Humanity." Next, we elucidate its central thesis regarding how disabled personhood emerges through actor-network interactions. Section "Learning Gino's lesson" draws on two autobiographical examples, examining the emergence of humanity through rehabilitation, particularly assessment measures and the responses to them. We conclude by thinking about how rehabilitation and actor-network theory might take this lesson on humanity seriously. © The Author(s) 2016.

The same teacher, the same curriculum materials, different schools: What is the enacted curriculum?

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Eisenmann, Tammy

This research examines how the same teacher implements the same curriculum material in two different schools. The aim of the study is to examine how the enacted algebra curriculum may change when the same teacher enacts the same written curriculum materials in different classes. This research comprises two case studies. Each case examines one teacher who taught the beginning of the mathematical topic "equivalent algebraic expressions", to two 7th grade classes from different schools. The same textbook was used in all four classes. The data collected includes: 1. Observations: 25930 lessons throughout the school year in each of the participating classes; Other mathematics classes in each of the schools; Other non9mathematics classes in the participating classes. A total of 130 lessons were observed. The observations included continuous observations of the teaching of "equivalent algebraic expressions" (15919 lessons) in each class. These observations are the main data source of this research; 2. Interviews with the teachers; 3. Informal conversations; and 4. Field notes. The data was analyzed both through quantitative and qualitative analysis. The research focuses on the following two aspects of the enacted curriculum: implementation of the recommendation that appeared in the curriculum materials and the types of algebraic activity that the students were exposed to during the teaching of the mathematical topic. Kieran's framework (Kieran, 1996, 2004), which distinguishes between three types of algebraic activities 9 generational, transformational and global/meta9level 9 was employed for the examination of the algebraic activities. Comparisons were made for two aspects of the research: between the enacted curriculum in each of the classes and the curriculum materials; and between each of the classes taught by same teacher. It was found that in case study 1, that examined teacher Sara and schools Carmel and Tavor -- most of the recommendations for instruction that

Characterizing Elementary Teachers' Enactment of High-Leverage Practices through Engineering Design-Based Science Instruction

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Capobianco, Brenda M.; DeLisi, Jacqueline; Radloff, Jeffrey

2018-01-01

In an effort to document teachers' enactments of new reform in science teaching, valid and scalable measures of science teaching using engineering design are needed. This study describes the development and testing of an approach for documenting and characterizing elementary science teachers' multiday enactments of engineering design-based science…

Preservice special education teachers' understandings, enactments, views, and plans for scientific inquiry: Issues and hopes

Science.gov (United States)

Ghosh, Rajlakshmi

This study examined the understandings, enactments, views, and plans for scientific inquiry held by preservice special education teachers enrolled in a K--8 general science methods course. Sixteen participants from four special education concentration areas---Mild to Moderate Educational Needs, Moderate to Intense Educational Needs, Mild to Moderate Educational Needs with Language Arts and Reading Emphasis, and Early Childhood Intervention---participated in this study. Qualitative data were collected from questionnaires, interviews, teaching videos, lesson plans, planning commentaries, and reflection papers. Data were analyzed using a grounded theory approach (Strauss & Corbin, 1990) and compared against the theoretical view of inquiry as conceptualized by the National Research Council (NRC, 2000). The participants held unique interpretations of inquiry that only partially matched with the theoretical insights provided by the NRC. The participants' previous science learning experiences and experiences in special education played an important role in shaping their conceptualizations of inquiry as learned in the science methods class. The impacts of such unique interpretations are discussed with reference to both science education and special education, and implications for teacher education are provided.

Incremental Method Enactment for Computer Aided Software Engineering Tools

NARCIS (Netherlands)

Vlaanderen, K.; Tuijl, G.J. van; Brinkkemper, S.; Jansen, Slinger

2013-01-01

In most cases, enactment is the most resource consuming aspect of process improvement, as large process changes are put into practice. Problems that typically are encountered include ine ective process changes, resistance from employees, and unclarity about the advantages of the new process.

Role Enactment as a Socially Relevant Explanation of Self-Persuasion.

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Bodaken, Edward M.; And Others

1979-01-01

Reports on four tests of Charles R. Berger's role enactment model of persuasion, which is addressed to generalizing counterattitudinal communication to social situations when persons find themselves encoding belief-discrepant messages. (JMF)

Correlates of state enactment of elementary school physical education laws.

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Monnat, Shannon M; Lounsbery, Monica A F; Smith, Nicole J

2014-12-01

To describe variation in U.S. state elementary school physical education (PE) policies and to assess associations between state PE policy enactment and education funding, academic achievement, sociodemographic disadvantage, and political characteristics. U.S. state laws regarding school PE time, staffing, curriculum, fitness assessment, and moderate-to-vigorous physical activity (MVPA) in 2012 were classified as strong/specific, weak/nonspecific, or none based on codified law ratings within the Classification of Laws Associated with School Students (C.L.A.S.S.). Laws were merged with state-level data from multiple sources. Logistic regression was used to determine associations between state characteristics and PE laws (N=51). Laws with specific PE and MVPA time requirements and evidence-based curriculum standards were more likely in states with low academic performance and in states with sociodemographically disadvantaged populations. School day length was positively associated with enacting a PE curriculum that referenced evidence-based standards. School funding and political characteristics were not associated with PE laws. Limited time and high-stake testing requirements force schools to prioritize academic programs, posing barriers to state passage of specific PE laws. To facilitate PE policy enactment, it may be necessary to provide evidence on how PE policies can be implemented within existing time and staffing structures. Copyright © 2014 Elsevier Inc. All rights reserved.

Which characteristics of planning matter? Individual and dyadic physical activity plans and their effects on plan enactment.

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Keller, Jan; Fleig, Lena; Hohl, Diana Hilda; Wiedemann, Amelie U; Burkert, Silke; Luszczynska, Aleksandra; Knoll, Nina

2017-09-01

Past research supports individual planning as an effective intervention strategy to increase physical activity in individuals. A similar strategy, dyadic planning, adds a planning partner who supports an individual's planning processes. Whether the two planning formats differ in terms of participants' entered plan content and whether and how different content characteristics are linked to plan enactment remains unknown. By investigating the content of generated plans, this study aimed at distinguishing plan characteristics of the two planning formats and examining their role as predictors of later plan enactment. Secondary analyses of a three-arm RCT with German couples (data collection between 2013 and 2015). Couples were assigned to an individual (IPC, n = 114) or dyadic planning condition (DPC, n = 111) and formulated up to 5 physical activity plans for a target person. Couples assigned to a control condition were not included as they did not generate plans. The following characteristics were distinguished and coded for each plan: number of planned opportunities, presence of a planned routine, planned cue- or activity-related specificity, activity-related intensity, and chronological plan rank. One week before (T0) and two weeks following (T2) the intervention (T1), increase vs. no increase of the planned activity was coded as a dichotomous plan enactment variable. Multilevel logistic regressions were fit. Plan enactment was higher in dyadic than in individual planners. Findings indicated that routines (e.g., after work) were positively related to plan enactment, whereas a high specificity of when-cues (e.g., Friday at 6.30 p.m.) showed a negative relationship. None of the examined plan characteristics could explain differences in enactment between IPC and DPC. Linking health behaviours to other behavioural routines seems beneficial for subsequent plan enactment. Dyadic planning was linked with higher enactment rates than individual planning. However, as

A study of school mathematics curriculum enacted by competent teachers in Singapore secondary schools

Science.gov (United States)

Kaur, Berinderjeet; Tay, Eng Guan; Toh, Tin Lam; Leong, Yew Hoong; Lee, Ngan Hoe

2018-03-01

A study of school mathematics curriculum enacted by competent teachers in Singapore secondary schools is a programmatic research project at the National Institute of Education (NIE) funded by the Ministry of Education (MOE) in Singapore through the Office of Education Research (OER) at NIE. The main goal of the project is to collect a set of data that would be used by two studies to research the enacted secondary school mathematics curriculum. The project aims to examine how competent experienced secondary school teachers implement the designated curriculum prescribed by the MOE in the 2013 revision of curriculum. It does this firstly by examining the video recordings of the classroom instruction and interactions between secondary school mathematics teachers and their students, as it is these interactions that fundamentally determine the nature of the actual mathematics learning and teaching that take place in the classroom. It also examines content through the instructional materials used—their preparation, use in classroom and as homework. The project comprises a video segment and a survey segment. Approximately 630 secondary mathematics teachers and 600 students are participating in the project. The data collection for the video segment of the project is guided by the renowned complementary accounts methodology while the survey segment adopts a self-report questionnaire approach. The findings of the project will serve several purposes. They will provide timely feedback to mathematics specialists in the MOE, inform pre-service and professional development programmes for mathematics teachers at the NIE and contribute towards articulation of "Mathematics pedagogy in Singapore secondary schools" that is evidence based.

Enacting Risk in Independent Technological Innovation

DEFF Research Database (Denmark)

Berglund, Henrik; Hellström, Tomas

2002-01-01

The present study aims at investigating the role of risk in the activity of independent technological venturing. Altogether, 12 deep-interviews were conducted with technological entrepreneurs, who had taken part in the inventive, developmental and the commercialisation phases of a technology......-based innovation process. The interviews revealed a number of enactment approaches through which these innovators encountered and affected (dealt with or transformed) risk within the innovation process. Factors thus developed from the empirical material included human capital, pace and priority, the world moves...... for the benefit of innovation management....

Using Appropriate Digital Tools to Overcome Barriers to Collaborative Learning in Classrooms

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Wardlow, Liane; Harm, Eian

2015-01-01

Collaborative learning provides students with vital opportunities to create and build knowledge. Existing technologies can facilitate collaborative learning. However, barriers exist to enacting collaborative practices related to the coverage of material for assessments and classroom management concerns, among others. Teachers can overcome these…

Utilizing Lesson Study in Improving Year 12 Students' Learning and Performance in Mathematics

Directory of Open Access Journals (Sweden)

Jessie Siew Yin Chong

2017-02-01

Full Text Available This study investigated the use of Lesson Study to improve Year 12 students' performance in conditional probability through Inquiry-Based Learning (IBL lessons. In total, 66 students comprised of three Year 12 classes of similar abilities, and their three respective teachers from a government junior college participated in the study. The instruments used to collect the relevant data in this study were teachers' reflective journals and students' achievement tests. The collected data were then analyzed and interpreted quantitatively using the SPSS. The analysis of the students' pre- and post-tests concluded that as the lesson plans were gradually refined and enhanced, their performance in solving conditional probability questions steadily improved.

Effects of integrated physical exercises and gestures on preschool children’s foreign language vocabulary learning

NARCIS (Netherlands)

M.-F. Mavilidi (Myrto-Foteini); A.D. Okely (Anthony D.); P. Chandler (Paul); D.P. Cliff (Dylan P.); G.W.C. Paas (Fred)

2015-01-01

textabstractResearch suggests that integrating human movement into a cognitive learning task can be effective for learning due to its cognitive and physiological effects. In this study, the learning effects of enacting words through whole-body movements (i.e., physical exercise) and part-body

Exploring the therapist's use of self: enactments, improvisation and affect in psychodynamic psychotherapy.

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Pagano, Christopher J

2012-01-01

Psychoanalytic psychotherapists, drawing upon intersubjective and attachment theories, recognize that mutual influence impacts the treatment process. Mutual influence generates enactments--emotionally intense joint creations stemming from the unconscious of both therapist and patient--which often leave both patient and therapist feeling confused and stuck. The author presents a case in which the therapist's use of improvisational role play was a critical therapeutic response to an enactment. The therapist's self-expression through the displacement of the role play 1) modeled a safe, affectively genuine engagement in relationship, 2) provided the patient with an unexpected and powerful window into the therapist's emotional world, 3) shifted the patient's fundamental belief that fathers and men are cold and unfeeling, and 4) led the patient to uncover "new" early memories and to become aware of his role as an agent of vitality and intimacy. The author concludes that using improvisation as a flexible response to rigid patterns of enactment may provide a catalyst for therapeutic change.

Influence of subject matter discipline and science content knowledge on National Board Certified science teachers' conceptions, enactment, and goals for inquiry

Science.gov (United States)

Breslyn, Wayne Gene

The present study investigated differences in the continuing development of National Board Certified Science Teachers' (NBCSTs) conceptions of inquiry across the disciplines of biology, chemistry, earth science, and physics. The central research question of the study was, "How does a NBCST's science discipline (biology, chemistry, earth science, or physics) influence their conceptions, enactment, and goals for inquiry-based teaching and learning?" A mixed methods approach was used that included an analysis of the National Board portfolio entry, Active Scientific Inquiry, for participants (n=48) achieving certification in the 2007 cohort. The portfolio entry provided detailed documentation of teachers' goals and enactment of an inquiry lesson taught in their classroom. Based on the results from portfolio analysis, participant interviews were conducted with science teachers (n=12) from the 2008 NBCST cohort who represented the science disciplines of biology, chemistry, earth science, and physics. The interviews provided a broader range of contexts to explore teachers' conceptions, enactment, and goals of inquiry. Other factors studied were disciplinary differences in NBCSTs' views of the nature of science, the relation between their science content knowledge and use of inquiry, and changes in their conceptions of inquiry as result of the NB certification process. Findings, based on a situated cognitive framework, suggested that differences exist between biology, chemistry, and earth science teachers' conceptions, enactment, and goals for inquiry. Further, individuals teaching in more than one discipline often held different conceptions of inquiry depending on the discipline in which they were teaching. Implications for the research community include being aware of disciplinary differences in studies on inquiry and exercising caution in generalizing findings across disciplines. In addition, teachers who teach in more than one discipline can highlight the contextual

Language Views on Social Networking Sites for Language Learning: The Case of Busuu

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Álvarez Valencia, José Aldemar

2016-01-01

Social networking has compelled the area of computer-assisted language learning (CALL) to expand its research palette and account for new virtual ecologies that afford language learning and socialization. This study focuses on Busuu, a social networking site for language learning (SNSLL), and analyzes the views of language that are enacted through…

Authoring and Enactment of Mobile Pyramid-Based Collaborative Learning Activities

Science.gov (United States)

Manathunga, Kalpani; Hernández-Leo, Davinia

2018-01-01

Collaborative learning flow patterns (CLFPs) formulate best practices for the orchestration of activity sequences and collaboration mechanisms that can elicit fruitful social interactions. Mobile technology features offer opportunities to support interaction mediation and content accessibility. However, existing mobile collaborative learning…

A Comparison of Exemplary Biology, Chemistry, Earth Science, and Physics Teachers' Conceptions and Enactment of Inquiry

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Breslyn, Wayne; McGinnis, J. Randy

2012-01-01

Teachers' use of inquiry has been studied largely without regard for the disciplines in which teachers practice. As a result, there is no theoretical understanding of the possible role of discipline in shaping teachers' conceptions and enactment of inquiry. In this mixed-methods study, conceptions and enactment of inquiry for 60 National Board…

New science teachers' descriptions of inquiry enactment

Science.gov (United States)

Dreon, Oliver, Jr.

This phenomenological study demonstrates the influence that affective factors have on beginning teachers' ability to enact instructional practices. Through narratives shared in interviews and web log postings, two beginning science teachers' emotional engagement with their instructional practices, especially that of implementing inquiry-based instruction, and the resulting impact these emotions had on professional decision-making were evidenced. Anxiety emerged as the most significant impacting emotion on instructional decision-making with the participants. Through their stories, the two participants describe how their emotions and views of self influence whether they continue using inquiry pedagogy or alter their lesson to adopt more didactic means of instruction. These emotions arise from their feelings of being comfortable teaching the content (self-efficacy), from the unpredictability of inquiry lessons (control beliefs), from how they perceive their students as viewing them (teacher identity) and from various school constraints (agency). This research also demonstrates how intertwined these aspects are, informing each other in a complex, dialectical fashion. The participants' self-efficacy and professional identity emerge from their interactions with the community (their students and colleagues) and the perceived agency afforded by their schools' curricula and administration. By providing descriptions of teachers' experiences enacting inquiry pedagogy, this study expands our understanding of factors that influence teachers' instructional practices and provides a basis for reforming science teacher preparation.

Intention to Enact and Enactment of Gatekeeper Behaviors for Suicide Prevention: an Application of the Theory of Planned Behavior.

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Kuhlman, Shane T W; Walch, Susan E; Bauer, Kristina N; Glenn, April D

2017-08-01

Gatekeeper training for suicide prevention was evaluated on a college campus to examine the impact of training on gatekeeper enactment of behaviors in support of suicide prevention and identify predictors of enactment of gatekeeper behaviors. Trained gatekeepers (N = 216) displayed greater perceived knowledge and self-efficacy for suicide prevention and reported higher rates of self-reported actual gatekeeper behaviors, including inquiring about suicidal ideation and referring for mental health treatment when they encountered someone in distress, compared to their untrained counterparts (N = 169). Consistent with the Theory of Planned Behavior, SEM results indicated that attitudes, self-efficacy, and perceived knowledge explained intentions to engage in gatekeeper behaviors, accounting for 59% of the variance in intentions to inquire about suicidal ideation and supporting the role of attitudes and perceived behavioral control in intentions to act. These intentions explained self-reported actual gatekeeper behaviors among participants who encountered someone in distress, with each one-point increase in intention associated with nearly twice the likelihood of both inquiring about suicidal ideation and referring someone for mental health care. On the other hand, self-reported situational barriers were associated with a decreased likelihood of referral behavior, indicating the role of actual behavioral control over volitional actions. Findings support the value of gatekeeper training for promoting factors that influence the likelihood of action on behalf of suicide prevention.

Effects of Integrated Physical Exercises and Gestures on Preschool Children's Foreign Language Vocabulary Learning

Science.gov (United States)

Mavilidi, Myrto-Foteini; Okely, Anthony D.; Chandler, Paul; Cliff, Dylan P.; Paas, Fred

2015-01-01

Research suggests that integrating human movement into a cognitive learning task can be effective for learning due to its cognitive and physiological effects. In this study, the learning effects of enacting words through whole-body movements (i.e., physical exercise) and part-body movements (i.e., gestures) were investigated in a foreign language…

Inquiry Based Teaching in Turkey: A Content Analysis of Research Reports

Science.gov (United States)

Kizilaslan, Aydin; Sozbilir, Mustafa; Yasar, M. Diyaddin

2012-01-01

Inquiry-based learning [IBL] enhances students' critical thinking abilities and help students to act as a scientist through using scientific method while learning. Specifically, inquiry as a teaching approach has been defined in many ways, the most important one is referred to nature of constructing knowledge while the individuals possess a…

From translation to enactment: contributions of the Actor-Network Theory to the processual approach to organizations

Directory of Open Access Journals (Sweden)

Patricia Kinast De Camillis

Full Text Available Abstract In the area of Administration, especially in the Organizational Studies (OS, the Actor-Network Theory (ANT has been regarded as part of a movement that aims to leave the functional emphasis of organization and pursue the study of process and practices of organizing - the processual approach to organizations. However, criticism to the ANT has led some authors to seek to overcome them through analytical twists concerning certain concepts. One of these "twists" involved the concept of translation and the inclusion of the concept of enactment . This article discusses both notions with the aid of two studies developed having these concepts as a basis, in order to indicate that the choice of enactment brings along a processual view different from that observed in translation. The concept of translation addresses the predominant and it emphasizes understanding how networks of relationships and objects become "stable"; in turn, enact works with multiplicity and fluidity, where the process takes precedence over things. Although the proposed term enactment does not seek to directly face all criticism, it contributes so that ANT does not take a neutral or mechanical view in its analyses and descriptions. Enactment has the view of organization as a result and product of continuous process and it allows understanding that this is not just working or not (success or failure, but it concerns the "production" of multiple realities when we conduct research in Administration having the processual approach to organizations as a basis.

Vicious Circle of Perceived Stigma, Enacted Stigma and Depressive Symptoms among Children affected by HIV/AIDS in China

Science.gov (United States)

Chi, Peilian; Li, Xiaoming; Zhao, Junfeng; Zhao, Guoxiang

2013-01-01

Previous research has found a deleterious impact of stigma on the mental health of children affected by HIV/AIDS. Little is known about the longitudinal relationship of stigma and children’s mental health. This study explores the longitudinal reciprocal effects of depressive symptoms and stigma, specifically enacted stigma and perceived stigma, among children affected by HIV/AIDS aged 6 to 12. Longitudinal data were collected from 272 children orphaned by AIDS and 249 children of HIV-positive parents in rural China. Cross-lagged panel analysis was conducted in the study. Results showed that the autoregressive effects were stable for depressive symptoms, perceived stigma and enacted stigma suggesting the substantially stable individual differences over time. The cross-lagged effects indicated a vicious circle among the three variables in an order of enacted stigma→depressive symptom→perceived stigma→enacted stigma. The possibility of employing equal constraints on cross-lagged paths suggested that the cross-lagged effects were repeatable over time. The dynamic interplay of enacted stigma, perceived stigma and depressive symptoms suggests the need of a multilevel intervention in stigma reduction programming to promote mental health of children affected by HIV/AIDS. PMID:24158487

The Discursive Enactment of Hegemony: Sexual Harassment and Academic Organizing.

Science.gov (United States)

Townsley, Nikki C.; Geist, Patricia

2000-01-01

Contributes to scholarship advancing the understanding of human communication, illustrating the discursive enactment of hegemony through organizational responses to sexual harassment. Analyzes stories from both victims of sexual harassment and administrators who manage sexual harassment complaints at a major United States university. Argues that…

Lending the brain a hand : The influence of motor activation on language processing and language learning

NARCIS (Netherlands)

J.A. de Nooijer (Jacqueline)

2015-01-01

markdownabstractAbstract The goals of this dissertation were (1) to investigate what gesture instructions (observation, imitation, or enactment) are most effective for improving verb learning in primary school children, and whether these gestures are equally effective for learning verbs from

Policy, Pedagogy, and Priorities: Exploring Stakeholder Perspectives on Active Learning in the Maldives

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Di Biase, Rhonda

2015-01-01

Challenges of implementing active-learning reform have been reported across a range of countries and include the need for greater attention to contextual factors and practical realities in the reform process. This study investigates how teachers enact active-learning pedagogy within the Maldives. Using design-based research, it explores--through…

The Safety Culture Enactment Questionnaire (SCEQ): Theoretical model and empirical validation.

Science.gov (United States)

de Castro, Borja López; Gracia, Francisco J; Tomás, Inés; Peiró, José M

2017-06-01

This paper presents the Safety Culture Enactment Questionnaire (SCEQ), designed to assess the degree to which safety is an enacted value in the day-to-day running of nuclear power plants (NPPs). The SCEQ is based on a theoretical safety culture model that is manifested in three fundamental components of the functioning and operation of any organization: strategic decisions, human resources practices, and daily activities and behaviors. The extent to which the importance of safety is enacted in each of these three components provides information about the pervasiveness of the safety culture in the NPP. To validate the SCEQ and the model on which it is based, two separate studies were carried out with data collection in 2008 and 2014, respectively. In Study 1, the SCEQ was administered to the employees of two Spanish NPPs (N=533) belonging to the same company. Participants in Study 2 included 598 employees from the same NPPs, who completed the SCEQ and other questionnaires measuring different safety outcomes (safety climate, safety satisfaction, job satisfaction and risky behaviors). Study 1 comprised item formulation and examination of the factorial structure and reliability of the SCEQ. Study 2 tested internal consistency and provided evidence of factorial validity, validity based on relationships with other variables, and discriminant validity between the SCEQ and safety climate. Exploratory Factor Analysis (EFA) carried out in Study 1 revealed a three-factor solution corresponding to the three components of the theoretical model. Reliability analyses showed strong internal consistency for the three scales of the SCEQ, and each of the 21 items on the questionnaire contributed to the homogeneity of its theoretically developed scale. Confirmatory Factor Analysis (CFA) carried out in Study 2 supported the internal structure of the SCEQ; internal consistency of the scales was also supported. Furthermore, the three scales of the SCEQ showed the expected correlation

Being part of an enacted togetherness: narratives of elderly people with depression.

Science.gov (United States)

Nyman, Anneli; Josephsson, Staffan; Isaksson, Gunilla

2012-12-01

In this article, we explored how five elderly persons with depression engaged in everyday activities with others, over time, and how this was related to their experience of meaning. Repeated interviews and participant observations generated data that was analysed using a narrative approach. Analysis identified togetherness as an acted relation, "enacted togetherness", emphasising how the act of doing everyday activities with someone created togetherness and belonging, and being part of an enacted togetherness seemed to be a way for the participants to negotiate and construct meaning. Opportunities for doing things together with someone were closely associated to the place where the participants lived. Furthermore, engagement in activities together with others created hope and expectations of future acting. Findings from this research can extend our understanding of how participating in everyday activities is experienced as a social process including change over time, presenting the perspective of elderly people themselves. In light of these findings, we highlight the need to consider how opportunities to become part of an enacted togetherness can be created. Also, we aspire to contribute to the debate on how to understand the complexity related to social aspects of ageing and add to the emerging understanding of everyday activities as transactional, incorporating people and the environment in a dynamic process that goes beyond the individual. Copyright © 2012 Elsevier Inc. All rights reserved.

Linking a Learning Progression for Natural Selection to Teachers' Enactment of Formative Assessment

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Furtak, Erin Marie

2012-01-01

Learning progressions, or representations of how student ideas develop in a domain, hold promise as tools to support teachers' formative assessment practices. The ideas represented in a learning progression might help teachers to identify and make inferences about evidence collected of student thinking, necessary precursors to modifying…

Therapeutic Enactment: Integrating Individual and Group Counseling Models for Change

Science.gov (United States)

Westwood, Marvin J.; Keats, Patrice A.; Wilensky, Patricia

2003-01-01

The purpose of this article is to introduce the reader to a group-based therapy model known as therapeutic enactment. A description of this multimodal change model is provided by outlining the relevant background information, key concepts related to specific change processes, and the differences in this model compared to earlier psychodrama…

Re-enactment of power economy legislation failed

International Nuclear Information System (INIS)

Heller, W.

2002-01-01

Comment on the failed vote in the German Federal Parliament about the re-enactment of power economy legislation. The amendments were mainly intended to translate into national law the EU Single Market Directive of June 22, 1998 about common regulations of the gas market. The legislative process had included a mediation procedure between the two chambers of parliament, i.e. the Bundestag and the Bundesrat, had been rejected once more by the Bundesrat, and was to have been adopted by an absolute majority vote of the Bundestag, the so-called Chancellor's majority, still in this parliamentary term. (orig.)

An enactive and dynamical systems theory account of dyadic relationships

Directory of Open Access Journals (Sweden)

Miriam eKyselo

2014-05-01

Full Text Available Many social relationships are a locus of struggle and suffering, either at the individual or interactional level. In this paper we explore why this is the case and suggest a modeling approach for dyadic interactions and the well-being of the participants. To this end we bring together an enactive approach to self with dynamical systems theory. Our basic assumption is that the quality of any social interaction or relationship fundamentally depends on the nature and constitution of the individuals engaged in these interactions. From an enactive perspective the self is conceived as an embodied and socially enacted autonomous system striving to maintain an identity. This striving is involves a basic two-fold goal: the ability to exist as an individual in its own right, while also being open to and affected by others. In terms of dynamical systems theory one can thus consider the individual self as a self-other organized system represented by a phase space spanned by the dimensions of distinction and participation, and in which attractors can be defined. Based on two everyday examples of dyadic relationship we propose a simple model of relationship dynamics in which struggle or well-being in the dyad is analyzed in terms of movements of dyadic states that are in tension or in harmony with individually developed attractors. Our model predicts that relationships can be sustained when the dyad develops a new joint attractor towards which dyadic states tend to move, and well-being when this attractor is in balance with the individuals’ attractors. We outline how this can inspire research on psychotherapy. The psychotherapy process itself provides a setting in which participants can become aware how they fare with regards to the two-fold norm of distinction and participation and develop, through active engagement between client (or couple and therapist, strategies to co-negotiate their self-organization.

What's so critical about Critical Neuroscience? Rethinking experiment, enacting critique.

Science.gov (United States)

Fitzgerald, Des; Matusall, Svenja; Skewes, Joshua; Roepstorff, Andreas

2014-01-01

In the midst of on-going hype about the power and potency of the new brain sciences, scholars within "Critical Neuroscience" have called for a more nuanced and sceptical neuroscientific knowledge-practice. Drawing especially on the Frankfurt School, they urge neuroscientists towards a more critical approach-one that re-inscribes the objects and practices of neuroscientific knowledge within webs of social, cultural, historical and political-economic contingency. This paper is an attempt to open up the black-box of "critique" within Critical Neuroscience itself. Specifically, we argue that limiting enactments of critique to the invocation of context misses the force of what a highly-stylized and tightly-bound neuroscientific experiment can actually do. We show that, within the neuroscientific experiment itself, the world-excluding and context-denying "rules of the game" may also enact critique, in novel and surprising forms, while remaining formally independent of the workings of society, and culture, and history. To demonstrate this possibility, we analyze the Optimally Interacting Minds (OIM) paradigm, a neuroscientific experiment that used classical psychophysical methods to show that, in some situations, people worked better as a collective, and not as individuals-a claim that works precisely against reactionary tendencies that prioritize individual over collective agency, but that was generated and legitimized entirely within the formal, context-denying conventions of neuroscientific experimentation. At the heart of this paper is a claim that it was precisely the rigors and rules of the experimental game that allowed these scientists to enact some surprisingly critical, and even radical, gestures. We conclude by suggesting that, in the midst of large-scale neuroscientific initiatives, it may be "experiment", and not "context", that forms the meeting-ground between neuro-biological and socio-political research practices.

An enactive and dynamical systems theory account of dyadic relationships.

Science.gov (United States)

Kyselo, Miriam; Tschacher, Wolfgang

2014-01-01

Many social relationships are a locus of struggle and suffering, either at the individual or interactional level. In this paper we explore why this is the case and suggest a modeling approach for dyadic interactions and the well-being of the participants. To this end we bring together an enactive approach to self with dynamical systems theory. Our basic assumption is that the quality of any social interaction or relationship fundamentally depends on the nature and constitution of the individuals engaged in these interactions. From an enactive perspective the self is conceived as an embodied and socially enacted autonomous system striving to maintain an identity. This striving involves a basic two-fold goal: the ability to exist as an individual in one's own right, while also being open to and affected by others. In terms of dynamical systems theory one can thus consider the individual self as a self-other organized system represented by a phase space spanned by the dimensions of distinction and participation, where attractors can be defined. Based on two everyday examples of dyadic relationship we propose a simple model of relationship dynamics, in which struggle or well-being in the dyad is analyzed in terms of movements of dyadic states that are in tension or in harmony with individually developed attractors. Our model predicts that relationships can be sustained when the dyad develops a new joint attractor toward which dyadic states tend to move, and well-being when this attractor is in balance with the individuals' attractors. We outline how this can inspire research on psychotherapy. The psychotherapy process itself provides a setting that supports clients to become aware how they fare with regards to the two-fold norm of distinction and participation and develop, through active engagement between client (or couple) and therapist, strategies to co-negotiate their self-organization.

Young Children's Enactments of Human Rights in Early Childhood Education

Science.gov (United States)

Quennerstedt, Ann

2016-01-01

This paper explores ways in which human rights become part of and affect young children's everyday practices in early childhood education and, more particularly, how very young children enact human rights in the preschool setting. The study is conducted in a Swedish preschool through observations of the everyday practices of a group of children…

Practice what you preach: how consultants frame management concepts as enacted practice

NARCIS (Netherlands)

Heusinkveld, S.; Visscher, Klaasjan

2012-01-01

To contribute to the understanding of management knowledge commodification, this research explores how management consultants frame management concepts as enacted practice. Despite the recognition of consultants as important knowledge entrepreneurs, little academic research considers how they

Entanglements of storytelling and power in the enactment of organizational subjectivity

DEFF Research Database (Denmark)

Jørgensen, Kenneth Mølbjerg

2017-01-01

. It captures the ways spaces of appearance—the spaces where human subjects appear to each other and are mutually recognized—are prescribed and regulated. How people enact their subjectivity is theorized through Arendt’s concept of storytelling as action, which through the work of Butler is reworked...

Curriculum Differential Enactment: The Interplay of Teacher, Class, and Curriculum Materials

Science.gov (United States)

Eisenmann, Tammy

2011-01-01

Curriculum materials' developers typically assume the existence of certain general social-educational classroom practices and norms. Conversely, the current study addresses the effects of context on curriculum enactment, focusing on the interrelations between teacher, class and curriculum materials. Each of the two case studies presented herein…

Enacting the social relations of science

DEFF Research Database (Denmark)

Nielsen, Kristian Hvidtfelt

2008-01-01

This article investigates the writings of Danish science journalist Børge Michelsen from 1939 to 1956. As part of the international social relations of science movement in the period, Michelsen transformed science journalism from mere reporting on issues pertaining to science into performing...... the social function of science journalism: advancing and enacting the social relations of science. Based on analyses of Michelsen's articles and other initiatives, this study suggests that the social function of science journalism practiced by Michelsen showed many new and conflicting aspects. From...... new links to reinforce mutual relations between scientists and policy-makers, between scientists and journalists, and between science and the public. Finally, in the concluding remarks, the contemporary significance of Michelsen's social function of science journalism is discussed....

Learning to teach science in urban schools

Science.gov (United States)

Tobin, Kenneth; Roth, Wolff-Michael; Zimmermann, Andrea

2001-10-01

Teaching in urban schools, with their problems of violence, lack of resources, and inadequate funding, is difficult. It is even more difficult to learn to teach in urban schools. Yet learning in those locations where one will subsequently be working has been shown to be the best preparation for teaching. In this article we propose coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Coteaching - working at the elbow of someone else - allows new teachers to experience appropriate and timely action by providing them with shared experiences that become the topic of their professional conversations with other coteachers (including peers, the cooperating teacher, university supervisors, and high school students). This article also includes an ethnography describing the experiences of a new teacher who had been assigned to an urban high school as field experience, during which she enacted a curriculum that was culturally relevant to her African American students, acknowledged their minority status with respect to science, and enabled them to pursue the school district standards. Even though coteaching enables learning to teach and curricula reform, we raise doubts about whether our approaches to teacher education and enacting science curricula are hegemonic and oppressive to the students we seek to emancipate through education.

The Evolution of Policy Enactment on Gender-Based Violence in Schools

Science.gov (United States)

Parkes, Jenny

2016-01-01

This article examines how policies and strategies to address school-related gender-based violence have evolved since 2000, when gender-based violence within education was largely invisible. Through an exploration of policy enactment in three countries--Liberia, South Africa, and Brazil--it traces remarkable progress in policy, programmes, and…

The role of enacted stigma in parental HIV disclosure among HIV-infected parents in China.

Science.gov (United States)

Qiao, Shan; Li, Xiaoming; Zhou, Yuejiao; Shen, Zhiyong; Tang, Zhenzhu; Stanton, Bonita

2015-01-01

Existing studies have delineated that HIV-infected parents face numerous challenges in disclosing their HIV infection to the children ("parental HIV disclosure"), and practices of parental HIV disclosure vary with individual characteristics, family contexts, and social environment. Using cross-sectional data from 1254 HIV-infected parents who had children aged 5-16 years in southwest China, the current study examined the association of parental HIV disclosure with mental health and medication adherence among parents and explored the possible effect of enacted stigma on such association. Multivariate analysis of variance revealed that parents who had experienced disclosure to children reported higher level enacted stigma, worse mental health conditions, and poorer medication adherence. Enacted stigma partially mediated the associations between disclosure and both mental health and medication adherence after controlling basic background characteristics. Our findings highlight the importance of providing appropriate disclosure-related training and counseling service among HIV-infected parents. In a social setting where HIV-related stigma is still persistent, disclosure intervention should address and reduce stigma and discrimination in the practice of parental HIV disclosure.

Presence and Enactment as a Vehicle of Psychotherapeutic Change

OpenAIRE

Viederman, Milton

1999-01-01

This article addresses an aspect of psychoanalytic and psychotherapeutic process that leads to change. Focusing on an aspect of the patient-therapist interaction that the author calls “presence” of the therapist, it demonstrates how the experience of this may lead the patient to unconscious enactment of early wishful fantasies concerning the good parent. The gratification of these wishes implicit in the interaction influences the therapist-patient relationship and plays a significant role in ...

Presence and enactment as a vehicle of psychotherapeutic change.

Science.gov (United States)

Viederman, M

1999-01-01

This article addresses an aspect of psychoanalytic and psychotherapeutic process that leads to change. Focusing on an aspect of the patient-therapist interaction that the author calls "presence" of the therapist, it demonstrates how the experience of this may lead the patient to unconscious enactment of early wishful fantasies concerning the good parent. The gratification of these wishes implicit in the interaction influences the therapist-patient relationship and plays a significant role in change.

Teaching Science IBL, a shared experience between schools

Science.gov (United States)

Ruas, Fatima; Carneiro, Paula

2015-04-01

Key words: Problem based learning, Inquiry-based learning, digital resources, climate changes The inquiry-based learning approach is applied by watching a video about the last rigorous winter and its effects. The teacher starts by posing some questions related with the video news: Why only after a 20 or 30 years from now, how will it be possible to explain the occurrence of two storms in just a month's time? Is our climate effectively changing? What is the difference between weather and climate? The teacher helps students to think about where and how they can find information about the subject, providing/teaching them suitable tools to access and use information. The teacher plays the role of mentor/facilitator. Students should proceed to their research, presenting the results to their colleagues, discussing in groups, doing brainstorming and collaborate in the learning process. After the discussion the students must present their conclusions. The main goals are: explain the difference between weather and climate; understand whether or not climate change exists; identify the causes of climate change and extreme weather events; raising awareness among young people about environmental issues of preservation and sustainability of our planet. The results globally show that this educational approach motivates students' towards science, helping them to solve problems from daily life, as well as the collaborative working. The cognitive strand continues to be the most valued by pupils.

Enacting Change through Action Learning: Mobilizing and Managing Power and Emotion

Science.gov (United States)

Conklin, James; Cohen-Schneider, Rochelle; Linkewich, Beth; Legault, Emma

2012-01-01

This paper reports on a study of how action learning facilitates the movement of knowledge between social contexts. The study involved a community organization that provides educational services related to aphasia and members of a complex continuing care (CCC) practice that received training from the agency. People with aphasia (PWA) (a disability…

Using Science to Take a Stand: Action-Oriented Learning in an Afterschool Science Club

Science.gov (United States)

Hagenah, Sara

This dissertation study investigates what happens when students participate in an afterschool science club designed around action-oriented science instruction, a set of curriculum design principles based on social justice pedagogy. Comprised of three manuscripts written for journal publication, the dissertation includes 1) Negotiating community-based action-oriented science teaching and learning: Articulating curriculum design principles, 2) Middle school girls' socio-scientific participation pathways in an afterschool science club, and 3) Laughing and learning together: Productive science learning spaces for middle school girls. By investigating how action-oriented science design principles get negotiated, female identity development in and with science, and the role of everyday social interactions as students do productive science, this research fills gaps in the understanding of how social justice pedagogy gets enacted and negotiated among multiple stakeholders including students, teachers, and community members along what identity development looks like across social and scientific activity. This study will be of interest to educators thinking about how to enact social justice pedagogy in science learning spaces and those interested in identity development in science.

Negotiating a Place in the Family-A Grounded Theory Exploration of Stepgrandmothers' Enactment of Roles.

