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Sample records for pretest instructions assignments

  1. Grouped to Achieve: Are There Benefits to Assigning Students to Heterogeneous Cooperative Learning Groups Based on Pre-Test Scores?

    Science.gov (United States)

    Werth, Arman Karl

    Cooperative learning has been one of the most widely used instructional practices around the world since the early 1980's. Small learning groups have been in existence since the beginning of the human race. These groups have grown in their variance and complexity overtime. Classrooms are getting more diverse every year and instructors need a way to take advantage of this diversity to improve learning. The purpose of this study was to see if heterogeneous cooperative learning groups based on student achievement can be used as a differentiated instructional strategy to increase students' ability to demonstrate knowledge of science concepts and ability to do engineering design. This study includes two different groups made up of two different middle school science classrooms of 25-30 students. These students were given an engineering design problem to solve within cooperative learning groups. One class was put into heterogeneous cooperative learning groups based on student's pre-test scores. The other class was grouped based on random assignment. The study measured the difference between each class's pre-post gains, student's responses to a group interaction form and interview questions addressing their perceptions of the makeup of their groups. The findings of the study were that there was no significant difference between learning gains for the treatment and comparison groups. There was a significant difference between the treatment and comparison groups in student perceptions of their group's ability to stay on task and manage their time efficiently. Both the comparison and treatment groups had a positive perception of the composition of their cooperative learning groups.

  2. Promoting Discussion in Peer Instruction: Discussion Partner Assignment and Accountability Scoring Mechanisms

    Science.gov (United States)

    Chou, Chih-Yueh; Lin, Pin-Hsun

    2015-01-01

    Peer instruction (PI) involves students answering questions and peer discussion learning activities. PI can enhance student performance and engagement in classroom instruction. However, some students do not engage in the discussions. This study proposes two mechanisms, discussion partner assignment and accountability scoring mechanisms, to form…

  3. Scale Pretesting

    Science.gov (United States)

    Howard, Matt C.

    2018-01-01

    Scale pretests analyze the suitability of individual scale items for further analysis, whether through judging their face validity, wording concerns, and/or other aspects. The current article reviews scale pretests, separated by qualitative and quantitative methods, in order to identify the differences, similarities, and even existence of the…

  4. Formative research: pretesting, revising, and more pretesting.

    Science.gov (United States)

    Zimmerman, M; Steckel, L

    1985-01-01

    Thorough and extensive pretesting is the formative research technique that the Program for the Introduction and Adaptation of Contraceptive Technology (PIACT) and its sister organization, the Program for Appropriate Technology in Health (PATH), rely on to develop well-understood and culturally appropriate print materials. Formative research is defined as evaluation activities that occur during a project to determine if the objectives are being met and, if not, to modify the project's direction to ensure that they are. Before materials are finalized or printed, an interviewer should pretest them with representatives of the target population to determine if the intended message is being conveyed and if it is clear and acceptable to them. Pretesting should be done while the materials are still in an unfinished state so audience-generated alterations can be made easily. Revised materials also should be tested until they communicate the inforamtion as intended. Due to the fact that PIACT/PATH work with countries where large percentages of the population are illiterate, its motivational and instructional materials rely on pictures to convey the message. Often, pictures are augmented by a line or 2 of simple text in the local language. This text also requires careful pretesting. Examples from the field demonstrate the importance of pretesting to assure that print materials are appropriate to the group for whom they are being developed. The examples deal with sympbols, positive messages, the use of common objects, extraneous detail, messages about time, and text. Through pretesting, PIACT/PATH has learned that there can be a large discrepancy between what materials developers intend to convey and what the audience understands. Pretesting is an essential formative technique that builds upon information gathered during the materials development process, ensuring the message designer that the materials will effectively address the needs of the target audience.

  5. Does Empathy Predict Instructional Assignment-Related Stress? A Study in Special and General Education Teachers

    Science.gov (United States)

    Platsidou, Maria; Agaliotis, Ioannis

    2017-01-01

    The role of empathy in the teaching profession has been vastly investigated in relation to its effect on students, but research on how teachers' empathy affects their own well-being at work is limited. This study investigated empathy and instructional assignment-related stress factors of primary school teachers serving in general or special…

  6. Evolution of Various Library Instruction Strategies: Using Student Feedback to Create and Enhance Online Active Learning Assignments

    Directory of Open Access Journals (Sweden)

    Marcie Lynne Jacklin

    2013-06-01

    Full Text Available This case study traces the evolution of library assignments for biological science students from paper-based workbooks in a blended (hands-on workshop to blended learning workshops using online assignments to online active learning modules which are stand-alone without any face-to-face instruction. As the assignments evolved to adapt to online learning supporting materials in the form of PDFs (portable document format, screen captures and screencasting were embedded into the questions as teaching moments to replace face-to-face instruction. Many aspects of the evolution of the assignment were based on student feedback from evaluations, input from senior lab demonstrators and teaching assistants, and statistical analysis of the students’ performance on the assignment. Advantages and disadvantages of paper-based and online assignments are discussed. An important factor for successful online learning may be the ability to get assistance.

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

    Science.gov (United States)

    Sugranes, Maria R.; Snider, Larry C.

    1985-01-01

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

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

    Science.gov (United States)

    Reuter, Jamie M.

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

  9. Development of a fresh cadaver model for instruction of ultrasound-guided breast biopsy during the surgery clerkship: pre-test and post-test results among third-year medical students.

    Science.gov (United States)

    McCrary, Hilary C; Krate, Jonida; Savilo, Christine E; Tran, Melissa H; Ho, Hang T; Adamas-Rappaport, William J; Viscusi, Rebecca K

    2016-11-01

    The aim of our study was to determine if a fresh cadaver model is a viable method for teaching ultrasound (US)-guided breast biopsy of palpable breast lesions. Third-year medical students were assessed both preinstruction and postinstruction on their ability to perform US-guided needle aspiration or biopsy of artificially created masses using a 10-item checklist. Forty-one third-year medical students completed the cadaver laboratory as part of the surgery clerkship. Eight items on the checklist were found to be significantly different between pre-testing and post-testing. The mean preinstruction score was 2.4, whereas the mean postinstruction score was 7.10 (P cadaver models have been widely used in medical education. However, there are few fresh cadaver models that provide instruction on procedures done in the outpatient setting. Our model was found to be an effective method for the instruction of US-guided breast biopsy among medical students. Copyright © 2016 Elsevier Inc. All rights reserved.

  10. Mindful Music Listening Instruction Increases Listening Sensitivity and Enjoyment

    Science.gov (United States)

    Anderson, William Todd

    2016-01-01

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

  11. QUESTIONNAIRES PRETESTING IN MARKETING RESEARCH

    Directory of Open Access Journals (Sweden)

    ALINA-MIHAELA BABONEA

    2011-04-01

    Full Text Available Designing the perfect survey questionnaire is impossible. However, researchers can still create an effective research. To make your questionnaire effective, it is necessary to pretest it before actually using it. The following paper reveals some general guidelines on pretesting and what to do for a more effective marketing research giving the fact that the existing literature highlights the importance and indispensability of pretesting and on the other hand, does not provide sufficient information in terms of methodology about it. Also, we have tried to explain the importance of questionnaires pretesting before applying them in order to obtain the best results in marketing research and we’ve kept in mind that high quality in this domain means using new tools and improving the existing ones if one searches for efficient results.

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

    Science.gov (United States)

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

    2009-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Mohammad Mehdi Yazdani

    2015-05-01

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

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

    Science.gov (United States)

    Young, Jerry Wayne

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

  16. 40 CFR 1065.520 - Pre-test verification procedures and pre-test data collection.

    Science.gov (United States)

    2010-07-01

    ... corrective action does not resolve the deficiency, you may request to use the contaminated system as an... 40 Protection of Environment 32 2010-07-01 2010-07-01 false Pre-test verification procedures and pre-test data collection. 1065.520 Section 1065.520 Protection of Environment ENVIRONMENTAL PROTECTION...

  17. Analyzing Data from a Pretest-Posttest Control Group Design: The Importance of Statistical Assumptions

    Science.gov (United States)

    Zientek, Linda; Nimon, Kim; Hammack-Brown, Bryn

    2016-01-01

    Purpose: Among the gold standards in human resource development (HRD) research are studies that test theoretically developed hypotheses and use experimental designs. A somewhat typical experimental design would involve collecting pretest and posttest data on individuals assigned to a control or experimental group. Data from such a design that…

  18. Size and power of pretest procedures

    NARCIS (Netherlands)

    Albers, Willem/Wim; Boon, P.C.; Kallenberg, W.C.M.

    2000-01-01

    A pre-test procedure consists of a preliminary test on a nuisance parameter, investigating whether it equals a given value or not, followed by the main testing problem on the parameter of interest. In case of acceptance of the preliminary test, the main test is applied in the restricted family with

  19. Instructional Theory for Teaching Statistics.

    Science.gov (United States)

    Atwood, Jan R.; Dinham, Sarah M.

    Metatheoretical analysis of Ausubel's Theory of Meaningful Verbal Learning and Gagne's Theory of Instruction using the Dickoff and James paradigm produced two instructional systems for basic statistics. The systems were tested with a pretest-posttest control group design utilizing students enrolled in an introductory-level graduate statistics…

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

    Science.gov (United States)

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

    2014-04-01

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

  1. Pretest characterization of WIPP experimental waste

    International Nuclear Information System (INIS)

    Johnson, J.; Davis, H.

    1991-01-01

    The Waste Isolation Pilot Plant (WIPP) near Carlsbad, New Mexico, is an underground repository designed for the storage and disposal of transuranic (TRU) wastes from US Department of Energy (DOE) facilities across the country. The Performance Assessment (PA) studies for WIPP address compliance of the repository with applicable regulations, and include full-scale experiments to be performed at the WIPP site. These experiments are the bin-scale and alcove tests to be conducted by Sandia National Laboratories (SNL). Prior to conducting these experiments, the waste to be used in these tests needs to be characterized to provide data on the initial conditions for these experiments. This characterization is referred to as the Pretest Characterization of WIPP Experimental Waste, and is also expected to provide input to other programmatic efforts related to waste characterization. The purpose of this paper is to describe the pretest waste characterization activities currently in progress for the WIPP bin-scale waste, and to discuss the program plan and specific analytical protocols being developed for this characterization. The relationship between different programs and documents related to waste characterization efforts is also highlighted in this paper

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

    Science.gov (United States)

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

    2011-03-30

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

  3. Using HL7 in hospital staff assignments.

    Science.gov (United States)

    Unluturk, Mehmet S

    2014-02-01

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

  4. A Teaching Method on Basic Chemistry for Freshman : Teaching Method with Pre-test and Post-test

    OpenAIRE

    立木, 次郎; 武井, 庚二

    2003-01-01

    This report deals with a teaching method on basic chemistry for freshman. This teaching method contains guidance and instruction to how to understand basic chemistry. Pre-test and post-test have been put into practice each time. Each test was returned to students at class in the following weeks.

  5. Pretests or advance organizers for Web-based allergy-immunology medical education? A randomized controlled trial.

    Science.gov (United States)

    Rank, Matthew A; Volcheck, Gerald W; Swagger, Timothy; Cook, David A

    2012-01-01

    Web-based modules may facilitate instruction on core topics in allergy and immunology (AI). Pretests (PTs) have been shown to improve learning in Web-based courses, but their effectiveness in comparison with advance organizers (AOs) is unknown. We performed a randomized controlled trial of a Web-based educational intervention for teaching the practical aspects of allergen immunotherapy (AIT). AI Fellows-in-Training were randomly assigned to receive the introduction to the modules in an AO outline (AO group) or as PT questions (PT group). The primary outcome was the difference in posttest scores between groups. The secondary outcome was the difference in PT and posttest scores in the PT group. Thirty participants in the AO group and 35 in the PT group completed the modules and the posttest. The mean (SD) posttest score for the AO group was 74% (14%) compared with 73% (9%) for the PT group, a mean difference of -1% (95% CI, -7%, 5%; p = 0.67). A multivariate analysis controlling for year-in-training and total time spent on the modules revealed virtually identical results. The mean (SD) PT score for the PT group increased from 49 (10%) to 73% (9%), a mean difference of 24% (95% CI, 19%, 28%; p < 0.0001). Introducing Web-based allergy education with PT questions or an AO resulted in similar posttest scores. Posttest scores in the PT group improved significantly compared with PT scores.

  6. Multiple-choice pretesting potentiates learning of related information.

    Science.gov (United States)

    Little, Jeri L; Bjork, Elizabeth Ligon

    2016-10-01

    Although the testing effect has received a substantial amount of empirical attention, such research has largely focused on the effects of tests given after study. The present research examines the effect of using tests prior to study (i.e., as pretests), focusing particularly on how pretesting influences the subsequent learning of information that is not itself pretested but that is related to the pretested information. In Experiment 1, we found that multiple-choice pretesting was better for the learning of such related information than was cued-recall pretesting or a pre-fact-study control condition. In Experiment 2, we found that the increased learning of non-pretested related information following multiple-choice testing could not be attributed to increased time allocated to that information during subsequent study. Last, in Experiment 3, we showed that the benefits of multiple-choice pretesting over cued-recall pretesting for the learning of related information persist over 48 hours, thus demonstrating the promise of multiple-choice pretesting to potentiate learning in educational contexts. A possible explanation for the observed benefits of multiple-choice pretesting for enhancing the effectiveness with which related nontested information is learned during subsequent study is discussed.

  7. Typewriting Instruction for Diverse Preparation Levels

    Science.gov (United States)

    Crowell, Mary Alice; Young, Marlin

    1976-01-01

    The advanced typewriting course (for college students) effectively provided for individual differences through the use of proficiency tests, pretests, learning assignment units at three student-selected levels, timed tests, and individual pacing. (MS)

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

    Science.gov (United States)

    Peine, Arne; Kabino, Klaus; Spreckelsen, Cord

    2016-06-03

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

  9. Pretest Predictions for Phase II Ventilation Tests

    International Nuclear Information System (INIS)

    Yiming Sun

    2001-01-01

    The objective of this calculation is to predict the temperatures of the ventilating air, waste package surface, and concrete pipe walls that will be developed during the Phase II ventilation tests involving various test conditions. The results will be used as inputs to validating numerical approach for modeling continuous ventilation, and be used to support the repository subsurface design. The scope of the calculation is to identify the physical mechanisms and parameters related to thermal response in the Phase II ventilation tests, and describe numerical methods that are used to calculate the effects of continuous ventilation. The calculation is limited to thermal effect only. This engineering work activity is conducted in accordance with the ''Technical Work Plan for: Subsurface Performance Testing for License Application (LA) for Fiscal Year 2001'' (CRWMS M and O 2000d). This technical work plan (TWP) includes an AP-2.21Q, ''Quality Determinations and Planning for Scientific, Engineering, and Regulatory Compliance Activities'', activity evaluation (CRWMS M and O 2000d, Addendum A) that has determined this activity is subject to the YMP quality assurance (QA) program. The calculation is developed in accordance with the AP-3.12Q procedure, ''Calculations''. Additional background information regarding this activity is contained in the ''Development Plan for Ventilation Pretest Predictive Calculation'' (DP) (CRWMS M and O 2000a)

  10. Implicit and Explicit Instruction of Spelling Rules

    Science.gov (United States)

    Kemper, M. J.; Verhoeven, L.; Bosman, A. M. T.

    2012-01-01

    The study aimed to compare the differential effectiveness of explicit and implicit instruction of two Dutch spelling rules. Students with and without spelling disabilities were instructed a spelling rule either implicitly or explicitly in two experiments. Effects were tested in a pretest-intervention-posttest control group design. Experiment 1…

  11. 40 CFR 89.406 - Pre-test procedures.

    Science.gov (United States)

    2010-07-01

    ... 40 Protection of Environment 20 2010-07-01 2010-07-01 false Pre-test procedures. 89.406 Section 89.406 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED... Procedures § 89.406 Pre-test procedures. (a) Allow a minimum of 30 minutes warmup in the standby or operating...

  12. Evaluation of Correlation between Pretest Probability for Clostridium difficile Infection and Clostridium difficile Enzyme Immunoassay Results.

    Science.gov (United States)

    Kwon, Jennie H; Reske, Kimberly A; Hink, Tiffany; Burnham, C A; Dubberke, Erik R

    2017-02-01

    The objective of this study was to evaluate the clinical characteristics and outcomes of hospitalized patients tested for Clostridium difficile and determine the correlation between pretest probability for C. difficile infection (CDI) and assay results. Patients with testing ordered for C. difficile were enrolled and assigned a high, medium, or low pretest probability of CDI based on clinical evaluation, laboratory, and imaging results. Stool was tested for C. difficile by toxin enzyme immunoassay (EIA) and toxigenic culture (TC). Chi-square analyses and the log rank test were utilized. Among the 111 patients enrolled, stool samples from nine were TC positive and four were EIA positive. Sixty-one (55%) patients had clinically significant diarrhea, 19 (17%) patients did not, and clinically significant diarrhea could not be determined for 31 (28%) patients. Seventy-two (65%) patients were assessed as having a low pretest probability of having CDI, 34 (31%) as having a medium probability, and 5 (5%) as having a high probability. None of the patients with low pretest probabilities had a positive EIA, but four were TC positive. None of the seven patients with a positive TC but a negative index EIA developed CDI within 30 days after the index test or died within 90 days after the index toxin EIA date. Pretest probability for CDI should be considered prior to ordering C. difficile testing and must be taken into account when interpreting test results. CDI is a clinical diagnosis supported by laboratory data, and the detection of toxigenic C. difficile in stool does not necessarily confirm the diagnosis of CDI. Copyright © 2017 American Society for Microbiology.

  13. The Impact of Computer-Assisted Instruction on Secondary School ...

    African Journals Online (AJOL)

    This research, carried out in Manicaland Province in Zimbabwe, aimed to investigate the impact of computer-assisted instruction on students' performance in Geography. The equivalent group research design which included a pre-test post-test control group design was used. Respondents to interviews and pre-test and ...

  14. Calibrated peer review assignments for the earth sciences

    Science.gov (United States)

    Rudd, J.A.; Wang, V.Z.; Cervato, C.; Ridky, R.W.

    2009-01-01

    Calibrated Peer Review ??? (CPR), a web-based instructional tool developed as part of the National Science Foundation reform initiatives in undergraduate science education, allows instructors to incorporate multiple writing assignments in large courses without overwhelming the instructor. This study reports successful implementation of CPR in a large, introductory geology course and student learning of geoscience content. For each CPR assignment in this study, students studied web-based and paper resources, wrote an essay, and reviewed seven essays (three from the instructor, three from peers, and their own) on the topic. Although many students expressed negative attitudes and concerns, particularly about the peer review process of this innovative instructional approach, they also recognized the learning potential of completing CPR assignments. Comparing instruction on earthquakes and plate boundaries using a CPR assignment vs. an instructional video lecture and homework essay with extensive instructor feedback, students mastered more content via CPR instruction.

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

    Science.gov (United States)

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

    2009-09-01

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

  16. Head multidetector computed tomography: emergency medicine physicians overestimate the pretest probability and legal risk of significant findings.

    Science.gov (United States)

    Baskerville, Jerry Ray; Herrick, John

    2012-02-01

    This study focuses on clinically assigned prospective estimated pretest probability and pretest perception of legal risk as independent variables in the ordering of multidetector computed tomographic (MDCT) head scans. Our primary aim is to measure the association between pretest probability of a significant finding and pretest perception of legal risk. Secondarily, we measure the percentage of MDCT scans that physicians would not order if there was no legal risk. This study is a prospective, cross-sectional, descriptive analysis of patients 18 years and older for whom emergency medicine physicians ordered a head MDCT. We collected a sample of 138 patients subjected to head MDCT scans. The prevalence of a significant finding in our population was 6%, yet the pretest probability expectation of a significant finding was 33%. The legal risk presumed was even more dramatic at 54%. These data support the hypothesis that physicians presume the legal risk to be significantly higher than the risk of a significant finding. A total of 21% or 15% patients (95% confidence interval, ±5.9%) would not have been subjected to MDCT if there was no legal risk. Physicians overestimated the probability that the computed tomographic scan would yield a significant result and indicated an even greater perceived medicolegal risk if the scan was not obtained. Physician test-ordering behavior is complex, and our study queries pertinent aspects of MDCT testing. The magnification of legal risk vs the pretest probability of a significant finding is demonstrated. Physicians significantly overestimated pretest probability of a significant finding on head MDCT scans and presumed legal risk. Copyright © 2012 Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

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

    2017-12-01

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

  18. Plagiarism-Proofing Assignments

    Science.gov (United States)

    Johnson, Doug

    2004-01-01

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

  19. 40 CFR 90.408 - Pre-test procedures.

    Science.gov (United States)

    2010-07-01

    ....408 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED... during service accumulation is allowed only in accordance with § 90.118. (b) Engine pre-test preparation... by § 90.324(a). If necessary, allow the heated sample line, filters, and pumps to reach operating...

  20. 40 CFR 91.408 - Pre-test procedures.

    Science.gov (United States)

    2010-07-01

    ....408 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED... accordance with § 91.117. (b) Engine pre-test preparation. (1) Drain and charge the fuel tank(s) with the..., including the sample probe, using mode 1 from Table 2 in appendix A of this subpart. The emission sampling...

  1. Cognitive Laboratory Experiences : On Pre-testing Computerised Questionnaires

    NARCIS (Netherlands)

    Snijkers, G.J.M.E.

    2002-01-01

    In the literature on questionnaire design and survey methodology, pre-testing is mentioned as a way to evaluate questionnaires (i.e. investigate whether they work as intended) and control for measurement errors (i.e. assess data quality). As the American Statistical Association puts it (ASA, 1999,

  2. Fair Package Assignment

    Science.gov (United States)

    Lahaie, Sébastien; Parkes, David C.

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

  3. My Favorite Assignment.

    Science.gov (United States)

    ABCA Bulletin, 1983

    1983-01-01

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

  4. Historical WBAN ID Assignments

    Data.gov (United States)

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

  5. Dynamic Sequence Assignment.

    Science.gov (United States)

    1983-12-01

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

  6. An Ultimatum Game Approach to Billet Assignments

    Science.gov (United States)

    2015-09-01

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

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

    Science.gov (United States)

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

    2015-03-01

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

  8. FLEET ASSIGNMENT MODELLING

    Directory of Open Access Journals (Sweden)

    2016-01-01

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

  9. Comparing Traditional and Crowdsourcing Methods for Pretesting Survey Questions

    Directory of Open Access Journals (Sweden)

    Jennifer Edgar

    2016-10-01

    Full Text Available Cognitive interviewing is a common method used to evaluate survey questions. This study compares traditional cognitive interviewing methods with crowdsourcing, or “tapping into the collective intelligence of the public to complete a task.” Crowdsourcing may provide researchers with access to a diverse pool of potential participants in a very timely and cost-efficient way. Exploratory work found that crowdsourcing participants, with self-administered data collection, may be a viable alternative, or addition, to traditional pretesting methods. Using three crowdsourcing designs (TryMyUI, Amazon Mechanical Turk, and Facebook, we compared the participant characteristics, costs, and quantity and quality of data with traditional laboratory-based cognitive interviews. Results suggest that crowdsourcing and self-administered protocols may be a viable way to collect survey pretesting information, as participants were able to complete the tasks and provide useful information; however, complex tasks may require the skills of an interviewer to administer unscripted probes.

  10. The Journalism Writing Course: Evaluation of Hybrid versus Online Grammar Instruction

    Science.gov (United States)

    Moore, Jensen; Jones, Khristen

    2015-01-01

    This study examined introductory journalism writing courses and compared hybrid (part online/part classroom) versus online grammar instruction. The hybrid structure allowed for grammar topics to be taught online, with a pretest following, and then reviewing missed/difficult pretest concepts in class prior to a posttest. The quasi-experimental…

  11. Designing Internet research assignments: building a framework for instructor collaboration

    Directory of Open Access Journals (Sweden)

    David Ward

    2000-01-01

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

  12. Task assignment and coaching

    NARCIS (Netherlands)

    Dominguez-Martinez, S.

    2009-01-01

    An important task of a manager is to motivate her subordinates. One way in which a manager can give incentives to junior employees is through the assignment of tasks. How a manager allocates tasks in an organization, provides information to the junior employees about his ability. Without coaching

  13. Promoting middle school students’ abstract-thinking ability through cognitive apprenticeship instruction in mathematics learning

    Science.gov (United States)

    Yusepa, B. G. P.; Kusumah, Y. S.; Kartasasmita, B. G.

    2018-01-01

    The aim of this study is to get an in-depth understanding of students’ abstract-thinking ability in mathematics learning. This study was an experimental research with pre-test and post-test control group design. The subject of this study was eighth-grade students from two junior high schools in Bandung. In each schools, two parallel groups were selected and assigned into control and experimental groups. The experimental group was exposed to Cognitive Apprenticeship Instruction (CAI) treatment, whereas the control group was exposed to conventional learning. The results showed that abstract-thinking ability of students in experimental group was better than that of those in control group in which it could be observed from the overall and school level. It could be concluded that CAI could be a good alternative learning model to enhance students’ abstract-thinking ability.

  14. Personnel dose assignment practices

    International Nuclear Information System (INIS)

    Fix, J.J.