Science.gov (United States)

Chapman, Ashton; Ganong, Lawrence; Coleman, Marilyn; Kang, Youngjin; Sanner, Caroline; Russell, Luke T

2017-11-10

Stepgrandparents are becoming more common, and they can, and often do, provide affective and instrumental support to families. Little is known, however, about how they negotiate and enact their roles within families, especially with stepgrandchildren. Stepgrandmothers warrant special attention because researchers have found that women experience more challenges than men in stepfamilies. Guided by symbolic interactionism, the purposes of our study were: (a) to explore stepgrandmothers' role enactment and (b) to explore the intrapersonal, interpersonal, and contextual factors that contribute to role enactment in intergenerational steprelationships. Eighteen stepgrandmothers participated in semi-structured interviews, discussing their relationships with 94 stepgrandchildren. Consistent with grounded theory methods, data collection and analysis occurred simultaneously. Interviews with stepgrandmothers revealed that they spend considerable time and energy defining their roles with stepgrandchildren. Stepgrandmothers' role enactment is a complex, reflexive process. A few perceived that their roles were shaped by their own dispositions, desires, and expectations (evidence for role-making), but most stepgrandmothers described their roles as reflecting the dispositions, desires, and expectations of others (evidence for role-taking). Stepgrandmothers reflected on their roles as a delicate balance of intra- and inter-personal negotiations, operating within cultural expectations. Findings draw attention to the complex nature of role-taking, role-making, and gendered, relational processes in multigenerational stepfamilies. We discuss implications for research and theory related to stepgrandmotherhood as an incomplete institution. © The Author 2016. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

From Metaphors of Empire to Enactments of State

DEFF Research Database (Denmark)

Bunkenborg, Mikkel

2014-01-01

township in Hebei Province. Like many other places in the People's Republic of China, the township has seen a revival of popular religion in recent decades. This revival has often been described as a rebounding and selective adaptation of traditions that had been suppressed by the socialist state...... religion from Falungong to Christian sectarianism offer healing and social support in a Hebei township, the article suggests that popular religion does not so much stand for the state as a representation, as it stands in for the state as an alternative enactment....

Bringing Curriculum to Life. Enacting Project-Based Learning in Music Programs

Science.gov (United States)

Tobias, Evan S.; Campbell, Mark Robin; Greco, Phillip

2015-01-01

At its core, project-based learning is based on the idea that real-life problems capture student interest, provoke critical thinking, and develop skills as they engage in and complete complex undertakings that typically result in a realistic product, event, or presentation to an audience. This article offers a starting point for music teachers who…

Field station as stage: Re-enacting scientific work and life in Amani, Tanzania.

Science.gov (United States)

Geissler, P Wenzel; Kelly, Ann H

2016-12-01

Located high in Tanzania's Usambara Mountains, Amani Hill Station has been a site of progressive scientific endeavours for over a century, pushing the boundaries of botanical, zoological and medical knowledge, and providing expertise for imperial expansion, colonial welfare, national progress and international development efforts. The station's heyday was from the 1950s to the 1970s, a period of global disease eradication campaigns and the 'Africanization' of science. Today, Amani lies in a state of suspended motion. Officially part of a national network of medical research stations, its buildings and vegetation are only minimally maintained, and although some staff report for duty, scientific work has ceased. Neither ruin nor time capsule, Amani has become a quiet site of remains and material traces. This article examines the methodological potentials of re-enactment - on-site performances of past research practices - to engage ethnographically with the distinct temporalities and affective registers of life at the station. The heuristic power of re-enactment resides in its anachronicity, the tensions it introduces between immediacy and theatricality, authenticity and artifice, fidelity and futility. We suggest that re-enacting early post-colonial science as events unfolding in the present disrupts straightforward narratives about the promises and shortfalls of scientific progress, raising provocative questions about the sentiments and stakes of research in 'the tropics'.

Enactment of mandatory pharmacy technician certification in Kansas.

Science.gov (United States)

Lucas, Amber; Massey, Lindsay; Gill, Taylor; Burger, Gregory; Little, Jeff D

2016-02-01

The successful enactment of mandatory pharmacy technician certification in Kansas is described. In 2004, Kansas began requiring registration of all pharmacy technicians with the state board of pharmacy. Registration identified individuals working as pharmacy technicians but did not require any specific education or certification. In September 2012, the Kansas Board of Pharmacy created a task force of key stakeholders including pharmacists from multiple areas of practice, the University of Kansas School of Pharmacy, organizational leaders from the Kansas Council of Health-System Pharmacists (KCHP) and Kansas Pharmacists Association, and professional lobbyists. The goals of this task force were to research practices of technician certification in other states and to make recommendations to the state board of pharmacy on how Kansas could accomplish mandatory technician certification. The task force outlined the steps needed to achieve legislation that could be supported by the members. These topics included the creation of a technician trainee category, grandfathering certain technicians who had been practicing for a designated period of time, state board-approved exemptions, training requirements, age and education requirements, continuing-education requirements, and pharmacist:technician ratio. The recommendations were finalized at the August 2013 Kansas Pharmacy Summit, and the proposed legislation was introduced and passed during the 2014 legislative session. KCHP members learned many valuable lessons about advocacy and the legislative process with this initiative, including building relationships, working with legislators, and working with other professional organizations. The formation of a task force led to the successful passage of a bill granting the Kansas Board of Pharmacy the authority to issue regulations regarding mandatory pharmacy technician certification. Copyright © 2016 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

Evolutionary Musicology Meets Embodied Cognition: Biocultural Coevolution and the Enactive Origins of Human Musicality

Directory of Open Access Journals (Sweden)

Dylan van der Schyff

2017-09-01

Full Text Available Despite evolutionary musicology's interdisciplinary nature, and the diverse methods it employs, the field has nevertheless tended to divide into two main positions. Some argue that music should be understood as a naturally selected adaptation, while others claim that music is a product of culture with little or no relevance for the survival of the species. We review these arguments, suggesting that while interesting and well-reasoned positions have been offered on both sides of the debate, the nature-or-culture (or adaptation vs. non-adaptation assumptions that have traditionally driven the discussion have resulted in a problematic either/or dichotomy. We then consider an alternative “biocultural” proposal that appears to offer a way forward. As we discuss, this approach draws on a range of research in theoretical biology, archeology, neuroscience, embodied and ecological cognition, and dynamical systems theory (DST, positing a more integrated model that sees biological and cultural dimensions as aspects of the same evolving system. Following this, we outline the enactive approach to cognition, discussing the ways it aligns with the biocultural perspective. Put simply, the enactive approach posits a deep continuity between mind and life, where cognitive processes are explored in terms of how self-organizing living systems enact relationships with the environment that are relevant to their survival and well-being. It highlights the embodied and ecologically situated nature of living agents, as well as the active role they play in their own developmental processes. Importantly, the enactive approach sees cognitive and evolutionary processes as driven by a range of interacting factors, including the socio-cultural forms of activity that characterize the lives of more complex creatures such as ourselves. We offer some suggestions for how this approach might enhance and extend the biocultural model. To conclude we briefly consider the

Evolutionary Musicology Meets Embodied Cognition: Biocultural Coevolution and the Enactive Origins of Human Musicality.

Science.gov (United States)

van der Schyff, Dylan; Schiavio, Andrea

2017-01-01

Despite evolutionary musicology's interdisciplinary nature, and the diverse methods it employs, the field has nevertheless tended to divide into two main positions. Some argue that music should be understood as a naturally selected adaptation, while others claim that music is a product of culture with little or no relevance for the survival of the species. We review these arguments, suggesting that while interesting and well-reasoned positions have been offered on both sides of the debate, the nature-or-culture (or adaptation vs. non-adaptation) assumptions that have traditionally driven the discussion have resulted in a problematic either/or dichotomy. We then consider an alternative "biocultural" proposal that appears to offer a way forward. As we discuss, this approach draws on a range of research in theoretical biology, archeology, neuroscience, embodied and ecological cognition, and dynamical systems theory (DST), positing a more integrated model that sees biological and cultural dimensions as aspects of the same evolving system. Following this, we outline the enactive approach to cognition, discussing the ways it aligns with the biocultural perspective. Put simply, the enactive approach posits a deep continuity between mind and life, where cognitive processes are explored in terms of how self-organizing living systems enact relationships with the environment that are relevant to their survival and well-being. It highlights the embodied and ecologically situated nature of living agents, as well as the active role they play in their own developmental processes. Importantly, the enactive approach sees cognitive and evolutionary processes as driven by a range of interacting factors, including the socio-cultural forms of activity that characterize the lives of more complex creatures such as ourselves. We offer some suggestions for how this approach might enhance and extend the biocultural model. To conclude we briefly consider the implications of this approach for

Evolutionary Musicology Meets Embodied Cognition: Biocultural Coevolution and the Enactive Origins of Human Musicality

Science.gov (United States)

van der Schyff, Dylan; Schiavio, Andrea

2017-01-01

Despite evolutionary musicology's interdisciplinary nature, and the diverse methods it employs, the field has nevertheless tended to divide into two main positions. Some argue that music should be understood as a naturally selected adaptation, while others claim that music is a product of culture with little or no relevance for the survival of the species. We review these arguments, suggesting that while interesting and well-reasoned positions have been offered on both sides of the debate, the nature-or-culture (or adaptation vs. non-adaptation) assumptions that have traditionally driven the discussion have resulted in a problematic either/or dichotomy. We then consider an alternative “biocultural” proposal that appears to offer a way forward. As we discuss, this approach draws on a range of research in theoretical biology, archeology, neuroscience, embodied and ecological cognition, and dynamical systems theory (DST), positing a more integrated model that sees biological and cultural dimensions as aspects of the same evolving system. Following this, we outline the enactive approach to cognition, discussing the ways it aligns with the biocultural perspective. Put simply, the enactive approach posits a deep continuity between mind and life, where cognitive processes are explored in terms of how self-organizing living systems enact relationships with the environment that are relevant to their survival and well-being. It highlights the embodied and ecologically situated nature of living agents, as well as the active role they play in their own developmental processes. Importantly, the enactive approach sees cognitive and evolutionary processes as driven by a range of interacting factors, including the socio-cultural forms of activity that characterize the lives of more complex creatures such as ourselves. We offer some suggestions for how this approach might enhance and extend the biocultural model. To conclude we briefly consider the implications of this approach

Nursing students' understanding and enactment of resilience: a grounded theory study.

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Reyes, Andrew Thomas; Andrusyszyn, Mary-Anne; Iwasiw, Carroll; Forchuk, Cheryl; Babenko-Mould, Yolanda

2015-11-01

The aim of this study was to explore nursing students' understanding and enactment of resilience. Stress is considered to be a major factor affecting the health, well-being and academic performance of nursing students. Resilience has been extensively researched as a process that allows individuals to successfully adapt to adversity and develop positive outcomes as a result. However, relatively little is known about the resilience of nursing students. A constructivist, grounded theory qualitative design was used for this study. In-depth individual interviews were conducted with 38 nursing students enrolled in a four-year, integrated baccalaureate nursing degree programme at a university in Ontario, Canada. Face-to-face interviews were conducted from January to April 2012 using a semi-structured interview guide. The basic social process of 'pushing through' emerged as nursing students' understanding and enactment of resilience. Participants employed this process to withstand challenges in their academic lives. This process was comprised of three main phases: 'stepping into', 'staying the course' and 'acknowledging'. 'Pushing through' also included a transient 'disengaging' process where students were temporarily unable to push through their adversities. The process of 'pushing through' was based on a progressive trajectory, which implied that nursing students enacted the process to make progress in their academic lives and to attain goals. Study findings provide important evidence for understanding the phenomenon of resilience as a dynamic, contextual process that can be learnt and developed, rather than a static trait or personality characteristic. © 2015 John Wiley & Sons Ltd.

Sales Assistants in the Making: Learning through Responsibility

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Reegård, Kaja

2015-01-01

The paper investigates how learning and processes of becoming are shaped and enacted in retail apprenticeship in Norway. The analysis draws upon a qualitative study of managers and apprentices in different retail sub-sectors. The empirical point of departure is managers who, more or less deliberately, throw apprentices into tasks from day one.…

Professional Development in a Reform Context: Understanding the Design and Enactment of Learning Experiences Created by Teacher Leaders for Science Educators

Science.gov (United States)

Shafer, Laura

Teacher in-service learning about education reforms like NGSS often begin with professional development (PD) as a foundational component (Supovitz & Turner, 2000). Teacher Leaders, who are early implementers of education reform, are positioned to play a contributing role to the design of PD. As early implementers of reforms, Teacher Leaders are responsible for interpreting the purposes of reform, enacting reforms with fidelity to meet those intended goals, and are positioned to share their expertise with others. However, Teacher Leader knowledge is rarely accessed as a resource for the design of professional development programs. This study is unique in that I analyze the knowledge Teacher Leaders, who are positioned as developers of PD, bring to the design of PD around science education reform. I use the extended interconnected model of professional growth (Clarke & Hollingsworth, 2002; Coenders & Terlouw, 2015) to analyze the knowledge pathways Teacher Leaders' access as PD developers. I found that Teacher Leaders accessed knowledge pathways that cycled through their personal domain, domain of practice and domain of consequence. Additionally the findings indicated when Teacher Leaders did not have access to these knowledge domains they were unwilling to continue with PD design. These findings point to how Teacher Leaders prioritize their classroom experience to ground PD design and use their perceptions of student learning outcomes as an indicator of the success of the reform. Because professional development (PD) is viewed as an important resource for influencing teachers' knowledge and beliefs around the implementation of education reform efforts (Garet, et al., 2001; Suppovitz & Turner, 2000), I offer that Teacher Leaders, who are early implementers of reform measures, can contribute to the professional development system. The second part of this dissertation documents the instantiation of the knowledge of Teacher Leaders, who are positioned as designers and

Governing Governance : A formal framework for analysing institutional design and enactment governance

NARCIS (Netherlands)

King, T.C.

2016-01-01

This dissertation is motivated by the need, in today’s globalist world, for a precise way to enable governments, organisations and other regulatory bodies to evaluate the constraints they place on themselves and others. An organisation’s modus operandi is enacting and fulfilling contracts between

What’s so Critical about Critical Neuroscience? -Rethinking Experiment, Enacting Critique

Directory of Open Access Journals (Sweden)

Des eFitzgerald

2014-05-01

Full Text Available In the midst of on-going hype about the power and potency of the new brain sciences, scholars within ‘Critical Neuroscience’ have called for a more nuanced and sceptical neuroscientific knowledge-practice. Drawing especially on the Frankfurt School, they urge neuroscientists towards a more critical approach – one that re-inscribes the objects and practices of neuroscientific knowledge within webs of social, cultural, historical and political-economic contingency. This paper is an attempt to open up the black-box of ‘critique’ within Critical Neuroscience itself. Specifically, we argue that limiting enactments of critique to the invocation of context misses the force of what a highly-stylized and tightly-bound neuroscientific experiment can actually do. We show that, within the neuroscientific experiment itself, the world-excluding and context-denying ‘rules of the game’ may also enact critique, in novel and surprising forms, while remaining formally independent of the workings of society, and culture, and history. To demonstrate this possibility, we analyze the Optimally Interacting Minds paradigm, a neuroscientific experiment that used classical psychophysical methods to show that, in some situations, people worked better as a collective, and not as individuals – a claim that works precisely against reactionary tendencies that prioritise individual over collective agency, but that was generated and legitimized entirely within the formal, context-denying conventions of neuroscientific experimentation. At the heart of this paper is a claim that it was precisely the rigours and rules of the experimental game that allowed these scientists to enact some surprisingly critical, and even radical, gestures. We conclude by suggesting that, in the midst of large-scale neuroscientific initiatives, it may be 'experiment,' and not 'context,' that forms the meeting-ground between neuro-biological and socio-political research practices.

Encouraging Reading through an Enactive Method: Strategies for Hearing Impaired Children.

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Winzer, M. A.

The paper describes the enactive method, an alternative approach to introducing and teaching reading to young hearing impaired children. The method actively involves the child as a processor of the material rather than as a passive consumer. The approach is established for a short period of time each day until the student outgrows its original…

The enactment of knowledge translation: a study of the Collaborations for Leadership in Applied Health Research and Care initiative within the English National Health Service.

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D'Andreta, Daniela; Scarbrough, Harry; Evans, Sarah

2013-10-01

We contribute to existing knowledge translation (KT) literature by developing the notion of 'enactment' and illustrate this through an interpretative, comparative case-study analysis of three Collaborations for Leadership in Applied Health Research and Care (CLAHRC) initiatives. We argue for a focus on the way in which the CLAHRC model has been 'enacted' as central to the different KT challenges and capabilities encountered. A comparative, mixed method study created a typology of enactments (Classical, Home-grown and Imported) using qualitative analysis and social network analysis. We identify systematic differences in the enactment of the CLAHRC model. The sources of these different enactments are subsequently related to variation in formative interpretations and leadership styles, the implementation of different governance structures, and the relative epistemic differences between the professional groups involved. Enactment concerns the creative agency of individuals and groups in constituting a particular context for their work through their local interpretation of a particular KT model. Our theory of enactment goes beyond highlighting variation between CLAHRCs, to explore the mechanisms that influence the way a particular model is interpreted and acted upon. We thus encourage less focus on conceptual models and more on the formative role played by leaders of KT initiatives.

Enacting archetypes in movies : grounding the unconscious mind in emotion-driven media

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Chang, H.; Ivonin, L.; Diaz, M.; Català, A.; Chen, W.; Rauterberg, G.W.M.

2015-01-01

The concept of emotion-driven media integrates affective computing into developing new types of digital media by including the human spectator as an essential part of the whole system. Enactive media, as a landmark in this direction, provides a theoretical basis that is rooted in the enactivist

Reading postcards: Multiple enactments of tourism destinations. The case of Pai, Thailand

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Pongajarn, C.; Duim, van der V.R.; Peters, K.B.M.

2014-01-01

Actor-network theory was used to examine the role of postcards in the enactment of tourism destinations by analysing the representational and non-representational readings of 325 postcards offered for sale in shops in Pai, northern Thailand. This paper illustrates how postcards take part in the

Classroom Composition and Racial Differences in Opportunities to Learn

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Minor, Elizabeth Covay

2015-01-01

Black and White advanced math students leave high school with disparate math skills. One possible explanation is that minority students are exposed to different learning opportunities, even when they are taking classes with the same title. Using a convenience sample of the Mathematics Survey of the Enacted Curriculum (SEC), this study found that…

43 CFR 404.58 - Do rural water projects authorized before the enactment of the Rural Water Supply Act of 2006...

Science.gov (United States)

2010-10-01

... the enactment of the Rural Water Supply Act of 2006 have to comply with the requirements in this rule... RECLAMATION, DEPARTMENT OF THE INTERIOR RECLAMATION RURAL WATER SUPPLY PROGRAM Miscellaneous § 404.58 Do rural water projects authorized before the enactment of the Rural Water Supply Act of 2006 have to comply with...

Complex dream-enacting behavior in sleepwalking.

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Pillmann, Frank

2009-02-01

Currently, dream-enacting behaviors are viewed as occurring typically in association with a REM-sleep behavior disorder. In some cases, dream-like mentation is found also in non-REM parasomnia. We report a case of complex and dramatic sleepwalking behavior in a 26-year-old adult male who tied his 4-month-old daughter to the clothesline in the attic of his house. The explanation of this seemingly senseless behavior, which was related to psychosocial stressors, was found in a detailed dream-like mentation that was reported by the patient. At the same time, an organic factor, namely, a worsening of the patient's asthma, was identified as the cause of an increased fragmentation of sleep. In some cases of non-REM parasomnia, detailed dream-like mentation may act as a bridge between psychosocial stressors and the specific parasomnic behavior.

Enacting open disclosure in the UK National Health Service: A qualitative exploration.

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Harrison, Reema; Birks, Yvonne; Bosanquet, Kate; Iedema, Rick

2017-08-01

Open and honest discussion between healthcare providers and patients and families affected by error is considered to be a central feature of high quality and safer patient care, evidenced by the implementation of open disclosure policies and guidance internationally. This paper discusses the perceived enablers that UK doctors and nurses report as facilitating the enactment of open disclosure. Semistructured interviews with 13 doctors and 22 nurses from a range of levels and specialities from 5 national health service hospitals and primary care trusts in the UK were conducted and analysed using a framework approach. Five themes were identified which appear to capture the factors that are critical in supporting open disclosure: open disclosure as a moral and professional duty, positive past experiences, perceptions of reduced litigation, role models and guidance, and clarity. Greater openness in relation to adverse events requires health professionals to recognise candour as a professional and moral duty, exemplified in the behaviour of senior clinicians and that seems more likely to occur in a nonpunitive, learning environment. Recognising incident disclosure as part of ongoing respectful and open communication with patients throughout their care is critical. © 2017 The Authors Journal of Evaluation in Clinical Practice Published by John Wiley & Sons Ltd.

Clustered K nearest neighbor algorithm for daily inflow forecasting

NARCIS (Netherlands)

Akbari, M.; Van Overloop, P.J.A.T.M.; Afshar, A.

2010-01-01

Instance based learning (IBL) algorithms are a common choice among data driven algorithms for inflow forecasting. They are based on the similarity principle and prediction is made by the finite number of similar neighbors. In this sense, the similarity of a query instance is estimated according to

Conceptual framework of acute care nurse practitioner role enactment, boundary work, and perceptions of team effectiveness.

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Kilpatrick, Kelley; Lavoie-Tremblay, Mélanie; Lamothe, Lise; Ritchie, Judith A; Doran, Diane

2013-01-01

This article describes a new conceptual framework for acute care nurse practitioner role enactment, boundary work and perceptions of team effectiveness. Acute care nurse practitioners contribute positively to patient care by enacting an expanded scope of practise. Researchers have found both positive and negative reactions to the introduction of acute care nurse practitioners in healthcare teams. The process of role enactment, shifting role boundaries, and perceptions of team effectiveness has been studied disparately. A framework linking team structures and processes to desirable outcomes is needed. Literature was obtained by searching CINAHL, PsycInfo, MedLine, PubMed, British Nursing Index, Cochrane Library, JSTOR Archive, Web of Science, and Google Scholar from 1985-2010. A descriptive multiple-case study was completed from March 2009-May 2009. A new conceptual framework describing how role enactment and boundary work affect perceptions of team effectiveness was developed by combining theoretical and empirical sources. The framework proposes proximal indicators used by team members to assess their team's performance. The framework identifies the inter-related dimensions and concepts that different stakeholders need to consider when introducing nurse practitioners in healthcare teams. Further study is needed to identify team-level outcomes that reflect the contributions of all providers to quality patient care, and explore the patients' and families' perceptions of team effectiveness following the introduction of acute care nurse practitioners. The new framework can guide decision-making and research related to the structures, processes, and outcomes of nurse practitioner roles in healthcare teams. © 2012 Blackwell Publishing Ltd.

Why Inquiry? Primary Teachers' Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students' Science Learning

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Walan, Susanne; Nilsson, Pernilla; Ewen, Birgitta Mc

2017-10-01

Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers' knowledge about of students' understanding and intended learning outcomes. Content representations created by the teachers and students' experiences of the enacted teaching served as foundations for the teachers' reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students' experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers' intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers' choice of instructional strategies and their knowledge about students' understanding, with the exception that the teacher who also added drama wanted to support her students' understanding of the states of water.

An Analysis of How Carl Rogers Enacted Client-Centered Conversation with Gloria.

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Wickman, Scott A.; Campbell, Cynthia

2003-01-01

This study analyzed Carl Rogers's session with Gloria in "Three Approaches to Psychotherapy" to determine how Rogers's conversational style functioned to enact his core conditions of empathy, genuineness, and unconditional positive regard. Rogers's conversational style was found to be congruent with his espoused theory as well as a…

Enacted Stigma, Mental Health, and Protective Factors Among Transgender Youth in Canada

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Veale, Jaimie F.; Peter, Tracey; Travers, Robb; Saewyc, Elizabeth M.

2017-01-01

Abstract Purpose: We aimed to assess the Minority Stress Model which proposes that the stress of experiencing stigma leads to adverse mental health outcomes, but social supports (e.g., school and family connectedness) will reduce this negative effect. Methods: We measured stigma-related experiences, social supports, and mental health (self-injury, suicide, depression, and anxiety) among a sample of 923 Canadian transgender 14- to 25-year-old adolescents and young adults using a bilingual online survey. Logistic regression models were conducted to analyze the relationship between these risk and protective factors and dichotomous mental health outcomes among two separate age groups, 14- to 18-year-old and 19- to 25-year-old participants. Results: Experiences of discrimination, harassment, and violence (enacted stigma) were positively related to mental health problems and social support was negatively associated with mental health problems in all models among both age groups. Among 14–18 year olds, we examined school connectedness, family connectedness, and perception of friends caring separately, and family connectedness was always the strongest protective predictor in multivariate models. In all the mental health outcomes we examined, transgender youth reporting low levels of enacted stigma experiences and high levels of protective factors tended to report favorable mental health outcomes. Conversely, the majority of participants reporting high levels of enacted stigma and low levels of protective factors reported adverse mental health outcomes. Conclusion: While these findings are limited by nonprobability sampling procedures and potential additional unmeasured risk and protective factors, the results provide positive evidence for the Minority Stress Model in this population and affirm the need for policies and programs to support schools and families to support transgender youth. PMID:29279875

Student veterans' construction and enactment of resilience: A constructivist grounded theory study.

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Reyes, A T; Kearney, C A; Isla, K; Bryant, R

2018-02-01

WHAT IS KNOWN ON THE SUBJECT?: Resilience is an ability and a process that allows an individual to develop positive adaptation despite challenges and adversities. Many military veterans returning to college after their military service have difficulty transitioning to civilian life. Although some research exists that explores factors related to the resilience of college student veterans, limited theoretical descriptions exist that explain how student veterans construct resilience, and how resilience is enacted and enhanced in their academic and personal (non-academic) lives. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: The resilience of student veterans involves a complex process of transitioning from military to civilian life and an iterative journey between positive adaptation and transient perturbations. Student veterans' resilience is a result of integrating and resolving various aspects of their academic and personal challenges. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Nurses can apply this grounded theory as a practical framework for equipping student veterans with effective strategies to develop and enhance resilience. Nurses can employ a holistic approach of care in their interactions with military veterans and student veterans that includes fostering psychological resilience, helping to manage their multiple non-academic responsibilities and supporting their academic success. Introduction Adjusting to college life is one of the most difficult experiences in a military veteran's transition to civilian life. Many military veterans returning to college not only encounter academic challenges, but also deal with physical and psychiatric disabilities, loss of military camaraderie and social disconnect. These often negatively affect their personal and academic lives. Hence, it is important to explore resilience to best support student veterans as they transition from military to civilian life. Aim The aim of this study was to explore how student veterans

Image quality improvement in megavoltage cone beam CT using an imaging beam line and a sintered pixelated array system

International Nuclear Information System (INIS)

Breitbach, Elizabeth K.; Maltz, Jonathan S.; Gangadharan, Bijumon; Bani-Hashemi, Ali; Anderson, Carryn M.; Bhatia, Sudershan K.; Stiles, Jared; Edwards, Drake S.; Flynn, Ryan T.

2011-01-01

Purpose: To quantify the improvement in megavoltage cone beam computed tomography (MVCBCT) image quality enabled by the combination of a 4.2 MV imaging beam line (IBL) with a carbon electron target and a detector system equipped with a novel sintered pixelated array (SPA) of translucent Gd 2 O 2 S ceramic scintillator. Clinical MVCBCT images are traditionally acquired with the same 6 MV treatment beam line (TBL) that is used for cancer treatment, a standard amorphous Si (a-Si) flat panel imager, and the Kodak Lanex Fast-B (LFB) scintillator. The IBL produces a greater fluence of keV-range photons than the TBL, to which the detector response is more optimal, and the SPA is a more efficient scintillator than the LFB. Methods: A prototype IBL + SPA system was installed on a Siemens Oncor linear accelerator equipped with the MVision TM image guided radiation therapy (IGRT) system. A SPA strip consisting of four neighboring tiles and measuring 40 cm by 10.96 cm in the crossplane and inplane directions, respectively, was installed in the flat panel imager. Head- and pelvis-sized phantom images were acquired at doses ranging from 3 to 60 cGy with three MVCBCT configurations: TBL + LFB, IBL + LFB, and IBL + SPA. Phantom image quality at each dose was quantified using the contrast-to-noise ratio (CNR) and modulation transfer function (MTF) metrics. Head and neck, thoracic, and pelvic (prostate) cancer patients were imaged with the three imaging system configurations at multiple doses ranging from 3 to 15 cGy. The systems were assessed qualitatively from the patient image data. Results: For head and neck and pelvis-sized phantom images, imaging doses of 3 cGy or greater, and relative electron densities of 1.09 and 1.48, the CNR average improvement factors for imaging system change of TBL + LFB to IBL + LFB, IBL + LFB to IBL + SPA, and TBL + LFB to IBL + SPA were 1.63 (p -8 ), 1.64 (p -13 ), 2.66 (p -9 ), respectively. For all imaging doses, soft tissue contrast was more

Developing A Strategy to Enact Lean

Directory of Open Access Journals (Sweden)

Nicola Morrey

2013-01-01

Full Text Available This paper explains the strategy employed by a case study company to implement lean across the business, and to reflect on the success of this approach so other companies may consider this learning and how it might be useful to them. The strategy to enact lean in the case study company was based on creating a number of standard tools/ways of working. These tools can be considered to be standardised work for key aspects of the construction process that the company undertakes. The aim of the tools was to ensure that critical tasks would be carried out to the correct standard (quality, time, cost, health and safety every time, across the business. Achievement of this is expected to lead to improved performance and elimination of variation (waste. To implement this strategy of using standardised work to eliminate variation and lead to improved performance, a step-by-step process was developed to create the tools/standardised work. The paper describes the process that was undertaken and how it aimed to not only produce a number of tools/standardised work, but also to involve people and managers from across the business such that lean philosophy and thinking might also begin to become embedded. The paper will firstly explain, with reference to the relevant literature, how and why the strategy to implement standardised work was chosen, the process that was defined to develop the standardised work, and what happened when that process was put into practice. The findings of the paper show that whilst the completed tools delivered business benefits, the development of the tools did not follow the planned process. The paper discusses how people within the business responded to this strategy and how the process had to be continuously adapted to cope with the current business environment and path dependencies, further evidencing that lean implementations need to be tailored to suit the needs of the individual firm, rather than there being a one size fits all

An educational ethnography of teacher-developed science curriculum implementation: Enacting conceptual change-based science inquiry with Hispanic students

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Brunsell, Eric Steven

An achievement gap exists between White and Hispanic students in the United States. Research has shown that improving the quality of instruction for minority students is an effective way to narrow this gap. Science education reform movements emphasize that science should be taught using a science inquiry approach. Extensive research in teaching and learning science also shows that a conceptual change model of teaching is effective in helping students learn science. Finally, research into how Hispanic students learn best has provided a number of suggestions for science instruction. The Inquiry for Conceptual Change model merges these three research strands into a comprehensive yet accessible model for instruction. This study investigates two questions. First, what are teachers' perceptions of science inquiry and its implementation in the classroom? Second, how does the use of the Inquiry for Conceptual Change model affect the learning of students in a predominantly Hispanic, urban neighborhood. Five teachers participated in a professional development project where they developed and implemented a science unit based on the Inquiry for Conceptual Change model. Three units were developed and implemented for this study. This is a qualitative study that included data from interviews, participant reflections and journals, student pre- and post-assessments, and researcher observations. This study provides an in-depth description of the role of professional development in helping teachers understand how science inquiry can be used to improve instructional quality for students in a predominantly Hispanic, urban neighborhood. These teachers demonstrated that it is important for professional development to be collaborative and provide opportunities for teachers to enact and reflect on new teaching paradigms. This study also shows promising results for the ability of the Inquiry for Conceptual Change model to improve student learning.

Complex negotiations: the lived experience of enacting agency after a stroke.

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Bergström, Aileen L; Eriksson, Gunilla; Asaba, Eric; Erikson, Anette; Tham, Kerstin

2015-01-01

This qualitative, longitudinal, descriptive study aimed to understand the lived experience of enacting agency, and to describe the phenomenon of agency and the meaning structure of the phenomenon during the year after a stroke. Agency is defined as making things happen in everyday life through one's actions. This study followed six persons (three men and three women, ages 63 to 89), interviewed on four separate occasions. Interview data were analysed using the Empirical Phenomenological Psychological method. The main findings showed that the participants experienced enacting agency in their everyday lives after stroke as negotiating different characteristics over a span of time, a range of difficulty, and in a number of activities, making these negotiations complex. The four characteristics described how the participants made things happen in their everyday lives through managing their disrupted bodies, taking into account their past and envisioning their futures, dealing with the world outside themselves, and negotiating through internal dialogues. This empirical evidence regarding negotiations challenges traditional definitions of agency and a new definition of agency is proposed. Understanding clients' complex negotiations and offering innovative solutions to train in real-life situations may help in the process of enabling occupations after a stroke.

Decoding ClassDojo: Psycho-Policy, Social-Emotional Learning and Persuasive Educational Technologies

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Williamson, Ben

2017-01-01

ClassDojo is one of the world's most successful educational technologies, currently used by over 3 million teachers and 35 million children globally. It reinforces and enacts emerging governmental "psycho-policies" around the measurement and modification of children's social and emotional learning in schools. This article focuses…

Getting Closer to the Action: Using the Virtual Enactment Method to Understand Burglary

NARCIS (Netherlands)

Meenaghan, Amy; Nee, Claire; Van Gelder, Jean Louis; Otte, Marco; Vernham, Zarah

In this article we describe a new method, the Virtual Enactment Method (VEM), to enhance offender recall and motivation to disclose information by having burglars reflect on their experience while committing a crime in a simulated virtual environment. Participants, a sample of 61 incarcerated

The Practice of Supervision for Professional Learning: The Example of Future Forensic Specialists

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Köpsén, Susanne; Nyström, Sofia

2015-01-01

Supervision intended to support learning is of great interest in professional knowledge development. No single definition governs the implementation and enactment of supervision because of different conditions, intentions, and pedagogical approaches. Uncertainty exists at a time when knowledge and methods are undergoing constant development. This…

Enacting Conceptual Metaphor through Blending: Learning activities embodying the substance metaphor for energy

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Close, Hunter G.; Scherr, Rachel E.

2015-04-01

We demonstrate that a particular blended learning space is especially productive in developing understanding of energy transfers and transformations. In this blended space, naturally occurring learner interactions like body movement, gesture, and metaphorical speech are blended with a conceptual metaphor of energy as a substance in a class of activities called Energy Theater. We illustrate several mechanisms by which the blended aspect of the learning environment promotes productive intellectual engagement with key conceptual issues in the learning of energy, including distinguishing among energy processes, disambiguating matter and energy, identifying energy transfer, and representing energy as a conserved quantity. Conceptual advancement appears to be promoted especially by the symbolic material and social structure of the Energy Theater environment, in which energy is represented by participants and objects are represented by areas demarcated by loops of rope, and by Energy Theater's embodied action, including body locomotion, gesture, and coordination of speech with symbolic spaces in the Energy Theater arena. Our conclusions are (1) that specific conceptual metaphors can be leveraged to benefit science instruction via the blending of an abstract space of ideas with multiple modes of concrete human action, and (2) that participants' structured improvisation plays an important role in leveraging the blend for their intellectual development.

“I was saying something and everyone was saying something else”: the enactment of a victim of children and adolescents sexual abuse in criminal justice

Directory of Open Access Journals (Sweden)

Irlena Maria Malheiros da Costa

2016-06-01

Full Text Available The article analyzes the enactment of the victim of “children and adolescents sexual abuse” in the criminal justice system of Fortaleza. For a person to be recognized as a victim of “children and adolescents sexual abuse”, it is necessary more than a sexual situation imposed by adults. It is necessary to enact a dossier able to convince the judge that there was an event with the characteristics typified by the Brazilian Penal Code. It is in enactment a crime that a victim is being enacted. However, the elements expected by are not always found criminal justice system, which it can form disbelief in justice and repentance of the complaint.

The Innovative Immersion of Mobile Learning into a Science Curriculum in Singapore: an Exploratory Study

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Sun, Daner; Looi, Chee-Kit; Wu, Longkai; Xie, Wenting

2016-08-01

With advancements made in mobile technology, increasing emphasis has been paid to how to leverage the affordances of mobile technology to improve science learning and instruction. This paper reports on a science curriculum supported by an inquiry-based framework and mobile technologies. It was developed by teachers and researchers in a multiyear program of school-based research. The foci of this paper is on the design principles of the curriculum and its enactment, and the establishment of a teacher learning community. Through elucidating the design features of the innovative curriculum and evaluating teacher and student involvement in science instruction and learning, we introduce the science curriculum, called Mobilized 5E Science Curriculum (M5ESC), and present a representative case study of how one experienced teacher and her class adopted the curriculum. The findings indicate the intervention promoted this teacher's questioning competency, enabled her to interact with students frequently and flexibly in class, and supported her technology use for promoting different levels of cognition. Student learning was also improved in terms of test achievement and activity performance in and out of the classroom. We propose that the study can be used to guide the learning design of mobile technology-supported curricula, as well as teacher professional development for curriculum enactment.

New features of hot intraband luminescence for fast timing

International Nuclear Information System (INIS)

Omelkov, S.I.; Nagirnyi, V.; Vasil'ev, A.N.; Kirm, M.

2016-01-01

Intraband luminescence (IBL) is a prompt emission originating from the radiative intraband transitions of charge carriers during thermalisation. Despite its low intensity, IBL can hopefully enhance scintillation time resolution, for instance, in positron emission tomography. The continuous and structureless spectrum of IBL spans over the whole transparency region of a material. Exploiting a wide spectral sensitivity range of our instrumentation (0.77–10.6 eV), we have discovered a strong rise of IBL spectral yield in the NIR region in all studied compounds, which could not be explained within the available theoretical models of IBL. We have developed a new model attributing the NIR rise of the IBL spectrum to the phonon-assisted electron transitions within a single parabolic energy band, which yields a fair correspondence to our experimental data.

New features of hot intraband luminescence for fast timing

Energy Technology Data Exchange (ETDEWEB)

Omelkov, S.I., E-mail: omelkovs@gmail.com [Institute of Physics, University of Tartu, W.Ostwaldi 1, Tartu 50411 (Estonia); Nagirnyi, V. [Institute of Physics, University of Tartu, W.Ostwaldi 1, Tartu 50411 (Estonia); Vasil' ev, A.N. [Skobeltsyn Institute of Nuclear Physics, M.V. Lomonosov Moscow State University, Moscow 119991 (Russian Federation); Kirm, M. [Institute of Physics, University of Tartu, W.Ostwaldi 1, Tartu 50411 (Estonia)

2016-08-15

Intraband luminescence (IBL) is a prompt emission originating from the radiative intraband transitions of charge carriers during thermalisation. Despite its low intensity, IBL can hopefully enhance scintillation time resolution, for instance, in positron emission tomography. The continuous and structureless spectrum of IBL spans over the whole transparency region of a material. Exploiting a wide spectral sensitivity range of our instrumentation (0.77–10.6 eV), we have discovered a strong rise of IBL spectral yield in the NIR region in all studied compounds, which could not be explained within the available theoretical models of IBL. We have developed a new model attributing the NIR rise of the IBL spectrum to the phonon-assisted electron transitions within a single parabolic energy band, which yields a fair correspondence to our experimental data.

Local enactments of national health promotion policies

DEFF Research Database (Denmark)

Wimmelmann, Camilla Lawaetz

2017-01-01

organisational levels. Visiting, observing and interviewing 15 policy workers from 10 municipalities during a two-year period, this study investigated what happened to a Danish national health promotion policy as it was put into practice and managed in the Danish municipalities. The analysis reveals...... the concrete enactments and their locally experienced effects, our understanding of national public health policies risks becoming detached from praxis and unproductive. Public health policy-makers must pay methodological and analytical attention to the policies' multimodality and their concrete locally......Governments of welfare states are firmly committed to public health, resulting in a substantial number of public health policies. Given the multi-level structure of most welfare systems, the influence of a public health policy is related to its ability to spread geographically and move across...

Narrativity and enaction: the social nature of literary narrative understanding.

Science.gov (United States)

Popova, Yanna B

2014-01-01

This paper proposes an understanding of literary narrative as a form of social cognition and situates the study of such narratives in relation to the new comprehensive approach to human cognition, enaction. The particular form of enactive cognition that narrative understanding is proposed to depend on is that of participatory sense-making, as developed in the work of Di Paolo and De Jaegher. Currently there is no consensus as to what makes a good literary narrative, how it is understood, and why it plays such an irreplaceable role in human experience. The proposal thus identifies a gap in the existing research on narrative by describing narrative as a form of intersubjective process of sense-making between two agents, a teller and a reader. It argues that making sense of narrative literature is an interactional process of co-constructing a story-world with a narrator. Such an understanding of narrative makes a decisive break with both text-centered approaches that have dominated both structuralist and early cognitivist study of narrative, as well as pragmatic communicative ones that view narrative as a form of linguistic implicature. The interactive experience that narrative affords and necessitates at the same time, I argue, serves to highlight the active yet cooperative and communal nature of human sociality, expressed in the many forms than human beings interact in, including literary ones.

Narrativity and Enaction: The Social Nature of Literary Narrative Understanding

Directory of Open Access Journals (Sweden)

Yanna B. Popova

2014-08-01

Full Text Available This paper proposes an understanding of literary narrative as a form of social cognition and situates the study of such narratives in relation to the new comprehensive approach to human cognition, enaction. The particular form of enactive cognition that narrative understanding is proposed to depend on is that of participatory sense-making, as developed in the work of Di Paolo and De Jaegher. Currently there is no consensus as to what makes a good literary narrative, how it is understood, and why it plays such an irreplaceable role in human experience. The proposal thus identifies a gap in the existing research on narrative by describing narrative as a form of intersubjective process of sense-making between two agents, a teller and a reader. It argues that making sense of narrative literature is an interactional process of co-constructing a story-world with a narrator. Such an understanding of narrative makes a decisive break with both text-centered approaches that have dominated both structuralist and early cognitivist study of narrative, as well as pragmatic communicative ones that view narrative as a form of linguistic implicature. The interactive experience that narrative affords and necessitates at the same time, I argue, serves to highlight the active yet cooperative and communal nature of human sociality, expressed in the many forms than human beings interact in, including literary ones.

Supporting cognitive engagement in a learning-by-doing learning environment: Case studies of participant engagement and social configurations in Kitchen Science Investigators

Science.gov (United States)

Gardner, Christina M.

Learning-by-doing learning environments support a wealth of physical engagement in activities. However, there is also a lot of variability in what participants learn in each enactment of these types of environments. Therefore, it is not always clear how participants are learning in these environments. In order to design technologies to support learning in these environments, we must have a greater understanding of how participants engage in learning activities, their goals for their engagement, and the types of help they need to cognitively engage in learning activities. To gain a greater understanding of participant engagement and factors and circumstances that promote and inhibit engagement, this dissertation explores and answers several questions: What are the types of interactions and experiences that promote and /or inhibit learning and engagement in learning-by-doing learning environments? What are the types of configurations that afford or inhibit these interactions and experiences in learning-by-doing learning environments? I explore answers to these questions through the context of two enactments of Kitchen Science Investigators (KSI), a learning-by-doing learning environment where middle-school aged children learn science through cooking from customizing recipes to their own taste and texture preferences. In small groups, they investigate effects of ingredients through the design of cooking and science experiments, through which they experience and learn about chemical, biological, and physical science phenomena and concepts (Clegg, Gardner, Williams, & Kolodner, 2006). The research reported in this dissertation sheds light on the different ways participant engagement promotes and/or inhibits cognitive engagement in by learning-by-doing learning environments through two case studies. It also provides detailed descriptions of the circumstances (social, material, and physical configurations) that promote and/or inhibit participant engagement in these

3D silicon sensors: Design, large area production and quality assurance for the ATLAS IBL pixel detector upgrade

Science.gov (United States)

Da Via, Cinzia; Boscardin, Maurizio; Dalla Betta, Gian-Franco; Darbo, Giovanni; Fleta, Celeste; Gemme, Claudia; Grenier, Philippe; Grinstein, Sebastian; Hansen, Thor-Erik; Hasi, Jasmine; Kenney, Chris; Kok, Angela; Parker, Sherwood; Pellegrini, Giulio; Vianello, Elisa; Zorzi, Nicola

2012-12-01

3D silicon sensors, where electrodes penetrate the silicon substrate fully or partially, have successfully been fabricated in different processing facilities in Europe and USA. The key to 3D fabrication is the use of plasma micro-machining to etch narrow deep vertical openings allowing dopants to be diffused in and form electrodes of pin junctions. Similar openings can be used at the sensor's edge to reduce the perimeter's dead volume to as low as ˜4 μm. Since 2009 four industrial partners of the 3D ATLAS R&D Collaboration started a joint effort aimed at one common design and compatible processing strategy for the production of 3D sensors for the LHC Upgrade and in particular for the ATLAS pixel Insertable B-Layer (IBL). In this project, aimed for installation in 2013, a new layer will be inserted as close as 3.4 cm from the proton beams inside the existing pixel layers of the ATLAS experiment. The detector proximity to the interaction point will therefore require new radiation hard technologies for both sensors and front end electronics. The latter, called FE-I4, is processed at IBM and is the biggest front end of this kind ever designed with a surface of ˜4 cm2. The performance of 3D devices from several wafers was evaluated before and after bump-bonding. Key design aspects, device fabrication plans and quality assurance tests during the 3D sensors prototyping phase are discussed in this paper.

3D silicon sensors: Design, large area production and quality assurance for the ATLAS IBL pixel detector upgrade

Energy Technology Data Exchange (ETDEWEB)

Da Via, Cinzia [School of Physics and Astronomy, University of Manchester, Oxford Road, Manchester, M13 9PL (United Kingdom); Boscardin, Maurizio [Fondazione Bruno Kessler, FBK-CMM, Via Sommarive 18, I-38123 Trento (Italy); Dalla Betta, Gian-Franco, E-mail: dallabe@disi.unitn.it [DISI, Universita degli Studi di Trento and INFN, Via Sommarive 14, I-38123 Trento (Italy); Darbo, Giovanni [INFN Sezione di Genova, Via Dodecaneso 33, I-14146 Genova (Italy); Fleta, Celeste [Centro Nacional de Microelectronica, CNM-IMB (CSIC), Barcelona E-08193 (Spain); Gemme, Claudia [INFN Sezione di Genova, Via Dodecaneso 33, I-14146 Genova (Italy); Grenier, Philippe [SLAC National Accelerator Laboratory, 2575 Sand Hill Road, Menlo Park, CA 94025 (United States); Grinstein, Sebastian [Institut de Fisica d' Altes Energies (IFAE) and ICREA, Universitat Autonoma de Barcelona (UAB), E-08193 Bellaterra, Barcelona (Spain); Hansen, Thor-Erik [SINTEF MiNaLab, Blindern, N-0314 Oslo (Norway); Hasi, Jasmine; Kenney, Chris [SLAC National Accelerator Laboratory, 2575 Sand Hill Road, Menlo Park, CA 94025 (United States); Kok, Angela [SINTEF MiNaLab, Blindern, N-0314 Oslo (Norway); Parker, Sherwood [University of Hawaii, c/o Lawrence Berkeley Laboratory, Berkeley, CA 94720 (United States); Pellegrini, Giulio [Centro Nacional de Microelectronica, CNM-IMB (CSIC), Barcelona E-08193 (Spain); Vianello, Elisa; Zorzi, Nicola [Fondazione Bruno Kessler, FBK-CMM, Via Sommarive 18, I-38123 Trento (Italy)

2012-12-01

3D silicon sensors, where electrodes penetrate the silicon substrate fully or partially, have successfully been fabricated in different processing facilities in Europe and USA. The key to 3D fabrication is the use of plasma micro-machining to etch narrow deep vertical openings allowing dopants to be diffused in and form electrodes of pin junctions. Similar openings can be used at the sensor's edge to reduce the perimeter's dead volume to as low as {approx}4 {mu}m. Since 2009 four industrial partners of the 3D ATLAS R and D Collaboration started a joint effort aimed at one common design and compatible processing strategy for the production of 3D sensors for the LHC Upgrade and in particular for the ATLAS pixel Insertable B-Layer (IBL). In this project, aimed for installation in 2013, a new layer will be inserted as close as 3.4 cm from the proton beams inside the existing pixel layers of the ATLAS experiment. The detector proximity to the interaction point will therefore require new radiation hard technologies for both sensors and front end electronics. The latter, called FE-I4, is processed at IBM and is the biggest front end of this kind ever designed with a surface of {approx}4 cm{sup 2}. The performance of 3D devices from several wafers was evaluated before and after bump-bonding. Key design aspects, device fabrication plans and quality assurance tests during the 3D sensors prototyping phase are discussed in this paper.

From Eden to Agora: The E-Learning Trading Zone

Directory of Open Access Journals (Sweden)

Sean Sturm

2015-12-01

Full Text Available E-learning is not just a learning and teaching innovation; it also signals a shift in human cognition and communication. The lexicon of e-learning borrows from the barren lexicon of information science: of users, usage and usability (Gould and Lewis, 1985, or of information-seeking and affordances (Pirolli and Card, 1999. Deep e-learning requires a more fecund idiom, a new myth: of the digital agora, an e-learning ‘trading zone’ (Mills and Huber, 1995. Here we reflect on the process of shaping an electronic version of our generic doctoral skills sessions, during which it occurred to us that, to match the benefits of interactivity in face-to-face teaching and learning and to be transformative of academic subjectivity, e-learning must be truly performative, rather than merely informative; e-learners (and e-teachers too must enact the skills they hope to learn (or teach.

Enacted Stigma and HIV Risk Behaviours among Sexual Minority Indigenous Youth in Canada, New Zealand, and the United States

OpenAIRE

Saewyc, Elizabeth; Clark, Terryann; Barney, Lucy; Brunanski, Dana; Homma, Yuko

2014-01-01

Enacted stigma has been linked to increased HIV risk behaviours among sexual minority youth, but despite higher rates of HIV and other STIs, there is very little research with Indigenous youth. In this study, secondary analyses of three population-based, school surveys were conducted to explore the associations between HIV risk and enacted stigma among sexual minority Indigenous youth in Canada, the US, and New Zealand. Data were analyzed and interpreted with guidance from Indigenous and sexu...

Adoption of Innovative Information Systems by SMEs: Comparing The Role of Firm’s Enacted Capabilities of Active Adopters and Non-Active Adopters

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Noor Akma Mohd Salleh

2007-10-01

Full Text Available The adoption of innovative information systems (IS by small-and medium-sized enterprises (SMEs across heterogeneous culture, locales, and markets are a critical and an ongoing challenge. Such challenge requires more than just good ideas and extensive resources. It requires organisational capabilities that can be labelled as “enacted capabilities”. This study defines enacted capabilities as the firm’s ability to mobilise and deploy IS-based resources in combination or co-present with other capabilities within SMEs. Consequently, the aim of this study is to make a contribution by empirically examining the enacted capabilities of SMEs in developing countries that may influence the success of innovative IS adoption. In line with this objective, an innovative IS adoption behaviour investigation is conducted particularly as to why some SMEs are able to be enabled for use and utilise innovative IS, while others fail to do so. A survey of 206 of the CEOs/owners from Malaysian SMEs was con-ducted. The innovative IS examined was the government’s electronic procure-ment systems. The findings are consistent with the notion that all SMEs have enacted capabilities. Some SMEs integrate and coordinate them in a different way, depending on the context of each organisation. The findings also indicate that strong enacted capabilities and perceived net benefits affect the SMEs’ ability to perform or assimilate IS related strategic change.

Learning to Redesign Teacher Education: A Conceptual Framework to Support Program Change

Science.gov (United States)

Anagnostopoulos, Dorothea; Levine, Thomas; Roselle, Rene; Lombardi, Allison

2018-01-01

University-based teacher education faces intensifying pressure to prove its effectiveness. This has prompted renewed interest in program redesign. In this article, we argue that enacting meaningful redesign requires university-based teacher educators to learn new ways of thinking and acting not only with teacher candidates but also with their…

Enacting laws concerning radiation safety management for students using X-rays and electron beams under 1 MeV

International Nuclear Information System (INIS)

Nishizawa, Kunihide; Shibata, Michihiro; Saze, Takuya

2004-01-01

Laws concerning radiation safety management were analyzed from the point of view of defining precisely what is meant by radiation and what is meant by the subject. There are no laws to protect students from radiation hazards when using X-rays and electron beams under 1 MeV for research and/or education. The Law concerning Technical Standards for Preventing Radiation Hazards gives the authorities the power to enact new rules and regulations that will protect the students. The Radiation Council must take charge for enactment of all laws regarding radiation safety management. (author)

Enacting Effective Climate Policy Advice: Institutional Strategies to Foster Saliency, Credibility and Legitimacy

Science.gov (United States)

Bauer, Anja; Pregernig, Michael; Reinecke, Sabine

2016-01-01

This article asks how scientific advisory institutions (SAIs) in climate policy strive towards effectiveness. Our analysis is grounded on the assumption that effectiveness is not passively experienced but is deliberately enacted by SAIs. We draw on a widely used set of criteria, namely saliency, credibility and legitimacy (SCL). Based on an…

Procedimentos, colocação em cena da dupla ("Enactment" e validação clínica em psicoterapia psicanalítica e psicanálise Psicoanálisis y psicoterapia psicoanalítica: procedimientos, validación clínica y el modelo de "colocación en escena" ("enactment" Procedures, enactment and clinical validation in psychoanalytical psychotherapy and psychoanalysis

Directory of Open Access Journals (Sweden)

Roosevelt M. Smeke Cassorla

2003-12-01

Full Text Available INTRODUÇÃO: Discutem-se procedimentos utilizados no processo analítico e em psicoterapias analíticas, em especial aqueles que indicariam falhas na capacidade do analista e a necessidade de sua validação. Para esse propósito, apresentam-se diferenças entre Psicanálise e Psicoterapia Psicanalítica em relação a seus procedimentos e objetivos. É apresentado o modelo da "colocação em cena da dupla"("enactment" e discute-se a possibilidade de ele ser útil para o processo de validação, em conjunto com a definição dos objetivos do tratamento. OBJETIVOS: Descrever e discutir formas de validação clínica de procedimentos em psicanálise e relacioná-los com os objetivos da Psicanálise e da Psicoterapia Psicanalítica. MÉTODO: Clínico-psicanalítico, ilustrado com paciente com TOC RESULTADOS-MATERIAL CLÍNICO: APREsenta-se a dinâmica subjacente a trechos de duas sessões, mostrando-se que uma "falha" do analista revelou-se produtiva, ao avaliar-se seu efeito (validação clínica, resultando em ampliação da capacidade de pensar, modelo teórico utilizado. DISCUSSÃO: São discutidos: 1. Validação, "enactment" e contratransferência: mostrando-se a necessidade de o analista "entrar na cena" e usar os derivados de sua contratransferência para a compreensão dos "enactments"; 2. Psicanálise e Psicoterapia Psicanalítica: mostrando-se como a clareza em seus objetivos é condição para que a validação seja possível. CONCLUSÔES: por lidar com variáveis complexas, de impossível isolamento e controle, a Psicanálise e a Psicoterapia Psicanalítica necessitam da validação intra-clínica contínua, e a clareza dos objetivos é condição essencial para tal. Demonstra-se a utilidade dos modelos do "enactment" associados à teoria do pensar de Bion, como bases para essa validação.INTRODUCCIÓN: Se discuten procedimientos utilizados en el proceso analítico y en psicoterapias analíticas, en especial aquellas que indicar

An Enactive Perspective of Understanding Leadership: A Comparative Case Study Approach

OpenAIRE

Koya, Kushwanth; Sice, Petia; Rauch, Laurie

2016-01-01

Leadership is a significant element in the present life of organizations. Recent reviews suggest building novel frameworks through which leadership, as a phenomenon, could be understood comprehensively, considering all the aspects of human experience. The autopoietic perspective on cognition suggests that the quality of human experience is determined by the interplay between the biological and social dynamics of an active situated human agent, we enact our ‘reality’, rather than recognize one...

Enacting the family: the performance of kinship in adoptive parents’ weblogs

OpenAIRE

García González, Macarena

2013-01-01

Adoptive parents have turned out to be passionate bloggers. Couples adopting internationally are using the Internet intensely to share experiences and pieces of advice in the form of autobiographical accounts of their (troubled) adoption processes. These blogs not only connect a community facing multiple difficulties but, moreover, enact the family where the blood ties are missing. This study examines how the blogs of parents adopting girls in China perform parenthood by paralleling the adopt...

Making EFL Instruction More CLT-Oriented through Individual Accountability in Cooperative Learning

Science.gov (United States)

Astuti, Puji; Lammers, Jayne C.

2017-01-01

This article attempts to add to the literature supporting Communicative Language Teaching (CLT) by proposing the use of Cooperative Learning (CL), specifically focusing on the enactment of a key principle of CL, i.e., individual accountability. It illustrates how to train students on CL and its individual accountability work and demonstrates how…

Efficacy of In2S3 interfacial recombination barrier layer in PbS quantum-dot-sensitized solar cells

International Nuclear Information System (INIS)

Basit, Muhammad Abdul; Abbas, Muhammad Awais; Bang, Jin Ho; Park, Tae Joo

2015-01-01

In 2 S 3 interfacial recombination barrier layer (IBL) via successive ionic layer adsorption and reaction (SILAR) was successfully employed between PbS quantum dots and mesoporous TiO 2 in quantum-dot-sensitized solar cells (QDSSCs). In 2 S 3 IBL significantly increased the resistance against back electron transfer from TiO 2 , resulting an increment in the photocurrent density (J SC ) for the cell with single SILAR cycle of In 2 S 3 IBL. Further increase in the number of SILAR cycles of In 2 S 3 IBL deteriorated the J SC , whereas open-circuit voltage sustained the increasing trend. Therefore, an optimal photo-conversion efficiency of ∼2.2% was obtained for the cell with 2 SILAR cycles of In 2 S 3 IBL, which strategically reached a value of ∼2.70% after annealing (increased by 40% compared to the control cell without IBL). In 2 S 3 IBL not only improved the recombination resistance and electron life time of the cells, but it also enhanced the photostability of the cells. - Highlights: • In 2 S 3 interfacial recombination barrier layer was deposited on TiO 2 photoanode via SILAR process. • Resistance against back electron transfer from TiO 2 (recombination) increased notably. • Fabricated PbS-QDSSCs were characterized using IPCE, OCVD and EIS techniques. • In 2 S 3 IBL improved chemical capacitance, electron life time and photostability of modified cells. • 2In 2 S 3 IBL showed optimal performance, yielding 40% improvement in PCE after heat treatment.

Studies on irradiated pixel detectors for the ATLAS IBL and HL-LHC upgrade

Energy Technology Data Exchange (ETDEWEB)

Gallrapp, Christian

2015-07-01

collection properties. The sensor responds to the passing of a charged particle are measured with radioactive sources and particle beams of electrons and pions. To conclude the sensor research the accomplished development stages of the IBL upgrade of the ATLAS pixel detector foreseen for 2013/2014 are summarized. This includes among other things, the progress of the quality assurance process as well as the production of a first stave prototype used to test the stave production process.

Studies on irradiated pixel detectors for the ATLAS IBL and HL-LHC upgrade

International Nuclear Information System (INIS)

Gallrapp, Christian

2015-01-01

collection properties. The sensor responds to the passing of a charged particle are measured with radioactive sources and particle beams of electrons and pions. To conclude the sensor research the accomplished development stages of the IBL upgrade of the ATLAS pixel detector foreseen for 2013/2014 are summarized. This includes among other things, the progress of the quality assurance process as well as the production of a first stave prototype used to test the stave production process.

Opportunities, threats and barriers to enacting mandatory child car restraint laws in Iran.

Science.gov (United States)

Soori, Hamid; Ainy, Elaheh; Bazargan-Hejazi, Shahrzad

2015-01-01

Approximately one-third of Iranian children's deaths are caused by injuries. Of these, 36% result from road traffic injuries (RTIs). Both RTIs and fatalities could be reduced by using child car restraints (CCRs). Despite their demonstrated effectiveness, CCRs are not mandatory in Iran. This study was conducted to assess opportunities and barriers in enacting mandatory CCR laws in that country. Using mixed method research, a phenomenological approach was used to explore the experiences and perspectives of road safety stakeholders in regard to opportunities and threats in enacting mandatory CCR laws in Iran. The themes derived from group discussions were used to first develop a structured questionnaire, which was later distributed to and completed by study participants. The study analysis was conducted using scores and rankings from the responses to these questions. Twenty-eight stakeholders participated in the study. Most were male, aged 36.7 ± 5.6 (range 25-59). In terms of identifying the organization that should establish mandatory CCR laws, the Traffic Police Department achieved the highest score of 90 (range 0-100). The participants also thought that the Traffic Police department is responsible to monitor compliance and conduct follow-up investigations (score = 100). In regard to existing barriers in enacting CCR laws, the lack of positive Publicity by mass media and the lack of related laws received scores of 85 and 70, respectively. Enabling factors and opportunities included 'positive regards or attitude of families towards their child's health,' 'officials' commitment to support such laws' and 'having adequate resources to raise community awareness of the importance of CCR use. These received scores of 83, 69 and 68, respectively. The results suggest that cooperation and collaboration among stakeholders including the Traffic Police, families and local communities are needed to maximize the likelihood of mandating CCR laws.

Enacted and implied stigma for dementia in a community in south-west Nigeria.

Science.gov (United States)

Adebiyi, Akindele O; Fagbola, Motunrayo A; Olakehinde, Olaide; Ogunniyi, Adesola

2016-07-01

Dementia is a chronic progressive disease that mostly affects the elderly. There is often a stigma surrounding dementia patients because of poor awareness about the disease. In Nigeria, this stigma and related attitudes have not been fully explored. In this study, we assessed the attitude of people towards demented individuals in a transitional community in Nigeria. The study used a mixed methods approach. Focused group discussions exploring the concept of dementia were conducted among six community groups, and quantitative data was obtained from an interviewer-administered questionnaire. A total of 313 respondents were selected with a cluster sampling technique. Only 212 respondents (67.7%) were aware of dementia. 'Memory loss disease', 'ageing disease', 'disease of insanity', 'brain disorder', 'disease of forgetfulness', and 'dull brain' are the common names used to describe dementia in the community. Enacted stigma was evident as 36% of respondents felt dementia was associated with shame and embarrassment in the community. Implied stigma was evident in another third that opined that demented individuals would prefer not to know or let others know that they have the disease. Also, 28% were of the opinion that people do not take those with dementia seriously. Of the 22 (10.4%) that reported having received structured information about dementia, 16 (72.7%) got the information from health facilities. Qualitative data revealed the presence of enacted stigma in the community as some referred to affected individuals by derogatory names such as 'madman'. Some statements from the focus group discussion participants also gave useful insights into the scorn with which demented individuals are sometimes treated. The presence of enacted and implied stigma related to dementia within the community calls for concern. More research efforts are needed to unravel the burden of stigma within communities and best practice for stigma-reducing interventions. © 2015 The Authors

Children's Friendships in Diverse Primary Schools: Teachers and the Processes of Policy Enactment

Science.gov (United States)

Vincent, Carol; Neal, Sarah; Iqbal, Humera

2016-01-01

Drawing on data from a project exploring children's and adults' friendships across social class and ethnic difference, this paper focuses on the enactment of national and institutional policy around children's friendships as realized in three primary schools in diverse urban areas in London. Through a focus on the way in which social and emotional…

Learning in/through Everyday Resistance: A Cultural-Historical Perspective on Community Resources and Curriculum

Science.gov (United States)

Pacheco, Mariana

2012-01-01

This essay addresses the value of leveraging the unique learning, thinking, and knowledge students develop in home-community spaces for school curriculum. The author explores "everyday resistance" to highlight a particular set of enacted political actions and practices in which students, families, and communities participate to negotiate the…

The impact of technology on the enactment of inquiry in a technology enthusiast's sixth grade science classroom

Science.gov (United States)

Waight, Noemi; Abd-El-Khalick, Fouad

2007-01-01

This study investigated the impact of the use of computer technology on the enactment of inquiry in a sixth grade science classroom. Participants were 42 students (38% female) enrolled in two sections of the classroom and taught by a technology-enthusiast instructor. Data were collected over the course of 4 months during which several inquiry activities were completed, some of which were supported with the use of technology. Non-participant observation, classroom videotaping, and semi-structured and critical-incident interviews were used to collect data. The results indicated that the technology in use worked to restrict rather than promote inquiry in the participant classroom. In the presence of computers, group activities became more structured with a focus on sharing tasks and accounting for individual responsibility, and less time was dedicated to group discourse with a marked decrease in critical, meaning-making discourse. The views and beliefs of teachers and students in relation to their specific contexts moderate the potential of technology in supporting inquiry teaching and learning and should be factored both in teacher training and attempts to integrate technology in science teaching.

Interrelations that foster learning: An investigation of two correlational studies.

Science.gov (United States)

Phan, Huy P

2016-06-01

The theoretical tenets of academic engagement, as outlined by Schaufeli and colleagues, have received limited attention. There is credence to indicate that Schaufeli et al.'s conceptualization has educational implications. Extending this avenue of inquiry, we report two longitudinal studies that explore the motivation-related attributes of engagement within the framework of self-efficacy. A number of research questions were developed for examination-for example, does enactive learning experience influence academic achievement, via students' engrossment (i.e. absorption) of a subject matter? Does students' sense of resilience and persistence (i.e. vigor) heighten their self-efficacy beliefs for academic learning? For the two studies (Study 1: 311 Year 11 students; Study 2: 249 Year 12 students), utilizing different cohorts, we measured these constructs at multiple time points. Existing Likert-scale inventories were administered repeatedly, and data collected were analysed using causal modeling procedures. MPlus 7.2 yielded a number of key findings-for example: (a) the positive impact of Time 1 enactive learning experience on Time 2 absorption and vigor, (b) the positive impact of Time absorption on Time 3 self-efficacy, (c) the positive impact of Time 2 absorption on Time 4 achievement and (d) the positive impact of Time 1 self-efficacy on Time 2 absorption and vigor. © 2014 International Union of Psychological Science.

Enacting Conceptual Metaphor through Blending: Learning Activities Embodying the Substance Metaphor for Energy

Science.gov (United States)

Close, Hunter G.; Scherr, Rachel E.

2015-01-01

We demonstrate that a particular blended learning space is especially productive in developing understanding of energy transfers and transformations. In this blended space, naturally occurring learner interactions like body movement, gesture, and metaphorical speech are blended with a conceptual metaphor of energy as a substance in a class of…

The mediational role of identification in the relationship between experience mode and self-efficacy: Enactive role-playing versus passive observation.

Science.gov (United States)

Peng, Wei

2008-12-01

Abstract Based on Social Cognitive Theory, this study proposes a new concept-mediated enactive experience to understand game playing effects on self-efficacy in the context of a health promotion role-playing game. An experiment demonstrated that a mediated enactive experience afforded by game playing was more effective than a mediated observational experience provided by game watching in influencing self-efficacy. It was found that identification with the game character partially mediated the relationship between experience mode and self-efficacy.

Comparison of vitality states of finishers and withdrawers in trail running: An enactive and phenomenological perspective.

Directory of Open Access Journals (Sweden)

Nadège Rochat

Full Text Available Studies on ultra-endurance suggest that during the races, athletes typically experience three vitality states (i.e., preservation, loss, and revival at the phenomenological level. Nevertheless, how these states contribute to the management and outcome of performance remains unclear. The aim of this study was to determine whether and how the vitality states experienced by runners and their evolution during a trail race can be used to distinguish finishers from withdrawers. From an enactive and phenomenological framework, we processed enactive interviews and blog posts of race narratives. We distinguished units of meaning, which were grouped into sequences of experience; each sequence was then categorized as one of the three vitality states: state of vitality preservation (SVP, state of vitality loss (SVL or state of vitality revival (SVR. We analyzed the distribution of these vitality states and their temporal organization at the beginning, in the second and third quarters, and at the end of the races, and we qualitatively characterized runners' adaptations to SVL. Results showed that finishers completed the race in SVP, with overall significantly more sequences in SVP and significantly fewer sequences in SVL than withdrawers. SVR did not discriminate finishers from withdrawers. The temporal organization of the vitality states showed a significant difference in the emergence of SVP from the second quarter of the race, as well as a significant difference in the emergence of SVL from the third quarter of the race. The analysis of adaptations to SVL confirmed that finishers were more capable of exiting SVL by enacting a preservation world when they felt physical or psychological alerts, whereas withdrawers remained in SVL. Our results showed that finishers and withdrawers did not enact the same phenomenological worlds in the race situation, especially in the organization of vitality adaptations and their relationships to difficulties; the cumulative

Dual perspectives on stigma: reports of experienced and enacted stigma by those affected and unaffected by podoconiosis

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Desta Ayode

2016-09-01

Full Text Available Background: Disease-related stigma is a public health concern steadily gaining global attention. Evidence consistently shows that an individual’s attribution of disease cause can prompt or justify interpersonal stigma. However, few studies have explored causal beliefs about inherited disease and their influence on stigmatising behaviours in low and middle income countries. Design and methods: The study was conducted in 2013, in six communities in Wolaita zone, Southern Ethiopia. A total of 1800 respondents took part in the study, 600 were affected by an inherited disease and 1200 were unaffected neighbours. Two versions of the interviewer- administered survey were created, with measures assessed in parallel on experienced stigma for the affected and enacted stigma for unaffected respondents. Results: Mean levels of enacted stigma reported by unaffected respondents were slightly lower (2.0, SD=0.7 than experienced stigma reported by affected respondents [2.2 (standard deviation=1.1]. Beliefs that podoconiosis was hereditary were significantly and positively associated with levels of enacted stigma reported by unaffected respondents and experienced stigma reported by affected respondents (PConclusions: If stigma reduction interventions are to be successful, culturally tailored, gender inclusive and innovative health education programs are required, directed at the general community as well as individuals affected by inherited diseases.

The Impact of Enactive /Vicarious pre-reading Tasks on Reading Comprehension and Self-Efficacy of Iranian Pre-Intermediate EFL Learners

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Arezoo Eshghipour

2016-01-01

Full Text Available This study investigated the effect of enactive pre-reading tasks on Iranian pre-intermediate EFL learners’ reading comprehension and self-efficacy. Moreover, it explored whether Iranian per-intermediate EFL learners’ reading comprehension and self-efficacy are influenced by vicarious pre-reading tasks. The required data was gathered through a reading comprehension passage entailing 20 comprehension questions and a 30-item self-efficacy questionnaire with 5-point Likert-scale response options. A total of 66 participants (including 34 individuals in the enactive group and 32 leaners in the vicarious one took part in this study. The Pearson formula, an independent T-Test, paired T-test, and the Mann-Whitney U test were used to analyze the data. Based on the findings of the study, enactive pre-reading tasks played a key role in the Iranian pre-intermediate EFL learners’ reading comprehension ability. Moreover, it was found that vicarious pre-reading tasks served an important role in the Iranian pre-intermediate EFL learners’ self-efficacy.

Moving Theory to Practice: One State's Role in Professional Learning for School and District Leaders

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Augustine-Shaw, Donna

2016-01-01

As a continuum of professional learning for building and district leaders transitioning from leadership preparation programs into practice, the state of Kansas enacted mentoring and induction requirements as part of their role in supporting development of leadership skills important to on-the-job application of essential knowledge. One approved…

Supporting Situated Learning Based on QR Codes with Etiquetar App: A Pilot Study

Science.gov (United States)

Camacho, Miguel Olmedo; Pérez-Sanagustín, Mar; Alario-Hoyos, Carlos; Soldani, Xavier; Kloos, Carlos Delgado; Sayago, Sergio

2014-01-01

EtiquetAR is an authoring tool for supporting the design and enactment of situated learning experiences based on QR tags. Practitioners use etiquetAR for creating, managing and personalizing collections of QR codes with special properties: (1) codes can have more than one link pointing at different multimedia resources, (2) codes can be updated…

Transformations in Kenyan Science Teachers' Locus of Control: The Influence of Contextualized Science and Emancipated Student Learning

Science.gov (United States)

Anderson, D.; Nashon, S.; Namazzi, E.; Okemwa, P.; Ombogo, P.; Ooko, S.; Beru, F.

2015-01-01

This study investigated Kenyan science teachers' pedagogical transformations, which manifested as they enacted and experienced a reformed contextualized science curriculum in which students' learning experiences were critical catalysts of teacher change. Twelve high school teachers voluntarily participated in the study and were interviewed about…

Trust in Leadership for Sustaining Innovations: How Leaders Enact on Showing Trustworthiness

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Savolainen Taina

2014-11-01

Full Text Available In the environment of continuous change today, trust is needed more in most organizations but is enacted less. This paper discusses trust in leadership. Trust is the essence of leadership forming a foundation for functioning relationships and co-operation. Trust is intangible asset, a managerial skill, and an influencing power for leaders. Leadership by trust emphasizes trustful behavior towards employees. It can be defined as an interactive way of leading organizations for effectiveness and profitability. In this paper, we suggest that, it is trustworthiness in leader behavior that matters. Showing trustworthiness by competence, integrity, benevolence, and credibility makes a difference in daily leadership work and sustaining innovations. This paper focuses on how leaders enact on trust by showing trustworthiness to subordinates. Real life case examples are presented and their implications are discussed. In conclusion, leadership by trust matters in building innovative work environment. As to untrustworthy leader behavior, it is worth noting that building and sustaining trust is reciprocal in nature. A practical implication for leaders is that the development of an awareness of trustworthiness and skills for demonstrating it should be a top priority in the current business environment, which demands strong interaction, cooperation, and communication abilities.

The geopolitics of northern travels: enactments of adventure and exploration in the Norwegian-Russian borderland

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Urban Wråkberg

2014-07-01

Full Text Available Critical geopolitics is used in analysing discourses on a micro-social level in the performances and enactments taking place during fact-finding tours and leisure journeys in northernmost Europe. The cases of journeys focussed are those of Scandinavians travelling along, and sometimes departing from, the highway between the Norwegian village of Kirkenes and the Russian city of Murmansk. In travels undertaken for professional or leisure purposes alike a hyperreal meta-script is enacted mediated on the cosmopolitan cultural experiences held collectively by the travellers; simulacra provide the context for the enactments of fact-finding and drama taking place during border-passage. It is argued that the characteristic montage-like sequence of events of border-crossings are interwoven with a geopolitical discourse, and that it should be understood as encompassing both language and practice in order to appreciate the geopolitics at work. Three ways in which geopolitics enters travels in the northern borderland between Scandinavia and Russia are identified: scenarios of future regional scenarios of future regional developments, popularisations of research obsessed with the problems of borders, and what has been termed here the geopolitical anecdote. In considering the aesthetics of the simulations taking place in cross-border travels this study suggests focussing the meta-script of the American and the European road movie film genres. The essay argues that the cosmopolitan mind of any traveller, and its collective mediated content of cultural and political discourses, has been underestimated so far in the socio-political research regarding the borderlands of the European north.

Contradictory directionalities of digital learning technology and its implications for the scope of imaginable possibilities for collaborating

DEFF Research Database (Denmark)

Chimirri, Niklas Alexander

Contradictory learning directionalities are immanent to digital learning technology: Any technology suggests a limited multiplicity of situated uses in a learning practice, of understandings of how to learn and of what learning should be about. Herewith any technology offers a scope of imaginable...... possibilities for acting through it. Sociomaterially maintained learning directionalities – among others through the intended uses of learning technology in educational arrangements – afford the enactment of a delimited ensemble of experiential modes, sensualities, epistemologies, knowledges, and future hopes....... Next to offering opportunities to expand the learners’ scope of possibilities for transforming these learning directionalities together, digital learning technology thus also promotes the taken for grantedness of particular understandings of (most often instrumental) learning. They may consequently...

Material Enactments of Identities and Learning in Everyday Community Practices: Implications for Pedagogy

Science.gov (United States)

Aberton, Helen

2012-01-01

In recent years there has been an upsurge of interest in applying actor-network theory (ANT) to educational research and analysis. This article presents an account of how an ANT analysis of socio-material practices with a focus on objects can bring informal learning and identity formation to view. It is based on a doctoral study of the everyday…

Enact legislation supporting residential property assessed clean energy financing (PACE)

Energy Technology Data Exchange (ETDEWEB)

Saha, Devashree

2012-11-15

Congress should enact legislation that supports residential property assessed clean energy (PACE) programs in the nation’s states and metropolitan areas. Such legislation should require the Federal Housing Finance Agency (FHFA) to allow Fannie Mae and Freddie Mac to purchase residential mortgages with PACE assessments while at the same time providing responsible underwriting standards and a set of benchmarks for residential PACE assessments in order to minimize financial risks to mortgage holders. Congressional support of residential PACE financing will improve energy efficiency, encourage job creation, and foster economic growth in the nation’s state and metropolitan areas.

77 FR 35199 - Swap Data Recordkeeping and Reporting Requirements: Pre-Enactment and Transition Swaps

Science.gov (United States)

2012-06-12

.... Summary of the Proposed Part 46 Rule 1. Fundamental Goals 2. Historical Swap Recordkeeping 3. Historical... Consumer Protection Act, Public Law 111-203, 124 Stat. 1376 (2010). The text of the Dodd- Frank Act may be...-enactment swaps and transition swaps as ``historical swaps.'' \\16\\ Subsection (A) of CEA Section 2(h)(5...

Make Gestures to Learn: Reproducing Gestures Improves the Learning of Anatomical Knowledge More than Just Seeing Gestures.

Science.gov (United States)

Cherdieu, Mélaine; Palombi, Olivier; Gerber, Silvain; Troccaz, Jocelyne; Rochet-Capellan, Amélie

2017-01-01

Manual gestures can facilitate problem solving but also language or conceptual learning. Both seeing and making the gestures during learning seem to be beneficial. However, the stronger activation of the motor system in the second case should provide supplementary cues to consolidate and re-enact the mental traces created during learning. We tested this hypothesis in the context of anatomy learning by naïve adult participants. Anatomy is a challenging topic to learn and is of specific interest for research on embodied learning, as the learning content can be directly linked to learners' body. Two groups of participants were asked to look at a video lecture on the forearm anatomy. The video included a model making gestures related to the content of the lecture. Both groups see the gestures but only one also imitate the model. Tests of knowledge were run just after learning and few days later. The results revealed that imitating gestures improves the recall of structures names and their localization on a diagram. This effect was however significant only in long-term assessments. This suggests that: (1) the integration of motor actions and knowledge may require sleep; (2) a specific activation of the motor system during learning may improve the consolidation and/or the retrieval of memories.

Make Gestures to Learn: Reproducing Gestures Improves the Learning of Anatomical Knowledge More than Just Seeing Gestures

Science.gov (United States)

Cherdieu, Mélaine; Palombi, Olivier; Gerber, Silvain; Troccaz, Jocelyne; Rochet-Capellan, Amélie

2017-01-01

Manual gestures can facilitate problem solving but also language or conceptual learning. Both seeing and making the gestures during learning seem to be beneficial. However, the stronger activation of the motor system in the second case should provide supplementary cues to consolidate and re-enact the mental traces created during learning. We tested this hypothesis in the context of anatomy learning by naïve adult participants. Anatomy is a challenging topic to learn and is of specific interest for research on embodied learning, as the learning content can be directly linked to learners' body. Two groups of participants were asked to look at a video lecture on the forearm anatomy. The video included a model making gestures related to the content of the lecture. Both groups see the gestures but only one also imitate the model. Tests of knowledge were run just after learning and few days later. The results revealed that imitating gestures improves the recall of structures names and their localization on a diagram. This effect was however significant only in long-term assessments. This suggests that: (1) the integration of motor actions and knowledge may require sleep; (2) a specific activation of the motor system during learning may improve the consolidation and/or the retrieval of memories. PMID:29062287

Make Gestures to Learn: Reproducing Gestures Improves the Learning of Anatomical Knowledge More than Just Seeing Gestures

Directory of Open Access Journals (Sweden)

Mélaine Cherdieu

2017-10-01

Full Text Available Manual gestures can facilitate problem solving but also language or conceptual learning. Both seeing and making the gestures during learning seem to be beneficial. However, the stronger activation of the motor system in the second case should provide supplementary cues to consolidate and re-enact the mental traces created during learning. We tested this hypothesis in the context of anatomy learning by naïve adult participants. Anatomy is a challenging topic to learn and is of specific interest for research on embodied learning, as the learning content can be directly linked to learners' body. Two groups of participants were asked to look at a video lecture on the forearm anatomy. The video included a model making gestures related to the content of the lecture. Both groups see the gestures but only one also imitate the model. Tests of knowledge were run just after learning and few days later. The results revealed that imitating gestures improves the recall of structures names and their localization on a diagram. This effect was however significant only in long-term assessments. This suggests that: (1 the integration of motor actions and knowledge may require sleep; (2 a specific activation of the motor system during learning may improve the consolidation and/or the retrieval of memories.