    1993-04-01

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

  15. Scaffolding students’ assignments

    DEFF Research Database (Denmark)

    Slot, Marie Falkesgaard

    2013-01-01

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

  16. Task assignment and coaching

    OpenAIRE

    Dominguez-Martinez, S.

    2009-01-01

    An important task of a manager is to motivate her subordinates. One way in which a manager can give incentives to junior employees is through the assignment of tasks. How a manager allocates tasks in an organization, provides information to the junior employees about his ability. Without coaching from a manager, the junior employee only has information about his past performance. Based on his past performance, a talented junior who has performed a difficult task sometimes decides to leave the...

  17. Pretest analysis document for Semiscale Test S-LH-1

    International Nuclear Information System (INIS)

    Shaw, R.A.

    1985-03-01

    Results from various pretest calculations which were performed for Test S-LH-1 are included in this report. Test S-LH-1 has been designed to produce primary liquid holdup in the steam generator U-tubes similar to Tests S-UT-8. The analyses included in this report indicate liquid will be held in the tubes, the core liquid level will be appropriately depressed, and a core heater rod temperature excursion should occur. Several sensitivity studies are also included which identify parameters which could affect the response

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

    Directory of Open Access Journals (Sweden)

    Manoochehr Jafarigohar

    2015-05-01

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

  19. A diagnostic strategy for pulmonary embolism based on standardised pretest probability and perfusion lung scanning: a management study

    International Nuclear Information System (INIS)

    Miniati, Massimo; Monti, Simonetta; Bauleo, Carolina; Scoscia, Elvio; Tonelli, Lucia; Dainelli, Alba; Catapano, Giosue; Formichi, Bruno; Di Ricco, Giorgio; Prediletto, Renato; Carrozzi, Laura; Marini, Carlo

    2003-01-01

    Pulmonary embolism remains a challenging diagnostic problem. We developed a simple diagnostic strategy based on combination of assessment of the pretest probability with perfusion lung scan results to reduce the need for pulmonary angiography. We studied 390 consecutive patients (78% in-patients) with suspected pulmonary embolism. The pretest probability was rated low ( 10%, ≤50%), moderately high (>50%, ≤90%) or high (>90%) according to a structured clinical model. Perfusion lung scans were independently assigned to one of four categories: normal; near-normal; abnormal, suggestive of pulmonary embolism (wedge-shaped perfusion defects); abnormal, not suggestive of pulmonary embolism (perfusion defects other than wedge shaped). Pulmonary embolism was diagnosed in patients with abnormal scans suggestive of pulmonary embolism and moderately high or high pretest probability. Patients with normal or near-normal scans and those with abnormal scans not suggestive of pulmonary embolism and low pretest probability were deemed not to have pulmonary embolism. All other patients were allocated to pulmonary angiography. Patients in whom pulmonary embolism was excluded were left untreated. All patients were followed up for 1 year. Pulmonary embolism was diagnosed non-invasively in 132 patients (34%), and excluded in 191 (49%). Pulmonary angiography was required in 67 patients (17%). The prevalence of pulmonary embolism was 41% (n=160). Patients in whom pulmonary embolism was excluded had a thrombo-embolic risk of 0.4% (95% confidence interval: 0.0%-2.8%). Our strategy permitted a non-invasive diagnosis or exclusion of pulmonary embolism in 83% of the cases (95% confidence interval: 79%-86%), and appeared to be safe. (orig.)

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

    Directory of Open Access Journals (Sweden)

    Samad Ghassabi

    2010-10-01

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

  1. Contribution of Pretesting to Several Measures of Semantic Desensitization Effectiveness

    Science.gov (United States)

    Israel, Allen C.; And Others

    1977-01-01

    Snake- or spider-phobic subjects (N=32) were randomly assigned to one of four groups. Subjects receiving semantic desensitization therapy showed less posttest anxiety on the semantic differential than control subjects regardless of testing condition. (Author)

  2. Comparison of Effects of Teaching English to Thai Undergraduate Teacher-Students through Cross-Curricular Thematic Instruction Program Based on Multiple Intelligence Theory and Conventional Instruction

    Science.gov (United States)

    Rattanavich, Saowalak

    2013-01-01

    This study is aimed at comparing the effects of teaching English to Thai undergraduate teacher-students through cross-curricular thematic instruction program based on multiple intelligence theory and through conventional instruction. Two experimental groups, which utilized Randomized True Control Group-Pretest-posttest Time Series Design and…

  3. Pretest analysis document for Test S-FS-7

    International Nuclear Information System (INIS)

    Hall, D.G.

    1985-06-01

    This report documents the pretest calculations completed for Semiscale Test S-FS-7. This test will simulate a transient initiated by a 14.3% break in a steam generator bottom feedwater line downstream of the check valve. The initial conditions represent normal operating conditions for a C-E System 80 nuclear power plant. Predictions of transients resulting from feedwater line breaks in these plants have indicated that significant primary system overpressurization may occur. The results of a RELAP5/MOD2/CY21 code calculation indicate that the test objectives for Test S-FS-7 can be achieved. The primary system overpressurization will occur but pose no threat to personnel or to plant integrity. 3 refs., 15 figs., 5 tabs

  4. Pretest analysis document for Semiscale Test S-FS-1

    International Nuclear Information System (INIS)

    Chen, T.H.

    1985-02-01

    This report documents the pretest analysis calculation completed with the RELAP5/MOD2/CY21 code for Semiscale Test S-FS-1. The test will simulate the double-ended offset shear of the main steam line at the exit of the broken loop steam generator (downstream of the flow restrictor) and the subsequent plant recovery. The recovery portion of the test consists of a plant stabilization phase and a plant cooldown phase. The recovery procedures involve normal charging/letdown operation, pressurizer heater operation, secondary steam and feed of the unaffected steam generator, and pressurizer auxiliary spray. The test will be terminated after the unaffected steam generator and pressurizer pressures and liquid levels are stable, and the average priamry fluid temperature is stable at about 480 K (405 0 F) for at least 10 minutes

  5. Pretest analysis document for Test S-FS-6

    International Nuclear Information System (INIS)

    Shaw, R.A.; Hall, D.G.

    1985-05-01

    This report documents the pretest analyses completed for Semiscale Test S-FS-6. This test will simulate a transient initiated by a 100% break in a steam generator bottom feedwater line downstream of the check valve. The initial conditions represent normal operating conditions for a C-E System 80 nuclear power plant. Predictions of transients resulting from feedwater line breaks in these plants have indicated that significant primary system overpressurization may occur. The enclosed analyses include a RELAP5/MOD2/CY21 code calculation and preliminary results from a facility hot, integrated test which was conducted to near S-FS-6 specifications. The results of these analyses indicate that the test objectives for Test S-FS-6 can be achieved. The primary system overpressurization will pose no threat to personnel or plant integrity

  6. Pretest analysis document for Test S-FS-11

    International Nuclear Information System (INIS)

    Hall, D.G.; Shaw, R.A.

    1985-07-01

    This report documents the pretest calculations completed for Semiscale Test S-FS-11. This test will simulate a transient initiated by a 50% break in a steam generator bottom feedwater line downstream of the check valve. The initial conditions represents normal operating conditions for a C-E System 80 nuclear plant. Prediction of transients resulting from feedwater line breaks in these plants have indicated that significant primary system overpressurization may occur. The results of a RELAP5/MOD2/CY21 code calculation indicate that the test objectives for Test S-FS-11 can be achieved. The primary system overpressurization will occur but pose no threat to personnel or plant integrity. 3 refs., 15 figs., 5 tabs

  7. Qualitative pre-test of Energy Star advertising : final report

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2003-01-01

    Natural Resources Canada launched a print advertising campaign and one 30-second television commercial to promote the Energy Star symbol and to acquaint the public with the program that identifies energy efficient products that reduce energy use, save money and reduce greenhouse gas emissions that contribute to climate change. The Communications Branch of Natural Resources Canada wanted to pre-test the television and print ads. Each print ad focused on a particular product category, including home comfort, appliances, electronics and office equipment. The qualitative research methodology was used in the pre-testing because it is the best learning tool for understanding the range and depth of reactions toward a subject at any given time. The findings were not quantifiable because they are not representative of the population at large. Ten focus groups were surveyed in January 2003 in 5 Canadian centres with a total of 83 participants aged 18 to 54. The target groups included people who were informed about climate change issues as well as those who were note. Participants were questioned about the Energy Star Product. Findings were consistent across all 5 locations. There was some general awareness of EnerGuide on appliances in all groups, but generally a low awareness of the Energy Star symbol. Most people did not place energy efficiency as a high priority when purchasing appliances. This report presented the main findings of attitudes towards climate change, Kyoto and energy efficiency. The reaction to the television and print ads was also included along with opinions regarding their main weaknesses and strengths. Some recommendations for improvement were also included. Samples of the print advertisements were included in both English and French. tabs., figs.

  8. Job Assignments under Moral Hazard

    DEFF Research Database (Denmark)

    Koch, Alexander; Nafziger, Julia

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

  9. Transportation Brokerage: An Instructional Module.

    Science.gov (United States)

    Hayden, Linda

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

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

    African Journals Online (AJOL)

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

  11. Effect of differentiated instructional strategies on students' retention ...

    African Journals Online (AJOL)

    The effect of differentiated instructional strategies on students' retention in geometry in senior secondary schools was examined. The study employed experimental research design of pretest, posttest control group. The area of this study is Abuja Municipal Area Council, the Federal Capital Territory. The target population ...

  12. Effects of Concept Mapping and Problem Solving Instructional ...

    African Journals Online (AJOL)

    The aim of the study was to determine the effect of concept mapping and problem solving instructional strategies on secondary school students' learning outcomes in Chemistry. The study adopted pre-test, post-test, control group quasiexperimental design, using a 3×2×2 factorial matrix. Two null hypotheses were tested at ...

  13. Peer tutoring – assisted instruction, parent supportiveness and ...

    African Journals Online (AJOL)

    The study investigated the effect of peer tutoring-assisted instruction, parent supportiveness and students locus of control on achievement in Senior Secondary Mathematics. It adopted a non-randomized pretest posttest control group design in a quasi experimental setting. It involves 300 senior secondary II students from six ...

  14. Impacts of Vocabulary Acquisition Techniques Instruction on Students' Learning

    Science.gov (United States)

    Orawiwatnakul, Wiwat

    2011-01-01

    The objectives of this study were to determine how the selected vocabulary acquisition techniques affected the vocabulary ability of 35 students who took EN 111 and investigate their attitudes towards the techniques instruction. The research study was one-group pretest and post-test design. The instruments employed were in-class exercises…

  15. Optimizing Classroom Instruction through Self-Paced Learning Prototype

    Science.gov (United States)

    Bautista, Romiro G.

    2015-01-01

    This study investigated the learning impact of self-paced learning prototype in optimizing classroom instruction towards students' learning in Chemistry. Two sections of 64 Laboratory High School students in Chemistry were used as subjects of the study. The Quasi-Experimental and Correlation Research Design was used in the study: a pre-test was…

  16. Computer Managed Instruction at Arthur Andersen & Company: A Status Report.

    Science.gov (United States)

    Dennis, Verl E.; Gruner, Dennis

    1992-01-01

    Computer managed instruction (CMI) based on the principle of mastery learning has been cost effective for job training in the tax division of Arthur Andersen & Company. The CMI software system, which uses computerized pretests and posttests to monitor training, has been upgraded from microcomputer use to local area networks. Success factors at…

  17. Pretest Calculations of Temperature Changes for Field Thermal Conductivity Tests

    International Nuclear Information System (INIS)

    N.S. Brodsky

    2002-01-01

    A large volume fraction of the potential monitored geologic repository at Yucca Mountain may reside in the Tptpll (Tertiary, Paintbrush Group, Topopah Spring Tuff, crystal poor, lower lithophysal) lithostratigraphic unit. This unit is characterized by voids, or lithophysae, which range in size from centimeters to meters. A series of thermal conductivity field tests are planned in the Enhanced Characterization of the Repository Block (ECRB) Cross Drift. The objective of the pretest calculation described in this document is to predict changes in temperatures in the surrounding rock for these tests for a given heater power and a set of thermal transport properties. The calculation can be extended, as described in this document, to obtain thermal conductivity, thermal capacitance (density x heat capacity, J · m -3 · K -1 ), and thermal diffusivity from the field data. The work has been conducted under the ''Technical Work Plan For: Testing and Monitoring'' (BSC 2001). One of the outcomes of this analysis is to determine the initial output of the heater. This heater output must be sufficiently high that it will provide results in a reasonably short period of time (within several weeks or a month) and be sufficiently high that the heat increase is detectable by the instruments employed in the test. The test will be conducted in stages and heater output will be step increased as the test progresses. If the initial temperature is set too high, the experiment will not have as many steps and thus fewer thermal conductivity data points will result

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

    Directory of Open Access Journals (Sweden)

    Masoume Pourmohamadreza-Tajrishi

    2015-12-01

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

  19. Learning physics: A comparative analysis between instructional design methods

    Science.gov (United States)

    Mathew, Easow

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

  20. Choreographer Pre-Testing Code Analysis and Operational Testing.

    Energy Technology Data Exchange (ETDEWEB)

    Fritz, David J. [Sandia National Laboratories (SNL-CA), Livermore, CA (United States); Harrison, Christopher B. [Sandia National Laboratories (SNL-CA), Livermore, CA (United States); Perr, C. W. [Sandia National Laboratories (SNL-CA), Livermore, CA (United States); Hurd, Steven A [Sandia National Laboratories (SNL-CA), Livermore, CA (United States)

    2014-07-01

    Choreographer is a "moving target defense system", designed to protect against attacks aimed at IP addresses without corresponding domain name system (DNS) lookups. It coordinates actions between a DNS server and a Network Address Translation (NAT) device to regularly change which publicly available IP addresses' traffic will be routed to the protected device versus routed to a honeypot. More details about how Choreographer operates can be found in Section 2: Introducing Choreographer. Operational considerations for the successful deployment of Choreographer can be found in Section 3. The Testing & Evaluation (T&E) for Choreographer involved 3 phases: Pre-testing, Code Analysis, and Operational Testing. Pre-testing, described in Section 4, involved installing and configuring an instance of Choreographer and verifying it would operate as expected for a simple use case. Our findings were that it was simple and straightforward to prepare a system for a Choreographer installation as well as configure Choreographer to work in a representative environment. Code Analysis, described in Section 5, consisted of running a static code analyzer (HP Fortify) and conducting dynamic analysis tests using the Valgrind instrumentation framework. Choreographer performed well, such that only a few errors that might possibly be problematic in a given operating situation were identified. Operational Testing, described in Section 6, involved operating Choreographer in a representative environment created through EmulyticsTM . Depending upon the amount of server resources dedicated to Choreographer vis-á-vis the amount of client traffic handled, Choreographer had varying degrees of operational success. In an environment with a poorly resourced Choreographer server and as few as 50-100 clients, Choreographer failed to properly route traffic over half the time. Yet, with a well-resourced server, Choreographer handled over 1000 clients without missrouting. Choreographer

  1. Pretest analysis of the NESC-1 spinning cylinder experiment

    Energy Technology Data Exchange (ETDEWEB)

    Sattari-Far, Iradj [SAQ Inspection Ltd., Stockholm (Sweden)

    1997-09-01

    This report presents defect assessment results from a final pre-test analysis of the NESC-1 spinning cylinder based on the NDE defect definitions and the determined loading conditions. The analysis covers fracture assessments of a subclad and a surface breaking crack. Three-dimensional elastic-plastic finite element calculations, considering the crack-tip constraint, are employed in the assessment. Also performed are sensitivity studies to demonstrate how different affecting parameters, especially the cladding residual stresses, impact the crack driving force. It is found for both the surface and the subclad crack that the situations in the cladding and the deepest point of the crack front are far from critical for cleavage future. The results of the analysis indicate that a limited amount of ductile crack growth can occur along the crack front in the HAZ and adjacent base material. Cleavage fracture events can be expected in the HAZ. The results also show substantial loss of crack-tip constraint in the HAZ compared with the SSY solutions. Providing that the constraint and warm prestressing effects do not substantially affect the situations in HAZ, one can expect cleavage fracture to occur in the HAZ at a time around four minutes into the transient. From the sensitivity studies, it is observed that uncertainties due to different assumptions in the analysis, for instance crack depth and cladding residual stresses, influence the assessment results less than uncertainties of the fracture toughness properties of the materials. To perform a precise evaluation, fracture toughness data of the HAZ material corresponding to the actual constraint conditions are needed. 29 refs, 30 figs, 3 tabs.

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

    Science.gov (United States)

    Eardley, Julie Anne

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

  3. Inclusive differentiated instruction

    Directory of Open Access Journals (Sweden)

    Jerković Ljiljana S.

    2017-01-01

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

  4. The Effect of Higher Order Thinking Skill Instruction on EFL Reading Ability

    Directory of Open Access Journals (Sweden)

    Nava Nourdad

    2018-05-01

    Full Text Available This quantitative and quasi-experimental study dealt with the effect of the teaching higher order thinking (HOT on the reading comprehension ability of foreign language learners. Since reading ability plays a crucial role in learners’ education, it is language teachers’ mission to be aware of the useful and beneficial strategies to improve their students’ reading comprehension ability. Considering the fruitful results of applying HOT skills in education, the present study was conducted to investigate the effect of their instruction on students’ reading comprehension ability. To achieve the objectives of the study, a group of 236 male and female university students majoring in various fields but all taking General English course was selected by convenience sampling. They were randomly assigned into two groups of control and experimental. PET test was applied to homogenize the participants of the two study groups. The study followed pre-test, treatment, post-test design. While the experimental group followed a nine-session treatment on strategies of HOT, the control group was instructed through conventional method determined by the course book. The results of independent samples t-test revealed the positive effect of teaching HOT skills on improving reading comprehension ability of adult EFL learners. Pedagogical implications of these findings for language learners, language teachers, course book developers, and educational policy makers are discussed.

  5. On pre-test sensitisation and peer assessment to enhance learning gain in science education

    NARCIS (Netherlands)

    Bos, Floor/Floris

    2009-01-01

    *The main part of this thesis focuses on designing, optimising, and studying the embedding of two types of interventions: pre-testing and peer assessment, both supported by or combined with ICT-tools. * Pre-test sensitisation is used intentionally to boost the learning gain of the main intervention,

  6. 75 FR 70270 - Submission for OMB Review; Comment Request; Pretesting of NIAID's Biomedical HIV Prevention...

    Science.gov (United States)

    2010-11-17

    ... while they are in developmental form to assess audience comprehension, reactions, and perceptions. The information obtained from audience research and pretesting results in more effective messages, materials, and... pretests are to (1) Assess audience knowledge, attitudes, behaviors and other characteristics for the...

  7. 76 FR 6484 - Submission for OMB Review; Comment Request; Pretesting of NIAID's Biomedical HIV Prevention...

    Science.gov (United States)

    2011-02-04

    ... while they are in developmental form to assess audience comprehension, reactions, and perceptions. The information obtained from audience research and pretesting results in more effective messages, materials, and... pretests are to (1) assess audience knowledge, attitudes, behaviors and other characteristics for the...

  8. Effect of Constructivist - Based Instructional Model on Students ...

    African Journals Online (AJOL)

    A quasi-experimental, non-equivalent group control design involving two intact ... Students from two schools – (one male and the other female) were randomly assigned to ... Pre-test was administrated to both groups to determine their entry level. At the end of the treatment Post-test was administered to both groups to ...

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

    Directory of Open Access Journals (Sweden)

    Behzad NAZARI

    2015-01-01

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

  10. Editorial - Instructions

    DEFF Research Database (Denmark)

    Kastberg, Peter; Grinsted, Annelise

    2007-01-01

    Why you may wonder - have we chosen a topic which at first glance may seem trivial, and even a bit dull? Well, looks can be deceiving, and in this case they are! There are many good reasons for taking a closer look at instructions.......Why you may wonder - have we chosen a topic which at first glance may seem trivial, and even a bit dull? Well, looks can be deceiving, and in this case they are! There are many good reasons for taking a closer look at instructions....

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

    Science.gov (United States)

    Hushman, Carolyn J.; Marley, Scott C.

    2015-01-01

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

  12. Game theory and traffic assignment.

    Science.gov (United States)

    2013-09-01

    Traffic assignment is used to determine the number of users on roadway links in a network. While this problem has : been widely studied in transportation literature, its use of the concept of equilibrium has attracted considerable interest : in the f...

  13. Development and Testing of an Experimental Polysensory Instructional System for Teaching Electric Arc Welding Processes. Report No. 24. Final Report.

    Science.gov (United States)

    Sergeant, Harold A.

    The population of the study consisted of 15 high school industrial arts students, 10 freshman and sophomore college students, and 10 adults. A polysensory, self-pacing instructional system was developed which included (1) pretests and post tests, (2) a general instruction book, (3) equipment to practice arc welding, (4) programed instruction…

  14. Impact of Integrated Science and English Language Arts Literacy Supplemental Instructional Intervention on Science Academic Achievement of Elementary Students

    Science.gov (United States)

    Marks, Jamar Terry

    2017-01-01

    The purpose of this quasi-experimental, nonequivalent pretest-posttest control group design study was to determine if any differences existed in upper elementary school students' science academic achievement when instructed using an 8-week integrated science and English language arts literacy supplemental instructional intervention in conjunction…

  15. UOP LDR 300 All Assignments New

    OpenAIRE

    ADMIN

    2018-01-01

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

  16. Editorial Changes and Item Performance: Implications for Calibration and Pretesting

    Directory of Open Access Journals (Sweden)

    Heather Stoffel

    2014-11-01

    Full Text Available Previous research on the impact of text and formatting changes on test-item performance has produced mixed results. This matter is important because it is generally acknowledged that any change to an item requires that it be recalibrated. The present study investigated the effects of seven classes of stylistic changes on item difficulty, discrimination, and response time for a subset of 65 items that make up a standardized test for physician licensure completed by 31,918 examinees in 2012. One of two versions of each item (original or revised was randomly assigned to examinees such that each examinee saw only two experimental items, with each item being administered to approximately 480 examinees. The stylistic changes had little or no effect on item difficulty or discrimination; however, one class of edits -' changing an item from an open lead-in (incomplete statement to a closed lead-in (direct question -' did result in slightly longer response times. Data for nonnative speakers of English were analyzed separately with nearly identical results. These findings have implications for the conventional practice of repretesting (or recalibrating items that have been subjected to minor editorial changes.

  17. Pre-test evaluation of LLTR series II Test A-7

    International Nuclear Information System (INIS)

    Knittle, D.

    1981-03-01

    The purpose of this report is to present pre-test predictions of pressure histories for the A-7 test to be conducted in the Large Leak Test Rig (LLTR) at the Energy Technology Engineering Center (ETEC) in April 1981

  18. Using a retrospective pretest instead of a conventional pretest is replacing biases: a qualitative study of cognitive processes underlying responses to thentest items

    NARCIS (Netherlands)

    Taminiau-Bloem, Elsbeth F.; Schwartz, Carolyn E.; van Zuuren, Florence J.; Koeneman, Margot A.; Visser, Mechteld R. M.; Tishelman, Carol; Koning, Caro C. E.; Sprangers, Mirjam A. G.

    2016-01-01

    The thentest design aims to detect and control for recalibration response shift. This design assumes (1) more consistency in the content of the cognitive processes underlying patients' quality of life (QoL) between posttest and thentest assessments than between posttest and pretest assessments; and

  19. The Effects of a Flipped Classroom Model of Instruction on Students' Performance and Attitudes Towards Chemistry

    Science.gov (United States)

    Olakanmi, Eunice Eyitayo

    2017-02-01

    This study establishes the effects of a flipped classroom model of instruction on academic performance and attitudes of 66 first-year secondary school students towards chemistry. A pre-test and post-test experimental design was employed to assign students randomly into either the experimental or control group. In order to assess the suitability of using flipped model of instruction, students were divided in two groups. For the first group called the experimental group, a "flipped classroom" was used in which the students were given video lessons and reading materials, before the class to be revised at home. On the other hand, the second group followed traditional methodology, and it was used as control. The rate of reaction knowledge test and the chemistry attitude scale were administered. In addition, the researcher documented classroom observations, experiences, thoughts and insights regarding the intervention in a journal on a daily basis in order to enrich the data. Students were interviewed at the end of the research in order to enrich the qualitative data also. Findings from this study reveal that the flipped instruction model facilitates a shift in students' conceptual understanding of the rate of chemical reaction significantly more than the control condition. Positive significant differences were found on all assessments with the flipped class students performing higher on average. Students in the flipped classroom model condition benefited by preparing for the lesson before the classes and had the opportunity to interact with peers and the teacher during the learning processes in the classroom. The findings support the notion that teachers should be trained or retrained on how to incorporate the flipped classroom model into their teaching and learning processes because it encourages students to be directly involved and active in the learning.