Study of the mechanical stability of the ATLAS Insertable B-Layer

CERN Document Server

The ATLAS collaboration

2015-01-01

During the commissioning and alignment of the ATLAS Insertable B-Layer (IBL) using cosmic-ray data, a mechanical distortion of the IBL was observed. This distortion is caused by a difference in the coefficients of thermal expansion of the IBL stave components. The results of a preliminary study of the mechanical stability of the IBL are presented in this note. The qualitative properties of the distortion are confirmed using a 3D finite element analysis. Using cosmic-ray data collected in March 2015, the magnitude of the distortion is found to depend linearly on the operating temperature of the IBL, with a gradient of $\\sim10~{\\rm \\mu m/K}$. The peak-to-peak temperature variation of the IBL staves is measured to be less than 0.2 K during the same cosmic-ray run. The expected bias to the transverse impact parameter $(d_{0})$ of charged tracks under a temperature variation of 0.2 K is evaluated to be $\\sim 1~{\\rm \\mu m}$ using $Z\\rightarrow{\\mu^+\\mu^-}$ events from a Mote Carlo simulation of proton-proton collis...

"Inhloso Kanye Bizo": Exploring South African University Students' Conceptions and Enactment of Purpose

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Mason, Henry D.

2017-01-01

This article reports a qualitative study that explored South African conceptions and enactment of life purpose. Data collected using semi-structured interviews with 25 first-year university students (female = 56%, age range = 18-25) offer a unique insight into African young adults' conceptions of life purpose. From a phenomenological analysis…

The E.N.A.C.T. Model: Enhancing Teacher Candidates' Ability to Manage Student Behavior

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Yost, Deborah S.; Mosca, Frank J.

2003-01-01

This program description presents a model of critical reflection that has helped teacher candidates appropriately apply behavior management theory to resolve behavioral problems. The authors developed the ENACT (Examine, Name, Analyze, Critically evaluate, and Treat) model to help teacher candidates analyze the cause of inappropriate behaviors to…

Re-sourcing curriculum materials : in search of appropriate frameworks for researching the enacted mathematics curriculum

NARCIS (Netherlands)

Pepin, B.

2014-01-01

This article provides a commentary to the eight papers of this issue of ZDM entitled "Researching the enacted mathematics curriculum." It is structured around three main questions concerning (1) the layers of the curriculum addressed in the eight papers; (2) an identification of the main theoretical

Toward an Expansion of an Enactive Ethics with the Help of Care Ethics

Czech Academy of Sciences Publication Activity Database

Urban, Petr

2014-01-01

Roč. 5, č. 1354 (2014), s. 1-3 ISSN 1664-1078 R&D Projects: GA ČR(CZ) GPP401/12/P544 Institutional support: RVO:67985955 Keywords : enactivism * enactive ethics * feminist relational theory * the ethics of care * socially extended mind Subject RIV: AA - Philosophy ; Religion Impact factor: 2.560, year: 2014 http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.01354/full

Perceived social support, hopefulness, and emotional regulations as mediators of the relationship between enacted stigma and post-traumatic growth among children affected by parental HIV/AIDS in rural China.

Science.gov (United States)

Wei, Wei; Li, Xiaoming; Tu, Xiaoming; Zhao, Junfeng; Zhao, Guoxiang

2016-01-01

Some previous studies have revealed a negative impact of enacted stigma on post-traumatic growth (PTG) of children affected by HIV/AIDS, but little is known about protective psychological factors that can mitigate the effect of enacted stigma on children's PTG. This study aims to examine the mediating effects of perceived social support, hopefulness, and emotional regulation on the relationship between enacted stigma and PTG among HIV-affected children. Cross-sectional data were collected from 790 children affected by parental HIV (382 girls, 408 boys) aged 6-17 years in 2012 in rural central China. Multiple regression was conducted to test the mediation model. The study found that the experience of enacted stigma had a negative effect on PTG among children affected by HIV/AIDS. Emotional regulation together with hopefulness and perceived social support mediated the impact of enacted stigma on PTG. Perceived social support, hopefulness, and emotional regulation offer multiple levels of protection that can mitigate the impact of enacted stigma on PTG. Results suggest that future psychological intervention programs should seek strategies to reduce the stigmatizing experience of these children and promote children's level of PTG, and health professionals should also emphasize the development of these protective psychological factors.

Swimming Lessons: Learning, New Materialisms, Posthumanism, and Post Qualitative Research Emerge through a Pool Poem

Science.gov (United States)

McKnight, Lucinda

2016-01-01

This article shifts from the formal learning spaces of school and university to an Australian public swimming pool to playfully engage some of the dilemmas that recent theory poses for curriculum studies. The article enacts multiple diffractions (Barad, 2007) as theory becomes swimming and swimming becomes theory, and ideas and movements are…

The Intersectionality of Border Pedagogy and Latino/a Youth: Enacting Border Pedagogy in Multiple Spaces

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Ramirez, Pablo C.; Ross, Lydia; Jimenez-Silva, Margarita

2016-01-01

In this one-year qualitative study, the authors examined how border pedagogy is enacted by two Latino/a high school teachers in a border community in Southern California. Through classroom observations, the authors documented powerful student discussions that named complex borders (Giroux, 1992) that existed in their daily lives. We drew from…

Intraoperative blood loss independently predicts survival and recurrence after resection of colorectal cancer liver metastasis.

Directory of Open Access Journals (Sweden)

Wu Jiang

Full Text Available BACKGROUND: Although numerous prognostic factors have been reported for colorectal cancer liver metastasis (CRLM, few studies have reported intraoperative blood loss (IBL effects on clinical outcome after CRLM resection. METHODS: We retrospectively evaluated the clinical and histopathological characteristics of 139 patients who underwent liver resection for CRLM. The IBL cutoff volume was calculated using receiver operating characteristic curves. Overall survival (OS and recurrence free survival (RFS were assessed using the Kaplan-Meier and Cox regression methods. RESULTS: All patients underwent curative resection. The median follow up period was 25.0 months (range, 2.1-88.8. Body mass index (BMI and CRLM number and tumor size were associated with increased IBL. BMI (P=0.01; 95% CI = 1.3-8.5 and IBL (P500mL were 71%, 33%, and 0%, respectively (P<0.01. RFS of patients within three IBL volumes at the end of the first year were 67%, 38%, and 18%, respectively (P<0.01. CONCLUSIONS: IBL during CRLM resection is an independent predictor of long term survival and tumor recurrence, and its prognostic value was confirmed by a dose-response relationship.

On the Design of Social Media for Learning

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Jon Dron

2014-08-01

Full Text Available This paper presents two conceptual models that we have developed for understanding ways that social media can support learning. One model relates to the “social” aspect of social media, describing the different ways that people can learn with and from each other, in one or more of three social forms: groups, networks and sets. The other model relates to the ‘media’ side of social media, describing how technologies are constructed and the roles that people play in creating and enacting them, treating them in terms of softness and hardness. The two models are complementary: neither provides a complete picture but, in combination, they help to explain how and why different uses of social media may succeed or fail and, as importantly, are intended to help us design learning activities that make most effective use of the technologies. We offer some suggestions as to how media used to support different social forms can be softened and hardened for different kinds of learning applications.

Teachers' Sensemaking about Implementation of an Innovative Science Curriculum Across the Settings of Professional Development and Classroom Enactment

Science.gov (United States)

de los Santos, Xeng

Designing professional development that effectively supports teachers in learning new and often challenging practices remains a dilemma for teacher educators. Within the context of current reform efforts in science education, such as the Next Generation Science Standards, teacher educators are faced with managing the dilemma of how to support a large number of teachers in learning new practices while also considering factors such as time, cost, and effectiveness. Implementation of educative, reform-aligned curricula is one way to reach many teachers at once. However, one question is whether large-scale curriculum implementation can effectively support teachers in learning and sustaining new teaching practices. To address this dilemma, this study used a comparative, multiple case study design to investigate how secondary science teachers engaged in sensemaking about implementation of an innovative science curriculum across the settings of professional development and classroom enactment. In using the concept of sensemaking from organizational theory, I focused specifically on how teachers' roles in social organizations influenced their decisions to implement the curriculum in particular ways, with differing outcomes for their own learning and students' engagement in three-dimensional learning. My research questions explored: (1) patterns in teachers' occasions of sensemaking, including critical noticing of interactions among themselves, the curriculum, and their students; (2) how teachers' social commitments to different communities influenced their sensemaking; and, (3) how sustained sensemaking over time could facilitate teacher learning of rigorous and responsive science teaching practices. In privileging teachers' experiences in the classroom using the curriculum with their students, I used data generated primarily from teacher interviews with their case study coaches about implementation over the course of one school year. Secondary sources of data included

A Reference Architecture for Electronic Business-to-Business Collaboration Setup and Enactment Systems

OpenAIRE

Norta, A.; Grefen, P.; Angelov, S.; Kutvonen, L.

2010-01-01

The question what a business-to-business (B2B) collaboration setup and enactment application-system should look like remains open. An important element of such collaboration constitutes the inter-organizational disclosure of business-process details so that the opposing parties may protect their business secrets. For that purpose, eSourcing [37] has been developed as a general businessprocess collaboration concept in the framework of the EU research project Cross- Work. The eSourcing characte...

“He was learning to read, but he wasn’t learning to live”: Socially inclusive learning in a community setting

Directory of Open Access Journals (Sweden)

Greg Marston

2015-05-01

Full Text Available People with mental health problems, learning difficulties and poor literacy and numeracy are at risk of social exclusion, including homelessness. They are often disconnected from the formal education systems, with few opportunities for education and employment. Academic research has demonstrated a link between literacy and numeracy and social connectedness, however the pathways to enact this are not well understood. This paper presents insights into how a community based adult literacy program in Brisbane, Australia provides a successful model of socially inclusive learning. The paper is based on a 12-month action research project conducted by the Queensland University of Technology in conjunction with Anglicare Southern Queensland 2013-2014. The methodology for the project was qualitative in nature, involving participant observation of lessons, and semi-structured interviews with former and present students, volunteer tutors and the teacher.  The central research focus was how literacy education can act as an instrument of social connection to the community.

Is Moving More Memorable than Proving? Effects of Embodiment and Imagined Enactment on Verb Memory.

Science.gov (United States)

Sidhu, David M; Pexman, Penny M

2016-01-01

Theories of embodied cognition propose that sensorimotor information is simulated during language processing (e.g., Barsalou, 1999). Previous studies have demonstrated that differences in simulation can have implications for word processing; for instance, lexical processing is facilitated for verbs that have relatively more embodied meanings (e.g., Sidhu et al., 2014). Here we examined the effects of these differences on memory for verbs. We observed higher rates of recognition (Experiments 1a-2a) and recall accuracy (Experiments 2b-3b) for verbs with a greater amount of associated bodily information (i.e., an embodiment effect). We also examined how this interacted with the imagined enactment effect: a memory benefit for actions that one imagines performing (e.g., Ditman et al., 2010). We found that these two effects did not interact (Experiment 3b), suggesting that the memory benefits of automatic simulation (i.e., the embodiment effect) and deliberate simulation (i.e., the imagined enactment effect) are distinct. These results provide evidence for the role of simulation in language processing, and its effects on memory.

An Investigation of Southwestern Area Principals and the Enactment of Crisis Plans in High Schools

Science.gov (United States)

Parker, Kerry L.

2012-01-01

The purpose of this study was to identify what southwestern area high school principals reported as the enactment of school crisis plans as described in the Center for Mental Health in Schools at UCLA (CMHS, 2008), "Resource Aid: Responding to a Crisis at School." The conceptual framework guiding the study was an adaptation of the Crisis…

Development of pedagogical design in technology-rich environments for language teaching and learning

OpenAIRE

Jalkanen, Juha

2015-01-01

This study explores the development of pedagogical design for language teaching and learning in increasingly technology-rich environments. More specifically, it focuses on the process of design, enactment and analysis of language and literacy pedagogies in technology-rich environments. Two substudies are reported in five articles, each of which approaches pedagogical design from a different perspective. The first substudy examined (a) what pedagogical choices language studen...

Being in the Hot Spot: A Phenomenological Study of Two Beginning Teachers' Experiences Enacting Inquiry Science Pedagogy

Science.gov (United States)

Dreon, Oliver; McDonald, Scott

2012-01-01

This phenomenological study demonstrates the influence that affective factors have on beginning teachers' ability to enact inquiry science pedagogy. Through narratives shared in interviews and weblog postings, two beginning science teachers' emotional engagement with their teaching practices, especially that of implementing inquiry-based…

The Pedagogical Benefits of Enacting Positive Psychology Practices through a Student-Faculty Partnership Approach to Academic Development

Science.gov (United States)

Cook-Sather, Alison; Schlosser, Joel Alden; Sweeney, Abigail; Peterson, Laurel M.; Cassidy, Kimberly Wright; Colón García, Ana

2018-01-01

Academic development that supports the enactment of positive psychology practices through student-faculty pedagogical partnership can increase faculty confidence and capacity in their first year in a new institution. When student partners practice affirmation and encouragement of strengths-based growth, processes of faculty acclimation and…

Cost-efficient enactment of stream processing topologies

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Christoph Hochreiner

2017-12-01

Full Text Available The continuous increase of unbound streaming data poses several challenges to established data stream processing engines. One of the most important challenges is the cost-efficient enactment of stream processing topologies under changing data volume. These data volume pose different loads to stream processing systems whose resource provisioning needs to be continuously updated at runtime. First approaches already allow for resource provisioning on the level of virtual machines (VMs, but this only allows for coarse resource provisioning strategies. Based on current advances and benefits for containerized software systems, we have designed a cost-efficient resource provisioning approach and integrated it into the runtime of the Vienna ecosystem for elastic stream processing. Our resource provisioning approach aims to maximize the resource usage for VMs obtained from cloud providers. This strategy only releases processing capabilities at the end of the VMs minimal leasing duration instead of releasing them eagerly as soon as possible as it is the case for threshold-based approaches. This strategy allows us to improve the service level agreement compliance by up to 25% and a reduction for the operational cost of up to 36%.

Learning mechanisms to limit medication administration errors.

Science.gov (United States)

Drach-Zahavy, Anat; Pud, Dorit

2010-04-01

This paper is a report of a study conducted to identify and test the effectiveness of learning mechanisms applied by the nursing staff of hospital wards as a means of limiting medication administration errors. Since the influential report ;To Err Is Human', research has emphasized the role of team learning in reducing medication administration errors. Nevertheless, little is known about the mechanisms underlying team learning. Thirty-two hospital wards were randomly recruited. Data were collected during 2006 in Israel by a multi-method (observations, interviews and administrative data), multi-source (head nurses, bedside nurses) approach. Medication administration error was defined as any deviation from procedures, policies and/or best practices for medication administration, and was identified using semi-structured observations of nurses administering medication. Organizational learning was measured using semi-structured interviews with head nurses, and the previous year's reported medication administration errors were assessed using administrative data. The interview data revealed four learning mechanism patterns employed in an attempt to learn from medication administration errors: integrated, non-integrated, supervisory and patchy learning. Regression analysis results demonstrated that whereas the integrated pattern of learning mechanisms was associated with decreased errors, the non-integrated pattern was associated with increased errors. Supervisory and patchy learning mechanisms were not associated with errors. Superior learning mechanisms are those that represent the whole cycle of team learning, are enacted by nurses who administer medications to patients, and emphasize a system approach to data analysis instead of analysis of individual cases.

Using Smart Tables to Enhance Arabic Language Learning

DEFF Research Database (Denmark)

Papadopoulos, Pantelis M.; Karatsolis, Andreas; Khalil, Rana

2011-01-01

expertise; a rhetorical understanding of the discipline and its ways of thinking is essential in achieving full participation in the field. Most professionals would expect that such a sophisticated approach can only be learned through on-the-job training or opportunities to interact with practitioners...... within authentic disciplinary contexts. Although this can certainly be the case in many instances, we argue that a rhetorical understanding can be enacted even within a freshman writing classroom. The results of our content and rhetorical analyses of student work from the beginning and the end...

ATLAS event at 900 GeV - 6 May 2015 - Run 264034 Evt 11475271

CERN Multimedia

ATLAS Collaboration

2015-01-01

Display of a proton-proton collision event recorded by ATLAS on 6 May 2015, at 900 GeV collision energy. Tracks are reconstructed from hits in the inner tracking detector, including the new innermost pixel detector layer, the IBL. The IBL was turned on for the first time during collisions during this data-taking. The IBL is shown as the small ring in the left-hand azimuthal view, and the innermost layers in the right-hand longitudinal view.

Informed Systems: Enabling Collaborative Evidence Based Organizational Learning

Directory of Open Access Journals (Sweden)

Mary M. Somerville

2015-12-01

Full Text Available Objective – In response to unrelenting disruptions in academic publishing and higher education ecosystems, the Informed Systems approach supports evidence based professional activities to make decisions and take actions. This conceptual paper presents two core models, Informed Systems Leadership Model and Collaborative Evidence-Based Information Process Model, whereby co-workers learn to make informed decisions by identifying the decisions to be made and the information required for those decisions. This is accomplished through collaborative design and iterative evaluation of workplace systems, relationships, and practices. Over time, increasingly effective and efficient structures and processes for using information to learn further organizational renewal and advance nimble responsiveness amidst dynamically changing circumstances. Methods – The integrated Informed Systems approach to fostering persistent workplace inquiry has its genesis in three theories that together activate and enable robust information usage and organizational learning. The information- and learning-intensive theories of Peter Checkland in England, which advance systems design, stimulate participants’ appreciation during the design process of the potential for using information to learn. Within a co-designed environment, intentional social practices continue workplace learning, described by Christine Bruce in Australia as informed learning enacted through information experiences. In addition, in Japan, Ikujiro Nonaka’s theories foster information exchange processes and knowledge creation activities within and across organizational units. In combination, these theories promote the kind of learning made possible through evolving and transferable capacity to use information to learn through design and usage of collaborative communication systems with associated professional practices. Informed Systems therein draws from three antecedent theories to create an original

Children enacting idioms of witchcraft and spirit possession as a response to trauma: therapeutically beneficial, and for whom?

NARCIS (Netherlands)

Reis, R.

2013-01-01

This article examines children’s enactment of spirit possession idioms and witchcraft in Africa including the meanings such idioms provide and the local healing resources they mobilize. Idioms of haunting spirits in Northern Uganda and witch-children elsewhere in Africa can be interpreted as

Recognition Memory and Source Memory in Autism Spectrum Disorder: A Study of the Intention Superiority and Enactment Effects

Science.gov (United States)

Grainger, Catherine; Williams, David M.; Lind, Sophie E.

2017-01-01

It is well established that neurotypical individuals generally show better memory for actions they have performed than actions they have observed others perform or merely read about, a so-called "enactment effect." Strikingly, research has also shown that neurotypical individuals demonstrate superior memory for actions they…

Towards a Policy Social Psychology: Teacher Engagement with Policy Enactment and the Core Concept of Affective Disruption

Science.gov (United States)

Sheikh, Irfan; Bagley, Carl

2018-01-01

The article uncovers the complex process of educational policy enactment and the impact this process has on teachers as policy actors as they undertake the task of introducing a new mathematics curriculum in a Canadian secondary school. The three year study based on in-depth qualitative interviews adopts a classic grounded theory approach of…

Learning from Loss: Eroding Coastal Heritage in Scotland

Directory of Open Access Journals (Sweden)

Ellie Graham

2017-11-01

Full Text Available Heritage sites are constantly changing due to natural processes, and this change can happen fastest at the coast. Much legislation has been enacted to protect sites of historic interest, but these do not protect sites from natural processes. Change is already happening, and climate change predictions suggest that the pace will accelerate in the future. Instead of seeing the potential destruction of heritage sites as a disaster, we should embrace the opportunity that they can provide for us to learn about the past and to plan for the future. Heritage laws often enshrine a policy of preservation in situ, meaning that our most spectacular sites are preserved in a state of equilibrium, with a default position of no permitted intervention. However, the options for threatened coastal sites mirror those of shoreline management plans, which usually recommend either the construction of a coastal defence or, more likely, a strategy of managed retreat, where erosion is allowed to take its course after appropriate mitigations strategies have been enacted. Managed retreat can lead to a range of research projects, some of which would not normally be possible at similar, unthreatened and legally protected monuments. Such research also has the potential to involve members of the public, who can help in the discovery process, and cascade what they have learned through their communities. Information shared can be about the heritage site itself, including how communities in the past coped at times of climatic stress; and also about the processes that are now threatening the monument, thus helping teach about present day climate change.

THE IMPLICATION OF PRE-SERVICE TEACHERS BELIEF ABOUT GRAMMAR TEACHING AND LEARNING FOR ENGLISH LANGUAGE POLICY IN INDONESIA

Directory of Open Access Journals (Sweden)

Cecilia Titiek Murniati

2016-07-01

Full Text Available Recent studies have suggested that teachers beliefs have a significant influence on actual classroom practice and, consequently, on students achievements. However, little research has been done to investigate the influence of Indonesian language policy and teachers beliefs. The study reported seeks to examine the influence of English language policy on pre-service teacher's beliefs about the teaching of English language grammar in Indonesian schools. The research participants were pre-service teachers who have taken the subjects of Structure, Teaching Methods, and Micro-teaching in three public and private universities in Central Java and Yogyakarta Special District. Due to time and scheduling limitations, the sampling method used in this study was convenient sampling. Documentation, survey schedules, interviews, focus group discussions were used to gather the data. The findings revealed that although the language policy in Indonesia has put English language teaching and learning within the framework of communicative competence since the enactment of the 2006 School-based Curriculum, the pre-service teachers still believed that traditional method of teaching grammar (explicit grammar instruction was imperative to use. The pre-service teachers tended to exclude English language policy enacted by Indonesian government in their discussion about teachers beliefs. Instead, the pre-service teachers constructed their beliefs about English language grammar teaching and learning process on their prior experiences in learning and teaching grammar.

A meta-analytic investigation of the relation between interpersonal attraction and enacted behavior.

Science.gov (United States)

Montoya, R Matthew; Kershaw, Christine; Prosser, Julie L

2018-05-07

We present a meta-analysis that investigated the relation between self-reported interpersonal attraction and enacted behavior. Our synthesis focused on (a) identifying the behaviors related to attraction; (b) evaluating the efficacy of models of the relation between attraction and behavior; (c) testing the impact of several moderators, including evaluative threat salience, cognitive appraisal salience, and the sex composition of the social interaction; and (d) investigating the degree of agreement between the meta-analytic findings and an ethnographic analysis. Using a multilevel modeling approach, an analysis of 309 effect sizes (N = 5,422) revealed a significant association (z = .20) between self-reported attraction and enacted behavior. Key findings include: (a) that the specific behaviors associated with attraction (e.g., eye contact, smiling, laughter, mimicry) are those behaviors research has linked to the development of trust/rapport; (b) direct behaviors (e.g., physical proximity, talking to), compared with indirect behaviors (e.g., eye contact, smiling, mimicry), were more strongly related to self-reported attraction; and (c) evaluative threat salience (e.g., fear of rejection) reduced the magnitude of the relation between direct behavior and affective attraction. Moreover, an ethnographic analysis revealed consistency between the behaviors identified by the meta-analysis and those behaviors identified by ethnographers as predictive of attraction. We discuss the implications of our findings for models of the relation between attraction and behavior, for the behavioral expressions of emotions, and for how attraction is measured and conceptualized. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The Predictiveness of Achievement Goals

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Huy P. Phan

2013-11-01

Full Text Available Using the Revised Achievement Goal Questionnaire (AGQ-R (Elliot & Murayama, 2008, we explored first-year university students’ achievement goal orientations on the premise of the 2 × 2 model. Similar to recent studies (Elliot & Murayama, 2008; Elliot & Thrash, 2010, we conceptualized a model that included both antecedent (i.e., enactive learning experience and consequence (i.e., intrinsic motivation and academic achievement of achievement goals. Two hundred seventy-seven university students (151 women, 126 men participated in the study. Structural equation modeling procedures yielded evidence that showed the predictive effects of enactive learning experience and mastery goals on intrinsic motivation. Academic achievement was influenced intrinsic motivation, performance-approach goals, and enactive learning experience. Enactive learning experience also served as an antecedent of the four achievement goal types. On the whole, evidence obtained supports the AGQ-R and contributes, theoretically, to 2 × 2 model.

Undergraduate physics course innovations and their impact on student learning

Science.gov (United States)

Iverson, Heidi Louise

Over the last several decades, the efficacy of the traditional lecture-based instructional model for undergraduate physics courses has been challenged. As a result, a large number of reform-oriented instructional innovations have been developed, enacted, and studied in undergraduate physics courses around the globe---all with the intended purpose of improving student learning. This thesis satisfies the need for a comprehensive synthesis of the effectiveness of these course innovations by analyzing: (1) the types of innovations that have been enacted, (2) the impact of these innovations on student learning, and (3) the common features of effective innovations. An exhaustive literature search for studies published after 1990 on undergraduate physics course innovations yielded 432 articles which were then coded with respect to the characteristics of the innovations used as well as the methodological characteristics of the studies. These codes facilitated a descriptive analysis which characterized the features of the pool of studies. These studies were then meta-analyzed in order to evaluate the effect of innovations on student learning. Finally, a case-study analysis was conducted in order to identify the critical characteristics of effective innovations. Results indicate that most innovations focus on introductory mechanics and use some combination of conceptually oriented tasks, collaborative learning, and technology. The overall effect of course innovations has been positive, but with the caveat that a large number of studies suffer from poor methodological designs and potential threats to validity. In addition, over half of the studies had to be eliminated from the meta-analysis because they did not report the data necessary for an effect size to be calculated. Despite these limitations the results of the meta-analysis indicated that there was one innovation which had particularly high effect sizes---Workshop/Studio Physics---an innovation which involves an

Do Teachers Equate Male and Masculine with Lower Academic Engagement? How Students' Gender Enactment Triggers Gender Stereotypes at School

Science.gov (United States)

Heyder, Anke; Kessels, Ursula

2015-01-01

Girls presently outperform boys in overall academic success. Corresponding gender stereotypes portray male students as lazy and troublesome and female students as diligent and compliant. The present study investigated whether these stereotypes impact teachers' perceptions of students and whether students' visible enactment of their gender at…

The interplay between structure and agency in the enactment of STEM policy

Science.gov (United States)

Martins, Isabel; Pinhão, Francine; Vilanova, Rita

2017-12-01

In their paper, Hoeg and Bencze argue that current STEM curriculum guidelines prioritise the training of a workforce in detriment of a democratically grounded education for citizenship. We agree that there is an insufficient questioning about which type of citizenship STEM curricula would favour and wish to contribute to this debate by (1) problematising different meanings and aspects of citizenship in different models of democracy and (2) exploring the dialectical nature of structure and agency in the discursive construction of educational (policy) discourse. We also discuss results from recent empirical research about teachers' ideas on citizenship education in order to challenge views that assume a linearity between educational policy and its enactment.

Practicing the practice: Learning to guide elementary science discussions in a practice-oriented science methods course

Science.gov (United States)

Shah, Ashima Mathur

University methods courses are often criticized for telling pre-service teachers, or interns, about the theories behind teaching instead of preparing them to actually enact teaching. Shifting teacher education to be more "practice-oriented," or to focus more explicitly on the work of teaching, is a current trend for re-designing the way we prepare teachers. This dissertation addresses the current need for research that unpacks the shift to more practice-oriented approaches by studying the content and pedagogical approaches in a practice-oriented, masters-level elementary science methods course (n=42 interns). The course focused on preparing interns to guide science classroom discussions. Qualitative data, such as video records of course activities and interns' written reflections, were collected across eight course sessions. Codes were applied at the sentence and paragraph level and then grouped into themes. Five content themes were identified: foregrounding student ideas and questions, steering discussion toward intended learning goals, supporting students to do the cognitive work, enacting teacher role of facilitator, and creating a classroom culture for science discussions. Three pedagogical approach themes were identified. First, the teacher educators created images of science discussions by modeling and showing videos of this practice. They also provided focused teaching experiences by helping interns practice the interactive aspects of teaching both in the methods classroom and with smaller groups of elementary students in schools. Finally, they structured the planning and debriefing phases of teaching so interns could learn from their teaching experiences and prepare well for future experiences. The findings were analyzed through the lens of Grossman and colleagues' framework for teaching practice (2009) to reveal how the pedagogical approaches decomposed, represented, and approximated practice throughout course activities. Also, the teacher educators

Building v/s Exploring Models: Comparing Learning of Evolutionary Processes through Agent-based Modeling

Science.gov (United States)

Wagh, Aditi

Two strands of work motivate the three studies in this dissertation. Evolutionary change can be viewed as a computational complex system in which a small set of rules operating at the individual level result in different population level outcomes under different conditions. Extensive research has documented students' difficulties with learning about evolutionary change (Rosengren et al., 2012), particularly in terms of levels slippage (Wilensky & Resnick, 1999). Second, though building and using computational models is becoming increasingly common in K-12 science education, we know little about how these two modalities compare. This dissertation adopts agent-based modeling as a representational system to compare these modalities in the conceptual context of micro-evolutionary processes. Drawing on interviews, Study 1 examines middle-school students' productive ways of reasoning about micro-evolutionary processes to find that the specific framing of traits plays a key role in whether slippage explanations are cued. Study 2, which was conducted in 2 schools with about 150 students, forms the crux of the dissertation. It compares learning processes and outcomes when students build their own models or explore a pre-built model. Analysis of Camtasia videos of student pairs reveals that builders' and explorers' ways of accessing rules, and sense-making of observed trends are of a different character. Builders notice rules through available blocks-based primitives, often bypassing their enactment while explorers attend to rules primarily through the enactment. Moreover, builders' sense-making of observed trends is more rule-driven while explorers' is more enactment-driven. Pre and posttests reveal that builders manifest a greater facility with accessing rules, providing explanations manifesting targeted assembly. Explorers use rules to construct explanations manifesting non-targeted assembly. Interviews reveal varying degrees of shifts away from slippage in both

Learning Gene Expression Through Modelling and Argumentation. A Case Study Exploring the Connections Between the Worlds of Knowledge

Science.gov (United States)

Puig, Blanca; Ageitos, Noa; Jiménez-Aleixandre, María Pilar

2017-12-01

There is emerging interest on the interactions between modelling and argumentation in specific contexts, such as genetics learning. It has been suggested that modelling might help students understand and argue on genetics. We propose modelling gene expression as a way to learn molecular genetics and diseases with a genetic component. The study is framed in Tiberghien's (2000) two worlds of knowledge, the world of "theories & models" and the world of "objects & events", adding a third component, the world of representations. We seek to examine how modelling and argumentation interact and connect the three worlds of knowledge while modelling gene expression. It is a case study of 10th graders learning about diseases with a genetic component. The research questions are as follows: (1) What argumentative and modelling operations do students enact in the process of modelling gene expression? Specifically, which operations allow connecting the three worlds of knowledge? (2) What are the interactions between modelling and argumentation in modelling gene expression? To what extent do these interactions help students connect the three worlds of knowledge and modelling gene expression? The argumentative operation of using evidence helps students to relate the three worlds of knowledge, enacted in all the connections. It seems to be a relationship among the number of interactions between modelling and argumentation, the connections between world of knowledge and students' capacity to develop a more sophisticated representation. Despite this is a case study, this approach of analysis reveals potentialities for a deeper understanding of learning genetics though scientific practices.

NCBI nr-aa BLAST: CBRC-MDOM-02-0482 [SEVENS

Lifescience Database Archive (English)

Full Text Available CBRC-MDOM-02-0482 ref|ZP_04075807.1| Prophage LambdaBa01, membrane protein [Bacillu...s thuringiensis IBL 200] gb|EEM92524.1| Prophage LambdaBa01, membrane protein [Bacillus thuringiensis IBL 200] ZP_04075807.1 2e-11 18% ...

Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth over Three Years

Science.gov (United States)

Monte-Sano, Chauncey; Budano, Christopher

2013-01-01

Using artifacts of teachers' practices, classroom observations, and teacher interviews, we explore the development and enactment of 2 novices' pedagogical content knowledge (PCK) for teaching history. We identify and track 4 components of PCK that are relevant to teaching history: representing history, transforming history, attending to students'…

The prospect of food irradiation and the contribution of radiation chemistry to enact the hygienic safety standard of irradiated foods

International Nuclear Information System (INIS)

Wu Jilan; Yuan Rongyao

1986-01-01

Now, it is said that we are at the dawn of food irradiation application both nationally and internationally. However, referring to the acceptability of customers the labeling of irradiated foods has been a nightmare to the food processors. On the other hand the recommended international standard has the shortcomings of thinking in absolute terms. In this paper a proposal which puts special emphasis on enacting hygienic safety standard of individual irradiated food is recommended. The hygienic safety standard of the irradiated food may be classified in three classes: 1) its hygienic safety standard is similar to that of common food; 2) the maximum permissible quantities of harmful compounds induced by radiation must be controlled; and 3) the quantity of unique radiolysis products may by dutermined. Radiation chemistry plays an important role in enacting the hygienic safety standard of irradiated foods. For international cooperation in this field some suggestions are made

Estimates of Combining Ability and Heterosis for Yield and Its Related Traits in Pearl Millet Inbred Lines under Downy Mildew Prevalent Areas of Senegal

Directory of Open Access Journals (Sweden)

Ghislain Kanfany

2018-01-01

Full Text Available Pearl millet is an important cereal crop for smallholder farmers’ food security in West and Central Africa. However, its production has stagnated due to several factors such as the continuous use of local populations. A set of 17 inbred lines was crossed with Sosat C 88 and Souna 3 following a line × tester mating design. The F1 hybrids, their parents, and a check were evaluated in Bambey and Nioro research stations during the rainy season of 2017. Data on downy mildew incidence, plant height, flowering time, panicle length and diameter, productive tillers, thousand-grain weight, panicle, and grain yield were recorded. GCA and SCA mean squares were significant for most of the traits indicating that both additive and nonadditive gene effects were involved in the control of the inheritance of these traits. However, the contribution of GCA to total mean squares was higher than that of SCA for all the traits, providing that additive gene action was more important in their inheritance. The top-cross hybrid IBL155-2-1 × Sosat C 88 exhibited negative and significant SCA effects for downy mildew incidence, flowering time, and plant height. Lines IBL003-B-1, IBL091-1-1, IBL095-4-1, IBL110-B-1, and IBL 206-1-1 had positive GCA effects for grain yield and negative GCA effects for downy mildew, flowering time, and plant height. These lines can be used as parents to create synthetic varieties or hybrids.

Engaging students in learning science through promoting creative reasoning

Science.gov (United States)

Waldrip, Bruce; Prain, Vaughan

2017-10-01

Student engagement in learning science is both a desirable goal and a long-standing teacher challenge. Moving beyond engagement understood as transient topic interest, we argue that cognitive engagement entails sustained interaction in the processes of how knowledge claims are generated, judged, and shared in this subject. In this paper, we particularly focus on the initial claim-building aspect of this reasoning as a crucial phase in student engagement. In reviewing the literature on student reasoning and argumentation, we note that the well-established frameworks for claim-judging are not matched by accounts of creative reasoning in claim-building. We develop an exploratory framework to characterise and enact this reasoning to enhance engagement. We then apply this framework to interpret two lessons by two science teachers where they aimed to develop students' reasoning capabilities to support learning.

How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching

Science.gov (United States)

Mangin, Melinda M.; Dunsmore, KaiLonnie

2015-01-01

Purpose: Instructional coaching is framed as both a means for systemic and individual reform. These competing conceptualizations of coaching as a mechanism for change have not been systematically examined, and therefore, we know little about how the framing of instructional coaching initiatives affects the enactment of coaching. In response to…

Moral agency as enacted justice: a clinical and ethical decision-making framework for responding to health inequities and social injustice.

Science.gov (United States)

Edwards, Ian; Delany, Clare M; Townsend, Anne F; Swisher, Laura Lee

2011-11-01

This is the second of 2 companion articles in this issue. The first article explored the clinical and ethical implications of new emphases in physical therapy codes of conduct reflecting the growing evidence regarding the importance of social determinants of health, epidemiological trends for health service delivery, and the enhanced participation of physical therapists in shaping health care reform in a number of international contexts. The first article was theoretically oriented and proposed that a re-thinking of ethical frameworks expressed in codes of ethics could both inform and underpin practical strategies for working in primary health care. A review of the ethical principle of "justice," which, arguably, remains the least consensually understood and developed principle in the ethics literature of physical therapy, was provided, and a more recent perspective-the capability approach to justice-was discussed. The current article proposes a clinical and ethical decision-making framework, the ethical reasoning bridge (ER bridge), which can be used to assist physical therapy practitioners to: (1) understand and implement the capability approach to justice at a clinical level; (2) reflect on and evaluate both the fairness and influence of beliefs, perspectives, and context affecting health and disability through a process of "wide reflective equilibrium" and assist patients to do this as well; and (3) nurture the development of moral agency, in partnership with patients, through a transformative learning process manifest in a mutual "crossing" and "re-crossing" of the ER bridge. It is proposed that the development and exercise of moral agency represent an enacted justice that is the result of a shared reasoning and learning experience on the part of both therapists and patients.

Creencias del profesorado en ejercicio y en formación sobre el aprendizaje por investigación

Directory of Open Access Journals (Sweden)

Ana M. Abril

2014-01-01

Full Text Available Las creencias epistemologicas y didacticas del profesorado determinan en gran medida su forma de proceder en el aula, la cual a su vez se puede ver matizada por la formacion que hayan recibido. Este trabajo se centra en el estudio de las creencias que tanto el profesorado en ejercicio, como en formacion inicial, tiene sobre la metodologia de aprendizaje por investigacion guiada, conocida en el ambito internacional como IBL (Inquiry Based Learning, la cual ha demostrado ampliamente sus beneficios sobre el aprendizaje de las ciencias. En esta linea se analizan las creencias del profesorado sobre que es IBL, de que forma ha de implementarse en el aula y las necesidades formativas del profesorado al respecto. Para ello se utilizan adaptaciones de cuestionarios provenientes del proyecto europeo PRIMAS. El estudio revela diferencias significativas entre las creencias del profesorado en formacion inicial y el profesorado en ejercicio, aportando algunos aspectos para promover y apoyar de forma mas eficaz la implementacion de metodologias innovadoras para la ensenanza de las ciencias.

Environmental scanning as information seeking and organizational learning

Directory of Open Access Journals (Sweden)

2001-01-01

Full Text Available Environmental scanning is the acquisition and use of information about events, trends, and relationships in an organization's external environment, the knowledge of which would assist management in planning the organization's future course of action. Depending on the organization's beliefs about environmental analyzability and the extent that it intrudes into the environment to understand it, four modes of scanning may be differentiated: undirected viewing, conditioned viewing, enacting, and searching. We analyze each mode of scanning by examining its characteristic information needs, information seeking, and information use behaviours. In addition, we analyze organizational learning processes by considering the sensemaking, knowledge creating and decision making processes at work in each mode.

Enacting representations of markets in exchange practies in the Danish potato industry

DEFF Research Database (Denmark)

Esbjerg, Lars

: The paper uses the extended case study method to integrate existing concepts and theories using empirical data from the Danish potato industry. Twenty semistructured, narrative interviews were conducted with different actors in the industry. Research findings: Analysis suggests that the representations...... various actors have constructed of the Danish market for potatoes and the different market actors share many common features, but also that there are important differences in representations between members along the marketing channel that explain why actors in the Danish potato industry have difficulties......Purpose of the paper and literature addressed: The paper explores the potential of John Shotter’s (2008) relationally-responsive version of social constructionism for studying and analysing representations of markets and how these are enacted in actual exchanges practices. Research method...