  20. Using Pretest-Posttest Research Designs to Enhance Jury Decision-Making

    Directory of Open Access Journals (Sweden)

    Jane Goodman-Delahunty

    2016-06-01

    Full Text Available When lay jurors are unfamiliar with key evidentiary issues, expert evidence, judicial instructions and group deliberation may enhance their understanding of this evidence. Systematic steps to assess the relationship between juror biases in cases of child sexual abuse are offered as an example to illustrate a programmatic research approach. Using pretest-posttest research designs, the effectiveness of three traditional legal procedural safeguards to reduce common jury misconceptions in the context of simulated trials were tested and compared. By measuring mock-juror knowledge before and after each intervention, knowledge gains attributable to these interventions were distinguished from practice effects. Unexpected increases in acquittals following deliberation underscored the importance of adding adequate control groups and of testing deliberation effects in jury simulation studies. Benefits of this research paradigm to assist courts, legal counsel and policy makers in devising effective methods to enhance jury decisions in complex criminal cases are discussed. Cuando los miembros del jurado popular no están familiarizados con los temas probatorios clave, las pruebas periciales, las instrucciones judiciales y la deliberación de grupo pueden mejorar su comprensión de las evidencias. Se ofrecen pasos sistemáticos para evaluar la relación entre sesgos del jurado en casos de abusos a menores como un ejemplo para ilustrar un enfoque de investigación programática. Se probó y comparó la efectividad de tres garantías procesales jurídicas tradicionales para reducir los malentendidos comunes de los jurados en el contexto de juicios simulados, usando patrones de investigación pre y post análisis. Al medir el conocimiento de jurados en juicios simulados antes y después de cada intervención, se distinguían los conocimientos adquiridos atribuibles a estas intervenciones. Un aumento inesperado de absoluciones después de la deliberación pon

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

    Science.gov (United States)

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

    2018-02-01

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

  2. Instructional Partners, Principals, Teachers, and Instructional Assistants.

    Science.gov (United States)

    Indiana State Dept. of Public Instruction, Indianapolis.

    This handbook examines various topics of interest and concern to teachers as they work with instructional assistants forming a classroom instructional partnership and functioning as a team. These topics include: (1) instructional assistant qualifications; (2) duties--instructional, classroom clerical, auxillary; (3) factors to be considered when…

  3. Effective Homework Assignments. Research Brief

    Science.gov (United States)

    Cooper, Harris

    2008-01-01

    Perhaps more than any question other than "How much time should students spend doing homework?" parents and educators want to know, "What kinds of homework assignments are most effective?" Clearly, the answers to this question vary according to many factors, especially the developmental level of students and the topic area. Generally, answers are…

  4. Assigning agents to a line

    DEFF Research Database (Denmark)

    Hougaard, Jens Leth; Moreno-Ternero, Juan D.; Østerdal, Lars Peter Raahave

    2014-01-01

    minimizing modification of the classic random priority method to solve this class of problems. We also provide some logical relations in our setting among standard axioms in the literature on assignment problems, and explore the robustness of our results to several extensions of our setting....

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

    Science.gov (United States)

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

    2017-05-01

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

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

    Science.gov (United States)

    Gallop, Roger Graham

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

  7. Pretest probability of a normal echocardiography: validation of a simple and practical algorithm for routine use.

    Science.gov (United States)

    Hammoudi, Nadjib; Duprey, Matthieu; Régnier, Philippe; Achkar, Marc; Boubrit, Lila; Preud'homme, Gisèle; Healy-Brucker, Aude; Vignalou, Jean-Baptiste; Pousset, Françoise; Komajda, Michel; Isnard, Richard

    2014-02-01

    Management of increased referrals for transthoracic echocardiography (TTE) examinations is a challenge. Patients with normal TTE examinations take less time to explore than those with heart abnormalities. A reliable method for assessing pretest probability of a normal TTE may optimize management of requests. To establish and validate, based on requests for examinations, a simple algorithm for defining pretest probability of a normal TTE. In a retrospective phase, factors associated with normality were investigated and an algorithm was designed. In a prospective phase, patients were classified in accordance with the algorithm as being at high or low probability of having a normal TTE. In the retrospective phase, 42% of 618 examinations were normal. In multivariable analysis, age and absence of cardiac history were associated to normality. Low pretest probability of normal TTE was defined by known cardiac history or, in case of doubt about cardiac history, by age>70 years. In the prospective phase, the prevalences of normality were 72% and 25% in high (n=167) and low (n=241) pretest probability of normality groups, respectively. The mean duration of normal examinations was significantly shorter than abnormal examinations (13.8 ± 9.2 min vs 17.6 ± 11.1 min; P=0.0003). A simple algorithm can classify patients referred for TTE as being at high or low pretest probability of having a normal examination. This algorithm might help to optimize management of requests in routine practice. Copyright © 2014 Elsevier Masson SAS. All rights reserved.

  8. Comparing Examples: WebAssign versus Textbook

    Science.gov (United States)

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

    2005-11-01

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

  9. The role of instruction for spelling performance and spelling consciousness

    NARCIS (Netherlands)

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

    2018-01-01

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

  10. The Role of Instruction for Spelling Performance and Spelling Consciousness

    Science.gov (United States)

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

    2018-01-01

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

  11. The effects of using screencasting as a multimedia pre-training tool to manage the intrinsic cognitive load of chemical equilibrium instruction for advanced high school chemistry students

    Science.gov (United States)

    Musallam, Ramsey

    Chemistry is a complex knowledge domain. Specifically, research notes that Chemical Equilibrium presents greater cognitive challenges than other topics in chemistry. Cognitive Load Theory describes the impact a subject, and the learning environment, have on working memory. Intrinsic load is the facet of Cognitive Load Theory that explains the complexity innate to complex subjects. The purpose of this study was to build on the limited research into intrinsic cognitive load, by examining the effects of using multimedia screencasts as a pre-training technique to manage the intrinsic cognitive load of chemical equilibrium instruction for advanced high school chemistry students. A convenience sample of 62 fourth-year high school students enrolled in an advanced chemistry course from a co-ed high school in urban San Francisco were given a chemical equilibrium concept pre-test. Upon conclusion of the pre-test, students were randomly assigned to two groups: pre-training and no pre-training. The pre-training group received a 10 minute and 52 second pre-training screencast that provided definitions, concepts and an overview of chemical equilibrium. After pre-training both group received the same 50-minute instructional lecture. After instruction, all students were given a chemical equilibrium concept post-test. Independent sample t-tests were conducted to examine differences in performance and intrinsic load. No significant differences in performance or intrinsic load, as measured by ratings of mental effort, were observed on the pre-test. Significant differences in performance, t(60)=3.70, p=.0005, and intrinsic load, t(60)=5.34, p=.0001, were observed on the post-test. A significant correlation between total performance scores and total mental effort ratings was also observed, r(60)=-0.44, p=.0003. Because no significant differences in prior knowledge were observed, it can be concluded that pre-training was successful at reducing intrinsic load. Moreover, a significant

  12. Student performance on conceptual questions: Does instruction matter?

    Science.gov (United States)

    Heron, Paula R. L.

    2013-01-01

    As part of the tutorial component of introductory calculus-based physics at the University of Washington, students take weekly pretests that consist of conceptual questions. Pretests are so named because they precede each tutorial, but they are frequently administered after lecture instruction. Many variables associated with class composition and prior instruction (if any) could, in principle, affect student performance on these questions. Nonetheless, the results are often found to be "essentially the same" in all classes. With data available from a large number of classes, it is possible to characterize the typical variation quantitatively. In this paper three questions for which we have accumulated thousands of responses, from dozens of classes representing different conditions with respect to the textbook in use, the amount of prior instruction, etc., serve as examples. For each question, we examine the variation in student performance across all classes. We also compare subsets categorized according to the amount of relevant prior instruction each class had received. A preliminary analysis suggests that the variation in performance is essentially random. No statistically significant difference is observed between results obtained before relevant instruction begins and after it has been completed. The results provide evidence that exposure to concepts in lecture and textbook is not sufficient to ensure an improvement in performance on questions that require qualitative reasoning.

  13. Exploring Flipped Classroom Instruction in Calculus III

    Science.gov (United States)

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

    2017-01-01

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

  14. Computer-Assisted Instruction and Continuing Motivation.

    Science.gov (United States)

    Mosley, Mary Lou; And Others

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

  15. 32 CFR 632.6 - Administrative instructions.

    Science.gov (United States)

    2010-07-01

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

  16. Instructional Interventions for Improving Proofreading and Editing Skills of College Students

    Science.gov (United States)

    Enos, Marcella F.

    2010-01-01

    This article summarizes a dissertation study designed to determine the effectiveness of instructional interventions that focus on proofreading and editing skills of first-year college students enrolled in business communication courses. The study used a pretest-posttest quasiexperimental control group design and collected data from 56 participants…

  17. The Effect of an Instructional Intervention on Enhancement Pre-Service Science Teachers' Science Processes Skills

    Science.gov (United States)

    Durmaz, Hüsnüye

    2016-01-01

    The aim of this study is to investigate the effects of an instructional intervention on enhancement the pre-service science teachers' (PSTs) science process skills (SPSs) and to identify problems in using SPSs through Laboratory Applications in Science Education-I course (LASE-I). One group pretest-posttest pre-experimental design was employed. An…

  18. Instruction in text-structure as a determinant of senior secondary ...

    African Journals Online (AJOL)

    The study determined the effectiveness of instruction in text-structure on achievement of students in English narrative text. The pretest-posttest control group quasi experimental design was adopted for the study. The participants were 120 students in intact classes from four purposively selected senior secondary schools in ...

  19. Investigating the Effect of Origami Instruction on Preservice Teachers' Spatial Ability and Geometric Knowledge for Teaching

    Science.gov (United States)

    Akayuure, Peter; Asiedu-Addo, S. K.; Alebna, Victor

    2016-01-01

    Whereas origami is said to have pedagogical benefits in geometry education, research is inclusive about its effect on spatial ability and geometric knowledge among preservice teachers. The study investigated the effect of origami instruction on these aspects using pretest posttest quasi-experiment design. The experimental group consisted of 52…

  20. The Effect of Origami-Based Instruction on Spatial Visualization, Geometry Achievement, and Geometric Reasoning

    Science.gov (United States)

    Arici, Sevil; Aslan-Tutak, Fatma

    2015-01-01

    This research study examined the effect of origami-based geometry instruction on spatial visualization, geometry achievement, and geometric reasoning of tenth-grade students in Turkey. The sample ("n" = 184) was chosen from a tenth-grade population of a public high school in Turkey. It was a quasi-experimental pretest/posttest design. A…

  1. Audio-Tutorial Versus Conventional Lecture-Laboratory Instruction in a University Animal Biology Course.

    Science.gov (United States)

    Rowsey, Robert E.

    The purpose of this study was to analyze two methods of instruction used in an animal biology course. One group of students, the experimental group, was taught using an audio-tutorial program, and another group, the control group, was taught using the conventional lecture-laboratory method. Pretest and posttest data were collected from achievement…

  2. Effectiveness of a Self-Instruction Program for Microcounseling Skills Training

    Science.gov (United States)

    Schonrock-Adema, Johanna; Van der Molen, Henk T.; van der Zee, Karen I.

    2009-01-01

    This article describes the effects of self-instruction training (SIT) in microcounseling skills compared to those of a traditional trainer-guided program (TT) in a pretest-posttest comparison group design. A sample of 193 undergraduate psychology students participated in this study: 97 students followed SIT and 96 students followed TT. We used…

  3. Computer-Assisted Instruction to Teach DOS Commands: A Pilot Study.

    Science.gov (United States)

    McWeeney, Mark G.

    1992-01-01

    Describes a computer-assisted instruction (CAI) program used to teach DOS commands. Pretest and posttest results for 65 graduate students using the program are reported, and it is concluded that the CAI program significantly aided the students. Sample screen displays for the program and several questions from the pre/posttest are included. (nine…

  4. Applying Computer-Assisted Musical Instruction to Music Appreciation Course: An Example with Chinese Musical Instruments

    Science.gov (United States)

    Lou, Shi-Jer; Guo, Yuan-Chang; Zhu, Yi-Zhen; Shih, Ru-Chu; Dzan, Wei-Yuan

    2011-01-01

    This study aims to explore the effectiveness of computer-assisted musical instruction (CAMI) in the Learning Chinese Musical Instruments (LCMI) course. The CAMI software for Chinese musical instruments was developed and administered to 228 students in a vocational high school. A pretest-posttest non-equivalent control group design with three…

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

    Science.gov (United States)

    Mutlu, Yilmaz; Akgün, Levent

    2017-01-01

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

  6. Problem-Based Instructional Strategy and Numerical Ability as Determinants of Senior Secondary Achievement in Mathematics

    Science.gov (United States)

    Badru, Ademola K.

    2016-01-01

    The study investigated Problem-based Instructional Strategy and Numerical ability as determinants of Senior Secondary Achievement in Mathematics. This study used 4 x 2 x 2 non-randomised control group Pretest-Posttest Quasi-experimental Factorial design. It consisted of two independent variables (treatment and Numerical ability) and one moderating…

  7. A Statistical Programme Assignment Model

    DEFF Research Database (Denmark)

    Rosholm, Michael; Staghøj, Jonas; Svarer, Michael

    When treatment effects of active labour market programmes are heterogeneous in an observable way  across the population, the allocation of the unemployed into different programmes becomes a particularly  important issue. In this paper, we present a statistical model designed to improve the present...... duration of unemployment spells may result if a statistical programme assignment model is introduced. We discuss several issues regarding the  plementation of such a system, especially the interplay between the statistical model and  case workers....

  8. A note on ranking assignments using reoptimization

    DEFF Research Database (Denmark)

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

    2005-01-01

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

  9. An algorithm for ranking assignments using reoptimization

    DEFF Research Database (Denmark)

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

    2008-01-01

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

  10. Effects of Art Therapy on Distress Levels of Adults with Cancer: A Proxy Pretest Study

    Science.gov (United States)

    Glinzak, Leara

    2016-01-01

    This study identified decreased distress after art therapy in a proxy pretest study with a convenience sample of 73 patients being treated for cancer. Art therapy outcomes from 4 settings (oncology unit, infusion clinic, individual sessions, and open studio) were measured via the self-report Distress Thermometer, which was collected as part of an…

  11. Validity of a Residualized Dependent Variable after Pretest Covariance Adjustments: Still the Same Variable?

    Science.gov (United States)

    Nimon, Kim; Henson, Robin K.

    2015-01-01

    The authors empirically examined whether the validity of a residualized dependent variable after covariance adjustment is comparable to that of the original variable of interest. When variance of a dependent variable is removed as a result of one or more covariates, the residual variance may not reflect the same meaning. Using the pretest-posttest…

  12. Targeting as the basis for pre-test market of lithium-ion battery

    Science.gov (United States)

    Yuniaristanto, Zakaria, R.; Saputri, V. H. L.; Sutopo, W.; Kadir, E. A.

    2017-11-01

    This article discusses about market segmentation and targeting as a first step in pre-test market of a new technology. The benefits of targeting towards pre-test market are pre-test market can be conducted to focus on selected target markets so there is no bias during the pre-test market. In determining the target market then do some surveys to identify the state of market in the future, so that the marketing process is not misplaced. Lithium ion battery which is commercialized through start-up companies is the case study. This start-up companies must be able to respond the changes and bring in customers as well as maintain them so that companies can survive and evolve to achieve its objectives. The research aims to determine market segments and target market effectively. Marketing strategy (segmentation and targeting) is used to make questionnaire and cluster analysis in data processing. Respondents were selected by purposive sampling and have obtained data as many as 80 samples. As the results study, there are three segments for lithium ion battery with their own distinguished characteristics and there are two segments that can be used as the target market for the company.

  13. Achievement of course outcome in vector calculus pre-test questions ...

    African Journals Online (AJOL)

    No Abstract. Keywords: pre-test; course outcome; bloom taxanomy; Rasch measurement model; vector calculus. Full Text: EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT · AJOL African Journals Online. HOW TO USE AJOL... for Researchers · for Librarians ...

  14. 77 FR 49819 - Agency Information Collection Activities; Proposed Collection; Comment Request; Pretesting of...

    Science.gov (United States)

    2012-08-17

    ... assess the likely effectiveness of tobacco communications with specific target audiences. The information... needed about target audiences. FDA must first understand critical influences on people's decisionmaking... intended audiences. Pretesting messages with a sample of the target audience will allow FDA to refine...

  15. 75 FR 9225 - Agency Information Collection Activities; Proposed Collection; Comment Request; Pretesting of...

    Science.gov (United States)

    2010-03-01

    ... assess the likely effectiveness of tobacco communications with specific target audiences. The information... needed about target audiences. FDA must first understand critical influences on people's decisionmaking... intended audiences. Pretesting messages with a sample of the target audience will allow FDA to refine...

  16. Forecast accuracy after pretesting with an application to the stock market

    NARCIS (Netherlands)

    Danilov, D.L.; Magnus, J.R.

    2004-01-01

    In econometrics, as a rule, the same data set is used to select the model and, conditional on the selected model, to forecast. However, one typically reports the properties of the (conditional) forecast, ignoring the fact that its properties are affected by the model selection (pretesting). This is

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

    Science.gov (United States)

    Goodwin, Amanda P.

    2016-01-01

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

  18. Instruction in Information Structuring Improves Bayesian Judgment in Intelligence Analysts

    Directory of Open Access Journals (Sweden)

    David R. Mandel

    2015-04-01

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

  19. Strategy Instruction in Mathematics.

    Science.gov (United States)

    Goldman, Susan R.

    1989-01-01

    Experiments in strategy instruction for mathematics have been conducted using three models (direct instruction, self-instruction, and guided learning) applied to the tasks of computation and word problem solving. Results have implications for effective strategy instruction for learning disabled students. It is recommended that strategy instruction…

  20. Integrated assignment and path planning

    Science.gov (United States)

    Murphey, Robert A.

    2005-11-01

    A surge of interest in unmanned systems has exposed many new and challenging research problems across many fields of engineering and mathematics. These systems have the potential of transforming our society by replacing dangerous and dirty jobs with networks of moving machines. This vision is fundamentally separate from the modern view of robotics in that sophisticated behavior is realizable not by increasing individual vehicle complexity, but instead through collaborative teaming that relies on collective perception, abstraction, decision making, and manipulation. Obvious examples where collective robotics will make an impact include planetary exploration, space structure assembly, remote and undersea mining, hazardous material handling and clean-up, and search and rescue. Nonetheless, the phenomenon driving this technology trend is the increasing reliance of the US military on unmanned vehicles, specifically, aircraft. Only a few years ago, following years of resistance to the use of unmanned systems, the military and civilian leadership in the United States reversed itself and have recently demonstrated surprisingly broad acceptance of increasingly pervasive use of unmanned platforms in defense surveillance, and even attack. However, as rapidly as unmanned systems have gained acceptance, the defense research community has discovered the technical pitfalls that lie ahead, especially for operating collective groups of unmanned platforms. A great deal of talent and energy has been devoted to solving these technical problems, which tend to fall into two categories: resource allocation of vehicles to objectives, and path planning of vehicle trajectories. An extensive amount of research has been conducted in each direction, yet, surprisingly, very little work has considered the integrated problem of assignment and path planning. This dissertation presents a framework for studying integrated assignment and path planning and then moves on to suggest an exact

  1. Using assessment to individualize early mathematics instruction.

    Science.gov (United States)

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

    2018-02-01

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

  2. Managing voluntary turnover through challenging assignments

    NARCIS (Netherlands)

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

    2011-01-01

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

  3. Managing voluntary turnover through challenging assignments

    NARCIS (Netherlands)

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

    2011-01-01

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

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

    Reumann-Moore, Rebecca; Duffy, Mark

    2015-01-01

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

  6. 24 CFR 221.255 - Assignment option.

    Science.gov (United States)

    2010-04-01

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

  7. 24 CFR 221.770 - Assignment option.

    Science.gov (United States)

    2010-04-01

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

  8. Solving the rectangular assignment problem and applications

    NARCIS (Netherlands)

    Bijsterbosch, J.; Volgenant, A.

    2010-01-01

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

  9. Pre-test analyses for the NESC1 spinning cylinder experiment

    International Nuclear Information System (INIS)

    Fokkens, J.H.

    1995-10-01

    The spinning cylinder experiment organised by the Network for the Evaluation of Steel Components (NESC) is designed to investigate the cleavage initiation behaviour of both surface breaking and subclad defects in simulated end of life RPV material, exposed to a pressurised thermal shock transient. Pre-test structural integrity assessments are performed by the NESC Structural Analysis Task Group (TG3). The results of these structural integrity assessments are used to determine the design of the experiment and especially the sizes of the introduced defects. In this report the results of the pre-test analyses performed by the group Applied Mechanics at ECN - Nuclear Energy are described. Elastic as well as elasto-plastic structural analyses are performed for a surface breaking and a subclad defect in a forged cylinder with a 4 mm cladding. The semi elliptical defects have a depth of 40 mm and an aspect ratio of 1:3. (orig.)

  10. Development and pretest of key visual imagery in a campaign for the prevention of child maltreatment.

    Science.gov (United States)

    Charest, Émilie; Gagné, Marie-Hélène; Goulet, Julie

    2017-08-01

    This article discusses the development and pretesting of key visual imagery in a promotional campaign developed in Quebec, Canada. This campaign is the media-based component of a broader prevention strategy involving the use of the Triple P program (Sanders, 1999). The purpose was to pretest with parents the preliminary version of a poster that uses the campaign's key visual imagery prior to final production. In total, 26 parents from the regions of Quebec City and Montreal participated in four focus groups. Two general themes emerged from the focus groups: (i) emotions and reactions arising from the key visual imagery; and (ii) comprehension of the message being conveyed. Based on this information, recommendations were made to the marketing agency, which then modified the campaign's key visual imagery and proposed a final layout.

  11. Pre-test evaluation of LLTR Series II Test A-6

    International Nuclear Information System (INIS)

    Knittle, D.

    1980-11-01

    Purpose of this report is to present pre-test predictions of pressure histories for the A6 test to be conducted in the Large Leak Test Facility (LLTF) at the Energy Technology Engineering Center. A6 is part of a test program being conducted to evaluate the effects of leaks produced by a double-ended guillotine rupture of a single tube. A6 will provide data on the CRBR prototypical double rupture disc performance

  12. Blind Pretesting and Student Performance in an Undergraduate Corporate Finance Course

    Science.gov (United States)

    2015-09-28

    Blind Pretesting and Student Performance in an Undergraduate Corporate Finance Course Brian C. Paynea U.S. Air Force Academy Thomas C...testing effect can be applied to an introductory corporate finance course. Prior research on the testing effect has been used non-quantitative subject...80840. Email: thomas.omalley@usafa.edu. Tel: 719.333.8259. Fax: 713.333.9715. 1 INTRODUCTION Corporate finance courses have long

  13. Random Assignment of Schools to Groups in the Drug Resistance Strategies Rural Project: Some New Methodological Twists

    Science.gov (United States)

    Pettigrew, Jonathan; Miller-Day, Michelle; Krieger, Janice L.; Zhou, Jiangxiu; Hecht, Michael L.

    2014-01-01

    Random assignment to groups is the foundation for scientifically rigorous clinical trials. But assignment is challenging in group randomized trials when only a few units (schools) are assigned to each condition. In the DRSR project, we assigned 39 rural Pennsylvania and Ohio schools to three conditions (rural, classic, control). But even with 13 schools per condition, achieving pretest equivalence on important variables is not guaranteed. We collected data on six important school-level variables: rurality, number of grades in the school, enrollment per grade, percent white, percent receiving free/assisted lunch, and test scores. Key to our procedure was the inclusion of school-level drug use data, available for a subset of the schools. Also, key was that we handled the partial data with modern missing data techniques. We chose to create one composite stratifying variable based on the seven school-level variables available. Principal components analysis with the seven variables yielded two factors, which were averaged to form the composite inflate-suppress (CIS) score which was the basis of stratification. The CIS score was broken into three strata within each state; schools were assigned at random to the three program conditions from within each stratum, within each state. Results showed that program group membership was unrelated to the CIS score, the two factors making up the CIS score, and the seven items making up the factors. Program group membership was not significantly related to pretest measures of drug use (alcohol, cigarettes, marijuana, chewing tobacco; smallest p>.15), thus verifying that pretest equivalence was achieved. PMID:23722619

  14. Improvement in Student Data Analysis Skills after Out-of-Class Assignments

    Directory of Open Access Journals (Sweden)

    Kristen Lee Williams Walton

    2016-12-01

    Full Text Available The ability to understand and interpret data is a critical aspect of scientific thinking.  However, although data analysis is often a focus in biology majors classes, many textbooks for allied health majors classes are primarily content-driven and do not include substantial amounts of experimental data in the form of graphs and figures.  In a lower-division allied health majors microbiology class, students were exposed to data from primary journal articles as take-home assignments and their data analysis skills were assessed in a pre-/posttest format.  Students were given 3 assignments that included data analysis questions.  Assignments ranged from case studies that included a figure from a journal article to reading a short journal article and answering questions about multiple figures or tables.  Data were represented as line or bar graphs, gel photographs, and flow charts.  The pre- and posttest was designed incorporating the same types of figures to assess whether the assignments resulted in any improvement in data analysis skills.  The mean class score showed a small but significant improvement from the pretest to the posttest across three semesters of testing.  Scores on individual questions testing accurate conclusions and predictions improved the most.  This supports the conclusion that a relatively small number of out-of-class assignments through the semester resulted in a significant improvement in data analysis abilities in this population of students.

  15. Effectiveness of Blended Learning and Elearning Modes of Instruction on the Performance of Undergraduates in Kwara State, Nigeria

    Science.gov (United States)

    Gambari, Amosa Isiaka; Shittu, Ahmed Tajudeen; Ogunlade, O. Olufunmilola; Osunlade, Olourotimi Rufus

    2017-01-01

    This study investigated the effectiveness of blended learning and E-learning modes of instruction on the performance of undergraduates in Kwara State, Nigeria. It also determined if the student performance would vary with gender. Quasi experimental that employs pretest, posttest, control group design was adopted for this study. This involves three…

  16. Effects of Framing and Team Assisted Individualised Instructional Strategies on Senior Secondary School Students' Attitudes toward Mathematics

    Science.gov (United States)

    Awofala, Adeneye O. A.; Arigbabu, Abayomi A.; Awofala, Awoyemi A.

    2013-01-01

    The study investigated the relative effectiveness of framing and team assisted individualised (TAI) instructional strategies on the attitudes toward mathematics of 350 senior secondary school year two Nigerian students. The moderating effects of gender and style of categorisation were also examined. The study adopted pre-test and post-test control…

  17. Reform-Based-Instructional Method and Learning Styles on Students' Achievement and Retention in Mathematics: Administrative Implications

    Science.gov (United States)

    Modebelu, M. N.; Ogbonna, C. C.

    2014-01-01

    This study aimed at determining the effect of reform-based-instructional method learning styles on students' achievement and retention in mathematics. A sample size of 119 students was randomly selected. The quasiexperimental design comprising pre-test, post-test, and randomized control group were employed. The Collin Rose learning styles…

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

    Science.gov (United States)

    Jacobs, Clinton O.

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

  19. BIBLIOGRAPHY ON INDIVIDUALIZED INSTRUCTION.

    Science.gov (United States)

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

    THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF INDIVIDUALIZED INSTRUCTION. APPROXIMATELY 85 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1958 TO 1966. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE PROGRAMED INSTRUCTION, TEACHING MACHINES, RESPONSE MODE, SELF-INSTRUCTION, AND COMPUTER-ASSISTED…

  20. The Instructional Capacitor

    Science.gov (United States)

    Walton, Elizabeth

    2012-01-01

    Many administrators are so overwhelmed by the basic responsibilities of their daily work that there seems to be little or no time left for providing quality leadership in instruction. Instead, schools employ department chairs, instructional specialists, and coordinators to provide instructional leadership. How can administrators find time in the…

  1. Explicit or Implicit Instruction of Metadiscourse Markers and Writing Skill Improvement

    Directory of Open Access Journals (Sweden)

    Ahmad Yaghoubi

    2014-07-01

    Full Text Available The current study is an attempt to investigate the explicit or the implicit instruction of metadiscourse markers and the writing skill improvement. The participants of the study (N = 90 were female Iranian students at Kish Institute of Science and Technology. Two experimental groups were defined in this study: experimental group “A” which received the explicit instruction of metadiscourse markers and experimental group “B” which were taught implicitly based on Hyland’s (2005 classification of metadiscourse markers. Two instruments were employed in the study: a pretest and a posttest. To elicit the pertinent data, the participants were given a pretest of writing ability to investigate if the learners had knowledge regarding the correct application of ‎metadiscourse markers in their writing. After 8-session treatment, a posttest was administered to compare the participants’ performance in use of matediscourse markers. The findings of the present study indicated that there was a significant difference in the participants’ pretest and posttest writing scores with regard to the application of metadiscourse markers. The findings revealed that metadiscourse instruction had a positive effect on the learners’ writing. In addition, the results showed that both the explicit and the implicit instruction of metadiscourse markers significantly improved participants’ writing ability.

  2. The Effects of Planned Instruction on Iranian L2 Learners' Interlanguage Pragmatic Development

    Directory of Open Access Journals (Sweden)

    Maryam Esmaeili

    2013-05-01

    Full Text Available The most compelling evidence that instruction in L2pragmatics is necessary comes from learners whoselanguage proficiency is advanced but their communicative actsfrequently contain pragmatic errors. The current studyevaluated the impact of explicit instruction on EFL learner'sawareness and production of three speech acts of request,apology, and complaint. It also probed whether learners’language proficiency plays any role in incorporatingpragmatic instruction into the L2 classroom. The instructionlasted for about 12 weeks. Achievement in L2 pragmaticswas assessed based on a pretest-posttest plan usingMultiple-Choice Discourse Comprehension Test (MDCTand Written Discourse Completion Test (WDCT. Thesignificant gains made by the experimental groups receivinginstruction support the claim recently made by instructionalpragmatics that explicit instruction does facilitate thedevelopment of pragmatically appropriate use of language.Yet, learners’ level of language proficiency had no significantrole in the incorporation of the instruction. Furthertheoretical issues are also discussed.

  3. Integrating UNESCO ICT-Based Instructional Materials in Chemistry Lessons

    Directory of Open Access Journals (Sweden)

    CHARLIE P. NACARIO

    2014-08-01

    Full Text Available This study determined the effectiveness of the lessons in Chemistry integrating UNESCO ICT-based instructional material on the achievement of Chemistry students at Central Bicol State University of Agriculture. It aimed to identify lessons that may be developed integrating UNESCO ICT-based instructional materials, determine the effect of the developed lessons using the material on: conceptual understanding; science process skills; and attitude towards chemistry and gather insights from the experiences of the students and teacher. The study used the single group pretest and posttest experimental design. Descriptive, quantitative and qualitative techniques were also utilized. Quantitative data were taken from the pretest-posttest results on the Test on Conceptual Understanding, Science Process Skills and Chemistry Attitudinaire. Qualitative data were drawn from the experts’ assessment of the developed lessons and research instruments, and the insights of students and teacher. The developed lessons integrating UNESCO ICT-based instructional materials were Atomic Model and Structure, Periodic Table of Elements, Chemical Bonding, and Balancing Chemical Equation. These lessons increased the conceptual understanding of the students by topic and skill from very low mastery to average mastery level. The students have slightly improved along the different science process skills. After teaching the lessons, the students’ attitude also improved. The students became more motivated and interested in Chemistry and the lessons were student centered and entailed teacher’s competence and flexibility in computer use.

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

    Science.gov (United States)

    Lamport, Mark A.; Hill, Randy J.

    2012-01-01

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

  5. Effects of flipped instruction on the performance and attitude of high school students in mathematics

    Directory of Open Access Journals (Sweden)

    Remalyn Q. Casem

    2017-03-01

    Full Text Available This study aimed to determine the effects of flipped instruction on the performance and attitude of high school students in Mathematics. The study made use of the true experimental design, specifically the pretest-posttest control group design. There were two instruments used to gather data, the pretest-posttest which was subjected to validity and reliability tests and the Modified Fennema-Sherman Attitudes Scale. It was found out that the experimental and control groups were comparable in the pretest and posttest. Comparison on their gain scores revealed significant difference with performance of the experimental group higher than the control group. There was no significant difference on the level of attitude of the participants in the experimental group before and after the study in terms of confidence in learning mathematics, attitude toward success in mathematics, mathematics anxiety and perception of teacher's attitudes. A very weak positive relationship existed between performance and attitudes toward mathematics.

  6. The Effect of Pretest Exercise on Baseline Computerized Neurocognitive Test Scores.

    Science.gov (United States)

    Pawlukiewicz, Alec; Yengo-Kahn, Aaron M; Solomon, Gary

    2017-10-01

    Baseline neurocognitive assessment plays a critical role in return-to-play decision making following sport-related concussions. Prior studies have assessed the effect of a variety of modifying factors on neurocognitive baseline test scores. However, relatively little investigation has been conducted regarding the effect of pretest exercise on baseline testing. The aim of our investigation was to determine the effect of pretest exercise on baseline Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) scores in adolescent and young adult athletes. We hypothesized that athletes undergoing self-reported strenuous exercise within 3 hours of baseline testing would perform more poorly on neurocognitive metrics and would report a greater number of symptoms than those who had not completed such exercise. Cross-sectional study; Level of evidence, 3. The ImPACT records of 18,245 adolescent and young adult athletes were retrospectively analyzed. After application of inclusion and exclusion criteria, participants were dichotomized into groups based on a positive (n = 664) or negative (n = 6609) self-reported history of strenuous exercise within 3 hours of the baseline test. Participants with a positive history of exercise were then randomly matched, based on age, sex, education level, concussion history, and hours of sleep prior to testing, on a 1:2 basis with individuals who had reported no pretest exercise. The baseline ImPACT composite scores of the 2 groups were then compared. Significant differences were observed for the ImPACT composite scores of verbal memory, visual memory, reaction time, and impulse control as well as for the total symptom score. No significant between-group difference was detected for the visual motor composite score. Furthermore, pretest exercise was associated with a significant increase in the overall frequency of invalid test results. Our results suggest a statistically significant difference in ImPACT composite scores between

  7. Pretest round robin analysis of 1:4-scale prestressed concrete containment vessel model

    International Nuclear Information System (INIS)

    Hessheimer, M.F.; Luk, V.K.; Klamerus, E.W.; Shibata, S.; Mitsugi, S.; Costello, J.F.

    2001-01-01

    The work reported herein represents, arguably, the state of the art in the numerical simulation of the response of a prestressed concrete containment vessel (PCCV) model to pressure loads up to failure. A significant expenditure of time and money on the part of the sponsors, contractors, and Round Robin participants was required to meet the objectives. While it is difficult to summarize the results of this extraordinary effort in a few paragraphs, the following observations are offered for the reader's consideration: almost half the participants used ABAQUS as the primary computational tool for performing the pretest analyses. The other participants used a variety of codes, most of which were developed ''in house''. (author)

  8. Instructional methods used by health sciences librarians to teach evidence-based practice (EBP: a systematic review

    Directory of Open Access Journals (Sweden)

    Stephanie M. Swanberg, MSI, AHIP

    2016-09-01

    Full Text Available Background: Librarians often teach evidence-based practice (EBP within health sciences curricula. It is not known what teaching methods are most effective. Methods: A systematic review of the literature was conducted searching CINAHL, EMBASE, ERIC, LISTA, PubMed, Scopus, and others. Searches were completed through December 2014. No limits were applied. Hand searching of Medical Library Association annual meeting abstracts from 2009–2014 was also completed. Studies must be about EBP instruction by a librarian within undergraduate or graduate health sciences curricula and include skills assessment. Studies with no assessment, letters and comments, and veterinary education studies were excluded. Data extraction and critical appraisal were performed to determine the risk of bias of each study. Results: Twenty-seven studies were included for analysis. Studies occurred in the United States (20, Canada (3, the United Kingdom (1, and Italy (1, with 22 in medicine and 5 in allied health. Teaching methods included lecture (20, small group or one-on-one instruction (16, computer lab practice (15, and online learning (6. Assessments were quizzes or tests, pretests and posttests, peer review, search strategy evaluations, clinical scenario assignments, or a hybrid. Due to large variability across studies, meta-analysis was not conducted. Discussion: Findings were weakly significant for positive change in search performance for most studies. Only one study compared teaching methods, and no one teaching method proved more effective. Future studies could conduct multisite interventions using randomized or quasi-randomized controlled trial study design and standardized assessment tools to measure outcomes.

  9. KEEFEKTIFAN TEKNIK SELF-INSTRUCTION UNTUK MENINGKATKAN KEPERCAYAAN DIRI SISWA SMP

    Directory of Open Access Journals (Sweden)

    Kasa Fiorentika

    2016-09-01

    Full Text Available ABSTRACT : The aim of this study was to determine the effectiveness of self -instruction techniques to increase the confidence of the students of SMPN 20 Malang . Data were collected using the inventory of confidence and analyzed with the Wilcoxon test through SPSS to students who have low self-esteem category . Results from the study are students who have a low level of confidence there are five people , students were given counseling group with the techniques of self -instruction , students are given a pretest - posttest to measure the effectiveness of a given technique , students increase confidence after attending group counseling techniques self- instruction . ABSTRAK: Tujuan dari penelitian ini adalah untuk mengetahui keefektifan teknik self-instruction untuk meningkatkan kepercayaan diri siswa SMPN 20 Malang. Data dikumpulkan menggunakan inventori kepercayaan diri dan dianalisis  dengan uji wilcoxon melalui SPSS  kepada siswa yang mempunyai kategori kepercayaan diri rendah. Hasil dari penelitian adalah siswa yang mempunyai tingkat kepercayaan diri rendah ada lima orang, siswa diberikan konseling kelompok dengan teknik self-instruction, siswa diberikan pretest-posttest untuk mengukur keefektifan teknik yang diberikan, siswa mengalami peningkatan kepercayaan diri setelah mengikuti konseling kelompok dengan teknik self-instruction.

  10. 32 CFR 884.2 - Assigned responsibilities.

    Science.gov (United States)

    2010-07-01

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

  11. 12 CFR 563e.28 - Assigned ratings.

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 5 2010-01-01 2010-01-01 false Assigned ratings. 563e.28 Section 563e.28 Banks... for Assessing Performance § 563e.28 Assigned ratings. (a) Ratings in general. Subject to paragraphs (b... performance under the lending, investment and service tests, the community development test, the small savings...

  12. Stress Assignment in Reading Italian Polysyllabic Pseudowords

    Science.gov (United States)

    Sulpizio, Simone; Arduino, Lisa S.; Paizi, Despina; Burani, Cristina

    2013-01-01

    In 4 naming experiments we investigated how Italian readers assign stress to pseudowords. We assessed whether participants assign stress following distributional information such as stress neighborhood (the proportion and number of existent words sharing orthographic ending and stress pattern) and whether such distributional information affects…

  13. Assignment of element and isotope factors

    International Nuclear Information System (INIS)

    Schneider, R.A.

    1984-01-01

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

  14. Detecting Plagiarism in MS Access Assignments

    Science.gov (United States)

    Singh, Anil

    2013-01-01

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

  15. Real life working shift assignment problem

    Science.gov (United States)

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

    2017-07-01

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

  16. Mars - robust automatic backbone assignment of proteins

    International Nuclear Information System (INIS)

    Jung, Young-Sang; Zweckstetter, Markus

    2004-01-01

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

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

    Science.gov (United States)

    Acar Sesen, Burcin; Tarhan, Leman

    2011-07-01

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

  18. Pre-test analysis results of a PWR steel lined pre-stressed concrete containment model

    International Nuclear Information System (INIS)

    Basha, S.M.; Ghosh, Barnali; Patnaik, R.; Ramanujam, S.; Singh, R.K.; Kushwaha, H.S.; Venkat Raj, V.

    2000-02-01

    Pre-stressed concrete nuclear containment serves as the ultimate barrier against the release of radioactivity to the environment. This ultimate barrier must be checked for its ultimate load carrying capacity. BARC participated in a Round Robin analysis activity which is co-sponsored by Sandia National Laboratory, USA and Nuclear Power Engineering Corporation Japan for the pre-test prediction of a 1:4 size Pre-stressed Concrete Containment Vessel. In house finite element code ULCA was used to make the test predictions of displacements and strains at the standard output locations. The present report focuses on the important landmarks of the pre-test results, in sequential terms of first crack appearance, loss of pre-stress, first through thickness crack, rebar and liner yielding and finally liner tearing at the ultimate load. Global and local failure modes of the containment have been obtained from the analysis. Finally sensitivity of the numerical results with respect to different types of liners and different constitutive models in terms of bond strength between concrete and steel and tension-stiffening parameters are examined. The report highlights the important features which could be observed during the test and guidelines are given for improving the prediction in the post test computation after the test data is available. (author)

  19. A well test analysis method accounting for pre-test operations

    International Nuclear Information System (INIS)

    Silin, D.B.; Tsang, C.-F.

    2003-01-01

    We propose to use regular monitoring data from a production or injection well for estimating the formation hydraulic properties in the vicinity of the wellbore without interrupting the operations. In our approach, we select a portion of the pumping data over a certain time interval and then derive our conclusions from analysis of these data. A distinctive feature of the proposed approach differing it form conventional methods is in the introduction of an additional parameter, an effective pre-test pumping rate. The additional parameter is derived based on a rigorous asymptotic analysis of the flow model. Thus, we account for the non-uniform pressure distribution at the beginning of testing time interval caused by pre-test operations at the well. By synthetic and field examples, we demonstrate that deviation of the matching curve from the data that is usually attributed to skin and wellbore storage effects, can also be interpreted through this new parameter. Moreover, with our method, the data curve is matched equally well and the results of the analysis remain stable when the analyzed data interval is perturbed, whereas traditional methods are sensitive to the choice of the data interval. A special efficient minimization procedure has been developed for searching the best fitting parameters. We enhanced our analysis above with a procedure of estimating ambient reservoir pressure and dimensionless wellbore radius. The methods reported here have been implemented in code ODA (Operations Data Analysis). A beta version of the code is available for free testing and evaluation to interested parties

  20. Pre-test analysis of ATLAS SBO with RCP seal leakage scenario using MARS code

    Energy Technology Data Exchange (ETDEWEB)

    Pham, Quang Huy; Lee, Sang Young; Oh, Seung Jong [KEPCO International Nuclear Graduate School, Ulsan (Korea, Republic of)

    2015-10-15

    This study presents a pre-test calculation for the Advanced Thermal-hydraulic Test Loop for Accident Simulation (ATLAS) SBO experiment with RCP seal leakage scenario. Initially, turbine-driven auxfeed water pumps are used. Then, outside cooling water injection method is used for long term cooling. The analysis results would be useful for conducting the experiment to verify the APR 1400 extended SBO optimum mitigation strategy using outside cooling water injection in future. The pre-test calculation for ATLAS extended SBO with RCP seal leakage and outside cooling water injection scenario is performed. After Fukushima nuclear accident, the capability of coping with the extended station blackout (SBO) becomes important. Many NPPs are applying FLEX approach as main coping strategies for extended SBO scenarios. In FLEX strategies, outside cooling water injection to reactor cooling system (RCS) and steam generators (SGs) is considered as an effective method to remove residual heat and maintain the inventory of the systems during the accident. It is worthwhile to examine the soundness of outside cooling water injection method for extended SBO mitigation by both calculation and experimental demonstration. From the calculation results, outside cooling water injection into RCS and SGs is verified as an effective method during extended SBO when RCS and SGs depressurization is sufficiently performed.

  1. Planning and pre-testing: the key to effective AIDS education materials.

    Science.gov (United States)

    Ostfield, M L; Romocki, L S

    1991-06-01

    The steps in designing and producing effective AIDS prevention educational materials are outlines, using as an example a brochure originated in St. Lucia for clients at STD clinics. The brochure was intended to be read by clients as they waited for their consultation, thus it was targeted to a specific audience delimited by age, sex, language, educational level, religion and associated medical or behavioral characteristics. When researching the audience, it is necessary to learn the medium they best respond to, what they know already, what is their present behavior, how they talk about AIDS, what terms they use, how they perceive the benefits of AIDS prevention behavior, what sources of information they trust. The minimum number of key messages should be selected. Next the most appropriate channel of communication is identified. Mass media are not always best for a target audience, "little media" such as flyers and give-always may be better. The draft is then pre-tested by focus groups and interviews, querying about the text separately, then images, color, format, style. Listen to the way the respondents talk about the draft. Modify the draft and pre-test again. Fine-tune implications of the message for realism in emotional responses, respect, self-esteem, admiration and trust. To achieve wide distribution it is a good idea to involve community leaders to production of the materials, so they will be more likely to take part in the distribution process.

  2. Making instruction and assessment responsive to diverse students' progress: group-administered dynamic assessment in teaching mathematics.

    Science.gov (United States)

    Jeltova, Ida; Birney, Damian; Fredine, Nancy; Jarvin, Linda; Sternberg, Robert J; Grigorenko, Elena L

    2011-01-01

    This study entailed a 3 (instructional intervention) × 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, 1,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.

  3. The effects of video-based and activity-based instruction on high school students' knowledge, attitudes, and behavioral intentions related to seat belt use

    Science.gov (United States)

    Jones, Tudor Griffith, III

    The purpose of this study was to determine the effect of video-based science instruction and accompanying activity-based instruction on the knowledge, attitudes, and behavioral intentions of high school students' use of seat belts. Secondarily, the purpose was to determine order effects and interactions between the two treatments used in the study: video-based instruction and hands-on activity-based instruction. The study used Ajzen and Fishbein's theory of reasoned action to investigate the factors influencing high school students' behavioral intentions regarding seat belt use. This study used a pretest-posttest-posttest treatment design. Data were collected on 194 students in high school introductory biology and chemistry classes in Gainesville, Florida. Ten intact high school science classes (eight treatment and two control) took pretests and posttests measuring physics knowledge, attitudes, and behavioral intentions toward seat belt use prior to and after participating in the two treatments. The treatment group students participated in at least 500 minutes of instructional time divided among five lessons over 10 instructional days. All participants were pretested on physics knowledge, attitudes, and behavioral intentions toward seat belt use prior to two treatments. Treatment A was defined as participating in one 50-minute video-based instructional lesson. Treatment B was defined as participating in four hands-on science activities regarding crash-related physics concepts. Cronbach's coefficient alpha was used for analysis of the researcher-designed instruments, and ANOVA was used to analyze the data. The results of the analyses (p young adults.

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

    Directory of Open Access Journals (Sweden)

    Kelley Wadson

    2017-06-01

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

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

    NARCIS (Netherlands)

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

    2013-01-01

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

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

    Science.gov (United States)

    Ness, Bryan M.; Sohlberg, McKay Moore

    2013-01-01

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

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

    Science.gov (United States)

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

    2012-01-01

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

  8. Effects of multimedia vocabulary instruction on adolescents with learning disabilities.

    Science.gov (United States)

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

    2015-01-01

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

  9. Long multiplication by instruction sequences with backward jump instructions

    NARCIS (Netherlands)

    Bergstra, J.A.; Middelburg, C.A.

    2013-01-01

    For each function on bit strings, its restriction to bit strings of any given length can be computed by a finite instruction sequence that contains only instructions to set and get the content of Boolean registers, forward jump instructions, and a termination instruction. Backward jump instructions

  10. Postgraduate diploma collaborative assignment: Implications for ...

    African Journals Online (AJOL)

    Postgraduate diploma collaborative assignment: Implications for ESL students ... and collaborative teaching/learning model involving the major course convenors. ... The quality of the work and mood of all concerned improved tremendously.

  11. Inferential backbone assignment for sparse data

    International Nuclear Information System (INIS)

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

    2006-01-01

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

  12. Dynamic traffic assignment : genetic algorithms approach

    Science.gov (United States)

    1997-01-01

    Real-time route guidance is a promising approach to alleviating congestion on the nations highways. A dynamic traffic assignment model is central to the development of guidance strategies. The artificial intelligence technique of genetic algorithm...

  13. Flipped Instruction in a High School Science Classroom

    Science.gov (United States)

    Leo, Jonathan; Puzio, Kelly

    2016-10-01

    This paper reports on a quasi-experimental study examining the effectiveness of flipped instruction in a 9th grade biology classroom. This study included four sections of freshmen-level biology taught by the first author at a private secondary school in the Pacific Northwest. Using a block randomized design, two sections were flipped and two remained traditional. The quiz and posttest data were adjusted for pretest differences using ANCOVA. The results suggest that flipped instruction had a positive effect student achievement, with effect sizes ranging from +0.16 to +0.44. In addition, some students reported that they preferred watching video lectures outside of class and appreciated more active approaches to learning.

  14. Statistical aspects of optimal treatment assignment

    OpenAIRE

    van der Linden, Willem J.

    1980-01-01

    The issues of treatment assignment is ordinarily dealt with within the framework of testing aptitude treatment interaction (ATI) hypothesis. ATI research mostly uses linear regression techniques, and an ATI exists when the aptitude treatment (AT) regression lines cross each other within the relevant interval of the aptitude variable. Consistent with this approach is the use of the points of interaction of AT regression lines as treatment-assignment rule. The replacement of such rules by monot...

  15. On pole structure assignment in linear systems

    Czech Academy of Sciences Publication Activity Database

    Loiseau, J.-J.; Zagalak, Petr

    2009-01-01

    Roč. 82, č. 7 (2009), s. 1179-1192 ISSN 0020-7179 R&D Projects: GA ČR(CZ) GA102/07/1596 Institutional research plan: CEZ:AV0Z10750506 Keywords : linear systems * linear state feedback * pole structure assignment Subject RIV: BC - Control Systems Theory Impact factor: 1.124, year: 2009 http://library.utia.cas.cz/separaty/2009/AS/zagalak-on pole structure assignment in linear systems.pdf

  16. BWR full integral simulation test (FIST) pretest predictions with TRACBO2

    International Nuclear Information System (INIS)

    Sutherland, W.A.; Alamgir, M.

    1984-01-01

    The Full Integral Simulation Test program is a three pronged approach to the development of best-estimate analysis capability for BWR systems. An analytical method development program is underway to extend the BWR-TRAC computer code to model reactor kinetics and major interfacing systems, including balance-of-plant, to improve application modeling flexibility, and to reduce computer running time. An experimental program is underway in a new single bundle system test facility to extend the large break loss-of-coolant accident LOCA data base to small breaks and operational transients. And a method qualification program is underway to test TRACBO2 against experiments in the FIST facility. The recently completed Phase 1 period included a series of LOCA and power transient tests, and successful pretest analysis of the large and small break LOCA tests with TRACBO2. These comparisons demonstrate BWR-TRAC capability for small and large break analysis, and provide detailed understanding of the phenomena

  17. Pretest thermal analysis of the Tuff Water Migration/In-Situ Heater Experiment

    International Nuclear Information System (INIS)

    Bulmer, B.M.