A Critical Discourse Analysis of the New Labour Discourse of Social and Emotional Learning (SEL) across Schools in England and Wales: Conversations with Policymakers

Science.gov (United States)

Emery, Carl

2016-01-01

This paper reports on a critical discourse analysis (CDA) of the New Labour (1997-2010) discourse of Social and Emotional Learning (SEL) in schools, and how it was understood and enacted by policymakers in England and in Wales within the context of devolved government across the UK. By SEL I mean universal school-based programs, located in the…

Scientific explanation in school: An enactive view

Science.gov (United States)

Ibrahim-Didi, Khadeeja

This study explores explanation-in-action, a corollary to an enactive orientation to cognition. Explanation, understood this way is identified as a semiotic, perceptually driven activity, where the interactions that arise between students that enable the engagement to continue indicate a certain tentative coherence of meaning that is brought forth in interaction in a constraining environment. Challenging summary state views of explanation as statement, this study explores the evolution of scientific explanation in two Grade Eight Maldivian classrooms. Enactivism, understood across different embodied cognitive systems, reconfigures the discourse on explanation by re-orienting the form in which explanation is understood. The notion of explanation-in-action as a topological function implicates the boundary of the cognitive system in the action. Further, it also recognizes that embedding boundaries and the dynamics that create the boundaries can constrain the explanation that occurs in different domains. In effect, the study calls for reconfiguring validation as in-action---as the constraining dynamic feature that emerges in the ongoing explanation-in-action. In the study I pay attention to the different boundaries of some systemic configurations in the classroom. I consider how the boundary conditions create the possibility for signification, and therefore, explanation. This research suggests that in explaining-in-action students are able to draw on the enabling possibilities of personal boundaries and the constraining social boundaries to further structure their explaining in ways that are local to the task at hand.

Exploring the role of curriculum materials to support teachers in science education reform

Science.gov (United States)

Schneider, Rebecca M.

2001-07-01

For curriculum materials to succeed in promoting large-scale science education reform, teacher learning must be supported. Materials were designed to reflect desired reforms and to be educative by including detailed lesson descriptions that addressed necessary content, pedagogy, and pedagogical content knowledge for teachers. The goal of this research was to describe how such materials contributed to classroom practices. As part of an urban systemic reform effort, four middle school teachers' initial enactment of an inquiry-based science unit on force and motion were videotaped. Enactments focused on five lesson sequences containing experiences with phenomena, investigation, technology use, or artifact development. Each sequence spanned three to five days across the 10-week unit. For each lesson sequence, intended and actual enactment were compared using ratings of (1) accuracy and completeness of science ideas presented, (2) amount student learning opportunities, similarity of learning opportunities with those intended, and quality of adaptations , and (3) amount of instructional supports offered, appropriateness of instructional supports and source of ideas for instructional supports. Ratings indicated two teachers' enactments were consistent with intentions and two teachers' enactments were not. The first two were in school contexts supportive of the reform. They purposefully used the materials to guide enactment, which tended to be consistent with standards-based reform. They provided students opportunities to use technology tools, design investigations, and discuss ideas. However, enactment ratings were less reflective of curriculum intent when challenges were greatest, such as when teachers attempted to present challenging science ideas, respond to students' ideas, structure investigations, guide small-group discussions, or make adaptations. Moreover, enactment ratings were less consistent in parts of lessons where materials did not include lesson specific

The importance of organisational identity for formulating and enacting strategies and policies in retailer buying

DEFF Research Database (Denmark)

Esbjerg, Lars

of nine German food retailers, the paper analyses the role of identity in relation to the buying activities. In particular, this paper focuses on how retail buyers discursively construct their professional identities as buyers and the identities of the retail chains they work for and how this influences......This paper explores how retail buyers construct their own professional identities and the organisational identity of the retailers they work for and the importance of these constructions for the formulation and enactment of strategies and policies in the field of fresh pork. Through a case study...

Open digital badges in Open edX

OpenAIRE

Hickey, Daniel T.; Barba, Lorena A.; Lemoie, Kerri; Amigot, Michael; Ewens, Damian

2014-01-01

Slides for the presentation at the Open edX Conference, Cambridge, MA 2014.   This talk presented the first public update of our collaboration to implement open digital badges in Dr. Barba's new MOOC, "Practical Numerical Methods with Python." It's a collaboration between Indiana University's Center for Research on Learning and Technology (led by Prof. Daniel T. Hickey);  Prof. Lorena Barba and her team at George Washington University, with her partners at IBL Studios Education, and...

The ATLAS Insertable B-Layer: from construction to operation

CERN Document Server

AUTHOR|(INSPIRE)INSPIRE-00218666; The ATLAS collaboration

2016-01-01

The ATLAS Insertable B-Layer (IBL) is the innermost layer of pixel detectors, and was installed in May 2014 at a radius of 3.3 cm from the beam axis, between the existing Pixel detector and a new smaller radius beam-pipe. The new detector, built to cope with high radiation and occupancy, is the first large scale application of 3D sensors and CMOS 130 nm technology. The IBL detector construction was completed within about two years (2012-2014), and the key features and challenges met during the IBL project are presented, as well as its commissioning and operational experience at the LHC

Flipping the Script from Talking to Teens about "Celebrating Diversity" to Promoting Equity through Embracing Vulnerability and Enacting Courage

Science.gov (United States)

Bettez, Silvia

2017-01-01

Diversity and inclusion are popular, yet often challenging, topics for youth in schools. A common approach to address the issues is to invite outside speakers to discuss ways to "celebrate diversity." After being invited to give such a talk, I created and enacted a presentation at an affluent high school on this topic that is grounded in…

Learning about water resource sharing through game play

Directory of Open Access Journals (Sweden)

T. Ewen

2016-10-01

Full Text Available Games are an optimal way to teach about water resource sharing, as they allow real-world scenarios to be enacted. Both students and professionals learning about water resource management can benefit from playing games, through the process of understanding both the complexity of sharing of resources between different groups and decision outcomes. Here we address how games can be used to teach about water resource sharing, through both playing and developing water games. An evaluation of using the web-based game Irrigania in the classroom setting, supported by feedback from several educators who have used Irrigania to teach about the sustainable use of water resources, and decision making, at university and high school levels, finds Irrigania to be an effective and easy tool to incorporate into a curriculum. The development of two water games in a course for masters students in geography is also presented as a way to teach and communicate about water resource sharing. Through game development, students learned soft skills, including critical thinking, problem solving, team work, and time management, and overall the process was found to be an effective way to learn about water resource decision outcomes. This paper concludes with a discussion of learning outcomes from both playing and developing water games.

Learning about water resource sharing through game play

Science.gov (United States)

Ewen, Tracy; Seibert, Jan

2016-10-01

Games are an optimal way to teach about water resource sharing, as they allow real-world scenarios to be enacted. Both students and professionals learning about water resource management can benefit from playing games, through the process of understanding both the complexity of sharing of resources between different groups and decision outcomes. Here we address how games can be used to teach about water resource sharing, through both playing and developing water games. An evaluation of using the web-based game Irrigania in the classroom setting, supported by feedback from several educators who have used Irrigania to teach about the sustainable use of water resources, and decision making, at university and high school levels, finds Irrigania to be an effective and easy tool to incorporate into a curriculum. The development of two water games in a course for masters students in geography is also presented as a way to teach and communicate about water resource sharing. Through game development, students learned soft skills, including critical thinking, problem solving, team work, and time management, and overall the process was found to be an effective way to learn about water resource decision outcomes. This paper concludes with a discussion of learning outcomes from both playing and developing water games.

Implementation of Evidence-Based Practice From a Learning Perspective.

Science.gov (United States)

Nilsen, Per; Neher, Margit; Ellström, Per-Erik; Gardner, Benjamin

2017-06-01

For many nurses and other health care practitioners, implementing evidence-based practice (EBP) presents two interlinked challenges: acquisition of EBP skills and adoption of evidence-based interventions and abandonment of ingrained non-evidence-based practices. The purpose of this study to describe two modes of learning and use these as lenses for analyzing the challenges of implementing EBP in health care. The article is theoretical, drawing on learning and habit theory. Adaptive learning involves a gradual shift from slower, deliberate behaviors to faster, smoother, and more efficient behaviors. Developmental learning is conceptualized as a process in the "opposite" direction, whereby more or less automatically enacted behaviors become deliberate and conscious. Achieving a more EBP depends on both adaptive and developmental learning, which involves both forming EBP-conducive habits and breaking clinical practice habits that do not contribute to realizing the goals of EBP. From a learning perspective, EBP will be best supported by means of adaptive learning that yields a habitual practice of EBP such that it becomes natural and instinctive to instigate EBP in appropriate contexts by means of seeking out, critiquing, and integrating research into everyday clinical practice as well as learning new interventions best supported by empirical evidence. However, the context must also support developmental learning that facilitates disruption of existing habits to ascertain that the execution of the EBP process or the use of evidence-based interventions in routine practice is carefully and consciously considered to arrive at the most appropriate response. © 2017 Sigma Theta Tau International.

ATLAS Pixel Detector Upgrade

CERN Document Server

Flick, T; The ATLAS collaboration

2009-01-01

The first upgrade for higher luminosity at LHC for the ATLAS pixel detector is the insertion of a forth layer, the IBL. The talk gives an overview about what the IBL is and how it will be set up, as well as to give a status of the research and develoment work.

Learning and knowing technology as lived experience in people with Alzheimer's disease: a phenomenological study.

Science.gov (United States)

Rosenberg, Lena; Nygård, Louise

2017-12-01

Most research on learning in the field of dementia has studied teaching approaches, while little is known about learning as experienced and enacted by the people with dementia. The aim was to explore the lived experience of learning and maintaining knowledge related to technology among people with mild to moderate stage dementia. Seven persons with dementia were interviewed in-depth, and data were analyzed with a phenomenological approach. The participants positioned themselves on a continuum from 'Updating and expanding is not for me' to 'Updating and expanding is really for me'. They used different ways of learning in their everyday life - relying on one's habituated repertoire of actions, on other people or on technology itself, or belonging to a learning context. We have much to gain from better understanding of how people with dementia strive to learn and maintain their skills and knowledge related to technology. This is particularly important as they seem to use other approaches than those employed in current teaching methods. The necessity of learning stands out particularly when it comes to the interaction with the current multitude and ever-changing designs of technologies, including assistive technologies developed specifically to support people with dementia.

Sources of self-efficacy in academic contexts: A longitudinal perspective.

Science.gov (United States)

Phan, Huy P; Ngu, Bing H

2016-12-01

The formation of self-efficacy, according to Bandura's (1997) social-cognitive theory, is an important area of inquiry. This theoretical tenet posits the importance of enactive learning experience, followed by lesser influences of vicarious experience, verbal persuasion, and emotional and physiological states. Quantitative research, predominantly, has produced clear and consistent evidence that supports this position. We argue that the elementary school years may indicate differently, whereby children's limited cognitive maturity and learning experiences could compel them to rely on other psychosocial informational sources. To date and to our knowledge, very few studies, if any, have explored the sustained influence of enactive learning experience across time. In this study, consequently, we tested a sequential predictive model that involved the differential influences of the 4 major informational sources on self-efficacy and then self-efficacy on academic achievement. Three time points of data (N = 328, Year 6) were collected across the calendar year, and Mplus 7.3 (Muthén & Muthén, 1998-2012) was used to assist us in our structural modeling testing. At Time 1, only enactive learning experience and vicarious experience positively influenced self-efficacy. At Time 2, after controlling for prior variance of Time 1 corresponding factors, only enactive learning experience remained significant. At Time 3, after controlling for autoregressive paths, enactive learning experience remained significant, and both verbal persuasion and emotional and physiological states positively influenced self-efficacy. The impact of self-efficacy on academic achievement was significant across the 3 occasions (βs = .20-.46). (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Performance of the Insertable B-Layer for the ATLAS Pixel Detector during Quality Assurance and a Novel Pixel Detector Readout Concept based on PCIe

CERN Document Server

AUTHOR|(INSPIRE)INSPIRE-00356268; Pernegger, Heinz

2016-07-27

During the first long shutdown of the LHC the Pixel detector has been upgraded with a new 4th innermost layer, the Insertable B-Layer (IBL). The IBL will increase the tracking performance and help with higher than nominal luminosity the LHC will produce. The IBL is made up of 14 staves and in total 20 staves have been produced for the IBL. This thesis presents the results of the final quality tests performed on these staves in an detector-like environment, in order to select the 14 best of the 20 staves for integration onto the detector. The test setup as well as the testing procedure is introduced and typical results of each testing stage are shown and discussed. The overall performance of all staves is presented in regards to: tuning performance, radioactive source measurements, and number of failing pixels. Other measurement, which did not directly impact the selection of staves, but will be important for the operation of the detector or production of a future detector, are included. Based on the experienc...

The co-creation of meaningful action: bridging enaction and interactional sociology.

Science.gov (United States)

De Jaegher, Hanne; Peräkylä, Anssi; Stevanovic, Melisa

2016-05-05

What makes possible the co-creation of meaningful action? In this paper, we go in search of an answer to this question by combining insights from interactional sociology and enaction. Both research schools investigate social interactions as such, and conceptualize their organization in terms of autonomy. We ask what it could mean for an interaction to be autonomous, and discuss the structures and processes that contribute to and are maintained in the so-called interaction order. We also discuss the role played by individual vulnerability as well as the vulnerability of social interaction processes in the co-creation of meaningful action. Finally, we outline some implications of this interdisciplinary fraternization for the empirical study of social understanding, in particular in social neuroscience and psychology, pointing out the need for studies based on dynamic systems approaches on origins and references of coordination, and experimental designs to help understand human co-presence. © 2016 The Authors.

The co-creation of meaningful action: bridging enaction and interactional sociology

Science.gov (United States)

Peräkylä, Anssi; Stevanovic, Melisa

2016-01-01

What makes possible the co-creation of meaningful action? In this paper, we go in search of an answer to this question by combining insights from interactional sociology and enaction. Both research schools investigate social interactions as such, and conceptualize their organization in terms of autonomy. We ask what it could mean for an interaction to be autonomous, and discuss the structures and processes that contribute to and are maintained in the so-called interaction order. We also discuss the role played by individual vulnerability as well as the vulnerability of social interaction processes in the co-creation of meaningful action. Finally, we outline some implications of this interdisciplinary fraternization for the empirical study of social understanding, in particular in social neuroscience and psychology, pointing out the need for studies based on dynamic systems approaches on origins and references of coordination, and experimental designs to help understand human co-presence. PMID:27069055

Enacting Efficacy in Early Career: Narratives of Agency, Growth, and Identity

Directory of Open Access Journals (Sweden)

Elizabeth K Niehaus

2017-01-01

Full Text Available Aim/Purpose: To explore how early career faculty in the field of higher education administration develop and enact their personal and professional identities. Background:\tParticipants sought to understand themselves, to understand their environments and the “rules” of the academic “game,” and to reconcile conflicts between their own values and identities and the expectations and culture of their environments. Methodology: In-depth case studies of seventeen early career scholars in the field. Contribution: The participants’ experiences underscore important implications for mentoring and socialization that takes into consideration the unique motivation and identity development of aspiring and new faculty members. Findings: Identifies the early career period as one where new faculty are working to develop a strong internal foundation upon which they can manage the many challenges of their personal and professional lives. Recommendations: The findings point to implications for practice, both in graduate education and in departments hiring new faculty members.

Do simple models give a correct description of the wind condition in a coastal area ?

Energy Technology Data Exchange (ETDEWEB)

Kaellstrand, B. [Uppsala Univ. (Sweden). Dept. of Meteorology

1996-12-01

When the surface conditions changes at a coastline, an internal boundary layer evolves, with a wind speed and turbulence intensity influenced by these new conditions. Aircraft measurements across the coastline, performed during near neutral conditions, are compared with a model and thirteen more simple expressions for the growth of an internal boundary layer (IBL). The majority of the expressions overestimate the IBL height, while other underestimate it. Some of the expressions give reasonable result close to the coast. The model gives good agreement, even for larger distances. The vertical potential temperature gradient turned out to be an important parameter for the growth of the IBL, even with this near neutral conditions. 21 refs, 5 figs, 1 tab

A Determination of the Intergalactic Redshift Dependent UV-Optical-NIR Photon Density Using Deep Galaxy Survey Data and the Gamma-ray Opacity of the Universe

Science.gov (United States)

Stecker, Floyd W.; Malkan, Matthew A.; Scully, Sean T.

2012-01-01

We calculate the intensity and photon spectrum of the intergalactic background light (IBL) as a function of redshift using an approach based on observational data obtained in many different wavelength bands from local to deep galaxy surveys. This allows us to obtain an empirical determination of the IBL and to quantify its observationally based uncertainties. Using our results on the IBL, we then place 68% confidence upper and lower limits on the opacity of the universe to gamma-rays, free of the theoretical assumptions that were needed for past calculations. We compare our results with measurements of the extragalactic background light and upper limits obtained from observations made by the Fermi Gamma-ray Space Telescope.

Socio-material perspectives on interprofessional team and collaborative learning.

Science.gov (United States)

McMurtry, Angus; Rohse, Shanta; Kilgour, Kelly N

2016-02-01

Interprofessional teamwork and collaboration have become important parts of health care practice and education. Most of the literature on interprofessional learning, however, assumes that learning is something acquired by individuals and readily transferred to other contexts. This assumption severely limits the ways in which interprofessional educators and researchers can conceptualise and support learning related to collaborative interprofessional health care. Socio-material theories provide an alternative to individualistic, acquisition-oriented notions by reconceiving learning in terms of collective dynamics, participation in social communities and active engagement with material contexts. Socio-material literature and theories were reviewed to identify concepts relevant to interprofessional learning. After briefly summarising the origins and key principles of socio-material approaches, the authors draw upon specific socio-material theories--including complexity theory, cultural-historical activity theory and actor-network theory--in order to reconceive how learning happens in interprofessional contexts. This reframing of interprofessional learning focuses less on individuals and more on collective dynamics and the actual social and material relations involved in practice. The paper proposes five ways in which learning may be enacted in interprofessional teamwork and collaboration from a socio-material perspective: (i) diverse contributions; (ii) social interactions and relationships; (iii) synthesis of professional ideas; (iv) integration of material elements, and (v) connections to large-scale organisations. For each of these categories, the paper provides practical illustrations to assist educators and researchers who wish to identify and assess this learning. Although more exploratory than comprehensive, this paper articulates many key aspects of socio-material learning theories and offers practical guidance for those who wish to employ and assess them in

"Getting much more than a song contest". Attempts at enacting a competitive state through project events

DEFF Research Database (Denmark)

Petersen, Morten Krogh; Ren, Carina Bregnholm

see Copenhagen and Denmark getting “much more than a song contest” with this particular choice of venue. We propose to explore the ESC and the choice of Refshale Island as the ESC venue as enacting a specific issue of public concern (Marres 2012), namely the competitiveness of the Danish state. We...... discuss the implications and consequences of organizing the event in this way, arguing that the B&W halls take part in envisioning a new kind of creative and competitive project state rooted in the cultural economy....

Enacting a limit case of autonomous service-learning : insights from an ethnographic inquiry into a contemporary application of the pedagogy

OpenAIRE

Semler, Mirko

2017-01-01

Service-learning (SL) is a socially embedded and experience-based pedagogy that develops the link between theory and practice through community engagement. It fosters learning outcomes for students and benefits for community members. This thesis builds on recent applications of the pedagogy and advances our understanding of SL by studying a limit case of student autonomy in the absence of faculty intervention. Student-community and peer-to-peer relationships are particularly influential on st...

Bodywork as systemic and inter-enactive competence: Participatory process management in Feldenkrais Method® & Zen Shiatsu

Directory of Open Access Journals (Sweden)

Michael eKimmel

2015-01-01

Full Text Available Our micro-ethnographic study demonstrates how bodywork skills in Feldenkrais and Shiatsu are infused with systemic sensitivities. A micro-genetic study both of process vignettes and bodyworkers’ subjective theories reveals their intrinsically systemic self-awareness for process management – which is why we deem dynamic systems concepts a suitable meta-language. From an abstract angle, bodyworkers stimulate self-organization and dynamic homeostatic balance in the client’s somato-personal system. Operating in such a framework requires a progressive reconfiguring of the client’s attractor landscape, his or her systemic dispositions. Specifically, we argue that bodyworkers context-intelligently soft-assemble (frequently non-linear synergies within their apperception of functional architectures of somato-systemic order. The client’s system is stimulated with a mix of perturbing and stabilizing interventions, while oscillating between eigenfunctions of joints, muscles, etc., and their integration in functional ensembles. In concrete embodied interaction this is implemented with continuous tactile coupling in a safe dyadic sphere and in an irreducibly real-time dynamics, even when sketchily planned. By sensorially charting systemic states in the making practitioners continuously stay apace of emergence, respond to minute changes, and customize reactions in a zone of proximal development (dynamic immediacy. Immediate responsiveness, in turn, benefits the client’s somatic learning. Finally, we inventorize the bodyworker’s tool-box at the operative level. Here a host of micro-enactive skills provides the necessary wherewithal for situated intervention, ranging from educated senses which know how to – often subtly – elicit information, via hands-on techniques from the action repertoire (grips, stretches, etc., to habitus (proper posture, muscle activation, gaze patterns, etc..

STATED VS. ENACTED BELIEFS: LOOKING AT PRE-SERVICE TEACHERS' PEDAGOGICAL BELIEFS THROUGH CLASSROOM INTERACTION

Directory of Open Access Journals (Sweden)

Alberto Fajardo

2013-08-01

Full Text Available This article explores the relationship between pedagogical beliefs and classroom practice. Two Colombian pre-service primary school language teachers in the final stage of their five-year training programme were the research participants. Interview and classroom observation were the methods used, and content analysis was the analytical approach. It is argued in this study that by comparing the stated beliefs (as articulated in interviews and enacted beliefs (as manifested in classroom interaction, it is possible to gain a fine-grained understanding of the relationship between beliefs and teaching practice. The findings suggested that while there were significant cases of coherence between beliefs and classroom action, there was also evidence of some incongruent relationships.

A systemic examination of the introduction of an outdoor learning-based science curriculum to students, their teacher, and the school principal

Science.gov (United States)

Yunker, Molly Louis

The outdoor environment has been under-utilized as a legitimate setting for learning within the formal school context, resulting in few examples of curriculum materials that integrate the indoors and outdoors. This systemic problem is explored holistically through investigation of key sets of players in the school system. The overarching research question is "What is the role and value of integrated outdoor learning experiences within the school system?" I developed an eight-week Earth systems science unit grounded in research-based design principles. One teacher enacted the unit with 111 sixth graders, whose learning gains and perspectives of the role and value of integrated outdoor learning experiences were explored using a mixed-methods approach in a pre-post study design, including individual interviews, and instruments regarding students' perspectives of the outdoor component of the curricular enactment. I conducted six interviews with the participating teacher and one interview with the school principal, to explore their perspectives of the role of outdoor learning experiences, and their personal roles in the unit. The main finding from this study was that the outdoor component of the curriculum enhanced coherence---connectedness across science concepts, activities, and learning environments. Higher ability students were more aware of connections than lower ability students. Field experiences were seen as a tool for learning, and all students achieved substantial learning gains. The teacher viewed the role of the outdoor experiences as a way to engage students, and promote connections across the unit through firsthand and relevant experiences. The school principal viewed his role as supporting teachers in their practice and encouraging risk-taking and creativity in instructional approaches. This study is a valuable contribution to the field as it (1) identifies outdoor learning experiences as one way to enhance intraunit coherence, and (2) highlights

A Curriculum of Kindness: (Re Creating and Nurturing Heart and Mind through Teaching and Learning

Directory of Open Access Journals (Sweden)

Vicki Reid-Patton

2009-01-01

Full Text Available In this paper, we share stories of experience that focus on our belief that offering kindness as a key ingredient in teaching and learning provides a solid foundation for personal connection and sustained meaning-making. We highlight our past experience with teachers who provided us with caring and kindness and using a narrative process of recovering and reconstructing meaning, we move forward in time to describe how we now enact kindness in our own relationship and our work with students and clients in our present day practice as professor and counselor.

Islamic Family Law Enactment 1987 (No. 3 of 1987), 20 May 1987.

Science.gov (United States)

1988-01-01

This Islamic Family Law Enactment of Pahang, Malaysia, is based on the model of the Islamic Family Law (Federal Territory) Act, 1984 (Annual Review of Population Law, Vol. 11, 1984, Section 250). It differs from that Law in the following major respects: 1) marriages between Muslims and non-Muslims are prohibited; 2) a wali Hakim (special guardian appointed by the Sultan) is authorized to consent to marriage if the wali (guardian) of the bride unreasonably withholds consent; 3) the grounds for divorce are fewer (failure to maintain and cruelty being omitted), although there is a general provision allowing divorce for any ground that is recognized as valid by Islamic law; 4) a son is to be maintained until the age of 15, not 18; and 5) a religious court, rather than a civil court, may order a putative father to maintain his illegitimate child. full text

Co-Creating an Expansive Health Care Learning System.

Science.gov (United States)

Cribb, Alan; Owens, John; Singh, Guddi

2017-11-01

How should practices of co-creation be integrated into health professions education? Although co-creation permits a variety of interpretations, we argue that realizing a transformative vision of co-creation-one that invites professionals to genuinely reconsider the purposes, relationships, norms, and priorities of health care systems through new forms of collaborative thought and practice-will require radically rethinking existing approaches to professional education. The meaningful enactment of co-creative roles and practices requires health professionals and students to negotiate competing traditions, pressures, and expectations. We therefore suggest that the development of what we call an "expansive health care learning system" is crucial for supporting learners in meeting the challenges of establishing genuinely co-creative health care systems. © 2017 American Medical Association. All Rights Reserved.

No Room for Mistakes: The Impact of the Social Unconscious on Organizational Learning in Kazakhstan

Directory of Open Access Journals (Sweden)

Indira Kjellstrand

2017-08-01

Full Text Available The aim of this paper is to add to existing work on the theme of power, emotion, and organizational learning. The study was undertaken in Kazakhstan, where tensions between old and new regimes provide an environment that is rich in emotion and power/politics; and offer an opportunity to study the interplay between emotion and power during individual and organizational attempts to learn. The social unconscious is used as a conceptual frame to identify underlying dynamics that impact on organizational learning. The empirical study illustrates a social fantasy concerning the fear of mistakes and its consequences. This fantasy is sustained through blaming and punishing the people who make mistakes, and through feelings of internalised embarrassment and guilt that are enacted through interpersonal relations of shaming and being ashamed. Our contribution to knowledge arises from employing a concept (social unconscious that has not been used to study organizational learning within a social and organizational context for organizational learning (Kazakhstan that has not yet been studied. The practical purpose of this paper is to improve our knowledge of the social and political context of organizational learning in post-Soviet Kazakhstan through understanding unconscious dynamics that both inform and undermine attempts to learn.

The Radical Plasticity Thesis: How the Brain Learns to be Conscious.

Science.gov (United States)

Cleeremans, Axel

2011-01-01

In this paper, I explore the idea that consciousness is something that the brain learns to do rather than an intrinsic property of certain neural states and not others. Starting from the idea that neural activity is inherently unconscious, the question thus becomes: How does the brain learn to be conscious? I suggest that consciousness arises as a result of the brain's continuous attempts at predicting not only the consequences of its actions on the world and on other agents, but also the consequences of activity in one cerebral region on activity in other regions. By this account, the brain continuously and unconsciously learns to redescribe its own activity to itself, so developing systems of meta-representations that characterize and qualify the target first-order representations. Such learned redescriptions, enriched by the emotional value associated with them, form the basis of conscious experience. Learning and plasticity are thus central to consciousness, to the extent that experiences only occur in experiencers that have learned to know they possess certain first-order states and that have learned to care more about certain states than about others. This is what I call the "Radical Plasticity Thesis." In a sense thus, this is the enactive perspective, but turned both inwards and (further) outwards. Consciousness involves "signal detection on the mind"; the conscious mind is the brain's (non-conceptual, implicit) theory about itself. I illustrate these ideas through neural network models that simulate the relationships between performance and awareness in different tasks.

Learning Music via Tangible and Corporeal Interaction

DEFF Research Database (Denmark)

Valente, Andrea; Jensen, Karl Kristoffer

2008-01-01

to consider an existing teaching tool from the computer science domain, computational cards, and modify it to cope with the specific problems found in musical education; we re-designed it, simplified and generalized its notation. The new tool, musiCards, also permits corporeal interaction, so children can......Young music learners face a number of challenges, mostly because musical theory and practice are deeply interrelated. Many musical teaching theories and methodologies exist, and music is taught today from primary school, in a variety of ways, and to different degrees of success. We proposal...... design interactive musical machines, implement them physically, then enact the interaction to generate musical performances. MusiCards enables pupils to explore music-related concepts such as rhythm and polyphonic performance; moreover it supports active involvement, imitation, group learning...

Examining the implementation of collaborative competencies in a critical care setting: Key challenges for enacting competency-based education.

Science.gov (United States)

Goldman, Joanne; Kitto, Simon; Reeves, Scott

2017-11-21

Interprofessional collaboration is recognised as an important factor in improving patient care in intensive care units (ICUs). Competency frameworks, and more specifically interprofessional competency frameworks, are a key strategy being used to support the development of attitudes, knowledge, skills, and behaviours needed for an interprofessional approach to care. However, evidence for the application of competencies is limited. This study aimed to extend our empirically based understanding of the significance of interprofessional competencies to actual clinical practice in an ICU. An ethnographic approach was employed to obtain an in-depth insight into healthcare providers' perspectives, behaviours, and interactions of interprofessional collaboration in a medical surgical ICU in a community teaching hospital in Canada. Approximately 160 hours of observations were undertaken and 24 semi-structured interviews with healthcare workers were conducted over a period of 6 months. Data were analysed using a directed content approach where two national competency frameworks were used to help generate an understanding of the practice of interprofessional collaboration. Healthcare professionals demonstrated numerous instances of interprofessional communication, role understandings, and teamwork in the ICU setting, which supported a number of key collaborative competencies. However, organisational factors such as pressures for discharge and patient flow, staffing, and lack of prioritisation for interprofessional learning undermined competencies designed to improve collaboration and teamwork. The findings demonstrate that interprofessional competencies can play an important role in promoting knowledge, attitudes, skills, and behaviours needed. However, competencies that promote interprofessional collaboration are dependent on a range of contextual factors that enable (or impede) individuals to actually enact these competencies.

Putting into practice error management theory: Unlearning and learning to manage action errors in construction.

Science.gov (United States)

Love, Peter E D; Smith, Jim; Teo, Pauline

2018-05-01

Error management theory is drawn upon to examine how a project-based organization, which took the form of a program alliance, was able to change its established error prevention mindset to one that enacted a learning mindfulness that provided an avenue to curtail its action errors. The program alliance was required to unlearn its existing routines and beliefs to accommodate the practices required to embrace error management. As a result of establishing an error management culture the program alliance was able to create a collective mindfulness that nurtured learning and supported innovation. The findings provide a much-needed context to demonstrate the relevance of error management theory to effectively address rework and safety problems in construction projects. The robust theoretical underpinning that is grounded in practice and presented in this paper provides a mechanism to engender learning from errors, which can be utilized by construction organizations to improve the productivity and performance of their projects. Copyright © 2018 Elsevier Ltd. All rights reserved.

Student Motivation from and Resistance to Active Learning Rooted in Essential Science Practices

Science.gov (United States)

Owens, David C.; Sadler, Troy D.; Barlow, Angela T.; Smith-Walters, Cindi

2017-12-01

Several studies have found active learning to enhance students' motivation and attitudes. Yet, faculty indicate that students resist active learning and censure them on evaluations after incorporating active learning into their instruction, resulting in an apparent paradox. We argue that the disparity in findings across previous studies is the result of variation in the active learning instruction that was implemented. The purpose of this study was to illuminate sources of motivation from and resistance to active learning that resulted from a novel, exemplary active-learning approach rooted in essential science practices and supported by science education literature. This approach was enacted over the course of 4 weeks in eight sections of an introductory undergraduate biology laboratory course. A plant concept inventory, administered to students as a pre-, post-, and delayed-posttest indicated significant proximal and distal learning gains. Qualitative analysis of open-response questionnaires and interviews elucidated sources of motivation and resistance that resulted from this active-learning approach. Several participants indicated this approach enhanced interest, creativity, and motivation to prepare, and resulted in a challenging learning environment that facilitated the sharing of diverse perspectives and the development of a community of learners. Sources of resistance to active learning included participants' unfamiliarity with essential science practices, having to struggle with uncertainty in the absence of authoritative information, and the extra effort required to actively construct knowledge as compared to learning via traditional, teacher-centered instruction. Implications for implementation, including tips for reducing student resistance to active learning, are discussed.

From naturalistic neuroscience to modeling radical embodiment with narrative enactive systems

Science.gov (United States)

Tikka, Pia; Kaipainen, Mauri Ylermi

2014-01-01

Mainstream cognitive neuroscience has begun to accept the idea of embodied mind, which assumes that the human mind is fundamentally constituted by the dynamical interactions of the brain, body, and the environment. In today’s paradigm of naturalistic neurosciences, subjects are exposed to rich contexts, such as video sequences or entire films, under relatively controlled conditions, against which researchers can interpret changes in neural responses within a time window. However, from the point of view of radical embodied cognitive neuroscience, the increasing complexity alone will not suffice as the explanatory apparatus for dynamical embodiment and situatedness of the mind. We suggest that narrative enactive systems with dynamically adaptive content as stimuli, may serve better to account for the embodied mind engaged with the surrounding world. Among the ensuing challenges for neuroimaging studies is how to interpret brain data against broad temporal contexts of previous experiences that condition the unfolding experience of nowness. We propose means to tackle this issue, as well as ways to limit the exponentially growing combinatoria of narrative paths to a controllable number. PMID:25339890

From naturalistic neuroscience to modeling radical embodiment with narrative enactive systems.

Science.gov (United States)

Tikka, Pia; Kaipainen, Mauri Ylermi

2014-01-01

Mainstream cognitive neuroscience has begun to accept the idea of embodied mind, which assumes that the human mind is fundamentally constituted by the dynamical interactions of the brain, body, and the environment. In today's paradigm of naturalistic neurosciences, subjects are exposed to rich contexts, such as video sequences or entire films, under relatively controlled conditions, against which researchers can interpret changes in neural responses within a time window. However, from the point of view of radical embodied cognitive neuroscience, the increasing complexity alone will not suffice as the explanatory apparatus for dynamical embodiment and situatedness of the mind. We suggest that narrative enactive systems with dynamically adaptive content as stimuli, may serve better to account for the embodied mind engaged with the surrounding world. Among the ensuing challenges for neuroimaging studies is how to interpret brain data against broad temporal contexts of previous experiences that condition the unfolding experience of nowness. We propose means to tackle this issue, as well as ways to limit the exponentially growing combinatoria of narrative paths to a controllable number.

Evaluation of Several Learning Environment Variables at Secondary Institutions

Directory of Open Access Journals (Sweden)

Murat Tuncer

2012-06-01

Full Text Available Health is an issue whose importance needs to be focused in the learning environment and learning activities in education. The level of teaching and learning is known to effect health of learners. Learning environments are teeming with many variables. Ambient temperature, noise, humidity and illumination are a few of them. If these variables are outside the specified limits for ambient levels this may need to a loss of learning and adversely affect the health of learners. This research was conducted to evaluate this aspect at institutions of secondary education in Turkey. The literature discusses the findings of various measurements that were taken with a variety of devices such as the Environment Meter-DT 8820, GMI PN 66094 and AARONIA AG SPECTRAN at randomly selected schools and classes. The temperature and carbon dioxide values in the classrooms were outside the defined limits according to research findings. In addition, many classrooms had noise levels above limits which could impair human health and some color selections in classrooms were made incorrectly. When the results of the findings are analyzed, we find the learner’s metabolism is negatively affected; attention loss and serious health problems may be experienced in the long run. It is highly recommended that laws and regulations regarding school construction and settlement be enacted and that precise limits be defined in those laws. In addition, it is thought establishing electromechanical systems to measure indoor and outdoor air quality in classrooms would bring benefits

Break the "wall" and become creative: Enacting embodied metaphors in virtual reality.

Science.gov (United States)

Wang, Xinyue; Lu, Kelong; Runco, Mark A; Hao, Ning

2018-07-01

This study investigated whether the experience of "breaking the walls", the embodiment of the metaphor "breaking the rules", could enhance creative performance. The virtual reality technology was used to simulate the scenario where participants could "break the walls" while walking in a corridor. Participants were asked to solve the creativity-demanding problems (ie., alternative uses tasks, AUT) in either the "break" condition in which they had to break the walls to move forward in VR, or the "no-break" condition where no barrier walls would appear. Results showed higher AUT originality and AUT fluency in the "break" condition than in the "no-break" condition. Moreover, the effects of "breaking the walls" on AUT originality were fully mediated by cognitive flexibility and persistence. These findings may indicate that enacting metaphors such as "breaking the rules" contribute to creative performance. The enhanced cognitive flexibility and persistence may account for the benefits. Copyright © 2018 Elsevier Inc. All rights reserved.

Structuring an integrated care system: interpreted through the enacted diversity of the actors involved – the case of a French healthcare network

Directory of Open Access Journals (Sweden)

Corinne Grenier

2011-02-01

Full Text Available Research question: We are looking at the process of structuring an integrated care system as an innovative process that swings back and forth between the diversity of the actors involved, local aspirations and national and regional regulations. We believe that innovation is enriched by the variety of the actors involved, but may also be blocked or disrupted by that diversity. Our research aims to add to other research, which, when questioning these integrated systems, analyses how the actors involved deal with diversity without really questioning it. Case study: The empirical basis of the paper is provided by case study analysis. The studied integrated care system is a French healthcare network that brings together healthcare professionals and various organisations in order to improve the way in which interventions are coordinated and formalised, in order to promote better detection and diagnosis procedures and the implementation of a care protocol. We consider this case as instrumental in developing theoretical proposals for structuring an integrated care system in light of the diversity of the actors involved. Results and discussion: We are proposing a model for structuring an integrated care system in light of the enacted diversity of the actors involved. This model is based on three factors: the diversity enacted by the leaders, three stances for considering the contribution made by diversity in the structuring process and the specific leading role played by those in charge of the structuring process.  Through this process, they determined how the actors involved in the project were differentiated, and on what basis those actors were involved. By mobilizing enacted diversity, the leaders are seeking to channel the emergence of a network in light of their own representation of that network. This model adds to published research on the structuring of integrated care systems.

Structuring an integrated care system: interpreted through the enacted diversity of the actors involved – the case of a French healthcare network

Directory of Open Access Journals (Sweden)

Corinne Grenier

2011-02-01

Full Text Available Research question: We are looking at the process of structuring an integrated care system as an innovative process that swings back and forth between the diversity of the actors involved, local aspirations and national and regional regulations. We believe that innovation is enriched by the variety of the actors involved, but may also be blocked or disrupted by that diversity. Our research aims to add to other research, which, when questioning these integrated systems, analyses how the actors involved deal with diversity without really questioning it.Case study: The empirical basis of the paper is provided by case study analysis. The studied integrated care system is a French healthcare network that brings together healthcare professionals and various organisations in order to improve the way in which interventions are coordinated and formalised, in order to promote better detection and diagnosis procedures and the implementation of a care protocol. We consider this case as instrumental in developing theoretical proposals for structuring an integrated care system in light of the diversity of the actors involved.Results and discussion: We are proposing a model for structuring an integrated care system in light of the enacted diversity of the actors involved. This model is based on three factors: the diversity enacted by the leaders, three stances for considering the contribution made by diversity in the structuring process and the specific leading role played by those in charge of the structuring process.  Through this process, they determined how the actors involved in the project were differentiated, and on what basis those actors were involved. By mobilizing enacted diversity, the leaders are seeking to channel the emergence of a network in light of their own representation of that network. This model adds to published research on the structuring of integrated care systems.