    1980-02-01

    This report describes the pretest thermal analysis for the Tuff Water Migration/In-Situ Heater Experiment to be conducted in welded tuff in G-tunnel, Nevada Test Site. The parametric thermal modeling considers variable boiling temperature, tuff thermal conductivity, tuff emissivity, and heater operating power. For nominal tuff properties, some near field boiling is predicted for realistic operating power. However, the extent of boiling will be strongly determined by the ambient (100% water saturated) rock thermal conductivity. In addition, the thermal response of the heater and of the tuff within the dry-out zone (i.e., bounded by boiling isotherm) is dependent on the temperature variation of rock conductivity as well as the extent of induced boiling

  18. Pre-test calculations for FAL-19 and FAL-20 using the ITHACA code

    International Nuclear Information System (INIS)

    Bradley, S.J.; Ketchell, N.

    1992-08-01

    Falcon is a small scale experimental apparatus, designed to simulate the transport of fission products through the primary circuit and containment of a nuclear power reactor under severe accident conditions. Information gained from the experiments in Falcon will be used to guide and assist in understanding the much larger Phebus-FP experiments. This report presents the results of pre-test calculations performed using ITHACA for the two tests: FAL-19 and FAL-20. Initial calculations were concerned solely with the thermal-hydraulic conditions in the containment while later ones briefly investigated the effect of the injection of an insoluble aerosol into the containment with the same thermal-hydraulic conditions. (author)

  19. NESC-1 spinning cylinder experiment. Pre-test fracture analysis evaluation

    International Nuclear Information System (INIS)

    Moinereau, D.; Pitard-Bouet, J.M.

    1996-10-01

    A pre-test structural analysis evaluation has been conducted by Electricite de France (EDF) including several three dimensional elastic and elastic-plastic computations. Two cylinder geometries have been studied. Higher values of the stress intensity factor are obtained in both geometries in the elastic-plastic computations due to the yielding of the cladding during the thermal transient. The comparisons between the stress intensity factors and the expected base metal toughness show that cleavage initiation must occur preferably in base metal near the interface with cladding. The comparison between both geometries show also that the thicker vessel with a deeper semi-elliptical sub-clad flaw (70 mm deep) is more favourable to cleavage initiation near the base metal - cladding interface. (K.A.)

  20. Evaluating Community Health Advisor (CHA) Core Competencies: The CHA Core Competency Retrospective Pretest/Posttest (CCCRP).

    Science.gov (United States)

    Story, Lachel; To, Yen M

    2016-05-01

    Health care and academic systems are increasingly collaborating with community health advisors (CHAs) to provide culturally relevant health interventions that promote sustained community transformation. Little attention has been placed on CHA training evaluation, including core competency attainment. This study identified common CHA core competencies, generated a theoretically based measure of those competencies, and explored psychometric properties of that measure. A concept synthesis revealed five CHA core competencies (leadership, translation, guidance, advocacy, and caring). The CHA Core Competency Retrospective Pretest/Posttest (CCCRP) resulted from that synthesis, which was administered using multiple approaches to individuals who previously received CHA training (N= 142). Exploratory factor analyses revealed a two-factor structure underlying the posttraining data, and Cronbach's alpha indicated high internal consistency. This study suggested some CHA core competencies might be more interrelated than previously thought, and two major competencies exist rather than five and supported the CCCRP's use to evaluate core competency attainment resulting from training. © The Author(s) 2014.

  1. FUMEX cases 1, 2, and 3 calculated pre-test and post-test results

    Energy Technology Data Exchange (ETDEWEB)

    Stefanova, S; Vitkova, M; Passage, G; Manolova, M; Simeonova, V [Bylgarska Akademiya na Naukite, Sofia (Bulgaria). Inst. za Yadrena Izsledvaniya i Yadrena Energetika; Scheglov, A; Proselkov, V [Russian Research Centre Kurchatov Inst., Moscow (Russian Federation); Kharalampieva, Ts [Kombinat Atomna Energetika, Kozloduj (Bulgaria)

    1994-12-31

    Two versions (modified pre-test and modified post-test) of PIN-micro code were used to analyse the fuel rod behaviour of three FUMEX experiments. The experience of applying PIN-micro code with its simple structure and old conception of the steady-state operation shows significant difficulties in treating the complex processes like those in FUMEX experiments. These difficulties were partially overcame through different model modifications and corrections based on special engineering estimations and the results obtained as a whole do not seem unreasonable. The calculations have been performed by a group from two Bulgarian institutions in collaboration with specialists from the Kurchatov Research Center. 1 tab., 14 figs., 8 refs.

  2. Pretest aerosol code comparisons for LWR aerosol containment tests LA1 and LA2

    International Nuclear Information System (INIS)

    Wright, A.L.; Wilson, J.H.; Arwood, P.C.

    1986-01-01

    The Light-Water-Reactor (LWR) Aerosol Containment Experiments (LACE) are being performed in Richland, Washington, at the Hanford Engineering Development Laboratory (HEDL) under the leadership of an international project board and the Electric Power Research Institute. These tests have two objectives: (1) to investigate, at large scale, the inherent aerosol retention behavior in LWR containments under simulated severe accident conditions, and (2) to provide an experimental data base for validating aerosol behavior and thermal-hydraulic computer codes. Aerosol computer-code comparison activities are being coordinated at the Oak Ridge National Laboratory. For each of the six LACE tests, ''pretest'' calculations (for code-to-code comparisons) and ''posttest'' calculations (for code-to-test data comparisons) are being performed. The overall goals of the comparison effort are (1) to provide code users with experience in applying their codes to LWR accident-sequence conditions and (2) to evaluate and improve the code models

  3. Competitive Traffic Assignment in Road Networks

    Directory of Open Access Journals (Sweden)

    Krylatov Alexander Y.

    2016-09-01

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

  4. Implementation of a guideline for pressure ulcer prevention in home care: pretest-post-test study.

    Science.gov (United States)

    Paquay, Louis; Verstraete, Sabine; Wouters, Renild; Buntinx, Frank; Vanderwee, Katrien; Defloor, Tom; Van Gansbeke, Hendrik

    2010-07-01

    To investigate the effect of the implementation of a patient and family education programme for pressure ulcer prevention in an organisation for home care nursing on guideline adherence and on prevalence and severity of pressure ulcers and to examine the determining factors for the application of measures for pressure ulcer prevention. Quality improvement programmes in pressure ulcer prevention are not always successful. Implementation study using a pretest-post-test design. Data were collected in three probability samples. The first post-test data collection was held after six months, the second after 18 months. Statistical analysis was used, comparing the pretest sample and the second post-test sample. After 18 months, the proportion of subjects with adherent measures had increased from 10·4-13·9%, the proportion of subjects with non-adherent measures decreased from 45·7-36·0%, the proportion of subjects without pressure ulcer prevention increased from 43·9-50·1% (ppressure ulcer prevalence and less severe skin lesions. The nurses' judgement of a patient risk status was the most important factor for applying preventive measures. Furthermore, application of pressure ulcer prevention was determined by higher age (from the age category of 70-79 years), higher dependency for the activities of daily living, higher than baseline mobility score and the presence of a pressure ulcer. Guideline adherence in pressure ulcer prevention changed significantly after implementation of the education programme. There might have been inconsistencies in the nurses' risk judgement. Quality of pressure ulcer prevention improved, but several items for improvement remain. Adaptation of risk assessment procedures is needed. © 2010 Blackwell Publishing Ltd.

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Science.gov (United States)

    Vadasy, Patricia F.; Sanders, Elizabeth A.

    2016-01-01

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

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

    NARCIS (Netherlands)

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

    2015-01-01

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

  8. Implementation of Socioscientific Issues Instruction to Fostering Students’ Decision Making Based Gender on Environmental Pollution

    Science.gov (United States)

    Rizal, H. P.; Siahaan, P.; Yuliani, G.

    2017-02-01

    The purpose of this study was to investigate the implementation socioscientific issues (SSI) instruction to examine students’ decision making based gender. Selection of environmental problem based on the consideration this issue has potential to evaluate from various scientific disciplines and may initiate to make decision. The participant was students grade VII in South Sulawesi. Pre experiment method was utilized in study with one group pre-test and post-test design. The instrument used in this study comprised of open-ended question, observation sheets for group discussion, sheet for interview and observation sheet of implementation instruction in class. The result indicated that instruction has been implemented successfully. It was found that pre-test and post-test was fostered with N-gain for male and female in medium category. Based on independent t test was found there was no difference improvement of decision making between male and female students. The group showed there was no difference between male group and female group, but a significant difference was noted in mix group. Students and teacher give positive response to the implementation of instruction. It is concluded that science instruction based SSI can be implemented to foster male and female decision making by forming group discussion.

  9. The effects of instruction on college nonmajors' conceptions of respiration and photosynthesis

    Science.gov (United States)

    Anderson, Charles W.; Sheldon, Theresa H.; Dubay, Joann

    Students in a college nonscience majors' biology course took tests designed to reveal their conceptions of respiration and photosynthesis before and after course instruction. Even though most students had taken at least a full year of biology, serious misconceptions persisted. Most students gave definitions of respiration, photosynthesis, and food which were markedly different from those generally accepted by biologists. These incorrect definitions were associated with more fundamental misunderstandings about how plants and animals function. Most students could not explain how animal cells use either food or oxygen. They understood plants as vaguely analogous to animals, taking in food through their roots instead of mouths. Previous biology instruction seemed neither to improve student performance on the pretest nor to prepare them to master these conceptions during the course. Course instruction did improve student's understanding, but misconceptions persisted for many students. These results raise fundamental questions about the effectiveness of curriculum and instruction in current high school and college biology courses.

  10. Programmed Instruction Revisited.

    Science.gov (United States)

    Skinner, B. F.

    1986-01-01

    Discusses the history and development of teaching machines, invented to restore the important features of personalized instruction as public school class size increased. Examines teaching and learning problems over the past 50 years, including motivation, attention, appreciation, discovery, and creativity in relation to programmed instruction.…

  11. Fashions in Instructional Development.

    Science.gov (United States)

    Knapper, Christopher K.

    This paper on instructional development notes the trend toward teaching improvement efforts, classifies instructional development centers in terms of their differing philosophies of operation, and identifies some general problems that have been encountered in institutional efforts to improve teaching and learning. Centers in North America, Europe,…

  12. Student-Generated Instructional Videos Facilitate Learning through Positive Emotions

    Science.gov (United States)

    Pirhonen, Juhani; Rasi, Päivi

    2017-01-01

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

  13. 46 CFR 108.901 - Muster list and emergency instructions.

    Science.gov (United States)

    2010-10-01

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

  14. Analogy-Enhanced Instruction: Effects on Reasoning Skills in Science

    Science.gov (United States)

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

    2014-01-01

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

  15. Effects of Instructions on Theme Grading: Grammatical vs. Holistic

    Science.gov (United States)

    Follman, John; And Others

    1971-01-01

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

  16. Instructional Advice, Time Advice and Learning Questions in Computer Simulations

    Science.gov (United States)

    Rey, Gunter Daniel

    2010-01-01

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

  17. Flexible taxonomic assignment of ambiguous sequencing reads

    Directory of Open Access Journals (Sweden)

    Jansson Jesper

    2011-01-01

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

  18. GCSE Assessment Notes: Six GCSE Assessment Assignments.

    Science.gov (United States)

    Graham, Stephen

    1988-01-01

    Provided are copy masters, instructions for use, and grading criteria for six problems used as part of the practical assessment for a modular science course. Each problem gives a narrative and a list of materials necessary to complete the problem. (CW)

  19. Assessing the Reliability of Merging Chickering & Gamson's Seven Principles for Good Practice with Merrill's Different Levels of Instructional Strategy (DLISt7)

    Science.gov (United States)

    Jabar, Syaril Izwann; Albion, Peter R.

    2016-01-01

    Based on Chickering and Gamson's (1987) Seven Principles for Good Practice, this research project attempted to revitalize the principles by merging them with Merrill's (2006) Different Levels of Instructional Strategy. The aim was to develop, validate, and standardize a measurement instrument (DLISt7) using a pretest-posttest Internet…

  20. Effect of Instruction in Emotional Intelligence Skills on Locus of Control and Academic Self-Efficacy among Junior Secondary School Students in Niger State, Nigeria

    Science.gov (United States)

    Umaru, Yunusa; Umma, Abdulwahid

    2015-01-01

    This study investigated the effect of instruction in emotional intelligence Skills on locus of control and academic self-efficacy among junior secondary school students in Niger state, Nigeria. This study employed a quasi-experimental, non-equivalent control group, pre-test - post-test design. The population of this study was 105,034 secondary…

  1. The Impact of Explicit Instruction and Metalinguistic Awareness on Crosslinguistic Interference: Path Framing in Motion Events

    Directory of Open Access Journals (Sweden)

    Abdurrahaman KİLİMCİ

    2017-10-01

    Full Text Available The study aimed to investigate the influence of the cross-linguistic variation on the construction of boundarycrossing motion events in the translation production of the Turkish speakers of L2 English and to measure the impact of explicit instruction and metalinguistic awareness on the learners’ understanding of typological differences and hence their development of L2 ways of expressing motion events. To this aim, the study followed a pre-test post-test quasi-experimental research design, involving a treatment and a control group. A total of 46 second-year university students participated in the study. They were all majoring in English at the English Language Teaching Department, at a state university in Turkey. The control (18 females and 5 males and the treatment group (14 females and 9 males received a two-week instructional treatment, the first group receiving an implicit instruction, and the second an explicit instruction of the boundary-crossing motion event constructions. Prior to the instructional intervention, a pre-test was administered to the participants. Mann-Whitney U test run on the mean scores obtained from the pre-tests indicated no significant differences between the control and the treatment group, U = 282.5, z = .416, p = .678. Within-group analysis based on post-test results after the termination of the instructional treatment revealed that while the implicit instruction had no effect on learners’ acquisition of motion events, z = 1.842, p = .066., the explicit instruction had a significant effect on L1 Turkish learners’ development of their knowledge of L2-like English patterns in construing motion events. Similarly, between-group analysis revealed that the treatment group (Mdn = 4.00, who received an explicit instruction significantly outperformed the control group (Mdn = 2.00, who received implicit instruction, U = 410.5, z = 3.257, p = .001. The study concluded with the implications of findings for English

  2. First Trimester Fetal Gender Assignment by Ultrasound

    Directory of Open Access Journals (Sweden)

    Sabahattin Altunyurt

    2010-03-01

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

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

    Science.gov (United States)

    Glaser, Rainer E.

    2014-01-01

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

  4. 77 FR 57576 - Notice of Proposed Information Collection to OMB and Comment Request: Legal Instructions...

    Science.gov (United States)

    2012-09-18

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

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

    Science.gov (United States)

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

    2013-12-01

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

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

    Directory of Open Access Journals (Sweden)

    de Brevern Alexandre G

    2005-09-01

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

  7. Using Principles of Programmed Instruction

    Science.gov (United States)

    Huffman, Harry

    1971-01-01

    Although programmed instruction in accounting is available, it is limited in scope and in acceptance. Teachers, however, may apply principles of programming to the individualizing of instruction. (Author)

  8. An investigation of mathematics and science instruction in English and Spanish for English language learners

    Science.gov (United States)

    Rodriguez-Esquivel, Marina

    The contextual demands of language in content area are difficult for ELLS. Content in the native language furthers students' academic development and native language skills, while they are learning English. Content in English integrates pedagogical strategies for English acquisition with subject area instruction. The following models of curriculum content are provided in most Miami Dade County Public Schools: (a) mathematics instruction in the native language with science instruction in English or (b) science instruction in the native language with mathematics instruction in English. The purpose of this study was to investigate which model of instruction is more contextually supportive for mathematics and science achievement. A pretest and posttest, nonequivalent group design was used with 94 fifth grade ELLs who received instruction in curriculum model (a) or (b). This allowed for statistical analysis that detected a difference in the means of .5 standard deviations with a power of .80 at the .05 level of significance. Pretreatment and post-treatment assessments of mathematics, reading, and science achievement were obtained through the administration of Aprenda-Segunda Edicion and the Florida Comprehensive Achievement Test. The results indicated that students receiving mathematics in English and Science in Spanish scored higher on achievement tests in both Mathematics and Science than the students who received Mathematics in Spanish and Science in English. In addition, the mean score of students on the FCAT mathematics examination was higher than their mean score on the FCAT science examination regardless of the language of instruction.

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

    Science.gov (United States)

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

    2017-01-01

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

  10. Writing Assignments that Promote Active Learning

    Science.gov (United States)

    Narayanan, M.

    2014-12-01

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

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

    Science.gov (United States)

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

    2010-05-01

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

  12. Talking and learning physics: Predicting future grades from network measures and Force Concept Inventory pretest scores

    Directory of Open Access Journals (Sweden)

    Jesper Bruun

    2013-07-01

    Full Text Available The role of student interactions in learning situations is a foundation of sociocultural learning theory, and social network analysis can be used to quantify student relations. We discuss how self-reported student interactions can be viewed as processes of meaning making and use this to understand how quantitative measures that describe the position in a network, called centrality measures, can be understood in terms of interactions that happen in the context of a university physics course. We apply this discussion to an empirical data set of self-reported student interactions. In a weekly administered survey, first year university students enrolled in an introductory physics course at a Danish university indicated with whom they remembered having communicated within different interaction categories. For three categories pertaining to (1 communication about how to solve physics problems in the course (called the PS category, (2 communications about the nature of physics concepts (called the CD category, and (3 social interactions that are not strictly related to the content of the physics classes (called the ICS category in the introductory mechanics course, we use the survey data to create networks of student interaction. For each of these networks, we calculate centrality measures for each student and correlate these measures with grades from the introductory course, grades from two subsequent courses, and the pretest Force Concept Inventory (FCI scores. We find highly significant correlations (p<0.001 between network centrality measures and grades in all networks. We find the highest correlations between network centrality measures and future grades. In the network composed of interactions regarding problem solving (the PS network, the centrality measures hide and PageRank show the highest correlations (r=-0.32 and r=0.33, respectively with future grades. In the CD network, the network measure target entropy shows the highest correlation

  13. Role of physician perception of patient smile on pretest probability assessment for acute pulmonary embolism.

    Science.gov (United States)

    Kline, Jeffrey A; Neumann, Dawn; Hall, Cassandra L; Capito, Jacob

    2017-02-01

    Many clinicians use a global visual interpretation of patient appearance to decide if a patient looks sick or not. For patients with suspected acute pulmonary embolism (PE), we tested the relationship between visual appearance of a happy patient facial affect and probability of PE+ on CT pulmonary angiography (CTPA). Eligible patients were selected by usual care to undergo CTPA, the criterion standard for PE+ or PE-. Prior to CTPA result, trained study personnel obtained physician pretest probability using the gestalt method (visual analogue scale, 0%-100%), the Wells score (0-12) and physicians' impression of whether the patient smiled during the initial examination (smile+). Patients' faces were also video recorded and analysed with an automated neural network-based algorithm (Noldus FaceReader) for happy affect. Of the 208 patients enrolled, 27 were PE+ and smile+ was more frequent in patients with PE+ than PE-, a finding confirmed by the Noldus. The diagnostic sensitivity and specificity of smile was low, and physicians overestimated presence of an alternative diagnosis more likely to PE with smile+ than smile- patients in patients with true PE. As a result, the area under the receiver operating characteristic curve (AUROC) was lower for the Wells score in smile+ patients. However, the physicians' mean gestalt estimate of PE did not differ with smile status, nor did smile status affect the AUROC for gestalt. In patients with suspected PE, physician recollection of patients' smile+ was more common in PE+ patients, and was associated with a less accurate Wells score, primarily because physicians overestimated probability of alternative diagnosis. However, the overall diagnostic accuracy of physicians' gestalt did not differ with perceived smile status. These data suggest that the patients' smile had less effect on the numeric gestalt pretest probability assessment than on the binary decision about an alternative diagnosis. Published by the BMJ Publishing Group

  14. Making Communication Matter: Integrating Instruction, Projects and Assignments to Teach Writing and Design

    Science.gov (United States)

    Riddell, William T.; Courtney, Jennifer; Constans, Eric; Dahm, Kevin; Harvey, Roberta; von Lockette, Paris

    2010-01-01

    An integrated technical writing and design course has been developed at Rowan University. This course was developed using aspects of project-based learning and recent discussions about design education, as well as pedagogical approaches from the write-to-learn and the writing in the disciplines (WID) movements. The result is a course where the…

  15. Academic Integrity and Student Plagiarism: Guided Instructional Strategies for Business Communication Assignments

    Science.gov (United States)

    Okoro, Ephraim A.

    2011-01-01

    Maintaining academic integrity is critical to the sustainability of a civil society and to the democratic process. Educators across the disciplines are growing increasingly disturbed by the level of plagiarism on university campuses. The author contends that developing supportive ways of empowering students to become more independent writers in…

  16. Students' Perceptions of a Twitter-Based Assignment in a Graduate-Level Instructional Technology Course

    Science.gov (United States)

    Nygard, Shanda; Day, Micah; Fricke, Gretchen; Knowlton, Dave S.

    2014-01-01

    This article examines Twitter as an innovation to enhance student learning within an online graduate-level course. Specifically, this article includes 3 narratives from students who were charged with using Twitter as a medium for sharing photographs and accompanying analysis. Within each narrative, students' experiences and opinions are…

  17. Comparison of Classroom Instruction versus Use of Homework Assignments on Cognitive Knowledge Acquisition in Physical Education

    Science.gov (United States)

    Williams, Skip M.; McGladrey, Brian W.; Silva, Andrea; Hannon, James C.

    2013-01-01

    Fitness for Life classes, in which a primary goal is for students to acquire health-related fitness knowledge, consist of a lecture session and an activity session. Unfortunately, devoting class time to a lecture reduces the time students are engaged in physical activity (PA). A potential solution to helping students develop cognitive skills…

  18. The effects of a walking program on older Chinese American immigrants with hypertension: a pretest and posttest quasi-experimental design.

    Science.gov (United States)

    Chiang, Chun-Ying; Sun, Fan-Ko

    2009-01-01

    Hypertension is known to have high rates among Chinese Americans. Identifying culturally specific interventions to reduce sedentary behavior may be effective in reducing hypertension. This study examines the effects of an 8-week walking program with and without cultural modification. The study used a 2-group, pretest and posttest, quasi-experimental design. A total sample of 128 Chinese American immigrants with hypertension were assigned to walking groups. The results showed that the walking program had no significant effects upon participant blood pressure or walking endurance. The results also revealed that individuals in the maintenance stage walked longer than those in the preparation stage. A comparison of demographic data showed that subjects with a lower level of education walked more minutes per week, which contributed to lower systolic blood pressures among this group as compared with those with a higher level of education. These results suggest that this walking protocol, when translated into Chinese and when accompanied by a weekly telephone reminder and other interactions with a Chinese-speaking nurse, is appropriate to use without additional cultural modification. Future research should examine other components of Chinese culture or should apply this protocol for a longer period of time.

  19. Using Interactive Video Instruction To Enhance Public Speaking Instruction.

    Science.gov (United States)

    Cronin, Michael W.; Kennan, William R.

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

  20. Semi-infinite assignment and transportation games

    NARCIS (Netherlands)

    Timmer, Judith B.; Sánchez-Soriano, Joaqu´ın; Llorca, Navidad; Tijs, Stef; Goberna, Miguel A.; López, Marco A.

    2001-01-01

    Games corresponding to semi-infinite transportation and related assignment situations are studied. In a semi-infinite transportation situation, one aims at maximizing the profit from the transportation of a certain good from a finite number of suppliers to an infinite number of demanders. An

  1. Capacity constrained assignment in spatial databases

    DEFF Research Database (Denmark)

    U, Leong Hou; Yiu, Man Lung; Mouratidis, Kyriakos

    2008-01-01

    large to fit in main memory. Motivated by this fact, we propose efficient algorithms for optimal assignment that employ novel edge-pruning strategies, based on the spatial properties of the problem. Additionally, we develop approximate (i.e., suboptimal) CCA solutions that provide a trade-off between...

  2. Statistical aspects of optimal treatment assignment

    NARCIS (Netherlands)

    van der Linden, Willem J.

    The issues of treatment assignment is ordinarily dealt with within the framework of testing aptitude treatment interaction (ATI) hypothesis. ATI research mostly uses linear regression techniques, and an ATI exists when the aptitude treatment (AT) regression lines cross each other within the relevant

  3. Tabu search for target-radar assignment

    DEFF Research Database (Denmark)

    Hindsberger, Magnus; Vidal, Rene Victor Valqui

    2000-01-01

    In the paper the problem of assigning air-defense illumination radars to enemy targets is presented. A tabu search metaheuristic solution is described and the results achieved are compared to those of other heuristic approaches, implementation and experimental aspects are discussed. It is argued ...

  4. Strategy-Proof Assignment Of Multiple Resources

    DEFF Research Database (Denmark)

    Erlanson, Albin; Szwagrzak, Karol

    2015-01-01

    We examine the strategy-proof allocation of multiple resources; an application is the assignment of packages of tasks, workloads, and compensations among the members of an organization. In the domain of multidimensional single-peaked preferences, we find that any allocation mechanism obtained by ...

  5. Optimal Processor Assignment for Pipeline Computations

    Science.gov (United States)

    1991-10-01

    the use of ratios: initially each task is assigned a procesbuor2 the remaining proceborb are distributed in proportion to the quantities f,(1), 1 < i...algorithmns. IEEE Trans. onl Parallel and Distributed Systemns, 1 (4):470-499, October 1990. [26] P. Al. Kogge. The Architeture of Pipelined Comnputers

  6. Incentivized optimal advert assignment via utility decomposition

    NARCIS (Netherlands)

    Kelly, F.; Key, P.; Walton, N.

    2014-01-01

    We consider a large-scale Ad-auction where adverts are assigned over a potentially infinite number of searches. We capture the intrinsic asymmetries in information between advertisers, the advert platform and the space of searches: advertisers know and can optimize the average performance of their

  7. A game theoretic approach to assignment problems

    NARCIS (Netherlands)

    Klijn, F.

    2000-01-01

    Game theory deals with the mathematical modeling and analysis of conflict and cooperation in the interaction of multiple decision makers. This thesis adopts two game theoretic methods to analyze a range of assignment problems that arise in various economic situations. The first method has as

  8. Generalised Assignment Matrix Methodology in Linear Programming

    Science.gov (United States)

    Jerome, Lawrence

    2012-01-01

    Discrete Mathematics instructors and students have long been struggling with various labelling and scanning algorithms for solving many important problems. This paper shows how to solve a wide variety of Discrete Mathematics and OR problems using assignment matrices and linear programming, specifically using Excel Solvers although the same…

  9. 7 CFR 1437.104 - Assigned production.

    Science.gov (United States)

    2010-01-01

    ...) Irrigation equipment is not capable of supplying adequate water to sustain the expected production of a... practice is not used. (7) For normal irrigated annual and biennial crops, the supply of available water at... determining losses under this section, assigned production will be used to offset the loss of production when...

  10. Accounting for Sustainability: An Active Learning Assignment

    Science.gov (United States)

    Gusc, Joanna; van Veen-Dirks, Paula

    2017-01-01

    Purpose: Sustainability is one of the newer topics in the accounting courses taught in university teaching programs. The active learning assignment as described in this paper was developed for use in an accounting course in an undergraduate program. The aim was to enhance teaching about sustainability within such a course. The purpose of this…

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

    Science.gov (United States)

    Halkyard, Shannon

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

  12. Pretest parametric calculations for the heated pillar experiment in the WIPP In-Situ Experimental Area

    International Nuclear Information System (INIS)

    Branstetter, L.J.

    1983-03-01

    Results are presented for a pretest parametric study of several configurations and heat loads for the heated pillar experiment (Room H) in the Waste Isolation Pilot Plant (WIPP) In Situ Experimental Area. The purpose of this study is to serve as a basis for selection of a final experiment geometry and heat load. The experiment consists of a pillar of undisturbed rock salt surrounded by an excavated annular room. The pillar surface is covered by a blanket heat source which is externally insulated. A total of five thermal and ten structural calculations are described in a four to five year experimental time frame. Results are presented which include relevant temperature-time histories, deformations, rock salt stress component and effective stress profiles, and maximum stresses in anhydrite layers which are in close proximity to the room. Also included are predicted contours of a conservative post-processed measure of potential salt failure. Observed displacement histories are seen to be highly dependent on pillar and room height, but insensitive to other geometrical variations. The use of a tensile cutoff across slidelines is seen to produce more accurate predictions of anhydrite maximum stress, but to have little effect on rock salt stresses. The potential for salt failure is seen to be small in each case for the time frame of interest, and is only seen at longer times in the center of the room floor

  13. 3D Orthorhombic Elastic Wave Propagation Pre-Test Simulation of SPE DAG-1 Test

    Science.gov (United States)

    Jensen, R. P.; Preston, L. A.

    2017-12-01

    A more realistic representation of many geologic media can be characterized as a dense system of vertically-aligned microfractures superimposed on a finely-layered horizontal geology found in shallow crustal rocks. This seismic anisotropy representation lends itself to being modeled as an orthorhombic elastic medium comprising three mutually orthogonal symmetry planes containing nine independent moduli. These moduli can be determined by observing (or prescribing) nine independent P-wave and S-wave phase speeds along different propagation directions. We have developed an explicit time-domain finite-difference (FD) algorithm for simulating 3D elastic wave propagation in a heterogeneous orthorhombic medium. The components of the particle velocity vector and the stress tensor are governed by a set of nine, coupled, first-order, linear, partial differential equations (PDEs) called the velocity-stress system. All time and space derivatives are discretized with centered and staggered FD operators possessing second- and fourth-order numerical accuracy, respectively. Additionally, we have implemented novel perfectly matched layer (PML) absorbing boundary conditions, specifically designed for orthorhombic media, to effectively suppress grid boundary reflections. In support of the Source Physics Experiment (SPE) Phase II, a series of underground chemical explosions at the Nevada National Security Site, the code has been used to perform pre-test estimates of the Dry Alluvium Geology - Experiment 1 (DAG-1). Based on literature searches, realistic geologic structure and values for orthorhombic P-wave and S-wave speeds have been estimated. Results and predictions from the simulations are presented.

  14. EORTC radiation proctitis-specific quality of life module - Pretesting in four European countries

    International Nuclear Information System (INIS)

    Halkett, Georgia; Aoun, Samar; Hayne, Dickon; Lund, Jo-Asmund; Gruen, Arne; Villa, Julie; Livi, Lorenzo; Arcangeli, Stefano; Velikova, Galina; Spry, Nigel

    2010-01-01

    Background and purpose: Radiation proctitis is a side effect which can occur after pelvic radiation therapy. Currently available questionnaires do not comprehensively assess the range of problems, nor impact on quality of life associated with proctitis. This article reports on the cultural testing phase of an EORTC module (QLQ-PRT21) developed to assess radiation proctitis specific issues and designed to be used in conjunction with the EORTC core quality of life questionnaire (QLQ-C30). Methods: The previously developed 21-item module, pre-tested in Australia, was translated into Norwegian, German, French and Italian. Patients completed the EORTC QLQ-C30 and module questionnaires towards the end of their radical pelvic radiation treatment to target acute side effects. Patients experiencing chronic proctitis were also surveyed. Patients also participated in structured interviews to determine issues of comprehensibility, coverage and relevance. Results were compared with Australian data. Results: Questionnaires were completed by 64 European patients. The module was found to be relevant and culturally acceptable to participants. Feedback has led to minor translation modifications and the inclusion of two additional questions. Conclusion: This module is ready for Phase IV testing which will consist of large scale field testing with the aim to perform psychometric analysis and finalise a module that will be suitable in the assessment of radiation induced proctitis.

  15. Pre-test analysis for identification of natural circulation instabilities in TALL-3D facility

    Energy Technology Data Exchange (ETDEWEB)

    Kööp, Kaspar, E-mail: kaspar@safety.sci.kth.se; Jeltsov, Marti, E-mail: marti@safety.sci.kth.se; Grishchenko, Dmitry, E-mail: dmitry@safety.sci.kth.se; Kudinov, Pavel, E-mail: pavel@safety.sci.kth.se

    2017-04-01

    Highlights: • Global optimum search method was used to identify a region of instability. • Parametric study was used for detailed investigation of system behavior modes. • The results include identification of sustained mass flow rate oscillations. • Recommendations are made for selection of optimal experimental conditions. - Abstract: TALL-3D facility is a lead-bismuth eutectic (LBE) thermal-hydraulic loop designed to provide experimental data on thermal-hydraulics phenomena for validation of stand-alone and coupled System Thermal Hydraulics (STH) and Computational Fluid Dynamics (CFD) codes. Pre-test analysis is crucial for proper choice of experimental conditions at which the experimental data would be most useful for code validation and benchmarking. The goal of this work is to identify these conditions at which the experiment is challenging for the STH codes yet minimizes the 3D-effects from the test section on the loop dynamics. The analysis is focused on the identification of limit cycle flow oscillations in the TALL-3D facility main heater leg using a global optimum search tool GA-NPO to find a general region in the parameter space where oscillatory behavior is expected. As a second step a grid study is conducted outlining the boundaries between different stability modes. Phenomena, simulation results and methodology for selection of the test parameters are discussed in detail and recommendations for experiments are provided.

  16. Pretest 3D finite element analysis of the WIPP Intermediate Scale Borehole Test

    International Nuclear Information System (INIS)

    Arguello, J.G.

    1991-11-01

    A three dimensional pretest finite element analysis of the Intermediate Scale Borehole Test has been performed. In the analysis, the 7.7 years simulation period includes the mining of Rooms C1 and C2, and the N1420 cross drift, at time zero; drilling of the borehole between the two rooms at 5.7 years; and 2 years of post-drilling response. An all salt configuration was used in the calculation. The 1984 Waste Isolation Pilot Plant (WIPP) reference elastic-secondary creep law, with reduced elastic moduli, was used to model the creeping response of the salt. Results show that after mining of the rooms and cross drift a relatively high von Mises stress state exists around the perimeter of the pillar. However, by 5.7 years, or immediately prior to drilling of the borehole, the pillar has relaxed to an almost uniform von Mises stress of about 7--8 MPa. After the borehole is drilled, a relatively high von Mises stress field is once again set up in the immediate vicinity of the hole. This drives the creep closure of the borehole. The hole closes more in the vertical direction than in the horizontal direction, resulting in ovalling of the hole. At the end of the simulation, the von Mises stress around the borehole is still higher than that in the remained of the pillar. Thus, the closure rates are relatively high at the end of the simulation time

  17. EFFECTS OF TWO METHODS OF INSTRUCTION ON STUDENTS’ CRITICAL RESPONSE TO PROSE LITERATURE TEXT IN ENGLISH IN SOME SECONDARY SCHOOLS IN BENIN CITY

    Directory of Open Access Journals (Sweden)

    F. O. EZEOKOLI

    2016-08-01

    Full Text Available This study investigated the effects of two methods of instruction on secondary school students’ critical response to Prose Literature text. The study adopted a pretest, posttest, control group quasi experimental design. The participants in the study were 84 Senior Secondary II students of Literature-in-English purposively selected from four Schools in Ikpoba-Okha Local Government Area of Edo State. Two intact classes were randomly assigned to each of the treatment and control groups. Three hypotheses were tested at 0.05 alpha level. The instruments used were: Critical Response to Prose Literature Test (r = .75, Questionnaire on Home Background of Students (r = .82, and Critical Response to Prose Literature Test Marking Guide. Data obtained were subjected to Analysis of Covariance and graph. The results showed significant main effect of treatment on students’ critical response to Prose Literature (F (1, 77 = 44.731; p < .05. Students exposed to Engagement Strategies Method performed better than those exposed to the Conventional Method of instruction. Further, home background of students had no significant effect on students’ critical response to Prose Literature text (F (2, 77 = 4.902; p < .05. There was significant interaction effect of treatment and home background of students on students’ critical response to Prose Literature text (F (2, 77 = 3.508; p < .05. It was concluded that Engagement Strategies Method is effective in promoting students’ critical response to Prose Literature text. Teachers of Literature-in-English should employ Engagement Strategies Method in teaching Prose Literature to students in Senior Secondary Schools.

  18. Computer Assisted Instruction

    Science.gov (United States)

    Higgins, Paul

    1976-01-01

    Methodology for developing a computer assisted instruction (CAI) lesson (scripting, programing, and testing) is reviewed. A project done by Informatics Education Ltd. (IEL) for the Department of National Defense (DND) is used as an example. (JT)

  19. Bibliographic Instruction : A Webliography

    Directory of Open Access Journals (Sweden)

    2004-09-01

    Full Text Available A Webliography about the Bibliographic Instruction, it collects a variety of internet resources divided to main categories; directories, articles, bibliographies, organization, mailing lists, and interest groups.

  20. Impact of health instructions on improving knowledge and practices of haemophilia A adolescents: a single centre experience.

    Science.gov (United States)

    El Dakhakhny, A M; Hesham, M A; Hassan, T H; El Awady, S; Hanfy, M M

    2014-07-01

    Nowadays, health education has been elevated to a higher standing in healthcare systems in managing chronic illness; yet, this approach has not received sufficient support in developing countries as these societies still tend to the traditional stage of 'treatment after disease'. Adolescence is a critical period and voyage into adulthood can be more challenging for haemophilia teens. For teens with haemophilia, learning to care for their own disorder is a giant step forward in asserting their independence and preparation for adult life. We aimed to determine impact of health instructions on improving knowledge and practices of haemophilia A adolescents. An interventional study was conducted on 50 haemophilia A adolescents at outpatient clinic of Pediatric Hematology Unit of Zagazig University Hospitals. Three tools were used. The first was a structured interview sheet to evaluate patients' knowledge. The second was a clinical checklist to evaluate patients' practices. The third was health instructions program. Tools were developed by the researchers based on a thorough review of related literature and a full understanding of the needs of haemophilic adolescents. Evaluation of health instructions success was based on comparing scores of tool I and tool II before health instructions (pretest) and after health instructions immediately (posttest) and after 2 months (follow-up test). There was a significant improvement in knowledge and practices of haemophilia A adolescents in posttest and follow-up test compared to pretest. Health instructions have an impact on improving knowledge and practices of haemophilia A adolescents. © 2014 John Wiley & Sons Ltd.

  1. Clay and Anxiety Reduction: A One-Group, Pretest/Posttest Design with Patients on a Psychiatric Unit

    Science.gov (United States)

    Kimport, Elizabeth R.; Hartzell, Elizabeth

    2015-01-01

    Little research exists on using clay as an anxiety-reducing intervention with patients in psychiatric hospitals. This article reports on a study that used a one-group, pretest/posttest design with 49 adults in a psychiatric facility who created a clay pinch pot. The State-Trait Anxiety Inventory (STAI) was used as a pre- and posttest measure.…

  2. A Teaching Method on Basic Chemistry for Freshman (II) : Teaching Method with Pre-test and Post-test

    OpenAIRE

    立木, 次郎; 武井, 庚二

    2004-01-01

    This report deals with review of a teaching method on basic chemistry for freshman in this first semester. We tried to review this teaching method with pre-test and post-test by means of the official and private questionnaires. Several hints and thoughts on teaching skills are obtained from this analysis.

  3. Pretest-Posttest-Posttest Multilevel IRT Modeling of Competence Growth of Students in Higher Education in Germany

    NARCIS (Netherlands)

    Schmidt, Susanne; Zlatkin-Troitschanskaia, Olga; Fox, Gerardus J.A.

    2016-01-01

    Longitudinal research in higher education faces several challenges. Appropriate methods of analyzing competence growth of students are needed to deal with those challenges and thereby obtain valid results. In this article, a pretest-posttest-posttest multivariate multilevel IRT model for repeated

  4. Comparison of patient comprehension of rapid HIV pre-test fundamentals by information delivery format in an emergency department setting

    Directory of Open Access Journals (Sweden)

    Clark Melissa A

    2007-09-01

    Full Text Available Abstract Background Two trials were conducted to compare emergency department patient comprehension of rapid HIV pre-test information using different methods to deliver this information. Methods Patients were enrolled for these two trials at a US emergency department between February 2005 and January 2006. In Trial One, patients were randomized to a no pre-test information or an in-person discussion arm. In Trial Two, a separate group of patients were randomized to an in-person discussion arm or a Tablet PC-based video arm. The video, "Do you know about rapid HIV testing?", and the in-person discussion contained identical Centers for Disease Control and Prevention-suggested pre-test information components as well as information on rapid HIV testing with OraQuick®. Participants were compared by information arm on their comprehension of the pre-test information by their score on a 26-item questionnaire using the Wilcoxon rank-sum test. Results In Trial One, 38 patients completed the no-information arm and 31 completed the in-person discussion arm. Of these 69 patients, 63.8% had twelve years or fewer of formal education and 66.7% had previously been tested for HIV. The mean score on the questionnaire for the in-person discussion arm was higher than for the no information arm (18.7 vs. 13.3, p ≤ 0.0001. In Trial Two, 59 patients completed the in-person discussion and 55 completed the video arms. Of these 114 patients, 50.9% had twelve years or fewer of formal education and 68.4% had previously been tested for HIV. The mean score on the questionnaire for the video arm was similar to the in-person discussion arm (20.0 vs. 19.2; p ≤ 0.33. Conclusion The video "Do you know about rapid HIV testing?" appears to be an acceptable substitute for an in-person pre-test discussion on rapid HIV testing with OraQuick®. In terms of adequately informing ED patients about rapid HIV testing, either form of pre-test information is preferable than for patients

  5. A comparison of two instructional methods for drawing Lewis Structures

    Science.gov (United States)

    Terhune, Kari

    Two instructional methods for teaching Lewis structures were compared -- the Direct Octet Rule Method (DORM) and the Commonly Accepted Method (CAM). The DORM gives the number of bonds and the number of nonbonding electrons immediately, while the CAM involves moving electron pairs from nonbonding to bonding electrons, if necessary. The research question was as follows: Will high school chemistry students draw more accurate Lewis structures using the DORM or the CAM? Students in Regular Chemistry 1 (N = 23), Honors Chemistry 1 (N = 51) and Chemistry 2 (N = 15) at an urban high school were the study participants. An identical pretest and posttest was given before and after instruction. Students were given instruction with either the DORM (N = 45), the treatment method, or the CAM (N = 44), the control for two days. After the posttest, 15 students were interviewed, using a semistructured interview process. The pretest/posttest consisted of 23 numerical response questions and 2 to 6 free response questions that were graded using a rubric. A two-way ANOVA showed a significant interaction effect between the groups and the methods, F (1, 70) = 10.960, p = 0.001. Post hoc comparisons using the Bonferroni pairwise comparison showed that Reg Chem 1 students demonstrated larger gain scores when they had been taught the CAM (Mean difference = 3.275, SE = 1.324, p Chemistry 1 students performed better with the DORM, perhaps due to better math skills, enhanced working memory, and better metacognitive skills. Regular Chemistry 1 students performed better with the CAM, perhaps because it is more visual. Teachers may want to use the CAM or a direct-pairing method to introduce the topic and use the DORM in advanced classes when a correct structure is needed quickly.

  6. Understanding and responding the students in learning mathematics through the differentiated instruction

    Science.gov (United States)

    Hapsari, T.; Darhim; Dahlan, J. A.

    2018-05-01

    This research discusses the differentiated instruction, a mathematic learning which is as expected by the students in connection with the differentiated instruction itself, its implementation, and the students’ responses. This research employs a survey method which involves 62 students as the research respondents. The mathematics learning types required by the students and their responses to the differentiated instruction are examined through questionnaire and interview. The mathematics learning types in orderly required by the students, from the highest frequency cover the easily understood instructions, slowly/not rushing teaching, fun, not complicated, interspersed with humour, various question practices, not too serious, and conducive class atmosphere for the instructions. Implementing the differentiated instruction is not easy. The teacher should be able to constantly assess the students, s/he should have good knowledge of relevant materials and instructions, and properly prepare the instructions, although it is time-consuming. The differentiated instruction is implemented on the instructions of numerical pattern materials. The strategies implemented are flexible grouping, tiered assignment, and compacting. The students positively respond the differentiated learning instruction that they become more motivated and involved in the instruction.

  7. Pretest clinical diagnosis of coronary artery disease and stress myocardial perfusion scintigram

    International Nuclear Information System (INIS)

    Kasalicky, J.; Kovac, I.; Lanska, V.

    2001-01-01

    To assess the probability of perfusion defects at exercise stress myocardial perfusion SPECT scintigraphy from pretest clinical diagnosis (medical personal history, previous ergometric investigation). To determine the value of clinical factors for probability of scintigraphic defects with respect to avoiding unnecessary investigation in subjects with low probability of abnormal scintigrams. 2143 subjects (1235 men, 908 women) were investigated by SPECT perfusion scintigraphy at stepwise increasing exercise stress. They were divided into three groups with regard to their medical history and exercise test at scintigraphy: subjects without any signs of coronary artery disease (CAD), patients with high likelihood of CAD (i.e., typical anginal pain, in particular at stress, positive stress ECG changes, angiographically documented important CAD) and patients after myocardial infarction (MI). Important risk factors (hypertension, diabetes, age and sex), as well as the role of revascularisation procedures, were taken into account for multiple logistic regression in order to express their importance for the odds of scintigraphic defect visualisation. Perfusion scintigraphic defects (PSD) were found in 5.2% of subjects without signs of CAD, in contrast to patients with manifest CAD (68.8% with PSD) and in those after MI (90.2% with PSD). There were other important factors corroborating the likelihood of PSD (in decreasing order of importance): diabetes, male, ECG changes at stress, increasing age. Successful revascularisation improved scintigraphic images. The examination of CAD symptom-free subjects, in particular with atypical chest discomfort, is useless. SMPS in patients after documented MI is to be carried out for other intended purposes, not for CAD diagnosis only. SMPS is highly recommended in patients with CAD symptoms and high CAD probability in order to decide further treatment and prognosis. (author)

  8. Careerism, Committee Assignments and the Electoral Connection

    OpenAIRE

    Katz, Jonathan N.; Sala, Brian R.

    1996-01-01

    Most scholars agree that members of Congress are strongly motivated by their desire for reelection. This assumption implies that members of Congress adopt institutions, rules, and norms of behavior in part to serve their electoral interests. Direct tests of the electoral connection are rare, however, because significant, exogenous changes in the electoral environment are difficult to identify. We develop and test an electoral rationale for the norm of committee assignment "property rights...

  9. Contact replacement for NMR resonance assignment.

    Science.gov (United States)

    Xiong, Fei; Pandurangan, Gopal; Bailey-Kellogg, Chris

    2008-07-01

    Complementing its traditional role in structural studies of proteins, nuclear magnetic resonance (NMR) spectroscopy is playing an increasingly important role in functional studies. NMR dynamics experiments characterize motions involved in target recognition, ligand binding, etc., while NMR chemical shift perturbation experiments identify and localize protein-protein and protein-ligand interactions. The key bottleneck in these studies is to determine the backbone resonance assignment, which allows spectral peaks to be mapped to specific atoms. This article develops a novel approach to address that bottleneck, exploiting an available X-ray structure or homology model to assign the entire backbone from a set of relatively fast and cheap NMR experiments. We formulate contact replacement for resonance assignment as the problem of computing correspondences between a contact graph representing the structure and an NMR graph representing the data; the NMR graph is a significantly corrupted, ambiguous version of the contact graph. We first show that by combining connectivity and amino acid type information, and exploiting the random structure of the noise, one can provably determine unique correspondences in polynomial time with high probability, even in the presence of significant noise (a constant number of noisy edges per vertex). We then detail an efficient randomized algorithm and show that, over a variety of experimental and synthetic datasets, it is robust to typical levels of structural variation (1-2 AA), noise (250-600%) and missings (10-40%). Our algorithm achieves very good overall assignment accuracy, above 80% in alpha-helices, 70% in beta-sheets and 60% in loop regions. Our contact replacement algorithm is implemented in platform-independent Python code. The software can be freely obtained for academic use by request from the authors.

  10. Protein secondary structure: category assignment and predictability

    DEFF Research Database (Denmark)

    Andersen, Claus A.; Bohr, Henrik; Brunak, Søren

    2001-01-01

    In the last decade, the prediction of protein secondary structure has been optimized using essentially one and the same assignment scheme known as DSSP. We present here a different scheme, which is more predictable. This scheme predicts directly the hydrogen bonds, which stabilize the secondary......-forward neural network with one hidden layer on a data set identical to the one used in earlier work....

  11. Ethics instruction in the dental hygiene curriculum.

    Science.gov (United States)

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

    2006-01-01

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

  12. Assignment and Correspondence Tracking System - Tactical / Operational Reporting

    Data.gov (United States)

    Social Security Administration — Reporting data store for the Assignment and Correspondence Tracking System (ACT). ACT automates the assignment and tracking of correspondence processing within the...

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

    Science.gov (United States)

    Nurhuda; Lukito, A.; Masriyah

    2018-01-01

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

  14. Using cognitive pre-testing methods in the development of a new evidenced-based pressure ulcer risk assessment instrument

    Directory of Open Access Journals (Sweden)

    S. Coleman

    2016-11-01

    Full Text Available Abstract Background Variation in development methods of Pressure Ulcer Risk Assessment Instruments has led to inconsistent inclusion of risk factors and concerns about content validity. A new evidenced-based Risk Assessment Instrument, the Pressure Ulcer Risk Primary Or Secondary Evaluation Tool - PURPOSE-T was developed as part of a National Institute for Health Research (NIHR funded Pressure Ulcer Research Programme (PURPOSE: RP-PG-0407-10056. This paper reports the pre-test phase to assess and improve PURPOSE-T acceptability, usability and confirm content validity. Methods A descriptive study incorporating cognitive pre-testing methods and integration of service user views was undertaken over 3 cycles comprising PURPOSE-T training, a focus group and one-to-one think-aloud interviews. Clinical nurses from 2 acute and 2 community NHS Trusts, were grouped according to job role. Focus group participants used 3 vignettes to complete PURPOSE-T assessments and then participated in the focus group. Think-aloud participants were interviewed during their completion of PURPOSE-T. After each pre-test cycle analysis was undertaken and adjustment/improvements made to PURPOSE-T in an iterative process. This incorporated the use of descriptive statistics for data completeness and decision rule compliance and directed content analysis for interview and focus group data. Data were collected April 2012-June 2012. Results Thirty-four nurses participated in 3 pre-test cycles. Data from 3 focus groups, 12 think-aloud interviews incorporating 101 PURPOSE-T assessments led to changes to improve instrument content and design, flow and format, decision support and item-specific wording. Acceptability and usability were demonstrated by improved data completion and appropriate risk pathway allocation. The pre-test also confirmed content validity with clinical nurses. Conclusions The pre-test was an important step in the development of the preliminary PURPOSE-T and the

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

    Science.gov (United States)

    Rothman, Alan H.