Use of an Enactive Insole for Reducing the Risk of Falling on Different Types of Soil Using Vibrotactile Cueing for the Elderly.

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Martin J-D Otis

Full Text Available Our daily activities imply displacements on various types of soil. For persons with gait disorder or losing functional autonomy, walking on some types of soil could be challenging because of the risk of falling it represents.In this paper, we present, in a first part, the use of an enactive shoe for an automatic differentiation of several types of soil. In a second part, using a second improved prototype (an enactive insole, twelve participants with Parkinson's disease (PD and nine age-matched controls have performed the Timed Up and Go (TUG test on six types of soil with and without cueing. The frequency of the cueing was set at 10% above the cadence computed at the lower risk of falling (walking over the concrete. Depending on the cadence computed at the lower risk, the enactive insole activates a vibrotactile cueing aiming to improve gait and balance control. Finally, a risk index is computed using gait parameters in relation to given type of soil.The frequency analysis of the heel strike vibration allows the differentiation of various types of soil. The risk computed is associated to an appropriate rhythmic cueing in order to improve balance and gait impairment. The results show that a vibrotactile cueing could help to reduce the risk of falling.Firstly, this paper demonstrates the feasibility of reducing the risk of falling while walking on different types of soil using vibrotactile cueing. We found a significant difference and a significant decrease in the computed risks of falling for most of types of soil especially for deformable soils which can lead to fall. Secondly, heel strike provides an approximation of the impulse response of the soil that can be analyzed with time and frequency-domain modeling. From these analyses, an index is computed enabling differentiation the types of soil.

Enactment of KEPIC MNH Based on 2007 ASME BPVC Section III Division 1, Subsection NH: Class 1 Components in Elevated Temperature Service

International Nuclear Information System (INIS)

Koo, Gyeong Hoi; Kim, J. B.; Lee, H. Y.; Park, C. G.

2008-11-01

This report is a draft of an enactment of KEPIC MNH based on 2007 ASME Boiler and Pressure Vessel Code, Section III, Division 1 Subsection NH for Class 1 Components in Elevated Temperature Service and contains of ASME Article NH-3000 design, the mandatory appendix I-14, and non-mandatory appendices T and X

Enactment of KEPIC MNH Based on 2007 ASME BPVC Section III Division 1, Subsection NH: Class 1 Components in Elevated Temperature Service

Energy Technology Data Exchange (ETDEWEB)

Koo, Gyeong Hoi; Kim, J. B.; Lee, H. Y.; Park, C. G

2008-11-15

This report is a draft of an enactment of KEPIC MNH based on 2007 ASME Boiler and Pressure Vessel Code, Section III, Division 1 Subsection NH for Class 1 Components in Elevated Temperature Service and contains of ASME Article NH-3000 design, the mandatory appendix I-14, and non-mandatory appendices T and X.

An ecological approach to learning with technology: responding to tensions within the "wow-effect" phenomenon in teaching practices

Science.gov (United States)

Herro, Danielle

2016-12-01

This review explores Anne Kamstrupp's "The Wow-effect in Science Teacher Education" by examining her theorized "wow-effect" as a teaching enactment that may serve to engage students, but often fails to provide deep understanding of science content. My response extends her perspective of socio-materiality as means to understand the "wow-effect" by suggesting social constructivism provides a more accurate lens to disentangle the phenomenon. I react to her position that tension fields within the phenomenon include the relationship between new and old technologies, boredom and engagement, and active and sedentary learning. In this conversation, I point to a new way of conceptualizing using digital media in the classroom as ecology of learning that may serve to decrease problems associated with the "wow-effect".

A digital peer-to-peer learning platform for clinical skills development.

Science.gov (United States)

Basnak, Jesse; Ortynski, Jennifer; Chow, Meghan; Nzekwu, Emeka

2017-02-01

Due to constraints in time and resources, medical curricula may not provide adequate opportunities for pre-clerkship students to practice clinical skills. To address this, medical students at the University of Alberta developed a digital peer-to-peer learning initiative. The initiative assessed if students can learn clinical skills from their peers in co-curricular practice objective structured clinical exams (OSCEs). A total of 144 first-year medical students participated. Students wrote case scenarios that were reviewed by physicians. Students enacted the cases in practice OSCEs, acting as the patient, physician, and evaluator. Verbal and electronic evaluations were completed. A digital platform was used to automate the process. Surveys were disseminated to assess student perceptions of their experience. Seventy-five percent of participants said they needed opportunities to practice patient histories and physical exams in addition to those provided in the medical school curriculum. All participants agreed that the co-curricular practice OSCEs met this need. The majority of participants also agreed that the digital platform was efficient and easy to use. Students found the practice OSCEs and digital platform effective for learning clinical skills. Thus, peer-to-peer learning and computer automation can be useful adjuncts to traditional medical curricula.

Modeling decisions from experience: How models with a set of parameters for aggregate choices explain individual choices

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Neha Sharma

2017-10-01

Full Text Available One of the paradigms (called “sampling paradigm” in judgment and decision-making involves decision-makers sample information before making a final consequential choice. In the sampling paradigm, certain computational models have been proposed where a set of single or distribution parameters is calibrated to the choice proportions of a group of participants (aggregate and hierarchical models. However, currently little is known on how aggregate and hierarchical models would account for choices made by individual participants in the sampling paradigm. In this paper, we test the ability of aggregate and hierarchical models to explain choices made by individual participants. Several models, Ensemble, Cumulative Prospect Theory (CPT, Best Estimation and Simulation Techniques (BEAST, Natural-Mean Heuristic (NMH, and Instance-Based Learning (IBL, had their parameters calibrated to individual choices in a large dataset involving the sampling paradigm. Later, these models were generalized to two large datasets in the sampling paradigm. Results revealed that the aggregate models (like CPT and IBL accounted for individual choices better than hierarchical models (like Ensemble and BEAST upon generalization to problems that were like those encountered during calibration. Furthermore, the CPT model, which relies on differential valuing of gains and losses, respectively, performed better than other models during calibration and generalization on datasets with similar set of problems. The IBL model, relying on recency and frequency of sampled information, and the NMH model, relying on frequency of sampled information, performed better than other models during generalization to a challenging dataset. Sequential analyses of results from different models showed how these models accounted for transitions from the last sample to final choice in human data. We highlight the implications of using aggregate and hierarchical models in explaining individual choices

Comparison on Integer Wavelet Transforms in Spherical Wavelet Based Image Based Relighting

Institute of Scientific and Technical Information of China (English)

WANGZe; LEEYin; LEUNGChising; WONGTientsin; ZHUYisheng

2003-01-01

To provide a good quality rendering in the Image based relighting (IBL) system, tremendous reference images under various illumination conditions are needed. Therefore data compression is essential to enable interactive action. And the rendering speed is another crucial consideration for real applications. Based on Spherical wavelet transform (SWT), this paper presents a quick representation method with Integer wavelet transform (IWT) for the IBL system. It focuses on comparison on different IWTs with the Embedded zerotree wavelet (EZW) used in the IBL system. The whole compression procedure contains two major compression steps. Firstly, SWT is applied to consider the correlation among different reference images. Secondly, the SW transformed images are compressed with IWT based image compression approach. Two IWTs are used and good results are showed in the simulations.

The ATLAS Insertable B-Layer: from construction to operation

CERN Document Server

La Rosa, Alessandro; The ATLAS collaboration

2016-01-01

The ATLAS Insertable B-Layer (IBL) is a fourth layer of pixel detectors, and has been installed in May 2014 at a radius of 3.3 cm between the existing Pixel Detector and a new smaller radius beam-pipe. The new detector, built to cope with high radiation and occupancy, is the first large scale application of 3D detectors and CMOS 130nm technology. The IBL detector construction was achieved within about two years starting from mid-2012 to the May 2014 installation in ATLAS, a very tight schedule to meet the ATLAS installation and detector closure before starting the Run2 in Spring 2015. The key features and challenges met during the IBL project will be presented, as well as its commissioning and operational experience in LHC.

Self-similar decay to the marginally stable ground state in a model for film flow over inclined wavy bottoms

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Tobias Hacker

2012-04-01

Full Text Available The integral boundary layer system (IBL with spatially periodic coefficients arises as a long wave approximation for the flow of a viscous incompressible fluid down a wavy inclined plane. The Nusselt-like stationary solution of the IBL is linearly at best marginally stable; i.e., it has essential spectrum at least up to the imaginary axis. Nevertheless, in this stable case we show that localized perturbations of the ground state decay in a self-similar way. The proof uses the renormalization group method in Bloch variables and the fact that in the stable case the Burgers equation is the amplitude equation for long waves of small amplitude in the IBL. It is the first time that such a proof is given for a quasilinear PDE with spatially periodic coefficients.

Enactment effects and integration processes in younger and older adults' memory for actions.

Science.gov (United States)

Feyereisen, Pierre

2009-05-01

The positive effects of gesturing on memory are robust but their interpretation is still controversial. To clarify the issue, recognition and cued recall of action phrases were compared in 24 younger (M=20 years) and 20 older adults (M=68 years), in three encoding conditions--purely verbal tasks (VTs), subject-performed tasks (SPTs), and experimenter-performed tasks (EPTs)--for well- and poorly integrated phrases. As expected, the effects of these factors were significant, but there was no interaction between age-related differences, enactment effects, and semantic association. In particular, both SPT and EPT displayed similar advantages over VT conditions in both age groups and in the two memory tasks. These results are discussed in relation to the debate between Engelkamp on one side, and Kormi-Nouri and Nilsson on the other side, about the role of motor components in the episodic integration of verbs and nouns in action phrases.

Enação e processo de trabalho: uma abordagem atuacionista da ação operatória Enaction and work process: an embodied-enactive approach of the operating-action

Directory of Open Access Journals (Sweden)

Gilbert Cardoso Bouyer

2007-04-01

Full Text Available Este artigo, baseado no novo paradigma das ciências cognitivas, convida a uma ruptura ontológica com a abordagem objetivista da representação operatória em Ergonomia Cognitiva. O atuacionismo é um ponto de vista incorporado-enativo. Ou seja, processos cognitivos emergem ou enagem pelos agentes (trabalhadores. A abordagem atuacionista pode fornecer significativas contribuições à Ergonomia. Este trabalho é o resultado de pesquisa realizada em sistemas reais de produção, pelos métodos de Análise Ergonômica do Trabalho. Ele identificou e caracterizou uma falha ontológica, presente nas análises da atividade operatória: Observador isolado do objeto observado pelas distinções de atuação entre ambos. Isso resulta em diferenças de ação, percepção e interpretação, as quais, historicamente, têm tornado impraticável um conhecimento aprofundado sobre o funcionamento do processo de trabalho. Atualmente, os processos que aparentam ser rotineiros, parcelados e manuais abrigam uma nova noção de competência, a competência atuacionista ou cognitiva, necessária para conferir continuidade e fluxo à produção.Based on the new paradigm of cognitive sciences, this paper deals with an ontological rupture having an objectivist approach to the Operating-Representation in cognitive ergonomics. Actuationism is an embodied-enactive view. According to this approach, cognitive processes are seen as emerging or enacted by situated agents (workers. The Actuationistic approach is important underpinning various contributions in ergonomics. This work is the result of research done on real production systems using an ergonomic work analysis. It identified and characterized an ontological failure present in the operating-activity analysis: An isolated observer observing the object by the actuation distinguishes between them. This results in perception, interpretation and action differences, which, historically, have made an in-depth knowledge

The Radical Plasticity Thesis: How the brain learns to be conscious

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Axel eCleeremans

2011-05-01

Full Text Available In this paper, I explore the idea that consciousness is something that the brain learns to do rather than an intrinsic property of certain neural states and not others. Starting from the idea that neural activity is inherently unconscious, the question thus becomes: How does the brain learn to be conscious? I suggest that consciousness arises as a result of the brain's continuous attempts at predicting not only the consequences of its actions on the world and on other agents, but also the consequences of activity in one cerebral region on activity in other regions. By this account, the brain continuously and unconsciously learns to redescribe its own activity to itself, so developing systems of meta-representations that characterise and qualify the target first-order representations. Such learned redescriptions, enriched by the emotional value associated with them, form the basis of conscious experience. Learning and plasticity are thus central to consciousness, to the extent that experiences only occur in experiencers that have learned to know they possess certain first-order states and that have learned to care more about certain states than about others. This is what I call the Radical Plasticity Thesis. In a sense thus, this is the enactive perspective, but turned both inwards and (further outwards. Consciousness involves signal detection on the mind; the mind is the brain's (non-conceptual, implicit theory about itself. I illustrate these ideas through neural network models that simulate the relationships between performance and awareness in different tasks.

The Radical Plasticity Thesis: How the Brain Learns to be Conscious

Science.gov (United States)

Cleeremans, Axel

2011-01-01

In this paper, I explore the idea that consciousness is something that the brain learns to do rather than an intrinsic property of certain neural states and not others. Starting from the idea that neural activity is inherently unconscious, the question thus becomes: How does the brain learn to be conscious? I suggest that consciousness arises as a result of the brain's continuous attempts at predicting not only the consequences of its actions on the world and on other agents, but also the consequences of activity in one cerebral region on activity in other regions. By this account, the brain continuously and unconsciously learns to redescribe its own activity to itself, so developing systems of meta-representations that characterize and qualify the target first-order representations. Such learned redescriptions, enriched by the emotional value associated with them, form the basis of conscious experience. Learning and plasticity are thus central to consciousness, to the extent that experiences only occur in experiencers that have learned to know they possess certain first-order states and that have learned to care more about certain states than about others. This is what I call the “Radical Plasticity Thesis.” In a sense thus, this is the enactive perspective, but turned both inwards and (further) outwards. Consciousness involves “signal detection on the mind”; the conscious mind is the brain's (non-conceptual, implicit) theory about itself. I illustrate these ideas through neural network models that simulate the relationships between performance and awareness in different tasks. PMID:21687455

The Art and Science of Acoustic Recording: Re-enacting Arthur Nikisch and the Berlin Philharmonic Orchestra’s landmark 1913 recording of Beethoven’s Fifth Symphony

Directory of Open Access Journals (Sweden)

Dr Aleks Kolkowski

2015-05-01

Full Text Available The Art and Science of Acoustic Recording was a collaborative project between the Royal College of Music and the Science Museum that saw an historic orchestral recording from 1913 re-enacted by musicians, researchers and sound engineers at the Royal College of Music (RCM in 2014. The original recording was an early attempt to capture the sound of a large orchestra without re-scoring or substituting instruments and represents a step towards phonographic realism. Using replicated recording technology, media and techniques of the period, the re-enactment recorded two movements of Beethoven’s Fifth Symphony on to wax discs – the first orchestral acoustic recordings made since 1925. The aims were primarily to investigate the processes and practices of acoustic sound recording, developed largely through tacit knowledge, and to derive insights into the musicians’ experience of recording acoustically. Furthermore, the project sought to discover what the acoustic recordings of the past do – and don't – communicate to listeners today. Archival sources, historic apparatus and early photographic evidence served as groundwork for the re-enactment and guided its methodology, while the construction of replicas, wax manufacture and sound engineering were carried out by an expert in the field of acoustic recording. The wax recordings were digitised and some processed to produce disc copies playable on gramophone, thus replicating the entire course of recording, processing, duplication and reproduction. It is suggested that the project has contributed to a deeper understanding of early recordings and has provided a basis for further reconstructions of historical recording sessions.

Analysis of a physics teacher's pedagogical `micro-actions' that support 17-year-olds' learning of free body diagrams via a modelling approach

Science.gov (United States)

Tay, Su Lynn; Yeo, Jennifer

2018-01-01

Great teaching is characterised by the specific actions a teacher takes in the classroom to bring about learning. In the context of model-based teaching (MBT), teachers' difficulty in working with students' models that are not scientifically consistent is troubling. To address this problem, the aim of this study is to identify the pedagogical micro-actions to support the development of scientific models and modelling skills during the evaluation and modification stages of MBT. Taking the perspective of pedagogical content knowing (PCKg), it identifies these micro-actions as an in-situ, dynamic transformation of knowledges of content, pedagogy, student and environment context. Through a case study approach, a lesson conducted by an experienced high-school physics teacher was examined. Audio and video recordings of the lesson contributed to the data sources. Taking a grounded approach in the analysis, eight pedagogical micro-actions enacted by the teacher were identified, namely 'clarification', 'evaluation', 'explanation', 'modification', 'exploration', 'referencing conventions', 'focusing' and 'meta-representing'. These micro-actions support students' learning related to the conceptual, cognitive, discursive and epistemological aspects of modelling. From the micro-actions, we identify the aspects of knowledges of PCKg that teachers need in order to competently select and enact these micro-actions. The in-situ and dynamic transformation of these knowledges implies that professional development should also be situated in the context in which these micro-actions are meaningful.

The structure of the stably stratified internal boundary layer in offshore flow over the sea

Science.gov (United States)

Garratt, J. R.; Ryan, B. F.

1989-04-01

Observations obtained mainly from a research aircraft are presented of the mean and turbulent structure of the stably stratified internal boundary layer (IBL) over the sea formed by warm air advection from land to sea. The potential temperature and humidity fields reveal the vertical extent of the IBL, for fetches out to several hundred of kilometres, geostrophic winds of 20 25 m s-1, and potential temperature differences between undisturbed continental air and the sea surface of 7 to 17 K. The dependence of IBL depth on these external parameters is discussed in the context of the numerical results of Garratt (1987), and some discrepancies are noted. Wind observations show the development of a low-level wind maximum (wind component normal to the coast) and rotation of the wind to smaller cross-isobar flow angles. Potential temperature (θ) profiles within the IBL reveal quite a different structure to that found in the nocturnal boundary layer (NBL) over land. Over the sea, θ profiles have large positive curvature with vertical gradients increasing monotonically with height; this reflects the dominance of turbulent cooling within the layer. The behaviour is consistent with known behaviour in the NBL over land where curvature becomes negative (vertical gradients of θ decreasing with height) as radiative cooling becomes dominant. Turbulent properties are discussed in terms of non-dimensional quantities, normalised by the surface friction velocity, as functions of normalised height using the IBL depth. Vertical profiles of these and the normalised wavelength of the spectral maximum agree well with known results for the stable boundary layer over land (Caughey et al., 1979).

Designing future learning. A posthumanist approach to researching design processes

DEFF Research Database (Denmark)

Juelskjær, Malou

I investigate how a design process – leading up to the design of a new education building - enact, transform and highlight tacit everyday practices and experiences in an education setting, whereby becoming an art of managing. I apply a post-humanist performative perspective, highlighting entangled...... agencies rather than focusing on human agency. I focus on the design process rather than the designer. The design process accelerated and performed past and future experiences of schooling, learning, teaching. This called for analytical attention to agential forces of not only the material but also...... and temporalities matter in design processes. Furthermore, the analysis emphasise how design translate affective economies and that attention to those affective economies are vital for the result of the design process....

Stigma management? The links between enacted stigma and teen pregnancy trends among gay, lesbian, and bisexual students in British Columbia

OpenAIRE

Saewyc, Elizabeth M.; Poon, Colleen S.; Homma, Yuko; Skay, Carol L.

2008-01-01

Over the past decade, several large-scale school-based studies of adolescents in Canada and the U.S. have documented health disparities for lesbian, gay and bisexual teens compared to their heterosexual peers, such as higher rates of suicide attempts, homelessness, and substance use. Many of these disparities have been linked to “enacted stigma,” or the higher rates of harassment, discrimination, and sexual or physical violence that sexual minority youth experience at home, at school, and in ...

No Time to Think: Policy, Pedagogy and Professional Learning

Science.gov (United States)

Leonard, Simon N.; Roberts, Philip

2016-01-01

In this study, we seek to illuminate the effects of the global policy convergence in education through a close study of its enactment within an Australian Teacher Education course. Building on an examination of the changing priorities of a cohort of pre-service teachers over a short space of time, we argue that the enactment of New Public…

[Surveillance in Spain 3 years since the enactment of the Public Health Law].

Science.gov (United States)

Pousa, Anxela; Godoy, Pere; Aragonés, Nuria; Cano, Rosa; Sierra, María José; González, Francisco; Mayoral, José María

2016-01-01

In 2014, the Epidemiological Surveillance Working Group of the Sociedad Española de Epidemiología (Spanish Society of Epidemiology), carried out a descriptive study in order to evaluate the level of development of the Spanish Public Health Law since its enactment in 2011. A survey collecting data on the existence of information systems and other aspects pertaining to each surveillance section included in the law was sent to all 19 autonomous communities and cities. All regional authorities reported the presence of an information system for communicable diseases, and six also reported an information system for social factors. 18 reported that at least one chronic disease was subject to surveillance and 14 confirmed surveillance of some of its determinants. They all systematically analysed the data derived from the communicable diseases. There is room for improvement in Public Health surveillance in Spain, and action should be aimed at the main health problems. Copyright © 2016 SESPAS. Published by Elsevier Espana. All rights reserved.

Methods for reducing interference in the Complementary Learning Systems model: oscillating inhibition and autonomous memory rehearsal.

Science.gov (United States)

Norman, Kenneth A; Newman, Ehren L; Perotte, Adler J

2005-11-01

The stability-plasticity problem (i.e. how the brain incorporates new information into its model of the world, while at the same time preserving existing knowledge) has been at the forefront of computational memory research for several decades. In this paper, we critically evaluate how well the Complementary Learning Systems theory of hippocampo-cortical interactions addresses the stability-plasticity problem. We identify two major challenges for the model: Finding a learning algorithm for cortex and hippocampus that enacts selective strengthening of weak memories, and selective punishment of competing memories; and preventing catastrophic forgetting in the case of non-stationary environments (i.e. when items are temporarily removed from the training set). We then discuss potential solutions to these problems: First, we describe a recently developed learning algorithm that leverages neural oscillations to find weak parts of memories (so they can be strengthened) and strong competitors (so they can be punished), and we show how this algorithm outperforms other learning algorithms (CPCA Hebbian learning and Leabra at memorizing overlapping patterns. Second, we describe how autonomous re-activation of memories (separately in cortex and hippocampus) during REM sleep, coupled with the oscillating learning algorithm, can reduce the rate of forgetting of input patterns that are no longer present in the environment. We then present a simple demonstration of how this process can prevent catastrophic interference in an AB-AC learning paradigm.

The NHS as a learning organization: aspirations beyond the rainbow?

Science.gov (United States)

Timpson, J

1998-09-01

It is the intention of this paper to review the issues and challenges organizations face when aspiring to embrace and enact the tenets of a learning organization; and in particular the perceived impact on management strategy, structure and leadership styles. The paper is predicated on the premise that learning and knowledge act as vital strategic resources, crucial not only to organizations in terms of competitive advantage but to ethical enterprise per se. Modern life is characterized by change, against the backdrop of this continual turmoil, organizational learning has emerged as a dominant theme within contemporary management theory, with many commentators increasingly locating the capacity of an aspiring organization to accommodate the ethos of organizational learning, as the vital component in ensuring enduring efficiency, innovation and competitiveness. However, the utility of such learning needs to be scrutinized and evaluated in terms of service need and expectation. The paper will expand upon wider theoretical debates extant within the literature, by considering the concept and utility of the learning organization with specific reference to management reform extant within the British National Health Service (NHS). During the course of the review the various the theoretical positions contributing to the notion of the learning organization will be analysed, the practical ramifications of which will be examined in the context of reflective practice, clinical supervision and the wider cultural background of nursing and the NHS. The paper concludes that the NHS needs to reorientate management perspectives to focus attention more acutely on systems which are deliberately designed to facilitate shared learning, to unravel the ambiguities of organizational life, to affirm management belief in the nursing contribution and to achieve an as yet unrealized potential in terms of patient care and advanced nursing practice.

Apprentice or Student? The Structures of Construction Industry Vocational Education and Training in Denmark and Sweden and their Possible Consequences for Safety Learning

DEFF Research Database (Denmark)

Grytnes, Regine; Grill, Martin; Pousette, Anders

2018-01-01

There is a notable difference in occupational injury rates in the two Scandinavian countries, Sweden and Denmark, with the latter having a 40% higher rate of fatal occupational injuries in the construction industry. This study explored differences in the vocational education and training (VET......) systems between Sweden and Denmark that may be important for students’ safety learning and practice during VET. In both countries, students participate in full-time education, and the curriculum includes school-based as well as company- based training. However, during company- based training Swedish...... for their safety practices and also for the teachers’ position to influence safety learning and practices during company-based training. An analysis of interview and survey data focusing on how VET students enact safety ‘knowings’ across learning sites, suggest how different forms of connectivity models in VET...

Grounding formative assessment in high-school chemistry classrooms: Connections between professional development and teacher practice

Science.gov (United States)

Cisterna Alburquerque, Dante Igor

This study describes and analyzes the experiences of two high-school chemistry teachers who participated in a team-based professional development program to learn about and enact formative assessment in their classrooms. The overall purpose of this study is to explain how participation in this professional development influenced both teachers' classroom enactment of formative assessment practices. This study focuses on 1) teachers' participation in the professional development program, 2) teachers' enactment of formative assessment, and 3) factors that enabled or hindered enactment of formative assessment. Drawing on cultural-historical activity theory (CHAT) and using evidence from teacher lessons, teacher interviews, professional development meetings as data sources, this single embedded case study analyzes how these two teachers who participated in the same learning team and have similar characteristics (i.e., teaching in the same school, teaching the same courses and population of students, and using the same materials) differentially used the professional development learning about formative assessment as mediating tools to improve their classroom instruction. The learning team experience contributed to both teachers' development of a better understanding of formative assessment---especially in recognizing that their current grading and assessment practices were not appropriate to promote student learning---and the co-creation of artifacts to gather evidence of students' ideas. Although both teachers demonstrated understanding about how formative assessment may serve to promote student learning and had a set of tools available to utilize for formative assessment use, they did not enact these tools in the same way. One teacher appropriated formative assessment as mediating tool to verify if the students were following her explanations, and to check if the students were able to provide the correct response. The other teacher used the mediating tool to promote

The stably stratified internal boundary layer for steady and diurnally varying offshore flow

Science.gov (United States)

Garratt, J. R.

1987-03-01

A two-dimensional numerical mesoscale model is used to investigate the internal structure and growth of the stably stratified internal boundary layer (IBL) beneath warm, continental air flowing over a cooler sea. Two situations are studied — steady-state and diurnally varying offshore flow. In the steady-state case, vertical profiles of mean quantities and eddy diffusion coefficients ( K) within the IBL show small, but significant, changes with increasing distance from the coast. The top of the IBL is well defined, with large vertical gradients within the layer and a maximum in the coast-normal wind component near the top. Well away from the coast, turbulence, identified by non-zero K, decreases to insignificant levels near the top of the IBL; the IBL itself is characterised by a critical value of the layer-flux Richardson number equal to 0.18. The overall behaviour of the mean profiles is similar to that found in the horizontally homogeneous stable boundary layer over land. A simple physical model is used to relate the depth of the layer h to several relevant physical parameters viz., x, the distance from the coast and U, the large-scale wind (both normal to the coastline) and gδθ/θ, Δθ being the temperature difference between continental mixed-layer air and sea surface, θ is the mean potential temperature and g is the acceleration due to gravity. Excellent agreement with the numerical results is found, with h = 0.014 x 1/2 U ( gδθ/θ)-1/2. In the diurnally varying case, the mean profiles within the IBL show only small differences from the steady-state case, although diurnal variations, particularly in the wind maximum, are evident within a few hundred kilometres of the coast. A mesoscale circulation normal to the coast, and superimposed upon the mean offshore flow, develops seawards of the coastline with maximum vertical velocities about sunset, of depth about 2 km and horizontal scale ≈ 500 km. The circulation is related to the advection, and

Safety Learning, Organizational Contradictions and the Dynamics of Safety Practice

Science.gov (United States)

Ripamonti, Silvio Carlo; Scaratti, Giuseppe

2015-01-01

Purpose: The purpose of this paper is to explore the enactment of safety routines in a transshipment port. Research on work safety and reliability has largely neglected the role of the workers' knowledge in practice in the enactment of organisational safety. The workers' lack of compliance with safety regulations represents an enduring problem…

Perspectives on learning, learning to teach and teaching elementary science

Science.gov (United States)

Avraamidou, Lucy

-year elementary teacher's specialized knowledge and practices for giving priority to evidence in science teaching. The findings of this study indicated that Jean not only articulated, but also enacted, a student-centered approach to teaching science, which emphasized giving priority to evidence in the construction of scientific explanations. It also became evident through data analysis that Jean's practices were for the most part consistent with her knowledge and beliefs. This contradicts the findings of previous studies that indicate a mismatch between beginning teachers' knowledge and practices. Furthermore, the findings of this study illustrated that critical experiences during teacher preparation and specific university coursework acted as sources through which this aspect of pedagogical content knowledge was generated. The third manuscript proposes new directions for teaching science in elementary schools in Cyprus and makes recommendations to improve the current teacher preparation program in light of the need for a reform. This manuscript is built upon contemporary perspectives of learning and cognition, and is informed by current trends in science education in the United States and United Kingdom. Issues of teaching and learning science as inquiry, engaging in scientific argumentation, and the use of software scaffolds in support of learning and learning to teach science are discussed with special attention to the unique educational setting of Cyprus.

Observations of low and intermediate-frequency-peaked BL Lacs above 100 GeV with VERITAS

Directory of Open Access Journals (Sweden)

Errando M.

2013-12-01

Full Text Available Most of the ~ 50 blazars detected to date at TeV energies (E > 0.1 TeV are high-frequency-peaked BL Lacs (HBLs. Only a handful episodic detections of low- and intermediate-frequency-peaked BL Lacs (LBL/IBLs, with synchrotron peak frequencies in the infrared and optical regime have been reported by ground-based gamma-ray telescopes, typically during high-flux states. The VERITAS array located in southern Arizona has observed five known TeV LBL/IBLs since 2009: 3C 66A, WComae, PKS 1424+240, S5 0716+714 and BL Lacertae, with exposures of 5-10 hours/year, which so far resulted in the detection of a bright, sub-hour timescale gamma-ray flare of BL Lacertae in June 2011. We also report the detection and characterization of two new IBLs: VER J0521+211 and B2 1215+30.

Focal Dystonia and the Sensory-Motor Integrative Loop for Enacting (SMILE

Directory of Open Access Journals (Sweden)

David ePerruchoud

2014-06-01

Full Text Available Performing accurate movements requires preparation, execution, and monitoring mechanisms. The first two are coded by the motor system, and the latter by the sensory system. To provide an adaptive neural basis to overt behaviors, motor and sensory information has to be properly integrated in a reciprocal feedback loop. Abnormalities in this sensory-motor loop are involved in movement disorders such as focal dystonia, a hyperkinetic alteration affecting only a specific body part and characterized by sensory and motor deficits in the absence of basic motor impairments. Despite the fundamental impact of sensory-motor integration mechanisms on daily life, the general principles of healthy and pathological anatomic-functional organization of sensory-motor integration remain to be clarified. Based on the available data from experimental psychology, neurophysiology, and neuroimaging, we propose a bio-computational model of sensory-motor integration: the Sensory-Motor Integrative Loop for Enacting (SMILE. Aiming at direct therapeutic implementations and with the final target of implementing novel intervention protocols for motor rehabilitation, our main goal is to provide the information necessary for further validating the SMILE model. By translating neuroscientific hypotheses into empirical investigations and clinically relevant questions, the prediction based on the SMILE model can be further extended to other pathological conditions characterized by impaired sensory-motor integration.

Focal dystonia and the Sensory-Motor Integrative Loop for Enacting (SMILE).

Science.gov (United States)

Perruchoud, David; Murray, Micah M; Lefebvre, Jeremie; Ionta, Silvio

2014-01-01

Performing accurate movements requires preparation, execution, and monitoring mechanisms. The first two are coded by the motor system, the latter by the sensory system. To provide an adaptive neural basis to overt behaviors, motor and sensory information has to be properly integrated in a reciprocal feedback loop. Abnormalities in this sensory-motor loop are involved in movement disorders such as focal dystonia, a hyperkinetic alteration affecting only a specific body part and characterized by sensory and motor deficits in the absence of basic motor impairments. Despite the fundamental impact of sensory-motor integration mechanisms on daily life, the general principles of healthy and pathological anatomic-functional organization of sensory-motor integration remain to be clarified. Based on the available data from experimental psychology, neurophysiology, and neuroimaging, we propose a bio-computational model of sensory-motor integration: the Sensory-Motor Integrative Loop for Enacting (SMILE). Aiming at direct therapeutic implementations and with the final target of implementing novel intervention protocols for motor rehabilitation, our main goal is to provide the information necessary for further validating the SMILE model. By translating neuroscientific hypotheses into empirical investigations and clinically relevant questions, the prediction based on the SMILE model can be further extended to other pathological conditions characterized by impaired sensory-motor integration.

The upgraded Pixel Detector of the ATLAS Experiment for Run 2 at the Large Hadron Collider

Energy Technology Data Exchange (ETDEWEB)

Backhaus, M., E-mail: malte.backhaus@cern.ch

2016-09-21

During Run 1 of the Large Hadron Collider (LHC), the ATLAS Pixel Detector has shown excellent performance. The ATLAS collaboration took advantage of the first long shutdown of the LHC during 2013 and 2014 and extracted the ATLAS Pixel Detector from the experiment, brought it to surface and maintained the services. This included the installation of new service quarter panels, the repair of cables, and the installation of the new Diamond Beam Monitor (DBM). Additionally, a completely new innermost pixel detector layer, the Insertable B-Layer (IBL), was constructed and installed in May 2014 between a new smaller beam pipe and the existing Pixel Detector. With a radius of 3.3 cm the IBL is located extremely close to the interaction point. Therefore, a new readout chip and two new sensor technologies (planar and 3D) are used in the IBL. In order to achieve best possible physics performance the material budget was improved with respect to the existing Pixel Detector. This is realized using lightweight staves for mechanical support and a CO{sub 2} based cooling system. This paper describes the improvements achieved during the maintenance of the existing Pixel Detector as well as the performance of the IBL during the construction and commissioning phase. Additionally, first results obtained during the LHC Run 2 demonstrating the distinguished tracking performance of the new Four Layer ATLAS Pixel Detector are presented.

Humanoid infers Archimedes' principle: understanding physical relations and object affordances through cumulative learning experiences.

Science.gov (United States)

Bhat, Ajaz Ahmad; Mohan, Vishwanathan; Sandini, Giulio; Morasso, Pietro

2016-07-01

Emerging studies indicate that several species such as corvids, apes and children solve 'The Crow and the Pitcher' task (from Aesop's Fables) in diverse conditions. Hidden beneath this fascinating paradigm is a fundamental question: by cumulatively interacting with different objects, how can an agent abstract the underlying cause-effect relations to predict and creatively exploit potential affordances of novel objects in the context of sought goals? Re-enacting this Aesop's Fable task on a humanoid within an open-ended 'learning-prediction-abstraction' loop, we address this problem and (i) present a brain-guided neural framework that emulates rapid one-shot encoding of ongoing experiences into a long-term memory and (ii) propose four task-agnostic learning rules (elimination, growth, uncertainty and status quo) that correlate predictions from remembered past experiences with the unfolding present situation to gradually abstract the underlying causal relations. Driven by the proposed architecture, the ensuing robot behaviours illustrated causal learning and anticipation similar to natural agents. Results further demonstrate that by cumulatively interacting with few objects, the predictions of the robot in case of novel objects converge close to the physical law, i.e. the Archimedes principle: this being independent of both the objects explored during learning and the order of their cumulative exploration. © 2016 The Author(s).

‘One just better understands.....when standing out there’: Fieldwork as a Learning Methodology in University Education of Danish Geographers

DEFF Research Database (Denmark)

Grindsted, Thomas Skou; Madsen, Lene Møller; Nielsen, Thomas Theis

2013-01-01

of Danish geographers is unfolded. Secondly, it is shown that despite quite different organisational structures, in terms of the way that fieldwork is introduced and the educational structure in general; only little variations in learning objectives can be identified between the three Danish universities...... that educate geographers. Thirdly, based on an empirical study of Danish university geographers, we find three different perceptions of fieldwork as a learning methodology: fieldwork as an outdoor laboratory, fieldwork as sensuous realisation and fieldwork as a meta-theoretical practice. The results show......The process of becoming a geographer is by no means simple and incorporates huge amounts of disciplinary embodiment. This paper provides an example of how this is enacted by exploring the perceptions of fieldwork within the education of Danish geographers. Firstly, the history of education...

Portrait of a rural health graduate: exploring alternative learning spaces.

Science.gov (United States)

Ross, Andrew; Pillay, Daisy

2015-05-01

Given that the staffing of rural facilities represents an international challenge, the support, training and development of students of rural origin at institutions of higher learning (IHLs) should be an integral dimension of health care provisioning. International studies have shown these students to be more likely than students of urban origin to return to work in rural areas. However, the crisis in formal school education in some countries, such as South Africa, means that rural students with the capacity to pursue careers in health care are least likely to access the necessary training at an IHL. In addition to challenges of access, throughput is relatively low at IHLs and is determined by a range of learning experiences. Insight into the storied educational experiences of health care professionals (HCPs) of rural origin has the potential to inform the training and development of rural-origin students. Six HCPs of rural origin were purposively selected. Using a narrative inquiry approach, data were generated from long interviews and a range of arts-based methods to create and reconstruct the storied narratives of the six participants. Codes, categories and themes were developed from the reconstructed stories. Reid's four-quadrant model of learning theory was used to focus on the learning experiences of one participant. Alternative learning spaces were identified, which were made available through particular social spaces outwith formal lecture rooms. These offered opportunities for collaboration and for the reconfiguring of the participants' agency to be, think and act differently. Through the practices enacted in particular learning spaces, relationships of caring, sharing, motivating and mentoring were formed, which contributed to personal, social, academic and professional development and success. Learning spaces outwith the formal lecture theatre are critical to the acquisition of good clinical skills and knowledge in the development of socially accountable

Values that matter, barriers that interfere: the struggle of Canadian nurses to enact their values.

Science.gov (United States)

Beagan, Brenda; Ells, Carolyn

2009-03-01

Qualitative interviews were conducted with 20 nurses in a Canadian city to explore the moral experience of nurses in their working lives. The participants were asked what they valued in their profession and how well their work lives enabled them act on their values. Almost uniformly, they expressed commitment to the values of helping others, caring, making a difference, patient-centredness, advocacy, professional integrity, holistic care, and sharing knowledge for patient empowerment. They identified several challenges and frustrations experienced in attempting to enact these values. System-level challenges included professional hierarchies, organizational structures, issues in the health-care system, and power dynamics. Removing these barriers cannot be left to nurses alone. It requires complex, wide-ranging strategies: system change, power restructuring, and the creation of ethical climates and cultures that support values that are essential to good patient care.

Beyond public acceptance of energy infrastructure: How citizens make sense and form reactions by enacting networks of entities in infrastructure development

International Nuclear Information System (INIS)

Aaen, Sara Bjørn; Kerndrup, Søren; Lyhne, Ivar

2016-01-01

This article adds to the growing insight into public acceptance by presenting a novel approach to how citizens make sense of new energy infrastructure. We claim that to understand public acceptance, we need to go beyond the current thinking of citizens framed as passive respondents to proposed projects, and instead view infrastructure projects as enacted by citizens in their local settings. We propose a combination of sensemaking theory and actor–network theory that allows insight into how citizens enact entities from experiences and surroundings in order to create meaning and form a reaction to new infrastructure projects. Empirically, we analyze how four citizens make sense of an electricity cable project through a conversation process with a representative from the infrastructure developer. Interestingly, the formal participation process and the materiality of the cable play minor roles in citizens' sensemaking process. We conclude that insight into the way citizens are making sense of energy infrastructure processes can improve and help to overcome shortcomings in the current thinking about public acceptance and public participation. - Highlights: •Attention to citizens' sensemaking enables greater insight into the decision-making process. •A combination of sensemaking and actor-network theory (ANT) is relevant for studies of public acceptance. •Sensemaking explains why citizens facing similar situations act differently. •Complexity of citizens' sensemaking challenges the predictability of processes.