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

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

    Science.gov (United States)

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

    2018-01-01

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

  17. PENERAPAN MODEL PROBLEM BASED INSTRUCTION UNTUK MENINGKATKAN HASIL BELAJAR MAHASISWA PADA MATA KULIAH EKONOMI PEMBANGUNAN

    Directory of Open Access Journals (Sweden)

    Tiara Anggia Dewi

    2016-05-01

    Full Text Available Tujuan penelitian ini adalah untuk mengetahui pengaruh penerapan model Problem Based Instruction (PBI untuk meningkatkan hasil belajar mahasiswa pada matakuliah Ekonomi Pembangunan. Metode yang digunakan dalam penelitian ini eksperimen design yaitu pretest posttest control group design.Analisis data menunjukkan hasil belajar model Problem Based Instruction mengalami peningkatan 51,5% dilihat dari perbandingan evaluasi pretestmahasiswa 28,5% sedangkan mahasiswa yang mencapai kriteria ketuntasan minimal pada evaluasi posttest adalah 80%.Berdasarkan hasil penelitian tersebut maka hipotesis dapat diterima sebab thitung (tdaf = 3,76 lebih besar dari pada ttabel (ttab = 1,70 dan 2,47. Dengan demikian menunjukkan bahwa penerapan model Problem Based Instruction pada matakuliah Ekonomi Pembangunan dapat meningkatkan hasil belajar mahasiswa di UM Metro

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

    Science.gov (United States)

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

    2017-08-01

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

  19. Danish version of the Tilburg Frailty Indicator-translation, cross-cultural adaption and validity pretest by cognitive interviewing

    DEFF Research Database (Denmark)

    Andreasen, Jane; Sørensen, Erik E; Gobbens, Robbert J J

    2014-01-01

    The Tilburg Frailty Indicator (TFI) is a self-administered questionnaire with a bio-psycho-social integrated approach that measures the degree of frailty in elderly persons. The TFI was developed in the Netherlands and tested in a population of elderly Dutch men and women. The aim of this study...... was to translate and culturally adapt the TFI to a Danish context, and to test face validity of the Danish version by cognitive interviewing. An internationally recognized procedure was applied as a basis for the translation process. The primary tasks were forward translation, reconciliation, back translation......, harmonization and pretest. Pretest and review of the preliminary version by cognitive interviewing, were performed at a local community center and in an acute medical ward at the University Hospital in Aalborg, Denmark respectively. A large agreement regarding meaning of the items in the forward translation...

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

    Science.gov (United States)

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

    2015-01-01

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

  1. Symmetric Logic Synthesis with Phase Assignment

    OpenAIRE

    Benschop, N. F.

    2001-01-01

    Decomposition of any Boolean Function BF_n of n binary inputs into an optimal inverter coupled network of Symmetric Boolean functions SF_k (k \\leq n) is described. Each SF component is implemented by Threshold Logic Cells, forming a complete and compact T-Cell Library. Optimal phase assignment of input polarities maximizes local symmetries. The "rank spectrum" is a new BF_n description independent of input ordering, obtained by mapping its minterms onto an othogonal n \\times n grid of (transi...

  2. Can Propensity Score Analysis Approximate Randomized Experiments Using Pretest and Demographic Information in Pre-K Intervention Research?

    Science.gov (United States)

    Dong, Nianbo; Lipsey, Mark W

    2017-01-01

    It is unclear whether propensity score analysis (PSA) based on pretest and demographic covariates will meet the ignorability assumption for replicating the results of randomized experiments. This study applies within-study comparisons to assess whether pre-Kindergarten (pre-K) treatment effects on achievement outcomes estimated using PSA based on a pretest and demographic covariates can approximate those found in a randomized experiment. Data-Four studies with samples of pre-K children each provided data on two math achievement outcome measures with baseline pretests and child demographic variables that included race, gender, age, language spoken at home, and mother's highest education. Research Design and Data Analysis-A randomized study of a pre-K math curriculum provided benchmark estimates of effects on achievement measures. Comparison samples from other pre-K studies were then substituted for the original randomized control and the effects were reestimated using PSA. The correspondence was evaluated using multiple criteria. The effect estimates using PSA were in the same direction as the benchmark estimates, had similar but not identical statistical significance, and did not differ from the benchmarks at statistically significant levels. However, the magnitude of the effect sizes differed and displayed both absolute and relative bias larger than required to show statistical equivalence with formal tests, but those results were not definitive because of the limited statistical power. We conclude that treatment effect estimates based on a single pretest and demographic covariates in PSA correspond to those from a randomized experiment on the most general criteria for equivalence.

  3. Effects of a job crafting intervention program on work engagement among Japanese employees: a pretest-posttest study

    OpenAIRE

    Sakuraya, Asuka; Shimazu, Akihito; Imamura, Kotaro; Namba, Katsuyuki; Kawakami, Norito

    2016-01-01

    Abstract Background Job crafting, an employee-initiated job design/redesign, has become important for employees’ well-being such as work engagement. This study examined the effectiveness of a newly developed job crafting intervention program on work engagement (as primary outcome), as well as job crafting and psychological distress (as secondary outcomes), using a pretest-posttest study design among Japanese employees. Methods Participants were managers of a private company and a private psyc...

  4. Prognostic significance of normal quantitative Tl-201 stress scintigraphy in relation to pretest likelihood of coronary artery disease

    International Nuclear Information System (INIS)

    Russo, D.J.; Russo, D.; Clements, J.; Wackers, F.

    1984-01-01

    A previous study reported an excellent prognosis and low cardiac event rate in patients(pts) with chest pain and normal quantitative T1-201 scintigraphy(SC). Such result would not be unexpected if the population under study had a predominance of pts with low pre-T1-201 likelihood(L) of significant coronary artery disease (CAD). Hence, the authors undertook telephone follow-up in pts with chest pain syndrome and normal quantitative T1-201 exercise SC, and related outcome to pretest L of CAD. Pretest L was determined by serial L analysis on the basis of: symptoms, age, sex, and exercise ECG. All pts had T1-201 SC immediately post exercise and 2 hrs later. After interpolative background correction, circumferential count and washout profiles were generated. All pts had unequivocally normal studies. Of a total of 96 pts studied in 1981-82, 20 pts were lost to follow-up. Of the remaining 76 pts, 45 were males and 31 females. The pretest L of CAD had an inverted Gaussian distribution: thirty-four pts(47%) had 66% L of CAD. Mean follow-up was 22+- 3 months. No deaths occurred. Two pts(3%) (with pretest L of 54% and 94%) had myocardial infarctions, 8 and 22 months respectively after T1-201 stress SC. One pt underwent percutaneous transluminal coronary angioplasty (PTCA) 16 months after T1-201 stress SC. These findings confirm excellent prognostic significance of normal quantitative T1-201 stress scintigraphy

  5. 48 CFR 42.602 - Assignment and location.

    Science.gov (United States)

    2010-10-01

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

  6. Testing the Effectiveness of Online Assignments in Theory of Finance

    Science.gov (United States)

    Batu, Michael; Bower, Nancy; Lun, Esmond; Sadanand, Asha

    2018-01-01

    The authors investigated the effectiveness of online versus paper assignments using final examination scores in three cohorts of theory of finance. In particular, two cohorts were exposed to online assignments while another cohort was exposed to traditional assignments. The central result is that exposure to online assignments robustly leads to…

  7. Pronunciation improvement in EFL young learners through phonics instruction

    Directory of Open Access Journals (Sweden)

    María Andrea Beltrán-Herrera

    2016-12-01

    based on Lloyd (2007 six types of sections. The participants were 13 students aged 10 to 12 years old from fifth grade; a mixed method was carried out to analyze collected data through the following instruments: 2 tests (pre-post, recordings and artifacts. This analysis was made using randomly 6 chosen students. At first the students did the pre-test with 20 words containing the sounds / i: /, / I /, / / θ / and / ð /. In the second phase, the researchers implemented the stages of Phonics Instruction focusing on making visual, auditory, Kinesthetic and tactile. In the third stage, students did the post-test with 40 words containing / i: /, / I /, / θ / and / ð / sounds, the recordings obtained the pronunciation of students and transcripts of tests; so it could be determined if students improved their pronunciation of sounds with the use of Phonics Instruction. There were also artifacts as evidence of activities did by students. Finally, the results showed that the students had a breakthrough and Phonics Instruction contributed in their pronunciation achieving to identify differences and similarities in word pronunciation based on the minimal pairs.

  8. HIV pre-test information, discussion or counselling? A review of guidance relevant to the WHO European Region.

    Science.gov (United States)

    Bell, Stephen A; Delpech, Valerie; Raben, Dorthe; Casabona, Jordi; Tsereteli, Nino; de Wit, John

    2016-02-01

    In the context of a shift from exceptionalism to normalisation, this study examines recommendations/evidence in current pan-European/global guidelines regarding pre-test HIV testing and counselling practices in health care settings. It also reviews new research not yet included in guidelines. There is consensus that verbal informed consent must be gained prior to testing, individually, in private, confidentially, in the presence of a health care provider. All guidelines recommend pre-test information/discussion delivered verbally or via other methods (information sheet). There is agreement about a minimum standard of information to be provided before a test, but guidelines differ regarding discussion about issues encouraging patients to think about implications of the result. There is heavy reliance on expert consultation in guideline development. Referenced scientific evidence is often more than ten years old and based on US/UK research. Eight new papers are reviewed. Current HIV testing and counselling guidelines have inconsistencies regarding the extent and type of information that is recommended during pre-test discussions. The lack of new research underscores a need for new evidence from a range of European settings to support the process of expert consultation in guideline development. © The Author(s) 2015.

  9. Assigned value improves memory of proper names.

    Science.gov (United States)

    Festini, Sara B; Hartley, Alan A; Tauber, Sarah K; Rhodes, Matthew G

    2013-01-01

    Names are more difficult to remember than other personal information such as occupations. The current research examined the influence of assigned point value on memory and metamemory judgements for names and occupations to determine whether incentive can improve recall of proper names. In Experiment 1 participants studied face-name and face-occupation pairs assigned 1 or 10 points, made judgements of learning, and were given a cued recall test. High-value names were recalled more often than low-value names. However, recall of occupations was not influenced by value. In Experiment 2 meaningless nonwords were used for both names and occupations. The name difficulty disappeared, and value influenced recall of both names and occupations. Thus value similarly influenced names and occupations when meaningfulness was held constant. In Experiment 3 participants were required to use overt rote rehearsal for all items. Value did not boost recall of high-value names, suggesting that differential processing could not be implemented to improve memory. Thus incentives may improve memory for proper names by motivating people to engage in selective rehearsal and effortful elaborative processing.

  10. Apparel. Teacher's Instructional Guide.

    Science.gov (United States)

    Rambo, Patti

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

  11. Instructional Guidelines. Welding.

    Science.gov (United States)

    Fordyce, H. L.; Doshier, Dale

    Using the standards of the American Welding Society and the American Society of Mechanical Engineers, this welding instructional guidelines manual presents a course of study in accordance with the current practices in industry. Intended for use in welding programs now practiced within the Federal Prison System, the phases of the program are…

  12. Windows into Instructional Practice

    Science.gov (United States)

    Steinbacher-Reed, Christina; Rotella, Sam A.

    2017-01-01

    Administrators are often removed from the daily instructional realities in classrooms, while teachers aren't given enough opportunities to lead in their schools, write Christina Steinbacher-Reed and Sam A. Rotella Jr. The result is a wall that prevents the two parties from collaborating in a way that improves school culture, teaching practices,…

  13. INSTRUCTIONAL MATERIALS CATALOG.

    Science.gov (United States)

    Ohio Vocational Agriculture Instructional Materials Service, Columbus.

    THE TITLE, IDENTIFICATION NUMBER, DATE OF PUBLICATION, PAGINATION, A BRIEF DESCRIPTION, AND PRICE ARE GIVEN FOR EACH OF THE INSTRUCTIONAL MATERIALS AND AUDIOVISUAL AIDS INCLUDED IN THIS CATALOG. TOPICS COVERED ARE FIELD CORPS, HORTICULTURE, ANIMAL SCIENCE, SOILS, AGRICULTURAL ENGINEERING, AND FARMING PROGRAMS. AN ORDER FORM IS INCLUDED. (JM)

  14. Computers in writing instruction

    NARCIS (Netherlands)

    Schwartz, Helen J.; van der Geest, Thea; Smit-Kreuzen, Marlies

    1992-01-01

    For computers to be useful in writing instruction, innovations should be valuable for students and feasible for teachers to implement. Research findings yield contradictory results in measuring the effects of different uses of computers in writing, in part because of the methodological complexity of

  15. Gaze Interactive Building Instructions

    DEFF Research Database (Denmark)

    Hansen, John Paulin; Ahmed, Zaheer; Mardanbeigi, Diako

    We combine eye tracking technology and mobile tablets to support hands-free interaction with digital building instructions. As a proof-of-concept we have developed a small interactive 3D environment where one can interact with digital blocks by gaze, keystroke and head gestures. Blocks may be moved...

  16. Job Instruction Training.

    Science.gov (United States)

    Pfau, Richard H.

    Job Instruction Training (JIT) is a step-by-step, relatively simple technique used to train employees on the job. It is especially suitable for teaching manual skills or procedures; the trainer is usually an employee's supervisor but can be a co-worker. The JIT technique consists of a series of steps that a supervisor or other instructor follows…

  17. Nuclear Energy. Instructional Materials.

    Science.gov (United States)

    Jordan, Kenneth; Thessing, Dan

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

  18. Wind Power. Instructional Materials.

    Science.gov (United States)

    Jordan, Kenneth; Thessing, Dan

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

  19. Instructional Psychology 1976 - 1981,

    Science.gov (United States)

    1982-06-01

    business it is to carry out applied work in the design of instructional content and delivery. These organizations include specialized divisions of...34learning disabilities" label: An experimental analysis. Comtemporary Educational Psychology, 1977, 2, 292-297. Allington, R. L. Sensitivity to

  20. Reviews in instructional video

    NARCIS (Netherlands)

    van der Meij, Hans

    2017-01-01

    This study investigates the effectiveness of a video tutorial for software training whose construction was based on a combination of insights from multimedia learning and Demonstration-Based Training. In the videos, a model of task performance was enhanced with instructional features that were

  1. Computer-assisted instruction

    NARCIS (Netherlands)

    Voogt, J.; Fisser, P.; Wright, J.D.

    2015-01-01

    Since the early days of computer technology in education in the 1960s, it was claimed that computers can assist instructional practice and hence improve student learning. Since then computer technology has developed, and its potential for education has increased. In this article, we first discuss

  2. Scaffolding in Assisted Instruction

    Directory of Open Access Journals (Sweden)

    2007-01-01

    Full Text Available On-The-Job Training, developed as direct instruction, is one of the earliest forms of training. This method is still widely in use today because it requires only a person who knows how to do the task, and the tools the person uses to do the task. This paper is intended to be a study of the methods used in education in Knowledge Society, with more specific aspects in training the trainers; as a result of this approach, it promotes scaffolding in assisted instruction as a reflection of the digital age for the learning process. Training the trainers in old environment with default techniques and designing the learning process in assisted instruction, as an application of the Vygotskian concept of the zone of proximal development (ZPD to the area of computer literacy for the younger users, generate diversity in educational communities and requires standards for technology infrastructure, standards for the content, developed as a concepts map, and applications for personalized in-struction, based on ZPD theory.

  3. Characteristics of Instructional Videos

    Science.gov (United States)

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

    2018-01-01

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

  4. Facility transition instruction

    International Nuclear Information System (INIS)

    Morton, M.R.

    1997-01-01

    The Bechtel Hanford, Inc. facility transition instruction was initiated in response to the need for a common, streamlined process for facility transitions and to capture the knowledge and experience that has accumulated over the last few years. The instruction serves as an educational resource and defines the process for transitioning facilities to long-term surveillance and maintenance (S and M). Generally, these facilities do not have identified operations missions and must be transitioned from operational status to a safe and stable configuration for long-term S and M. The instruction can be applied to a wide range of facilities--from process canyon complexes like the Plutonium Uranium Extraction Facility or B Plant, to stand-alone, lower hazard facilities like the 242B/BL facility. The facility transition process is implemented (under the direction of the US Department of Energy, Richland Operations Office [RL] Assistant Manager-Environmental) by Bechtel Hanford, Inc. management, with input and interaction with the appropriate RL division and Hanford site contractors as noted in the instruction. The application of the steps identified herein and the early participation of all organizations involved are expected to provide a cost-effective, safe, and smooth transition from operational status to deactivation and S and M for a wide range of Hanford Site facilities

  5. Paratransit: An Instructional Module.

    Science.gov (United States)

    Scalici, Anthony

    A concept-based introduction to paratransit is provided in this instructional module for undergraduate and graduate transportation-related courses for disciplines such as engineering, business, marketing, and technology. The concept of paratransit generally refers to modes of transportation other than mass transit and solo-driven automobiles. The…

  6. Listening strategies instruction

    DEFF Research Database (Denmark)

    Nogueroles López, Marta

    2017-01-01

    , who presented similar level of Spanish, needs, educational and cultural background, but did not receive such a training. The listening strategies instruction consisted in integrating the development of listening strategies into a regular course of Spanish as a foreign language. Data referring...

  7. 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:…

  8. METHOD FOR SOLVING FUZZY ASSIGNMENT PROBLEM USING MAGNITUDE RANKING TECHNIQUE

    OpenAIRE

    D. Selvi; R. Queen Mary; G. Velammal

    2017-01-01

    Assignment problems have various applications in the real world because of their wide applicability in industry, commerce, management science, etc. Traditional classical assignment problems cannot be successfully used for real life problem, hence the use of fuzzy assignment problems is more appropriate. In this paper, the fuzzy assignment problem is formulated to crisp assignment problem using Magnitude Ranking technique and Hungarian method has been applied to find an optimal solution. The N...

  9. Instructional Uses of Web-Based Survey Software

    Directory of Open Access Journals (Sweden)

    Concetta A. DePaolo, Ph.D.

    2006-07-01

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

  10. Do Gender and Race Make a Difference in Acute Coronary Syndrome Pretest Probabilities in the Emergency Department?

    Science.gov (United States)

    Musey, Paul I; Kline, Jeffrey A

    2017-02-01

    The objective was to test for significant differences in subjective and objective pretest probabilities for acute coronary syndrome (ACS) in a large cohort of chest pain patients stratified by race or gender. Secondarily we wanted to test for any differences in rates of ACS, rates of 90-day returns, cost, and chest radiation exposure after these stratifications. This is a secondary analysis of a prospective outcomes study of ED patients with chest pain and shortness of breath. We performed two separate analyses. The data set was divided by gender for analysis 1 while the analysis 2 stratification was made by race (nonwhite vs. white). For each analysis, groups were compared on several variables: provider visual analog scales (VAS) for likelihood of ACS, PREtest Consult ACS probabilities, rates of ACS, total radiation exposure to the chest, total costs at 30 days, and 90-day recidivism (ED, overnight observations, and inpatient admissions). A total of 844 patients were studied. Gender information was present on all 844 subjects, while complete race/ethnicity information was available on 783 (93%) subjects. For the first analysis, female patients made up 57% (478/844) of the population and their mean provider VAS scores for ACS were significantly lower (p = 0.000) at 14% (95% confidence interval [CI] = 13% to 16%) than that of males at 22% (95% CI = 19% to 24%). This was consistent with the objective pretest ACS probabilities subsequently calculated via the validated online tool, PREtest Consult, which were also significantly lower (p = 0.000) at 2.7% (95% CI = 2.4% to 3.1%) for females versus 6.6% (95% CI = 5.9% to 7.3%) for males. However, comparing females to males, there was no significant difference in diagnosis of ACS (3.6% vs. 1.6%), mean chest radiation doses (5.0 mSv vs. 4.9 mSv), total costs at 30 days ($3,451.24 vs. $3,847.68), or return to the ED within 90 days (26% each). For analysis 2 by race, nonwhite patients also comprised 57% (444/783) of

  11. Critical Thinking and the Use of Nontraditional Instructional Methodologies.

    Science.gov (United States)

    Orique, Sabrina B; McCarthy, Mary Ann

    2015-08-01

    The purpose of this study was to examine the relationship between critical thinking and the use of concept mapping (CM) and problem-based learning (PBL) during care plan development. A quasi-experimental study with a pretest-posttest design was conducted using a convenience sample (n = 49) of first-semester undergraduate baccalaureate nursing students. Critical thinking was measured using the Holistic Critical Thinking Scoring Rubric. Data analysis consisted of a repeated measures analysis of variance with post hoc mean comparison tests using the Bonferroni method. Findings indicated that mean critical thinking at phase 4 (CM and PBL) was significantly higher, compared with phase 1 (baseline), phase 2 (PBL), and phase 3 (CM [p < 0.001]). The results support the utilization of nontraditional instructional (CM and PBL) methodologies in undergraduate nursing curricula. Copyright 2015, SLACK Incorporated.

  12. The relevance of temporal iconicity with instruction manuals for elderly users.

    Science.gov (United States)

    Mertens, Alexander; Nick, Claudia; Krüger, Stefan; Schlick, Christopher M

    2012-01-01

    Gerontolinguistic obtains a growing importance with the increase of elderly users due to Demographic Change. Since acceptance and ease of use of supportive systems for elderly, such as "E-Nursing-Assistants", are highly dependent on the age suitable design of readable instructions, an age-appropriate linguistic concept is of high value for usability. There has been only little research on the relevance of foreign words, signal words, textual arrangement, optical accentuation of key terms and temporal iconicity concerning older users. Thus, an efficient design of age suitable manual instructions within a medical context still remains to be done. The objective of this research was to evaluate the relevance of the previously mentioned factors in the context of written instructions. For this, an empirical survey was designed which was given to 45 study participants. The subjects of the experiment were given 4x3 instructions after a pretest questionnaire. The aim was to execute these instructions as correctly and quickly as possible. Furthermore the instructions were rated regarding comprehensibility with a retrospective questionnaire.

  13. Instructional Leadership Practices in Singapore

    Science.gov (United States)

    Ng, Foo Seong David; Nguyen, Thanh Dong; Wong, Koon Siak Benjamin; Choy, Kim Weng William

    2015-01-01

    This paper presents a review of the literature on principal instructional leadership in Singapore. The authors investigated the dimensions of instructional leadership in the practices of Singapore principals and highlighted the strategies these leaders adopt to enact their instructional roles. Singapore principals were found to play an active role…

  14. Putting instruction sequences into effect

    NARCIS (Netherlands)

    Bergstra, J.A.

    2011-01-01

    An attempt is made to define the concept of execution of an instruction sequence. It is found to be a special case of directly putting into effect of an instruction sequence. Directly putting into effect of an instruction sequences comprises interpretation as well as execution. Directly putting into

  15. The Measurement of Instructional Accomplishments.

    Science.gov (United States)

    Fraley, Lawrence E.; Vargas, Ernest A.

    Instructional System Technology in recent years has been characterized by an increase in individualized instruction and the modularization of the curriculum. In traditional systems the learners are forced to take blocks of instruction the size of entire courses and these are much too large. The courses can now be broken down into conceptual…

  16. Intelligent Frameworks for Instructional Design.

    Science.gov (United States)

    Spector, J. Michael; And Others

    1992-01-01

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

  17. Very Long Instruction Word Processors

    Indian Academy of Sciences (India)

    Explicitly Parallel Instruction Computing (EPIC) is an instruction processing paradigm that has been in the spot- light due to its adoption by the next generation of Intel. Processors starting with the IA-64. The EPIC processing paradigm is an evolution of the Very Long Instruction. Word (VLIW) paradigm. This article gives an ...

  18. Motivational elements in user instructions

    NARCIS (Netherlands)

    Loorbach, N.R.

    2013-01-01

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

  19. The Effect of Different Types of Instruction and Feedback on the Development of Pragmatic Proficiency: The Case of Pragmatic Markers

    Directory of Open Access Journals (Sweden)

    Saeedeh Shafee Nahrkhalaji

    2013-01-01

    Full Text Available The necessity of conducting more studies addressing the development of pragmatic profciency and strong pragmatic awareness for English language learners has made the role of instruction and feedback in teaching pragmatic knowledge of utmost importance. The present study evaluates the relative effectiveness of four types of instruction for teaching some pragmatic markers including topic change markers, mitigation markers, interjections and hybrid basic markers to 75 advanced Iranian learners of English: explicit instruction only, explicit instruction with metalinguistic feedback, structured input instruction only, and structured in- put instruction with metalinguistic feedback. Treatment group performance was compared with control group performance on pre-tests, post-tests and follow-up tests that contained an open-ended discourse completion test and a multiple-choice pragmatic listening comprehension test. The results of the data analysis revealed that students› ability to comprehend and produce pragmatic markers improved significantly in treatment groups and that pragmatic interlanguage is permeable to instruction in EFL settings. However, there were statistically significant differences among the four treatment groups regarding awareness of different pragmatic markers and their appropriate use. These findings give us some useful insight on the teachability of pragmatic markers and the role of instruction and feedback in the classroom to develop pragmatic competence of EFL learners.