Learning to perceive in the sensorimotor approach: Piaget's theory of equilibration interpreted dynamically.

Science.gov (United States)

Di Paolo, Ezequiel Alejandro; Barandiaran, Xabier E; Beaton, Michael; Buhrmann, Thomas

2014-01-01

if understanding is required for perception, how can we learn to perceive something new, something we do not yet understand? According to the sensorimotor approach, perception involves mastery of regular sensorimotor co-variations that depend on the agent and the environment, also known as the "laws" of sensorimotor contingencies (SMCs). In this sense, perception involves enacting relevant sensorimotor skills in each situation. It is important for this proposal that such skills can be learned and refined with experience and yet up to this date, the sensorimotor approach has had no explicit theory of perceptual learning. The situation is made more complex if we acknowledge the open-ended nature of human learning. In this paper we propose Piaget's theory of equilibration as a potential candidate to fulfill this role. This theory highlights the importance of intrinsic sensorimotor norms, in terms of the closure of sensorimotor schemes. It also explains how the equilibration of a sensorimotor organization faced with novelty or breakdowns proceeds by re-shaping pre-existing structures in coupling with dynamical regularities of the world. This way learning to perceive is guided by the equilibration of emerging forms of skillful coping with the world. We demonstrate the compatibility between Piaget's theory and the sensorimotor approach by providing a dynamical formalization of equilibration to give an explicit micro-genetic account of sensorimotor learning and, by extension, of how we learn to perceive. This allows us to draw important lessons in the form of general principles for open-ended sensorimotor learning, including the need for an intrinsic normative evaluation by the agent itself. We also explore implications of our micro-genetic account at the personal level.

Detector and System Developments for LHC Detector Upgrades

CERN Document Server

Mandelli, Beatrice; Guida, Roberto; Rohne, Ole; Stapnes, Steinar

2015-05-12

The future Large Hadron Collider (LHC) Physics program and the consequent improvement of the LHC accelerator performance set important challenges to all detector systems. This PhD thesis delineates the studies and strategies adopted to improve two different types of detectors: the replacement of precision trackers with ever increasingly performing silicon detectors, and the improvement of large gaseous detector systems by optimizing their gas mixtures and operation modes. Within the LHC tracker upgrade programs, the ATLAS Insertable B-layer (IBL) is the first major upgrade of a silicon-pixel detector. Indeed the overall ATLAS Pixel Detector performance is expected to degrade with the increase of luminosity and the IBL will recover the performance by adding a fourth innermost layer. The IBL Detector makes use of new pixel and front-end electronics technologies as well as a novel thermal management approach and light support and service structures. These innovations required complex developments and Quality Ass...

Detector control system of the ATLAS insertable B-Layer

International Nuclear Information System (INIS)

Kersten, S.; Kind, P.; Lantzsch, K.; Maettig, P.; Zeitnitz, C.; Gensolen, F.; Citterio, M.; Meroni, C.; Verlaat, B.; Kovalenko, S.

2012-01-01

To improve tracking robustness and precision of the ATLAS inner tracker, an additional, fourth pixel layer is foreseen, called Insertable B-Layer (IBL). It will be installed between the innermost present Pixel layer and a new, smaller beam pipe and is presently under construction. As, once installed into the experiment, no access is possible, a highly reliable control system is required. It has to supply the detector with all entities required for operation and protect it at all times. Design constraints are the high power density inside the detector volume, the sensitivity of the sensors against heat-ups, and the protection of the front end electronics against transients. We present the architecture of the control system with an emphasis on the CO 2 cooling system, the power supply system, and protection strategies. As we aim for a common operation of Pixel and IBL detector, the integration of the IBL control system into the Pixel control system will also be discussed. (authors)

Enacted Reading Comprehension: Using Bodily Movement to Aid the Comprehension of Abstract Text Content.

Directory of Open Access Journals (Sweden)

Michael P Kaschak

Full Text Available We report a design study that assessed the feasibility of Enacted Reading Comprehension (ERC, an intervention designed to teach 3rd and 4th grade students (n = 40 and 25, respectively to use gestures to understand an increasingly abstract set of texts. Students were taught to use gestures to understand the idea of "opposing forces" in a concrete setting-the forces at play as tectonic plates move past each other-and then taught to use the gestures to understand opposing forces in more abstract situations. For example, students were taught to use gestures to understand the opposing sides of an argument, and to understand the internal conflicts that arise as individuals are faced with moral dilemmas. The results of our design study suggest that ERC has promise as a method for introducing students to the idea of using gesture to understand text content, and to employ this strategy in a range of reading contexts.

Genuine Inquiry: Widely Espoused Yet Rarely Enacted

Science.gov (United States)

Le Fevre, Deidre M.; Robinson, Viviane M. J.; Sinnema, Claire E. L.

2015-01-01

The concept of inquiry is central to contemporary discussions of teacher and leader professional learning and problem solving in interpersonal contexts. However, while few would debate its value, there has been little discussion of the significant challenges inherent in engaging in genuine inquiry. In this article, we distinguish between genuine…

Managing students' learning in classrooms: Reframing classroom research

Science.gov (United States)

Fawns, Rod; Salder, Jo

1996-06-01

Research on improving teaching typically focuses on the public statements of teachers and students. In the treatment of transcripts only the public “on task” utterances are usually coded and formally enter the research. In this paper the authors analysed Year 8 students' public and private statements to themselves and their peers collected in the course of their multi-year study of teacher management of communication in cooperative learning groups. The authors analysed the students' utterances as data about their cognitive and emotional responses to the management strategies The data reflect how the students perceived and responded to subtle features in the public enactment of the curriculum, the task and the setting during the ongoing lesson. The approach allows a better understanding of students' actual experiences, their responses to the overt and covert curriculum, their use of prior knowledge and their strategies for engaging with the science curriculum.

Paired peer learning through engineering education outreach

Science.gov (United States)

Fogg-Rogers, Laura; Lewis, Fay; Edmonds, Juliet

2017-01-01

Undergraduate education incorporating active learning and vicarious experience through education outreach presents a critical opportunity to influence future engineering teaching and practice capabilities. Engineering education outreach activities have been shown to have multiple benefits; increasing interest and engagement with science and engineering for school children, providing teachers with expert contributions to engineering subject knowledge, and developing professional generic skills for engineers such as communication and teamwork. This pilot intervention paired 10 pre-service teachers and 11 student engineers to enact engineering outreach in primary schools, reaching 269 children. A longitudinal mixed methods design was employed to measure change in attitudes and Education Outreach Self-Efficacy in student engineers; alongside attitudes, Teaching Engineering Self-Efficacy and Engineering Subject Knowledge Confidence in pre-service teachers. Highly significant improvements were noted in the pre-service teachers' confidence and self-efficacy, while both the teachers and engineers qualitatively described benefits arising from the paired peer mentor model.

[Neuroanatomy of Isolated Body Lateropulsion].

Science.gov (United States)

Nakazato, Yoshihiko; Tamura, Naotoshi; Ikeda, Kei; Tanaka, Ai; Yamamoto, Toshimasa

2016-03-01

Axial body lateropulsion, a phenomenon where the body is pulled toward the side of the lesion, with tendency of falling down, is the well-known transient feature of lateral medullary syndrome. In some cases, axial body lateropulsion occurs without vestibular and cerebellar symptoms (isolated body lateropulsion:[iBL]). Patients with iBL have a lesion located in the spinocerebellar tract, descending lateral vestibulospinal tract, vestibulo-thalamic pathway, dentatorubrothalamic pathway, or thalamocortical fascicle. This review deals with the anatomic basis and clinical significance of iBL.

Learning to perceive in the sensorimotor approach: Piaget's theory of equilibration interpreted dynamically

Directory of Open Access Journals (Sweden)

Ezequiel Alejandro Di Paolo

2014-07-01

Full Text Available Learning to perceive faces a classical paradox: if understanding is required for perception, how can we learn to perceive something new, something we do not yet understand? According to the sensorimotor approach, perception involves mastery of regular sensorimotor co-variations that depend on the agent and the environment, also known as the ‘laws’ of sensorimotor contingencies. In this sense, perception involves enacting relevant sensorimotor skills in each situation. It is important for this proposal that such skills can be learned and refined with experience and yet up to this date, the sensorimotor approach has had no explicit theory of perceptual learning. The situation is made more complex if we acknowledge the open-ended nature of human learning. In this paper we propose Piaget’s theory of equilibration as a potential candidate to fulfill this role. This theory highlights the importance of intrinsic sensorimotor norms, in terms of the closure of sensorimotor schemes. It also explains how the equilibration of a sensorimotor organization faced with novelty or breakdowns proceeds by re-shaping pre-existing structures in coupling with dynamical regularities of the world. This way learning to perceive is guided by the equilibration of emerging forms of skillful coping with the world. We demonstrate the compatibility between Piaget’s theory and the sensorimotor approach by providing a dynamical formalization of equilibration to give an explicit micro-genetic account of sensorimotor learning and, by extension, of how we learn to perceive. This allows us to draw important lessons in the form of general principles for open-ended sensorimotor learning, including the need for an intrinsic normative evaluation by the agent itself. We also explore implications of our micro-genetic account at the personal level.

The development of pedagogical content knowledge in science teachers: New opportunities through technology-mediated reflection and peer-exchange

Science.gov (United States)

Madeira, M. Cheryl-Ann

This design-based research study investigates the development of pedagogical content knowledge among nine teacher-participants (N = 9) in three design phases. PCK is a particular type of teacher knowledge that addresses not only the teacher's understanding of the content to be instructed, but also ways of how to teach that content effectively. This knowledge has been well documented over several decades, and is seen as central to teacher expertise. However, its actual development has been difficult for researchers to investigate. This study offers a detailed perspective on how teachers developed PCK with their engagement in lesson planning and enactment of a project-based technology-enhanced lesson. The study includes two specific interventions designed to enhance teachers' development of PCK: (1) scaffolded reflection that occurs throughout the practices; and (2) peer-exchange of lesson plans, enactment ideas, and completed reflections. The findings demonstrate that teachers improve their planning and enactment of project-based technology-enhanced lessons with scaffolded reflection and peer exchange. Positive correlations were seen between teachers' engagement in the reflections and the quality of their lesson planning. Teachers who participated more deeply in the scaffolded reflections were able to understand how their lesson plans and enactment patterns fostered student understanding of relevant science concepts. Positive correlations were also seen between community influence and teacher lesson plans and enactment. Additionally, positive correlations were confirmed between teachers' level of participation in the peer exchange activities and the quality of their lesson planning and enactments. Teachers who contributed more deeply within the online and face-to-face peer community meetings benefited from the different perspectives of their peers about student learning and the best ways to succeed with project-based instruction. This study allowed some insight into

The effects of the design and development of a chemistry curriculum reform on teachers' professional growth, a case study.

NARCIS (Netherlands)

Coenders, Ferdinand G.M.; Terlouw, C.; Pieters, Julius Marie; Dijkstra, S.

2009-01-01

A curriculum innovation requires new learning material for students and a preparation program for teachers, in which teacher learning is a key ingredient. In this paper we describe how three experienced teachers, involved in the development and subsequent classroom enactment of student learning

The Use of Life History Collage to Explore Learning Related to the Enactment of Social Consciousness in Female Nonprofit Leaders

Science.gov (United States)

Seymour, Susan R.

2012-01-01

The purpose of this study was to consider the development of social consciousness in female nonprofit leaders. The problem undergirding the study is that we do not know enough about social consciousness to know how it is learned, if it can be taught, if it is stable over a lifetime, and what factors and life events shape its unique expression. A…

Enabling narrative pedagogy: inviting, waiting, and letting be.

Science.gov (United States)

Ironside, Pamela M

2014-01-01

This article describes how teachers enable Narrative Pedagogy in their courses by explicating the Concernful Practice Inviting: Waiting and Letting Be. Narrative Pedagogy, a research-based, phenomenological approach to teaching and learning, extends conventional pedagogies and offers nursing faculty an alternative way of transforming their schools and courses. Using hermeneutic phenomenology, interview data collected over a 10-year period were analyzed by coding practical examples of teachers' efforts to enact Narrative Pedagogy. When Narrative Pedagogy is enacted, teachers and students focus on thinking and learning together about nursing phenomena and seek new understandings about how they may provide care in the myriad situations they encounter. Although the Concernful Practices co-occur, explicating inviting experiences can assist new teachers, and those seeking to extend their pedagogical literacy, by providing new understandings of how Narrative Pedagogy can be enacted.

The internal boundary layer — A review

Science.gov (United States)

Garratt, J. R.

1990-03-01

A review is given of relevant work on the internal boundary layer (IBL) associated with: (i) Small-scale flow in neutral conditions across an abrupt change in surface roughness, (ii) Small-scale flow in non-neutral conditions across an abrupt change in surface roughness, temperature or heat/moisture flux, (iii) Mesoscale flow, with emphasis on flow across the coastline for both convective and stably stratified conditions. The major theme in all cases is on the downstream, modified profile form (wind and temperature), and on the growth relations for IBL depth.

Exploring the Tactfulness of Implementing Play in the Classroom: A Hong Kong Experience

Science.gov (United States)

Pui-Wah, Doris Cheng

2010-01-01

"Learning through play" in early childhood education is widely advocated, but studies show that play is not easily enacted in classrooms. The quality of learning through play has been questioned in various countries, especially when learning outcomes are a global concern. This paper examines how one teacher implemented learning through…

Does an Activity-Based Learning Strategy Improve Preschool Children's Memory for Narrative Passages?

Science.gov (United States)

Biazak, Janna E.; Marley, Scott C.; Levin, Joel R.

2010-01-01

Contemporary embodiment theory's indexical hypothesis predicts that engaging in text-relevant activity while listening to a story will: (1) enhance memory for enacted story content; and, (2) result in relatively greater memory enhancement for enacted atypical events than for typical ones ([Glenberg and Robertson, 1999] and [Glenberg and Robertson,…

Medical image registration algorithms assesment Bronze Standard application enactment on grids using the MOTEUR workflow engine

CERN Document Server

Glatard, T; Pennec, X

2006-01-01

Medical image registration is pre-processing needed for many medical image analysis procedures. A very large number of registration algorithms are available today, but their performance is often not known and very difficult to assess due to the lack of gold standard. The Bronze Standard algorithm is a very data and compute intensive statistical approach for quantifying registration algorithms accuracy. In this paper, we describe the Bronze Standard application and we discuss the need for grids to tackle such computations on medical image databases. We demonstrate MOTEUR, a service-based workflow engine optimized for dealing with data intensive applications. MOTEUR eases the enactment of the Bronze Standard and similar applications on the EGEE production grid infrastructure. It is a generic workflow engine, based on current standards and freely available, that can be used to instrument legacy application code at low cost.

Effect of abutment height on interproximal implant bone level in the early healing: A randomized clinical trial.

Science.gov (United States)

Blanco, Juan; Pico, Alexandre; Caneiro, Leticia; Nóvoa, Lourdes; Batalla, Pilar; Martín-Lancharro, Pablo

2018-01-01

The aim of this randomized clinical trial was to compare the effect on the interproximal implant bone loss (IBL) of two different heights (1 and 3 mm) of definitive abutments placed at bone level implants with a platform switched design. Twenty-two patients received forty-four implants (6.5-10 mm length and 3.5-4 mm diameter) to replace at least two adjacent missing teeth, one bridge set to each patient-two implants per bridge. Patients were randomly allocated, and two different abutment heights, 1 and 3 mm using only one abutment height per bridge, were used. Clinical and radiological measurements were performed at 3 and 6 months after surgery. Interproximal bone level changes were compared between treatment groups. The association between IBL and categorical variables (history of periodontitis, smoking, implant location, implant diameter, implant length, insertion torque, width of keratinized mucosa, bone density, gingival biotype and antagonist) was also performed. At 3 months, implants with a 1-mm abutment had significantly greater IBL (0.83 ± 0.19 mm) compared to implants with a 3-mm abutment (0.14 ± 0.08 mm). At 6 months, a greater IBL was observed at implants with 1-mm abutments compared to implants with 3-mm abutments (0.91 ± 0.19 vs. 0.11 ± 0.09 mm). The analysis of the relation between patient characteristics and clinical variables with IBL revealed no significant differences at any moment except for smoking. Abutment height is an important factor to maintain interproximal implant bone level in early healing. Short abutments led to a greater interproximal bone loss in comparison with long abutments after 6 months. Other variables except smoking showed no relation with interproximal bone loss in early healing. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Enacting Pedagogy in Curricula: On the Vital Role of Governance in Medical Education.

Science.gov (United States)

Casiro, Oscar; Regehr, Glenn

2018-02-01

Managing curricula and curricular change involves both a complex set of decisions and effective enactment of those decisions. The means by which decisions are made, implemented, and monitored constitute the governance of a program. Thus, effective academic governance is critical to effective curriculum delivery. Medical educators and medical education researchers have been invested heavily in issues of educational content, pedagogy, and design. However, relatively little consideration has been paid to the governance processes that ensure fidelity of implementation and ongoing refinements that will bring curricular practices increasingly in line with the pedagogical intent. In this article, the authors reflect on the importance of governance in medical schools and argue that, in an age of rapid advances in knowledge and medical practices, educational renewal will be inhibited if discussions of content and pedagogy are not complemented by consideration of a governance framework capable of enabling change. They explore the unique properties of medical curricula that complicate academic governance, review the definition and properties of good governance, offer mechanisms to evaluate the extent to which governance is operating effectively within a medical program, and put forward a potential research agenda for increasing the collective understanding of effective governance in medical education.

Professional Development in a Reform Context: Understanding the Design and Enactment of Learning Experiences Created by Teacher Leaders for Science Educators

Science.gov (United States)

Shafer, Laura

2017-01-01

Teacher in-service learning about education reforms like NGSS often begin with professional development (PD) as a foundational component (Supovitz & Turner, 2000). Teacher Leaders, who are early implementers of education reform, are positioned to play a contributing role to the design of PD. As early implementers of reforms, Teacher Leaders…

Enactive cinema paves way towards understanding complex real-time social interaction in neuroimaging experiments

Directory of Open Access Journals (Sweden)

Pia eTikka

2012-11-01

Full Text Available We outline general theoretical and practical implications of what we promote as enactive cinema for the neuroscientific study of online socio-emotional interaction. In a real-time functional magnetic resonance imaging (rt-fMRI setting, participants are immersed in cinematic experiences that simulate social situations. While viewing, their physiological reactions - including brain responses - are tracked, representing implicit and unconscious experiences of the on-going social situations. These reactions, in turn, are analysed in real-time and fed back to modify the cinematic sequences they are viewing while being scanned. Due to the engaging cinematic content, the proposed setting focuses on living-by in terms of shared psycho-physiological epiphenomena of experience rather than active coping in terms of goal-oriented motor actions. It constitutes a means to parametrically modify stimuli that depict social situations and their broader environmental contexts. As an alternative to studying the variation of brain responses as a function of a priori fixed stimuli, this method can be applied to survey the range of stimuli that evoke similar responses across participants at particular brain regions of interest.

Enactive cinema paves way for understanding complex real-time social interaction in neuroimaging experiments.

Science.gov (United States)

Tikka, Pia; Väljamäe, Aleksander; de Borst, Aline W; Pugliese, Roberto; Ravaja, Niklas; Kaipainen, Mauri; Takala, Tapio

2012-01-01

We outline general theoretical and practical implications of what we promote as enactive cinema for the neuroscientific study of online socio-emotional interaction. In a real-time functional magnetic resonance imaging (rt-fMRI) setting, participants are immersed in cinematic experiences that simulate social situations. While viewing, their physiological reactions-including brain responses-are tracked, representing implicit and unconscious experiences of the on-going social situations. These reactions, in turn, are analyzed in real-time and fed back to modify the cinematic sequences they are viewing while being scanned. Due to the engaging cinematic content, the proposed setting focuses on living-by in terms of shared psycho-physiological epiphenomena of experience rather than active coping in terms of goal-oriented motor actions. It constitutes a means to parametrically modify stimuli that depict social situations and their broader environmental contexts. As an alternative to studying the variation of brain responses as a function of a priori fixed stimuli, this method can be applied to survey the range of stimuli that evoke similar responses across participants at particular brain regions of interest.

Parental self-work: governing enactments in family life

Directory of Open Access Journals (Sweden)

Liselott Aarsand

2014-04-01

Full Text Available Discourses on lifelong and lifewide learning portray everyday life as a pedagogical space where requirements for how to preferably improve oneself through learning are highly significant. Drawing upon the notion of governmentality, it could be argued that techniques operate within a range of practices to shape, foster and stabilize the assumed adequate ways to perform. Using that particular lens, the case of parenting was investigated to accentuate selves and self-work in narrations on family life in Norway. The analysis illustrates how the techniques of activation and comparison are at work to define, fashion and develop the responsible, involved and attentive parental self, thereby signifying pedagogical claims one should aspire to. However, how this is accomplished differs slightly within the social contexts of family life. Parenting, then, may be discussed as a powerful educative practice for fabricating capable and wellbehaved citizens of contemporary times.

Control Logic for the Interlock system of the ATLAS Insertable B-Layer

CERN Document Server

Riegel, Christian

Part of the first upgrade program of the ATLAS detector is the installation of the Insertable B-Layer (IBL) as a fourth and innermost detector layer of the ATLAS pixel detector to prepare the tracking system for the expected increase of pile-up events. As with every sub-detector, the IBL and its components have to be monitored and controlled via a Detector Control System (DCS). A hardware-based interlock system is installed on-site to prevent detector and people working at the detector from serious harm and damage. For the IBL, the logical processing of interlock signals is realised in Interlock Matrix Crates (IMCs) using Complex Programmable Logic Devices (CPLD). One part of this master thesis is the automatic implementation of the logical assignments from database information. A script was developed to generate the needed file to program the CPLD. The second part of this thesis is the design of a test setup to verify the functionality of the electrical components of each IMC and to confirm the correct proce...

Insertable B-Layer integration in the ATLAS experiment and development of future 3D silicon pixel sensors

CERN Document Server

AUTHOR|(INSPIRE)INSPIRE-00371528; Røhne, Ole

This work has two distinct objectives: the development of software for the integration of the Insertable B-Layer (IBL) in the ATLAS offline software framework and the study of the performance of 3D silicon sensors produced by SINTEF for future silicon pixel detectors. The former task consists in the implementation of the IBL byte stream converter. This offline tool performs the decoding of the binary-formatted data coming from the detector into information (e.g. hit position and Time over Threshold) that is stored in a format used in the reconstruction data flow. It also encodes the information extracted from simulations into a simulated IBL byte stream. The tool has been successfully used since the beginning of the LHC Run II data taking. The experimental work on SINTEF 3D sensors was performed in the framework of the development of pixel sensors for the next generation of tracking detectors. Preliminary tests on SINTEF 3D sensors showed that the majority of these devices suffers from high leakage currents, ...

The Upgraded Pixel Detector of the ATLAS Experiment for Run-2 at the LHC

CERN Document Server

AUTHOR|(INSPIRE)INSPIRE-00084948; The ATLAS collaboration

2016-01-01

Run-2 of the LHC is providing new challenges to track and vertex reconstruction with higher energies, denser jets and higher rates. Therefore the ATLAS experiment has constructed the first 4-layer Pixel detector in HEP, installing a new Pixel layer, also called Insertable B-Layer (IBL). IBL is a fourth layer of pixel detectors, and has been installed in May 2014 at a radius of 3.3 cm between the existing Pixel Detector and a new smaller radius beam-pipe. The new detector, built to cope with high radiation and expected occupancy, is the first large scale application of 3D detectors and CMOS 130 nm technology. In addition the Pixel detector was refurbished with a new service quarter panel to recover about 3% of defective modules lost during run-1 and a new optical readout system to readout the data at higher speed while reducing the occupancy when running with increased luminosity. The commissioning and performance of the 4-layer Pixel Detector, in particular the IBL, will be presented using collision data.

The Upgraded Pixel Detector of the ATLAS Experiment for Run-2

CERN Document Server

Ferrere, Didier; The ATLAS collaboration

2016-01-01

Run-2 of the LHC is providing new challenges to track and vertex reconstruction with higher energies, denser jets and higher rates. Therefore the ATLAS experiment has constructed the first 4-layer Pixel detector in HEP, installing a new Pixel layer, also called Insertable B-Layer (IBL). IBL is a fourth layer of pixel detectors, and has been installed in May 2014 at a radius of 3.3 cm between the existing Pixel Detector and a new smaller radius beam-pipe. The new detector, built to cope with high radiation and expected occupancy, is the first large scale application of 3D detectors and CMOS 130nm technology. In addition the Pixel detector was refurbished with a new service quarter panel to recover about 3% of defective modules lost during run-1 and a new optical readout system to readout the data at higher speed while reducing the occupancy when running with increased luminosity. The commissioning and performance of the 4-layer Pixel Detector, in particular the IBL, will be presented, using collision data.

The upgraded Pixel Detector of the ATLAS experiment for Run-2 at the Large Hadron Collider

CERN Document Server

Giordani, MarioPaolo; The ATLAS collaboration

2016-01-01

Run-2 of the LHC is providing new challenges to track and vertex reconstruction with higher energies, denser jets and higher rates. Therefore the ATLAS experiment has constructed the first 4-layer Pixel detector in HEP, installing a new Pixel layer, also called Insertable B-Layer (IBL). IBL is a fourth layer of pixel detectors, and has been installed in May 2014 at a radius of 3.3 cm between the existing Pixel Detector and a new smaller radius beam-pipe. The new detector, built to cope with high radiation and expected occupancy, is the first large scale application of 3D detectors and CMOS 130nm technology. In addition the Pixel detector was refurbished with a new service quarter panel to recover about 3% of defective modules lost during run-1 and a new optical readout system to readout the data at higher speed while reducing the occupancy when running with increased luminosity. The commissioning and performance of the 4-layer Pixel Detector, in particular the IBL, will be presented, using collision data.

Humanoid infers Archimedes' principle: understanding physical relations and object affordances through cumulative learning experiences

Science.gov (United States)

2016-01-01

Emerging studies indicate that several species such as corvids, apes and children solve ‘The Crow and the Pitcher’ task (from Aesop's Fables) in diverse conditions. Hidden beneath this fascinating paradigm is a fundamental question: by cumulatively interacting with different objects, how can an agent abstract the underlying cause–effect relations to predict and creatively exploit potential affordances of novel objects in the context of sought goals? Re-enacting this Aesop's Fable task on a humanoid within an open-ended ‘learning–prediction–abstraction’ loop, we address this problem and (i) present a brain-guided neural framework that emulates rapid one-shot encoding of ongoing experiences into a long-term memory and (ii) propose four task-agnostic learning rules (elimination, growth, uncertainty and status quo) that correlate predictions from remembered past experiences with the unfolding present situation to gradually abstract the underlying causal relations. Driven by the proposed architecture, the ensuing robot behaviours illustrated causal learning and anticipation similar to natural agents. Results further demonstrate that by cumulatively interacting with few objects, the predictions of the robot in case of novel objects converge close to the physical law, i.e. the Archimedes principle: this being independent of both the objects explored during learning and the order of their cumulative exploration. PMID:27466440

Pathways of professional learning for elementary science teachers using computer learning environments

Science.gov (United States)

Williams, Latonya Michelle

This dissertation reports on a three year study designed to investigate the trajectories of two urban elementary school teachers---a novice and an experienced teacher---learning to teach a science curriculum unit using an inquiry approach supported by the Web-based Inquiry Science Environment (WISE). This research investigated teachers' development in knowledge and practice. Through analyses of video records of classroom instruction and professional development meetings, repeated interviews, and student assessments, I have produced case studies of teachers' journeys as they implement the technological inquiry-based instructional model. This study captures the interplay between the teachers' pedagogical content knowledge, enacted practice, and insights into students' thinking about complex science ideas. I trace the factors that encouraged and supported the teachers' development, in addition to the kinds of struggles they faced and overcame. I discuss the social supports I provided for the teachers, including scaffolding them in reflecting on their practice, assisting them with curriculum customizations, and supporting their learning such as arranging online interactions with scientists. I analyze spontaneous activities such as teachers' own reflections. The results suggest that the novice and experienced teacher's classroom practices became more inquiry oriented across time. For both teachers, use of technology accompanied an increase in science dialogue with small groups in years two and three. The novice teacher began asking inquiry questions in her second year of classroom experience, after a great deal of professional support. Both teachers improved in their pedagogical content knowledge from years one through three as a result of the varied professional development supports. The results suggest that teachers' improvement in instructional strategies and pedagogical content knowledge accompanied students' improvement in understanding of the science content.

Waterpipe tobacco smoking legislation and policy enactment: a global analysis.

Science.gov (United States)

Jawad, Mohammed; El Kadi, Lama; Mugharbil, Sanaa; Nakkash, Rima

2015-03-01

(1) To review how current global tobacco control policies address regulation of waterpipe tobacco smoking (WTS). (2) To identify features associated with enactment and enforcement of WTS legislation. (1) Legislations compiled by Tobacco Control Laws (www.tobaccocontrollaws.org). (2) Weekly news articles by 'Google Alerts' (www.google.com/alerts) from July 2013 to August 2014. (1) Countries containing legislative reviews, written by legal experts, were included. Countries prohibiting tobacco sales were excluded. (2) News articles discussing aspects of the WHO FCTC were included. News articles related to electronic-waterpipe, crime, smuggling, opinion pieces or brief mentions of WTS were excluded. (1) Two reviewers independently abstracted the definition of "tobacco product" and/or "smoking". Four tobacco control domains (smokefree law, misleading descriptors, health warning labels and advertising/promotion/sponsorship) were assigned one of four categories based on the degree to which WTS had specific legislation. (2) Two investigators independently assigned at least one theme and associated subtheme to each news article. (1) Reviewed legislations of 62 countries showed that most do not address WTS regulation but instead rely on generic tobacco/smoking definitions to cover all tobacco products. Where WTS was specifically addressed, no additional legislative guidance accounted for the unique way it is smoked, except for in one country specifying health warnings on waterpipe apparatuses (2) News articles mainly reported on noncompliance with public smoking bans, especially in India, Pakistan and the UK. A regulatory framework evaluated for effectiveness and tailored for the specificities of WTS needs to be developed. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Reproducing whiteness and enacting kin in the Nordic context of transnational egg donation: Matching donors with cross-border traveller recipients in Finland.

Science.gov (United States)

Homanen, Riikka

2018-04-01

The multimillion-euro fertility industry increasingly tailors its treatments to infertile people who are willing to travel across national borders for treatments inaccessible at home, especially reproductive tissue donor treatments. Finland is the Nordic destination for access to donor eggs, particularly for Swedes and Norwegians hoping for a donor match that will achieve a child of phenotypically plausible biological descent. Finns are seen as Nordic kin, and the inheritability of "Nordicness" is reinforced at clinics. Drawing on ethnographic material from three fertility clinics in Finland during 2015-2017, this article discusses how Nordic relatedness and whiteness are enacted in the practices of matching of donors with recipient parents. The analysis shows a selective and exclusionary rationale to matching built around whiteness: matches between donors with dark skin tone and recipients with fair skin tone are rejected, but a match of a donor with fair skin and recipients with dark skin may be made. Within the context of transnational egg donation, the whiteness or Nordicness of Finns is not questioned as it has been in other historical circumstances. Even the establishment of a state donor register offers a guarantee of kin-ness, especially non-Russian kin-ness. It is concluded that the logics of matching protect the "purity" of whiteness but not browness or blackness, enacting Nordic(kin)ness in ways that are part of broader intra-European histories of racism and post-socialist Othering. Copyright © 2018 Elsevier Ltd. All rights reserved.

Biowep: a workflow enactment portal for bioinformatics applications.

Science.gov (United States)

Romano, Paolo; Bartocci, Ezio; Bertolini, Guglielmo; De Paoli, Flavio; Marra, Domenico; Mauri, Giancarlo; Merelli, Emanuela; Milanesi, Luciano

2007-03-08

The huge amount of biological information, its distribution over the Internet and the heterogeneity of available software tools makes the adoption of new data integration and analysis network tools a necessity in bioinformatics. ICT standards and tools, like Web Services and Workflow Management Systems (WMS), can support the creation and deployment of such systems. Many Web Services are already available and some WMS have been proposed. They assume that researchers know which bioinformatics resources can be reached through a programmatic interface and that they are skilled in programming and building workflows. Therefore, they are not viable to the majority of unskilled researchers. A portal enabling these to take profit from new technologies is still missing. We designed biowep, a web based client application that allows for the selection and execution of a set of predefined workflows. The system is available on-line. Biowep architecture includes a Workflow Manager, a User Interface and a Workflow Executor. The task of the Workflow Manager is the creation and annotation of workflows. These can be created by using either the Taverna Workbench or BioWMS. Enactment of workflows is carried out by FreeFluo for Taverna workflows and by BioAgent/Hermes, a mobile agent-based middleware, for BioWMS ones. Main workflows' processing steps are annotated on the basis of their input and output, elaboration type and application domain by using a classification of bioinformatics data and tasks. The interface supports users authentication and profiling. Workflows can be selected on the basis of users' profiles and can be searched through their annotations. Results can be saved. We developed a web system that support the selection and execution of predefined workflows, thus simplifying access for all researchers. The implementation of Web Services allowing specialized software to interact with an exhaustive set of biomedical databases and analysis software and the creation of

Biowep: a workflow enactment portal for bioinformatics applications

Directory of Open Access Journals (Sweden)

Romano Paolo

2007-03-01

Full Text Available Abstract Background The huge amount of biological information, its distribution over the Internet and the heterogeneity of available software tools makes the adoption of new data integration and analysis network tools a necessity in bioinformatics. ICT standards and tools, like Web Services and Workflow Management Systems (WMS, can support the creation and deployment of such systems. Many Web Services are already available and some WMS have been proposed. They assume that researchers know which bioinformatics resources can be reached through a programmatic interface and that they are skilled in programming and building workflows. Therefore, they are not viable to the majority of unskilled researchers. A portal enabling these to take profit from new technologies is still missing. Results We designed biowep, a web based client application that allows for the selection and execution of a set of predefined workflows. The system is available on-line. Biowep architecture includes a Workflow Manager, a User Interface and a Workflow Executor. The task of the Workflow Manager is the creation and annotation of workflows. These can be created by using either the Taverna Workbench or BioWMS. Enactment of workflows is carried out by FreeFluo for Taverna workflows and by BioAgent/Hermes, a mobile agent-based middleware, for BioWMS ones. Main workflows' processing steps are annotated on the basis of their input and output, elaboration type and application domain by using a classification of bioinformatics data and tasks. The interface supports users authentication and profiling. Workflows can be selected on the basis of users' profiles and can be searched through their annotations. Results can be saved. Conclusion We developed a web system that support the selection and execution of predefined workflows, thus simplifying access for all researchers. The implementation of Web Services allowing specialized software to interact with an exhaustive set of biomedical

Using cogenerative dialogue to afford the teaching and learning of biology in an urban high school

Science.gov (United States)

Otulaja, Femi Segun

The body of research work presented in this dissertation integrates critical ethnography with video and conversation analyses in order to provide ways to articulate and understand the complexities associated with social life enactment as it unfolds during cogenerative dialogues and in the science classroom as the teacher and her students engage in science teaching and learning. The primary goal is to improve the teaching and learning of science in an urban science classroom at a public high school in Philadelphia, Pennsylvania. In order to understand what is going on in the classroom and why, I worked with a female science teacher who identify as an African-American and her culturally diversified students in a biology class to examine teacher's and students' conscious and unconscious patterned actions, (i.e., classroom practices, that structure teaching and learning in the classroom. It is my belief that to improve science teaching and learning in the classroom, it is salient to improve science teacher's practices as a precursor to transforming students' practices. In order to ameliorate breaches in the fluency of encounters in the classroom, the teacher and her students need to establish and sustain critical, collaborative and collective conversations through cogen. I employ theoretical lenses of cultural sociology that I triangulate with sociology of emotions and critical pedagogy. I focus on culture as schemas and associated practices layered with the triple dialectics of agency, passivity and structure as new or hybridized/interstitial cultures that are produced get enacted in the science classroom to transform teacher's and her students' encounters with each other. The salient implication is that since encounters are imbued with emotions, teacher and her students learn to generate positive emotional energy during cogen that gets reproduced and transformed in the science classroom. Positive emotional energy creates resources that help to initiate and sustain

Understanding the variable effect of instructional innovations on student learning

Science.gov (United States)

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.

A tethered balloon system for observation of atmospheric temperature inversion

International Nuclear Information System (INIS)

Hayashi, Takashi; Kakuta, Michio

1979-05-01

In environmental assessment of near-shore nuclear plants, information is often required on the development of internal boundary layer (IBL) and associated fumigation condition. Single tower data is not sufficient to clarify the site-dependent IBL structure that affects the atmospheric diffusion in shoreline-stack-site boundary complex. A tethered balloon system has been developed, which comprises a fixed point kitoon and a car-borne small balloon. The system enables us to measure the detailed time-space distribution of temperature without much man-power. The system and example of field observations with it are described. (author)

Using a motivation-based instructional model for teacher development and students' learning of science

Science.gov (United States)

Bae, Min-Jung

2009-10-01

Science teachers often have difficulty helping students participate in scientific practices and understand scientific ideas. In addition, they do not frequently help students value their science learning. As one way to address these problems, I designed and examined the effects of professional development using a motivation-based instructional model with teachers and students. This motivation-based inquiry and application instructional model (MIAIM) consists of four steps of activities and identifies instructional and motivational functions that teachers can use to engage their students in scientific inquiry and application and to help them value their science learning. In order to conduct this study, I worked with three teachers (4 th, 8th, and 8th) in both suburban and urban environments. This study consisted of three parts-an initial observation of teachers' classrooms, professional development with MIAIM, and an observation of teachers' classrooms after the professional development. Data analysis of class observations, interviews, and class artifacts shows that there was a moderate change in teachers' teaching approach after the intervention. The three teachers designed and enacted some inquiry and application lessons that fit the intent of MIAIM. They also used some instructional and motivational practices more frequently after the intervention than they did before the intervention. In particular, they more frequently established central questions for investigations, helped students find patterns in data by themselves, provided opportunities for application, related science to students' everyday lives, and created students' interests in scientific investigation by using interesting stories. However, there was no substantial change in teachers' use of some practices such as providing explanations, supporting students' autonomy, and using knowledge about students in designing and enacting science lessons. In addition, data analysis of students' surveys, class

Studying citizen science through adaptive management and learning feedbacks as mechanisms for improving conservation.

Science.gov (United States)

Jordan, Rebecca; Gray, Steven; Sorensen, Amanda; Newman, Greg; Mellor, David; Newman, Greg; Hmelo-Silver, Cindy; LaDeau, Shannon; Biehler, Dawn; Crall, Alycia

2016-06-01

Citizen science has generated a growing interest among scientists and community groups, and citizen science programs have been created specifically for conservation. We examined collaborative science, a highly interactive form of citizen science, which we developed within a theoretically informed framework. In this essay, we focused on 2 aspects of our framework: social learning and adaptive management. Social learning, in contrast to individual-based learning, stresses collaborative and generative insight making and is well-suited for adaptive management. Adaptive-management integrates feedback loops that are informed by what is learned and is guided by iterative decision making. Participants engaged in citizen science are able to add to what they are learning through primary data collection, which can result in the real-time information that is often necessary for conservation. Our work is particularly timely because research publications consistently report a lack of established frameworks and evaluation plans to address the extent of conservation outcomes in citizen science. To illustrate how our framework supports conservation through citizen science, we examined how 2 programs enacted our collaborative science framework. Further, we inspected preliminary conservation outcomes of our case-study programs. These programs, despite their recent implementation, are demonstrating promise with regard to positive conservation outcomes. To date, they are independently earning funds to support research, earning buy-in from local partners to engage in experimentation, and, in the absence of leading scientists, are collecting data to test ideas. We argue that this success is due to citizen scientists being organized around local issues and engaging in iterative, collaborative, and adaptive learning. © 2016 Society for Conservation Biology.

Analyzing Engineering Design through the Lens of Computation

Science.gov (United States)

Worsley, Marcelo; Blikstein, Paulo

2014-01-01

Learning analytics and educational data mining are introducing a number of new techniques and frameworks for studying learning. The scalability and complexity of these novel techniques has afforded new ways for enacting education research and has helped scholars gain new insights into human cognition and learning. Nonetheless, there remain some…

Game Play: What Does It Mean for Pedagogy to Think Like a Game Developer?

Science.gov (United States)

Pill, Shane

2014-01-01

What could a sport coach or sport teacher within physical education learn from digital game design and the way digital games capture, sustain, and maintain children's attention? Would the physical education learning experience be different if physical educators designed and enacted sport teaching by attempting to accommodate the learning needs and…

Effects of longitudinal small-group learning on delivery and receipt of communication skills feedback.

Science.gov (United States)

Chou, Calvin L; Masters, Dylan E; Chang, Anna; Kruidering, Marieke; Hauer, Karen E

2013-11-01

Although feedback is a critical component of learning, recent data suggest that learners may discount feedback they receive. The emotional threat inherent in feedback can contribute to its ineffectiveness, particularly for sensitive topics like communication skills. Longitudinal relationships among peers may increase their sense of safety and soften the perceived threat of feedback to allow students to give, receive and potentially more effectively incorporate feedback. We studied the effects of prior shared learning experiences among medical students in the delivery and receipt of feedback on clinical (communication) skills. During a formative clinical skills examination, we divided Year 3 students at a US medical school into two subgroups comprising, respectively, small-group classmates from a 2-year longitudinal pre-clerkship clinical skills course (with prior peer-learning relationships), and peers with no prior shared small-group coursework. Students in both subgroups observed peers in a simulated clinical case and then provided feedback, which was videotaped, transcribed and coded. Feedback recipients also completed a survey on their perceptions of the feedback. Students valued the feedback they received and intended to enact it, regardless of whether they had prior peer-learning relationships. Coding of feedback revealed high specificity. Feedback providers who had prior peer-learning relationships with recipients provided more specific corrective feedback on communication skills than those with no such relationships (p = 0.014); there was no significant difference between subgroups in the provision of reinforcing feedback on communication skills. Year 3 medical student peers can deliver specific feedback on clinical skills; prior peer-learning relationships in pre-clerkship clinical skills courses enrich the provision of specific corrective feedback about communication skills. Feedback between peers with pre-existing peer-learning relationships represents

We can work it out: An enactive look at cooperation

Directory of Open Access Journals (Sweden)

Valentina eFantasia

2014-08-01

Full Text Available The past years have seen an increasing debate on cooperation and its unique human character. Philosophers and psychologists have proposed that cooperative activities are characterized by shared goals to which participants are committed through the ability to understand each other’s intentions. Despite its popularity, some serious issues arise with this approach to cooperation. First, one may challenge the assumption that high-level mental processes are necessary for engaging in acting cooperatively. If they are, then how do agents that do not possess such ability (preverbal children, or children with autism who are often claimed to be mind-blind engage in cooperative exchanges, as the evidence suggests? Secondly, to define cooperation as the result of two de-contextualized minds reading each other’s intentions may fail to fully acknowledge the complexity of situated, interactional dynamics and the interplay of variables such as the participants’ relational and personal history and experience. In this paper we challenge such accounts of cooperation, calling for an embodied approach that sees cooperation not only as an individual attitude towards the other, but also as a property of interaction processes. Taking an enactive perspective, we argue that cooperation is an intrinsic part of any interaction, and that there can be cooperative interaction before complex communicative abilities are achieved. The issue then is not whether one is able or not to read the other’s intentions, but what it takes to participate in joint action. From this basic account, it should be possible to build up more complex forms of cooperation as needed. Addressing the study of cooperation in these terms may enhance our understanding of human social development, and foster our knowledge of different ways of engaging with others, as in the case of autism.

Analysis of recently enacted national energy legislation and the Clean Air Act Amendments of 1990 as related to Decontamination and Decommissioning at Federal, State, and private facilities

International Nuclear Information System (INIS)

1994-01-01

This report is a summary of an analysis of recently enacted national energy legislation and the Clean Air Act Amendments of 1990 as related to Decontamination and Decommissioning (D ampersand D) at Federal, State and private facilities. It is submitted pursuant to Appendix A of subcontract 9-X62-0785E-1, dated July 27, 1992, between the Regents of the University of California and Van Ness, Feldman ampersand Curtis

arXiv Production and Integration of the ATLAS Insertable B-Layer

CERN Document Server

Abbott, B.; Alberti, F.; Alex, M.; Alimonti, G.; Alkire, S.; Allport, P.; Altenheiner, S.; Ancu, L.S.; Anderssen, E.; Andreani, A.; Andreazza, A.; Axen, B.; Arguin, J.; Backhaus, M.; Balbi, G.; Ballansat, J.; Barbero, M.; Barbier, G.; Bassalat, A.; Bates, R.; Baudin, P.; Battaglia, M.; Beau, T.; Beccherle, R.; Bell, A.; Benoit, M.; Bermgan, A.; Bertsche, C.; Bertsche, D.; Bilbao de Mendizabal, J.; Bindi, F.; Bomben, M.; Borri, M.; Bortolin, C.; Bousson, N.; Boyd, R.G.; Breugnon, P.; Bruni, G.; Brossamer, J.; Bruschi, M.; Buchholz, P.; Budun, E.; Buttar, C.; Cadoux, F.; Calderini, G.; Caminada, L.; Capeans, M.; Carney, R.; Casse, G.; Catinaccio, A.; Cavalli-Sforza, M.; Červ, M.; Cervelli, A.; Chau, C.C.; Chauveau, J.; Chen, S.P.; Chu, M.; Ciapetti, M.; Cindro, V.; Citterio, M.; Clark, A.; Cobal, M.; Coelli, S.; Collot, J.; Crespo-Lopez, O.; Dalla Betta, G.F.; Daly, C.; D'Amen, G.; Dann, N.; Dao, V.; Darbo, G.; DaVia, C.; David, P.; Debieux, S.; Delebecque, P.; De Lorenzi, F.; de Oliveira, R.; Dette, K.; Dietsche, W.; Di Girolamo, B.; Dinu, N.; Dittus, F.; Diyakov, D.; Djama, F.; Dobos, D.; Dondero, P.; Doonan, K.; Dopke, J.; Dorholt, O.; Dube, S.; Dzahini, D.; Egorov, K.; Ehrmann, O.; Einsweiler, K.; Elles, S.; Elsing, M.; Eraud, L.; Ereditato, A.; Eyring, A.; Falchieri, D.; Falou, A.; Fausten, C.; Favareto, A.; Favre, Y.; Feigl, S.; Fernandez Perez, S.; Ferrere, D.; Fleury, J.; Flick, T.; Forshaw, D.; Fougeron, D.; Franconi, L.; Gabrielli, A.; Gaglione, R.; Gallrapp, C.; Gan, K.K.; Garcia-Sciveres, M.; Gariano, G.; Gastaldi, T.; Gavrilenko, I.; Gaudiello, A.; Geffroy, N.; Gemme, C.; Gensolen, F.; George, M.; Ghislain, P.; Giangiacomi, N.; Gibson, S.; Giordani, M.P.; Giugni, D.; Gjersdal, H.; Glitza, K.W.; Gnani, D.; Godlewski, J.; Gonella, L.; Gonzalez-Sevilla, S.; Gorelov, I.; Gorišek, A.; Gössling, C.; Grancagnolo, S.; Gray, H.; Gregor, I.; Grenier, P.; Grinstein, S.; Gris, A.; Gromov, V.; Grondin, D.; Grosse-Knetter, J.; Guescini, F.; Guido, E.; Gutierrez, P.; Hallewell, G.; Hartman, N.; Hauck, S.; Hasi, J.; Hasib, A.; Hegner, F.; Heidbrink, S.; Heim, T.; Heinemann, B.; Hemperek, T.; Hessey, N.P.; Hetmánek, M.; Hinman, R.R.; Hoeferkamp, M.; Holmes, T.; Hostachy, J.; Hsu, S.C.; Hügging, F.; Husi, C.; Iacobucci, G.; Ibragimov, I.; Idarraga, J.; Ikegami, Y.; Ince, T.; Ishmukhametov, R.; Izen, J.M.; Janoška, Z.; Janssen, J.; Jansen, L.; Jeanty, L.; Jensen, F.; Jentzsch, J.; Jezequel, S.; Joseph, J.; Kagan, H.; Kagan, M.; Karagounis, M.; Kass, R.; Kastanas, A.; Kenney, C.; Kersten, S.; Kind, P.; Klein, M.; Klingenberg, R.; Kluit, R.; Kocian, M.; Koffeman, E.; Korchak, O.; Korolkov, I.; Kostyukhina-Visoven, I.; Kovalenko, S.; Kretz, M.; Krieger, N.; Krüger, H.; Kruth, A.; Kugel, A.; Kuykendall, W.; La Rosa, A.; Lai, C.; Lantzsch, K.; Lapoire, C.; Laporte, D.; Lari, T.; Latorre, S.; Leyton, M.; Lindquist, B.; Looper, K.; Lopez, I.; Lounis, A.; Lu, Y.; Lubatti, H.J.; Maeland, S.; Maier, A.; Mallik, U.; Manca, F.; Mandelli, B.; Mandić, I.; Marchand, D.; Marchiori, G.; Marx, M.; Massol, N.; Mättig, P.; Mayer, J.; Mc Goldrick, G.; Mekkaoui, A.; Menouni, M.; Menu, J.; Meroni, C.; Mesa, J.; Michal, S.; Miglioranzi, S.; Mikuž, M.; Miucci, A.; Mochizuki, K.; Monti, M.; Moore, J.; Morettini, P.; Morley, A.; Moss, J.; Muenstermann, D.; Murray, P.; Nakamura, K.; Nellist, C.; Nelson, D.; Nessi, M.; Nisius, R.; Nordberg, M.; Nuiry, F.; Obermann, T.; Ockenfels, W.; Oide, H.; Oriunno, M.; Ould-Saada, F.; Padilla, C.; Pangaud, P.; Parker, S.; Pelleriti, G.; Pernegger, H.; Piacquadio, G.; Picazio, A.; Pohl, D.; Polini, A.; Pons, X.; Popule, J.; Portell Bueso, X.; Potamianos, K.; Povoli, M.; Puldon, D.; Pylypchenko, Y.; Quadt, A.; Quayle, B.; Rarbi, F.; Ragusa, F.; Rambure, T.; Richards, E.; Riegel, C.; Ristic, B.; Rivière, F.; Rizatdinova, F.; Rø hne, O.; Rossi, C.; Rossi, L.P.; Rovani, A.; Rozanov, A.; Rubinskiy, I.; Rudolph, M.S.; Rummier, A.; Ruscino, E.; Sabatini, F.; Salek, D.; Salzburger, A.; Sandaker, H.; Sannino, M.; Sanny, B.; Scanlon, T.; Schipper, J.; Schmidt, U.; Schneider, B.; Schorlemmer, A.; Schroer, N.; Schwemling, P.; Sciuccati, A.; Seidel, S.; Seiden, A.; Šícho, P.; Skubic, P.; Sloboda, M.; Smith, D.S.; Smith, M.; Sood, A.; Spencer, E.; Stramaglia, M.; Strauss, M.; Stucci, S.; Stugu, B.; Stupak, J.; Styles, N.; Su, D.; Takubo, Y.; Tassan, J.; Teng, P.; Teixeira, A.; Terzo, S.; Therry, X.; Todorov, T.; Tomášek, M.; Toms, K.; Travaglini, R.; Trischuk, W.; Troncon, C.; Troska, G.; Tsiskaridze, S.; Tsurin, I.; Tsybychev, D.; Unno, Y.; Vacavant, L.; Verlaat, B.; Vigeolas, E.; Vogt, M.; Vrba, V.; Vuillermet, R.; Wagner, W.; Walkowiak, W.; Wang, R.; Watts, S.; Weber, M.S.; Weber, M.; Weingarten, J.; Welch, S.; Wenig, S.; Wensing, M.; Wermes, N.; Wittig, T.; Wittgen, M.; Yildizkaya, T.; Yang, Y.; Yao, W.; Yi, Y.; Zaman, A.; Zaidan, R.; Zeitnitz, C.; Ziolkowski, M.; Zivkovic, V.; Zoccoli, A.; Zwalinski, L.

2018-05-16

During the shutdown of the CERN Large Hadron Collider in 2013-2014, an additional pixel layer was installed between the existing Pixel detector of the ATLAS experiment and a new, smaller radius beam pipe. The motivation for this new pixel layer, the Insertable B-Layer (IBL), was to maintain or improve the robustness and performance of the ATLAS tracking system, given the higher instantaneous and integrated luminosities realised following the shutdown. Because of the extreme radiation and collision rate environment, several new radiation-tolerant sensor and electronic technologies were utilised for this layer. This paper reports on the IBL construction and integration prior to its operation in the ATLAS detector.

Production and integration of the ATLAS Insertable B-Layer

Science.gov (United States)

Abbott, B.; Albert, J.; Alberti, F.; Alex, M.; Alimonti, G.; Alkire, S.; Allport, P.; Altenheiner, S.; Ancu, L. S.; Anderssen, E.; Andreani, A.; Andreazza, A.; Axen, B.; Arguin, J.; Backhaus, M.; Balbi, G.; Ballansat, J.; Barbero, M.; Barbier, G.; Bassalat, A.; Bates, R.; Baudin, P.; Battaglia, M.; Beau, T.; Beccherle, R.; Bell, A.; Benoit, M.; Bermgan, A.; Bertsche, C.; Bertsche, D.; Bilbao de Mendizabal, J.; Bindi, F.; Bomben, M.; Borri, M.; Bortolin, C.; Bousson, N.; Boyd, R. G.; Breugnon, P.; Bruni, G.; Brossamer, J.; Bruschi, M.; Buchholz, P.; Budun, E.; Buttar, C.; Cadoux, F.; Calderini, G.; Caminada, L.; Capeans, M.; Carney, R.; Casse, G.; Catinaccio, A.; Cavalli-Sforza, M.; Červ, M.; Cervelli, A.; Chau, C. C.; Chauveau, J.; Chen, S. P.; Chu, M.; Ciapetti, M.; Cindro, V.; Citterio, M.; Clark, A.; Cobal, M.; Coelli, S.; Collot, J.; Crespo-Lopez, O.; Dalla Betta, G. F.; Daly, C.; D'Amen, G.; Dann, N.; Dao, V.; Darbo, G.; DaVia, C.; David, P.; Debieux, S.; Delebecque, P.; De Lorenzi, F.; de Oliveira, R.; Dette, K.; Dietsche, W.; Di Girolamo, B.; Dinu, N.; Dittus, F.; Diyakov, D.; Djama, F.; Dobos, D.; Dondero, P.; Doonan, K.; Dopke, J.; Dorholt, O.; Dube, S.; Dzahini, D.; Egorov, K.; Ehrmann, O.; Einsweiler, K.; Elles, S.; Elsing, M.; Eraud, L.; Ereditato, A.; Eyring, A.; Falchieri, D.; Falou, A.; Fausten, C.; Favareto, A.; Favre, Y.; Feigl, S.; Fernandez Perez, S.; Ferrere, D.; Fleury, J.; Flick, T.; Forshaw, D.; Fougeron, D.; Franconi, L.; Gabrielli, A.; Gaglione, R.; Gallrapp, C.; Gan, K. K.; Garcia-Sciveres, M.; Gariano, G.; Gastaldi, T.; Gavrilenko, I.; Gaudiello, A.; Geffroy, N.; Gemme, C.; Gensolen, F.; George, M.; Ghislain, P.; Giangiacomi, N.; Gibson, S.; Giordani, M. P.; Giugni, D.; Gjersdal, H.; Glitza, K. W.; Gnani, D.; Godlewski, J.; Gonella, L.; Gonzalez-Sevilla, S.; Gorelov, I.; Gorišek, A.; Gössling, C.; Grancagnolo, S.; Gray, H.; Gregor, I.; Grenier, P.; Grinstein, S.; Gris, A.; Gromov, V.; Grondin, D.; Grosse-Knetter, J.; Guescini, F.; Guido, E.; Gutierrez, P.; Hallewell, G.; Hartman, N.; Hauck, S.; Hasi, J.; Hasib, A.; Hegner, F.; Heidbrink, S.; Heim, T.; Heinemann, B.; Hemperek, T.; Hessey, N. P.; Hetmánek, M.; Hinman, R. R.; Hoeferkamp, M.; Holmes, T.; Hostachy, J.; Hsu, S. C.; Hügging, F.; Husi, C.; Iacobucci, G.; Ibragimov, I.; Idarraga, J.; Ikegami, Y.; Ince, T.; Ishmukhametov, R.; Izen, J. M.; Janoška, Z.; Janssen, J.; Jansen, L.; Jeanty, L.; Jensen, F.; Jentzsch, J.; Jezequel, S.; Joseph, J.; Kagan, H.; Kagan, M.; Karagounis, M.; Kass, R.; Kastanas, A.; Kenney, C.; Kersten, S.; Kind, P.; Klein, M.; Klingenberg, R.; Kluit, R.; Kocian, M.; Koffeman, E.; Korchak, O.; Korolkov, I.; Kostyukhina-Visoven, I.; Kovalenko, S.; Kretz, M.; Krieger, N.; Krüger, H.; Kruth, A.; Kugel, A.; Kuykendall, W.; La Rosa, A.; Lai, C.; Lantzsch, K.; Lapoire, C.; Laporte, D.; Lari, T.; Latorre, S.; Leyton, M.; Lindquist, B.; Looper, K.; Lopez, I.; Lounis, A.; Lu, Y.; Lubatti, H. J.; Maeland, S.; Maier, A.; Mallik, U.; Manca, F.; Mandelli, B.; Mandić, I.; Marchand, D.; Marchiori, G.; Marx, M.; Massol, N.; Mättig, P.; Mayer, J.; McGoldrick, G.; Mekkaoui, A.; Menouni, M.; Menu, J.; Meroni, C.; Mesa, J.; Michal, S.; Miglioranzi, S.; Mikuž, M.; Miucci, A.; Mochizuki, K.; Monti, M.; Moore, J.; Morettini, P.; Morley, A.; Moss, J.; Muenstermann, D.; Murray, P.; Nakamura, K.; Nellist, C.; Nelson, D.; Nessi, M.; Nisius, R.; Nordberg, M.; Nuiry, F.; Obermann, T.; Ockenfels, W.; Oide, H.; Oriunno, M.; Ould-Saada, F.; Padilla, C.; Pangaud, P.; Parker, S.; Pelleriti, G.; Pernegger, H.; Piacquadio, G.; Picazio, A.; Pohl, D.; Polini, A.; Pons, X.; Popule, J.; Portell Bueso, X.; Potamianos, K.; Povoli, M.; Puldon, D.; Pylypchenko, Y.; Quadt, A.; Quayle, B.; Rarbi, F.; Ragusa, F.; Rambure, T.; Richards, E.; Riegel, C.; Ristic, B.; Rivière, F.; Rizatdinova, F.; RØhne, O.; Rossi, C.; Rossi, L. P.; Rovani, A.; Rozanov, A.; Rubinskiy, I.; Rudolph, M. S.; Rummler, A.; Ruscino, E.; Sabatini, F.; Salek, D.; Salzburger, A.; Sandaker, H.; Sannino, M.; Sanny, B.; Scanlon, T.; Schipper, J.; Schmidt, U.; Schneider, B.; Schorlemmer, A.; Schroer, N.; Schwemling, P.; Sciuccati, A.; Seidel, S.; Seiden, A.; Šícho, P.; Skubic, P.; Sloboda, M.; Smith, D. S.; Smith, M.; Sood, A.; Spencer, E.; Stramaglia, M.; Strauss, M.; Stucci, S.; Stugu, B.; Stupak, J.; Styles, N.; Su, D.; Takubo, Y.; Tassan, J.; Teng, P.; Teixeira, A.; Terzo, S.; Therry, X.; Todorov, T.; Tomášek, M.; Toms, K.; Travaglini, R.; Trischuk, W.; Troncon, C.; Troska, G.; Tsiskaridze, S.; Tsurin, I.; Tsybychev, D.; Unno, Y.; Vacavant, L.; Verlaat, B.; Vigeolas, E.; Vogt, M.; Vrba, V.; Vuillermet, R.; Wagner, W.; Walkowiak, W.; Wang, R.; Watts, S.; Weber, M. S.; Weber, M.; Weingarten, J.; Welch, S.; Wenig, S.; Wensing, M.; Wermes, N.; Wittig, T.; Wittgen, M.; Yildizkaya, T.; Yang, Y.; Yao, W.; Yi, Y.; Zaman, A.; Zaidan, R.; Zeitnitz, C.; Ziolkowski, M.; Zivkovic, V.; Zoccoli, A.; Zwalinski, L.

2018-05-01

During the shutdown of the CERN Large Hadron Collider in 2013-2014, an additional pixel layer was installed between the existing Pixel detector of the ATLAS experiment and a new, smaller radius beam pipe. The motivation for this new pixel layer, the Insertable B-Layer (IBL), was to maintain or improve the robustness and performance of the ATLAS tracking system, given the higher instantaneous and integrated luminosities realised following the shutdown. Because of the extreme radiation and collision rate environment, several new radiation-tolerant sensor and electronic technologies were utilised for this layer. This paper reports on the IBL construction and integration prior to its operation in the ATLAS detector.

Autonomy of will principle and international instruments in the colombian judicial system

Directory of Open Access Journals (Sweden)

Leonardo Espinosa Quintero

2009-06-01

Full Text Available The irruption of International Business Law (IBL or the Uniform International Trade Law has produced a series of “waves” in the Colombian legal system. It has been attributed to the private autonomy of the will, as a principle protected by IBL, the authority to replace the government power of protecting the interests of society. However, despite this principle has existed for centuries, currently it has been subject of reinterpretation. This paper will specifically approach the ‘Reconstruction’ of this principle from the jurisprudence of the Colombian Constitutional Court perspective and from the academic proposal of the Colombian Professor Diego Eduardo Lopez Medina.

How adolescents learn about risk perception and behavior in regards to alcohol use in light of social learning theory: a qualitative study in Bogotá, Colombia.

Science.gov (United States)

Trujillo, Elena María; Suárez, Daniel Enrique; Lema, Mariana; Londoño, Alicia

2015-02-01

In Colombia, the use of alcohol is one of the main risky behaviors carried out by adolescents, given that alcohol is the principal drug of abuse in this age group. Understanding how adolescents learn about risk and behavior is important in developing effective prevention programs. The Theory of Social learning underlines the importance of social interaction in the learning process. It suggests that learning can occur in three ways: a live model in which a person is enacting the desired behavior, verbal instruction when the desired behavior is described, and symbolic learning in which modeling occurs by influence of the media. This study explores these three forms of learning in the perception of risk and behavior related to the use of alcohol in a group of students between 12 and 14 years of age in Bogotá, Colombia. This is a qualitative research study, which is part of a larger study exploring the social representations of risk and alcohol use in adolescents and their communities. The sample group included 160 students from two middle schools (7th and 8th graders) in Bogotá, Colombia. Six sessions of participant observation, 12 semi-structured interviews, and 12 focus group discussions were conducted for data collection. Data were analyzed using the Atlas ti software (V7.0) (ATLAS.ti Scientific Software Development GmbH, London, UK), and categories of analysis were developed using a framework analysis approach. Adolescents can identify several risks related to the use of alcohol, which for the most part, appear to have been learned through verbal instruction. However, this risk recognition does not appear to correlate with their behavior. Parental modeling and messages conveyed by the media represent two other significant sources of learning that are constantly contradicting the messages relayed through verbal instruction and correlate to a greater extent with adolescent behavior. The three different forms of learning described by Social Learning Theory play a

Why Mentor? Linking Mentor Teachers' Motivations to Their Mentoring Conceptions

Science.gov (United States)

van Ginkel, Gisbert; Verloop, Nico; Denessen, Eddie

2016-01-01

Current mentoring models for teacher preparation and induction emphasize the need to engage novice teachers' learning through collaborative professional learning communities. Mentors in such communities are expected to engage in joint knowledge construction with novices, and to be "co-thinkers" who enact a developmental view of…

An Extended Petri-Net Based Approach for Supply Chain Process Enactment in Resource-Centric Web Service Environment

Science.gov (United States)

Wang, Xiaodong; Zhang, Xiaoyu; Cai, Hongming; Xu, Boyi

Enacting a supply-chain process involves variant partners and different IT systems. REST receives increasing attention for distributed systems with loosely coupled resources. Nevertheless, resource model incompatibilities and conflicts prevent effective process modeling and deployment in resource-centric Web service environment. In this paper, a Petri-net based framework for supply-chain process integration is proposed. A resource meta-model is constructed to represent the basic information of resources. Then based on resource meta-model, XML schemas and documents are derived, which represent resources and their states in Petri-net. Thereafter, XML-net, a high level Petri-net, is employed for modeling control and data flow of process. From process model in XML-net, RESTful services and choreography descriptions are deduced. Therefore, unified resource representation and RESTful services description are proposed for cross-system integration in a more effective way. A case study is given to illustrate the approach and the desirable features of the approach are discussed.

Learning in third spaces: community art studio as storefront university classroom.

Science.gov (United States)

Timm-Bottos, Janis; Reilly, Rosemary C

2015-03-01

Third spaces are in-between places where teacher-student scripts intersect, creating the potential for authentic interaction and a shift in what counts as knowledge. This paper describes a unique community-university initiative: a third space storefront classroom for postsecondary students in professional education programs, which also functions as a community art studio for the surrounding neighborhood. This approach to professional education requires an innovative combination of theory, methods, and materials as enacted by the professionals involved and performed by the students. This storefront classroom utilizes collaborative and inclusive instructional practices that promote human and community development. It facilitates the use of innovative instructional strategies including art making and participatory dialogue to create a liminal learning space that reconfigures professional education. In researching the effectiveness of this storefront classroom, we share the voices of students who have participated in this third space as part of their coursework to underscore these principles and practices.

Enacting Firm, Fair and Friendly Practice: A Model for Strengths-Based Child Protection Relationships?

Science.gov (United States)

Oliver, Carolyn; Charles, Grant

2016-06-01

Strengths-based solution-focused approaches are gaining ground in statutory child protection work, but few studies have asked front line practitioners how they navigate the complex worker-client relationships such approaches require. This paper describes one component of a mixed-methods study in a large Canadian statutory child protection agency in which 225 workers described how they applied the ideas of strengths-based practice in their daily work. Interviews with twenty-four practitioners were analysed using an interpretive description approach. Only four interviewees appeared to successfully enact a version of strengths-based practice that closely mirrored those described by key strengths-based child protection theorists and was fully congruent with their mandated role. They described navigating a shifting balance of collaboration and authority in worker-client relationships based on transparency, impartial judgement, attentiveness to the worker-client interaction and the value that clients were fellow human beings. Their accounts extend current conceptualisations of the worker-client relationship in strengths-based child protection work and are congruent with current understandings of effective mandated relationships. They provide what may be a useful model to help workers understand and navigate relationships in which they must reconcile their own authority and expertise with genuine support for the authority and expertise of their clients.

Barriers and Enablers to Enacting Child and Youth Related Injury Prevention Legislation in Canada

Directory of Open Access Journals (Sweden)

Linda Rothman

2016-07-01

Full Text Available Injury prevention policy is crucial for the safety of Canada’s children; however legislation is not adopted uniformly across the country. This study aimed to identify key barriers and enablers to enacting injury prevention legislation. Purposive snowball sampling identified individuals involved in injury prevention throughout Canada. An online survey asked respondents to identify policies that were relevant to them, and whether legislation existed in their province. Respondents rated the importance of barriers or enablers using a 5-point Likert type scale and included open-ended comments. Fifty-seven respondents identified the most common injury topics: bicycle helmets (44, 77%, cell phone-distracted driving (36, 63%, booster seats (28, 49%, ski helmets (24, 42%, and graduated driver’s licensing (21, 37%. The top enablers were research/surveillance, managerial/political support and professional group consultation, with much variability between injury topics. Open-ended comments emphasized the importance of a united opinion as an enabler and barriers included costs of protective equipment and inadequate enforcement of legislation. The results highlighted the importance of strategies that include research, management and community collaboration and that injury prevention topics should be addressed individually as information may be lost if topics are considered together. Findings can inform the process of turning injury prevention evidence into action.

A baseline evaluation of casino air quality after enactment of Nevada's Clean Indoor Air Act.

Science.gov (United States)

York, Nancy L; Lee, Kiyoung

2010-01-01

The U.S. Surgeon General reports that there is no safe level of exposure to secondhand smoke (SHS). The purpose of this study was to measure levels of fine particulate matter in nonsmoking casino restaurants after enactment of Nevada's Clean Indoor Air Act (NCIAA). Fine particulate mattercasino hotel restaurants and gaming areas for a total of 32 venues. A battery-operated SidePak aerosol monitor was discreetly used for at least 30 min in each venue. Nonsmoking restaurant PM2.5 levels ranged from 5 to 101 microg/m3 (M=31; SD=22.9) while gaming areas ranged from 20 to 73 microg/m3 (M=48; SD=15.9). There was a significant difference in PM2.5 between restaurants and gaming areas, t30=-2.54, p=.017. There was also a strong correlation between the levels of restaurant PM2.5 and gaming area PM2.5 (r=.71; p=.005). Fine PM2.5 in all casino areas was above what the Environmental Protection Agency recommends as healthy. This information can be used to educate policy decision makers when discussing potential strengthening of the law.

Curriculum Making as the Enactment of Dwelling in Places

Science.gov (United States)

Ross, Hamish; Mannion, Greg

2012-01-01

This article uses an account of dwelling to interrogate the concept of curriculum making. Tim Ingold's use of dwelling to understand culture is productive here because of his implicit and explicit interest in intergenerational learning. His account of dwelling rests on a foundational ontological claim--that mental construction and representation…

Readiness for Solving Story Problems.

Science.gov (United States)

Dunlap, William F.

1982-01-01

Readiness activities are described which are designed to help learning disabled (LD) students learn to perform computations in story problems. Activities proceed from concrete objects to numbers and involve the students in devising story problems. The language experience approach is incorporated with the enactive, iconic, and symbolic levels of…

Micro-CT at the imaging beamline P05 at PETRA III

International Nuclear Information System (INIS)

Wilde, Fabian; Ogurreck, Malte; Greving, Imke; Hammel, Jörg U.; Beckmann, Felix; Hipp, Alexander; Lottermoser, Lars; Khokhriakov, Igor; Lytaev, Pavel; Dose, Thomas; Burmester, Hilmar; Müller, Martin; Schreyer, Andreas

2016-01-01

The Imaging Beamline (IBL) P05 is operated by the Helmholtz-Zentrum Geesthacht and located at the DESY storage ring PETRA III. IBL is dedicated to X-ray full field imaging and consists of two experimental end stations. A micro tomography end station equipped for spatial resolutions down to 1 µm and a nano tomography end station for spatial resolutions down to 100 nm. The micro tomography end station is in user operation since 2013 and offers imaging with absorption contrast, phase enhanced absorption contrast and phase contrast methods. We report here on the current status and developments of the micro tomography end station including technical descriptions and show examples of research performed at P05.

Being, becoming, and belonging: Improving science fluency during laboratory activities in urban education

Science.gov (United States)

Pitts, Wesley

The research presented in this dissertation uses authentic ethnography, augmented by video and conversational analysis, to investigate the teaching and learning of chemistry across boundaries of difference in an urban high school. A coordinated set of theoretical lenses from cultural sociology and sociology of emotion is used to deploy and analyze these methods. All four students highlighted in this study are Black and/or Latino females from working class income families. They identify as second-generation Americans either of African American of Caribbean heritage or Latina of Latin American or Caribbean heritage. The students achieved mild to moderate success in a tenth-grade level chemistry class. Their chemistry teacher is a first-generation immigrant middle-aged male who would ethnically be considered Filipino-American. The focal fields of this research occur in Regents chemistry laboratory classes in a small secondary inner city high school in the Bronx, New York City, and associated cogenerative dialogues. One of the major premises of this study is that learning is a form of cultural enactment (i.e., production, reproduction, and transformation). Culture (schema and practices) enacted by students and teachers in one field can be enacted successfully in another field because fields are surrounded by porous boundaries. Accordingly, participants use resources to meet their goals (e.g., learn chemistry), in so doing, create interstitial culture that becomes part of the structure of the field and resources for learning. A priority was to examine how learning and teaching of science is enacted when students and their teachers are able to coparticipate in culturally adaptive ways and use their capital successfully. A key implication is the need for teachers and students to be aware of cultural encounters that afford positive emotional energy and solidarity. The important point here is to minimize encounters that create negative emotional energy. What we learned from

Learning from doing: the case for combining normalisation process theory and participatory learning and action research methodology for primary healthcare implementation research.

Science.gov (United States)

de Brún, Tomas; O'Reilly-de Brún, Mary; O'Donnell, Catherine A; MacFarlane, Anne

2016-08-03

The implementation of research findings is not a straightforward matter. There are substantive and recognised gaps in the process of translating research findings into practice and policy. In order to overcome some of these translational difficulties, a number of strategies have been proposed for researchers. These include greater use of theoretical approaches in research focused on implementation, and use of a wider range of research methods appropriate to policy questions and the wider social context in which they are placed. However, questions remain about how to combine theory and method in implementation research. In this paper, we respond to these proposals. Focussing on a contemporary social theory, Normalisation Process Theory, and a participatory research methodology, Participatory Learning and Action, we discuss the potential of their combined use for implementation research. We note ways in which Normalisation Process Theory and Participatory Learning and Action are congruent and may therefore be used as heuristic devices to explore, better understand and support implementation. We also provide examples of their use in our own research programme about community involvement in primary healthcare. Normalisation Process Theory alone has, to date, offered useful explanations for the success or otherwise of implementation projects post-implementation. We argue that Normalisation Process Theory can also be used to prospectively support implementation journeys. Furthermore, Normalisation Process Theory and Participatory Learning and Action can be used together so that interventions to support implementation work are devised and enacted with the expertise of key stakeholders. We propose that the specific combination of this theory and methodology possesses the potential, because of their combined heuristic force, to offer a more effective means of supporting implementation projects than either one might do on its own, and of providing deeper understandings of

Alignment of learning objectives and assessments in therapeutics courses to foster higher-order thinking.

Science.gov (United States)

FitzPatrick, Beverly; Hawboldt, John; Doyle, Daniel; Genge, Terri

2015-02-17

To determine whether national educational outcomes, course objectives, and classroom assessments for 2 therapeutics courses were aligned for curricular content and cognitive processes, and if they included higher-order thinking. Document analysis and student focus groups were used. Outcomes, objectives, and assessment tasks were matched for specific therapeutics content and cognitive processes. Anderson and Krathwohl's Taxonomy was used to define higher-order thinking. Students discussed whether assessments tested objectives and described their thinking when responding to assessments. There were 7 outcomes, 31 objectives, and 412 assessment tasks. The alignment for content and cognitive processes was not satisfactory. Twelve students participated in the focus groups. Students thought more short-answer questions than multiple choice questions matched the objectives for content and required higher-order thinking. The alignment analysis provided data that could be used to reveal and strengthen the enacted curriculum and improve student learning.

High-Fidelity Aerodynamic Design with Transition Prediction, Phase I

Data.gov (United States)

National Aeronautics and Space Administration — To enhance aerodynamic design capabilities, Desktop Aeronautics proposes to combine a new sweep/taper integrated-boundary-layer (IBL) code that includes transition...

Responsibility and Generativity in Online Learning Communities

Science.gov (United States)

Beth, Alicia D.; Jordan, Michelle E.; Schallert, Diane L.; Reed, JoyLynn H.; Kim, Minseong

2015-01-01

The purpose of this study was to investigate whether and how students enact "responsibility" and "generativity" through their comments in asynchronous online discussions. "Responsibility" referred to discourse markers indicating participants' sense that their contributions are required in order to uphold their…

Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments

Science.gov (United States)

Goldberg, Fred; Price, Edward; Robinson, Stephen; Boyd-Harlow, Danielle; McKean, Michael

2012-06-01

We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS) curriculum was designed around specific principles based on research on learning to meet the needs of nonscience students, especially prospective and practicing elementary and middle school teachers. We describe the structure of the two curricula and the adaptation process, including a detailed comparison of similar activities from the two curricula and a case study of a LEPS classroom implementation. In LEPS, short instructor-guided lessons replace lengthier small group activities, and movies, rather than hands-on investigations, provide the evidence used to support and test ideas. LEPS promotes student peer interaction as an important part of sense making via “clicker” questions, rather than small group and whole class discussions typical of PSET. Examples of student dialog indicate that this format is capable of generating substantive student discussion and successfully enacting the design principles. Field-test data show similar student content learning gains with the two curricula. Nevertheless, because of classroom constraints, some important practices of science that were an integral part of PSET were not included in LEPS.

Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments

Directory of Open Access Journals (Sweden)

Fred Goldberg1

2012-05-01

Full Text Available We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET, for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS curriculum was designed around specific principles based on research on learning to meet the needs of nonscience students, especially prospective and practicing elementary and middle school teachers. We describe the structure of the two curricula and the adaptation process, including a detailed comparison of similar activities from the two curricula and a case study of a LEPS classroom implementation. In LEPS, short instructor-guided lessons replace lengthier small group activities, and movies, rather than hands-on investigations, provide the evidence used to support and test ideas. LEPS promotes student peer interaction as an important part of sense making via “clicker” questions, rather than small group and whole class discussions typical of PSET. Examples of student dialog indicate that this format is capable of generating substantive student discussion and successfully enacting the design principles. Field-test data show similar student content learning gains with the two curricula. Nevertheless, because of classroom constraints, some important practices of science that were an integral part of PSET were not included in LEPS.

Teaching patient care to students: A blended learning approach in radiography education

Energy Technology Data Exchange (ETDEWEB)

Bleiker, Jill, E-mail: j.bleiker@ex.ac.uk [College of Engineering, Mathematics and Physical Sciences, University of Exeter, Stocker Road, Exeter EX4 4QL (United Kingdom); Knapp, Karen M.; Frampton, Ian [College of Engineering, Mathematics and Physical Sciences, University of Exeter, Stocker Road, Exeter EX4 4QL (United Kingdom)

2011-08-15

Understanding the complexity of the patient-practitioner interaction is a challenging area for radiography students early in their programmes. A small scale research project was undertaken to develop blended learning resources for the teaching of patient care to radiography students. Its purpose was to utilise experiences gathered from interviews with ex-patients to produce video clips of patient-practitioner interactions so that students might gain some insight into the reality of the clinical setting, thus enabling them to link theory with practice. A total of eight interviews with ex-patients were carried out and the transcripts used to generate scripts which were enacted and filmed by a professional acting company. Thematic analysis of the study data initiated the generation of scenarios, which formed the basis of the videos. Twelve scenes showing patient-practitioner interactions in various parts of a medical imaging department and four 'talking heads' clips were produced. These were loaded onto the university's virtual learning environment and made available for viewing together with self-test and evaluation questionnaires. A pilot study was carried out; evaluation of the videos by second year student radiographers was positive. The main study was carried out using first year students with similarly positive findings and the videos are now publically available for teaching purposes. Further work in this promising area of e-learning could further utilise patients' experiences, and using the same technology, might offer students of other professions the opportunity to gain vicarious experience prior to their first encounters with patients and the general public. In conclusion, research leading to the production of simulations of real-life patient-practitioner interactions delivered using blended learning is a useful pedagogical tool in the education of radiography students.