  20. Student-generated instructional videos facilitate learning through positive emotions

    OpenAIRE

    Pirhonen, Juhani; Rasi, Päivi

    2017-01-01

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

  1. Structural Encoding of Static Single Assignment Form

    DEFF Research Database (Denmark)

    Gal, Andreas; Probst, Christian; Franz, Michael

    2005-01-01

    Static Single Assignment (SSA) form is often used as an intermediate representation during code optimization in Java Virtual Machines. Recently, SSA has successfully been used for bytecode verification. However, constructing SSA at the code consumer is costly. SSAbased mobile code transport formats...... Java bytecode. While the resulting bytecode sequence can still be directly executed by traditional Virtual Machines, our novel VM can infer SSA form and confirm its safety with virtually no overhead....... have been shown to eliminate this cost by shifting SSA creation to the code producer. These new formats, however, are not backward compatible with the established Java class-file format. We propose a novel approach to transport SSA information implicitly through structural code properties of standard...

  2. Rationalization of some genetic anticodonic assignments

    Science.gov (United States)

    Lacey, J. C., Jr.; Hall, L. M.; Mullins, D. W., Jr.

    1985-01-01

    The hydrophobicity of most amino acids correlates well with that of their anticodon nucleotides, with Trp, Tyr, Ile, and Ser being the exceptions to this rule. Using previous data on hydrophobicity and binding constants, and new data on rates of esterification of polyadenylic acid with several N-acetylaminoacyl imidazolides, several of the anticodon assignments are rationalized. Chemical reasons are shown supporting the idea of the inclusion of the Ile in the catalog of biological amino acids late in the evolution, through a mutation of the existing tRNA and its aminoacyl-tRNA-synthetase. It was found that an addition of hexane increases the incorporation of hydrophobic Ac-Phe into poly-A, in support of the Fox (1965) and Oparin (1965) emphasis on the biogenetic importance of phase-separated systems.

  3. Assignment of uncertainties to scientific data

    International Nuclear Information System (INIS)

    Froehner, F.H.

    1994-01-01

    Long-standing problems of uncertainty assignment to scientific data came into a sharp focus in recent years when uncertainty information ('covariance files') had to be added to application-oriented large libraries of evaluated nuclear data such as ENDF and JEF. Question arouse about the best way to express uncertainties, the meaning of statistical and systematic errors, the origin of correlation and construction of covariance matrices, the combination of uncertain data from different sources, the general usefulness of results that are strictly valid only for Gaussian or only for linear statistical models, etc. Conventional statistical theory is often unable to give unambiguous answers, and tends to fail when statistics is bad so that prior information becomes crucial. Modern probability theory, on the other hand, incorporating decision information becomes group-theoretic results, is shown to provide straight and unique answers to such questions, and to deal easily with prior information and small samples. (author). 10 refs

  4. Solving multiconstraint assignment problems using learning automata.

    Science.gov (United States)

    Horn, Geir; Oommen, B John

    2010-02-01

    This paper considers the NP-hard problem of object assignment with respect to multiple constraints: assigning a set of elements (or objects) into mutually exclusive classes (or groups), where the elements which are "similar" to each other are hopefully located in the same class. The literature reports solutions in which the similarity constraint consists of a single index that is inappropriate for the type of multiconstraint problems considered here and where the constraints could simultaneously be contradictory. This feature, where we permit possibly contradictory constraints, distinguishes this paper from the state of the art. Indeed, we are aware of no learning automata (or other heuristic) solutions which solve this problem in its most general setting. Such a scenario is illustrated with the static mapping problem, which consists of distributing the processes of a parallel application onto a set of computing nodes. This is a classical and yet very important problem within the areas of parallel computing, grid computing, and cloud computing. We have developed four learning-automata (LA)-based algorithms to solve this problem: First, a fixed-structure stochastic automata algorithm is presented, where the processes try to form pairs to go onto the same node. This algorithm solves the problem, although it requires some centralized coordination. As it is desirable to avoid centralized control, we subsequently present three different variable-structure stochastic automata (VSSA) algorithms, which have superior partitioning properties in certain settings, although they forfeit some of the scalability features of the fixed-structure algorithm. All three VSSA algorithms model the processes as automata having first the hosting nodes as possible actions; second, the processes as possible actions; and, third, attempting to estimate the process communication digraph prior to probabilistically mapping the processes. This paper, which, we believe, comprehensively reports the

  5. Dental student attitudes towards communication skills instruction and clinical application.

    Science.gov (United States)

    McKenzie, Carly T

    2014-10-01

    This study investigated dental students' attitudes towards communication skills instruction and clinical application and explored the impact of a one-semester course and year in school on students' attitudes, measured by the Communication Skills Attitude Scale. Demographic characteristics and self-assessment of communication skills were also analyzed. The study employed a pretest-posttest survey design combined with cross-sectional data. Participants were first- and fourth-year students at a U.S. dental school. Out of a possible 120 students, 106 (fifty-seven D1 and forty-nine D4) participated in the pretest, an 88 percent response rate; out of a possible 121 students, 115 (fifty-seven D1 and fifty-eight D4) participated in the posttest, a 95 percent response rate. In the results, D4 students consistently demonstrated less positive attitudes towards communication skills instruction and more negative attitudes regarding the importance of interpersonal skills in clinical encounters than did their D1 counterparts. A single communications course had no discernible effect on attitudes or self-assessments for either cohort. Females reported more positive attitudes towards clinical application of interpersonal skills than did males. Gender significantly interacted with two demographic variables: primary language and parent as health care professional. Female children of health care professionals reported poorer attitudes towards clinical communication skills training and application than did their male counterparts. Generally, parental occupation in health care moderated the decrease in positive attitudes over time towards clinical usefulness of communication skills. The D4 students rated their communication skills higher than did the D1 students. Students who demonstrated more positive attitudes towards communication skills training and application were more likely to say their own skills needed improvement.

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

    Directory of Open Access Journals (Sweden)

    Jean A. Cardinale

    2017-05-01

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

  7. Effect of lecture instruction on student performance on qualitative questions

    Science.gov (United States)

    Heron, Paula R. L.

    2015-06-01

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

  8. Instructional immediacy in elearning.

    Science.gov (United States)

    Walkem, Kerrie

    2014-01-01

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

  9. A Critique of Instructional

    OpenAIRE

    McKernan, James

    2010-01-01

    The ‘objectives model’ of curriculum planning, predicated upon behavioural performances, has become the dominant form of curriculum planning in Europe and elsewhere in the world. This paper argues that the objectives model is satisfactory for training or instruction, but falls down when applied to a true sense of ‘education’. The paper outlines 13 limitations on the use of educational objectives. It is argued that those interested in using objectives are guided by evaluation as assessment rat...

  10. Effective Multicultural Instruction

    Directory of Open Access Journals (Sweden)

    Franklin T. Thompson

    2014-02-01

    Full Text Available The reason why the Trayvon Martin murder trial and similar court cases create a philosophical rift in our nation is due in part to flaws in the delivery of multicultural education. Traditional multicultural instruction does not prepare citizens for the subtleties and complexities of race relations. This study investigates critical strategies and practices that address multicultural missing gaps. I also seek to fill a void in the literature created by a lack of student input regarding teaching strategies that encourage lifelong learning. Students (N = 337 enrolled at a Midwestern university were asked to rate the efficacy of selected instructional strategies. Utilizing a 9-point Likert-type scale, students gave themselves a personal growth rating of 7.15 (SD = 1.47. Variables important to predicting that growth (R2 = .56, p < .0005 were a six-factor variable known as a non-color-blind instructional approach (t = 10.509, p ≤ .0005, allowing students an opportunity to form their own opinions apart from the instructor (t = 4.797, p ≤ .0005, and a state law that mandated multicultural training (t = 3.234, p = .001. Results demonstrated that utilizing a 35% traditional and 65% critical pedagogy mixture when teaching multicultural education helped promote win/win scenarios for education candidates hoping to become difference makers.

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

    Science.gov (United States)

    Ashauer, Shirley A; Macan, Therese

    2013-01-01

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

  12. Gaming used as an informal instructional technique: effects on learner knowledge and satisfaction.

    Science.gov (United States)

    Webb, Travis P; Simpson, Deborah; Denson, Steven; Duthie, Edmund

    2012-01-01

    Jeopardy!, Concentration, quiz bowls, and other gaming formats have been incorporated into health sciences classroom and online education. However, there is limited information about the impact of these strategies on learner engagement and outcomes. To address this gap, we hypothesized that gaming would lead to a significant increase in retained short- and long-term medical knowledge with high learner session satisfaction. Using the Jeopardy! game show model as a primary instructional technique to teach geriatrics, 8 PGY2 General Surgery residents were divided into 2 teams and competed to provide the "question" to each stated "answer" during 5 protected block curriculum units (1-h/U). A surgical faculty facilitator acted as the game host and provided feedback and brief elaboration of quiz answers/questions as necessary. Each quiz session contained two 25-question rounds. Paper-based pretests and posttests contained questions related to all core curriculum unit topics with 5 geriatric gaming questions per test. Residents completed the pretests 3 days before the session and a delayed posttest of geriatric topics on average 9.2 weeks (range, 5-12 weeks) after the instructional session. The cumulative average percent correct was compared between pretests and posttests using the Student t test. The residents completed session evaluation forms using Likert scale ratings after each gaming session and each protected curriculum block to assess educational value. A total of 25 identical geriatric preunit and delayed postunit questions were administered across the instructional sessions. The combined pretest average score across all 8 residents was 51.5% for geriatric topics compared with 59.5% (p = 0.12) for all other unit topics. Delayed posttest geriatric scores demonstrated a statistically significant increase in retained medical knowledge with an average of 82.6% (p = 0.02). The difference between delayed posttest geriatric scores and posttest scores of all other unit

  13. LASH Ship Pretest Results of the Joint Logistics-Over-the-Shore (LOTS) Test and Evaluation Program.

    Science.gov (United States)

    1977-03-07

    75-05. 9 0 wU C-7) z C) S.- C)C 40 10 GA’THEFRING CO~l BARGE LIFTING POINT I , I I II I I . . .. .. KI- V~~ PS4 and 5. LCM8 LIFT BEAM IS ENGAGED...design but which could not be delivered in time by the vendor. The attachment of the struts proved to be a time- consuming effort because of too close...actually used in the pretest, the general behavior and characteristics are similar.) C-4 APPENDIX D BREAKBULK CARGO THROUGHPUT OPERATIONS As an adjunct to

  14. Dual earners’ willingness to accept an international assignment.

    NARCIS (Netherlands)

    van der Velde, E.G.; Bossink, C.J.H.; Jansen, P.G.W.

    2005-01-01

    Multinational organisations experience difficulties in finding managers willing to accept international assignments. This study has therefore focused on factors that can predict males' and females' willingness to accept international assignments, or to follow their partners on international

  15. Efficient Mechanisms to Allocate Assignment Incentives in the Navy

    National Research Council Canada - National Science Library

    Nimon, R. W; Hall, Ricky D; Zaki, Hossam

    2005-01-01

    .... All assignments, however, may not necessarily be voluntary. These assignments (jobs) have been labeled as "hard to fill" by Navy leadership, and the Navy has implemented market-based, cash stipends to attract Sailors to these jobs...

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

    Science.gov (United States)

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

    2012-03-01

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

  17. SCRAED - Simple and Complex Random Assignment in Experimental Designs

    OpenAIRE

    Alferes, Valentim R.

    2009-01-01

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

  18. Using inquiry-based instruction with Web-based data archives to facilitate conceptual change about tides among preservice teachers

    Science.gov (United States)

    Ucar, Sedat

    The purpose of this mixed methods study was to describe and understand preservice teachers' conceptions of tides and to explore an instructional strategy that might promote the learning of scientific concepts. The participants were preservice teachers in three initial licensure programs. A total of 80 graduate students, in secondary, middle, and early childhood education programs completed a multiple choice assessment of their knowledge of tides-related concepts. Thirty of the 80 participants were interviewed before the instruction. Nineteen of the 30 students who were interviewed also participated in the instruction and were interviewed after the instruction. These 19 students also completed both the pre-test and 18 of them completed the post-test on tides and related content. Data regarding the participants' conceptual understandings of tides were collected before and after the instruction using both qualitative and quantitative data collection methods. A multiple choice pre-test was developed by the researcher. The same test was used before and after the instructional intervention. Structured interviews were conducted with participants before and after instruction. In addition to interviews, participants were asked to write a short journal after instruction. The constant comparative method was used to analyze the qualitative data. Preservice teachers' conceptual understandings of tides were categorized under six different types of conceptual understandings. Before the instruction, all preservice teachers held alternative or alternative fragments as their types of conceptual understandings of tides, and these preservice teachers who held alternative conceptions about tides were likely to indicate that there is one tidal bulge on Earth. They tried to explain this one tidal bulge using various alternative conceptions. After completing an inquiry-based and technology-enhanced instruction of tides, preservice teachers were more likely to hold a scientific conceptual

  19. Impact of social media as an instructional component on content knowledge, attitudes, and public engagement related to global climate change

    Science.gov (United States)

    Greenberg, Sallie E.

    Social media (SM) are considered important avenues to reach citizens and engage them in social change. Given the widespread use of SM and their potential to enhance communication, they could also have significant influence when used as an educational tool. Educators are exploring whether classroom SM use has instructional benefits, such as enhancing interactivity and engagement. It is critical to understand the potential of SM for creating meaningful learning environments and public engagement pathways. Much work remains to understand the use of SM in this context and how to use them effectively. This study draws on active learning theory to examine the impact of SM as an instructional component with community college students learning to make connections among science, social responsibility, and global understanding in an environmental biology course (the Course). Using global climate change as a theme, the Course included a Facebook instructional component. A pretest--posttest, nonrandomized comparison group design was used to measure the impact of Facebook as an integrated component of the Course. The treatment and comparison groups were determined to be comparable based on demographics, access and ownership of digital devices, and SM use despite non-random assignment. No statistically significant differences were found between groups on these factors. The intervention consisted of semester-long required use of Facebook for the treatment group. The impact of the SM intervention was measured in three areas: (a) content knowledge, (b) attitudes toward climate change, and (c) public engagement actions and intentions to act. At the conclusion of the Course, no discernable difference was measured in content knowledge gains between the two groups. However, students who used Facebook experienced statistically significant differences in attitude, becoming increasingly concerned about global climate change. The comparison group demonstrated statistically significant

  20. Optimal assignment of incoming flights to baggage carousels at airports

    DEFF Research Database (Denmark)

    Barth, Torben C.

    The problem considered in this report is an assignment problem occurring at airports. This problem concerns the assignment of baggage carousels in baggage claim halls to arriving aircraft (baggage carousel assignment problem). This is a highly dynamic problem since disruptions frequently occur du...... and in general is a substantial support in decision making....

  1. Computational Aspects of Assigning Agents to a Line

    DEFF Research Database (Denmark)

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

    2017-01-01

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

  2. Computational aspects of assigning agents to a line

    DEFF Research Database (Denmark)

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

    2017-01-01

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

  3. The Presentation Assignment: Creating Learning Opportunities for Diverse Student Populations.

    Science.gov (United States)

    Spencer, Brenda H.; Bartle-Angus, Kathryn

    2000-01-01

    Finds the presentation assignment to be an effective method of providing students with the opportunity to apply the literacy skills they are learning in ways that are personally meaningful. Describes the presentation assignment framework and provides an example of an assignment that required students to analyze and interpret works of literature…

  4. Assignment Procedures in the Air Force Procurement Management Information System.

    Science.gov (United States)

    Ward, Joe H., Jr.; And Others

    An overview is presented of the procedure for offering jobs in the Air Force Procurement Management Information System (PROMIS), an assignment system which makes possible the use of human resources research findings to improve individual personnel assignments. A general framework for viewing personnel assignment systems is presented; then job…

  5. 75 FR 55354 - Delegation of Authority and Assignment of Responsibilities

    Science.gov (United States)

    2010-09-10

    ... DEPARTMENT OF LABOR Office of the Secretary Delegation of Authority and Assignment of Responsibilities Secretary's Order 3-2010 Subject: Delegation of Authority and Assignment of Responsibilities to... Secretary to enforce sections 18A and 18B of the FLSA. 4. Delegation of Authority and Assignment of...

  6. 75 FR 55355 - Delegation of Authority and Assignment of Responsibility

    Science.gov (United States)

    2010-09-10

    ... DEPARTMENT OF LABOR Office of the Secretary Delegation of Authority and Assignment of Responsibility Secretary's Order 4-2010 Subject: Delegation of Authority and Assignment of Responsibility to the... delegations and assignments in full force and effect, except as expressly modified herein. 4. Delegation of...

  7. A Computerized Approach to Trickle-Process, Random Assignment.

    Science.gov (United States)

    Braucht, G. Nicholas; Reichardt, Charles S.

    1993-01-01

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

  8. 7 CFR 900.106 - Assignment of mediator.

    Science.gov (United States)

    2010-01-01

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

  9. A property of assignment type mixed integer linear programming problems

    NARCIS (Netherlands)

    Benders, J.F.; van Nunen, J.A.E.E.

    1982-01-01

    In this paper we will proof that rather tight upper bounds can be given for the number of non-unique assignments that are achieved after solving the linear programming relaxation of some types of mixed integer linear assignment problems. Since in these cases the number of splitted assignments is

  10. One of My Favorite Assignments: Automated Teller Machine Simulation.

    Science.gov (United States)

    Oberman, Paul S.

    2001-01-01

    Describes an assignment for an introductory computer science class that requires the student to write a software program that simulates an automated teller machine. Highlights include an algorithm for the assignment; sample file contents; language features used; assignment variations; and discussion points. (LRW)

  11. Student generated assignments about electrical circuits in a computer simulation

    NARCIS (Netherlands)

    Vreman-de Olde, Cornelise; de Jong, Anthonius J.M.

    2004-01-01

    In this study we investigated the design of assignments by students as a knowledge-generating activity. Students were required to design assignments for 'other students' in a computer simulation environment about electrical circuits. Assignments consisted of a question, alternatives, and feedback on

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Science.gov (United States)

    Meiran, Nachshon; Pereg, Maayan

    2017-01-01

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

  14. USING GOOGLE+ FOR INSTRUCTION

    Directory of Open Access Journals (Sweden)

    Kevin YEE

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

  15. EST Vocabulary Instruction

    Directory of Open Access Journals (Sweden)

    Célia D.S. Bell

    2012-05-01

    Full Text Available This study aims at contributing to the investigation on the instruction of EST (English for Science and Technology vocabulary, in terms of receptive use of the language. It evaluates the effectiveness of two teaching approaches to the acquisition of vocabulary. The first approach consisted of teaching vocabulary through the use of dictionaries, where the words were merely translated into the learners’ L1 or defined in the target language thus promoting superficial level of word processing. The second approach employed activities promoting deep level of word processing. Data were analysed quantitatively. Results indicated that the two approaches seem to have some equipotentiality, as far as EST vocabulary is concerned.

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

    Science.gov (United States)

    Miller, Elizabeth B

    2017-09-01

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

  17. The Mere Exposure Instruction Effect.

    Science.gov (United States)

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

    2017-09-01

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

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

    Science.gov (United States)

    Thomann, K D

    2011-03-01

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

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

    Science.gov (United States)

    Kolluru, Srikanth

    2012-08-10

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

  20. The Instructional Network: Using Facebook to Enhance Undergraduate Mathematics Instruction

    Science.gov (United States)

    Gregory, Peter; Gregory, Karen; Eddy, Erik

    2014-01-01

    Facebook is a website with over one billion users worldwide that is synonymous with social-networking. However, in this study, Facebook is used as an "instructional network". Two sections of an undergraduate calculus course were used to study the effects of participating in a Facebook group devoted solely to instruction. One section was…

  1. Improving Reading Instruction through Research-Based Instructional Strategies

    Science.gov (United States)

    Nash, Vickie Lynn

    2010-01-01

    The diverse population of students in grades 1- 3 at a suburban elementary school has created a challenge for teachers when differentiating instruction in reading. The purpose of this doctoral project study was to explore the lived experiences of these teachers as they have acquired research-based instructional strategies in reading that support…

  2. Teaching ergonomics to nursing facility managers using computer-based instruction.

    Science.gov (United States)

    Harrington, Susan S; Walker, Bonnie L

    2006-01-01

    This study offers evidence that computer-based training is an effective tool for teaching nursing facility managers about ergonomics and increasing their awareness of potential problems. Study participants (N = 45) were randomly assigned into a treatment or control group. The treatment group completed the ergonomics training and a pre- and posttest. The control group completed the pre- and posttests without training. Treatment group participants improved significantly from 67% on the pretest to 91% on the posttest, a gain of 24%. Differences between mean scores for the control group were not significant for the total score or for any of the subtests.

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

    Linderholm, Tracy; Zhao, Qin

    2008-01-01

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

  5. BASIC Instructional Program: System Documentation.

    Science.gov (United States)

    Dageforde, Mary L.

    This report documents the BASIC Instructional Program (BIP), a "hands-on laboratory" that teaches elementary programming in the BASIC language, as implemented in the MAINSAIL language, a machine-independent revision of SAIL which should facilitate implementation of BIP on other computing systems. Eight instructional modules which make up…

  6. Designing Instructional Materials: Some Guidelines.

    Science.gov (United States)

    Burbank, Lucille; Pett, Dennis

    Guidelines for the design of instructional materials are outlined in this paper. The principles of design are presented in five major categories: (1) general design (structural appeal and personal appeal); (2) instructional design (attention, memory, concept learning, and attitude change); (3) visual design (media considerations, pictures, graphs…

  7. Cognitive Approaches to Automated Instruction.

    Science.gov (United States)

    Regian, J. Wesley, Ed.; Shute, Valerie J., Ed.

    This book contains a snapshot of state-of-the-art research on the design of automated instructional systems. Selected cognitive psychologists were asked to describe their approach to instruction and cognitive diagnosis, the theoretical basis of the approach, its utility and applicability, and the knowledge engineering or task analysis methods…

  8. Physics Instruction for Radiologic Technologists

    Science.gov (United States)

    Chaney, Edward L.; And Others

    1974-01-01

    Discusses the Denver collaborative training program in radiologic technology with emphasis upon identification of core topics, preparation of quality instructional materials, and use of innovative teaching techniques, such as computer-assisted instruction and video tape presentations. Included is a 10-week course outline. (CC)

  9. Active Learning through Online Instruction

    Science.gov (United States)

    Gulbahar, Yasemin; Kalelioglu, Filiz

    2010-01-01

    This article explores the use of proper instructional techniques in online discussions that lead to meaningful learning. The research study looks at the effective use of two instructional techniques within online environments, based on qualitative measures. "Brainstorming" and "Six Thinking Hats" were selected and implemented…

  10. Adaptive instruction and pupil achievement

    NARCIS (Netherlands)

    Houtveen, A.A M; Booy, N; de Jong, Robert (Rob); van de Grift, W.J C M

    In this article the results are reported of a quasi-experiment on effects of adaptive instruction on reading results of children in the first year of reading instruction in Dutch primary schools. The research involved 456 pupils from 23 schools (12 experimental and 11 control group schools).

  11. Unaligned instruction relocation

    Energy Technology Data Exchange (ETDEWEB)

    Bertolli, Carlo; O' Brien, John K.; Sallenave, Olivier H.; Sura, Zehra N.

    2017-10-17

    In one embodiment, a computer-implemented method includes receiving source code to be compiled into an executable file for an unaligned instruction set architecture (ISA). Aligned assembled code is generated, by a computer processor. The aligned assembled code complies with an aligned ISA and includes aligned processor code for a processor and aligned accelerator code for an accelerator. A first linking pass is performed on the aligned assembled code, including relocating a first relocation target in the aligned accelerator code that refers to a first object outside the aligned accelerator code. Unaligned assembled code is generated in accordance with the unaligned ISA and includes unaligned accelerator code for the accelerator and unaligned processor code for the processor. A second linking pass is performed on the unaligned assembled code, including relocating a second relocation target outside the unaligned accelerator code that refers to an object in the unaligned accelerator code.

  12. Unaligned instruction relocation

    Science.gov (United States)

    Bertolli, Carlo; O'Brien, John K.; Sallenave, Olivier H.; Sura, Zehra N.

    2018-01-23

    In one embodiment, a computer-implemented method includes receiving source code to be compiled into an executable file for an unaligned instruction set architecture (ISA). Aligned assembled code is generated, by a computer processor. The aligned assembled code complies with an aligned ISA and includes aligned processor code for a processor and aligned accelerator code for an accelerator. A first linking pass is performed on the aligned assembled code, including relocating a first relocation target in the aligned accelerator code that refers to a first object outside the aligned accelerator code. Unaligned assembled code is generated in accordance with the unaligned ISA and includes unaligned accelerator code for the accelerator and unaligned processor code for the processor. A second linking pass is performed on the unaligned assembled code, including relocating a second relocation target outside the unaligned accelerator code that refers to an object in the unaligned accelerator code.

  13. Pre-Test Analysis Predictions for the Shell Buckling Knockdown Factor Checkout Tests - TA01 and TA02

    Science.gov (United States)

    Thornburgh, Robert P.; Hilburger, Mark W.

    2011-01-01

    This report summarizes the pre-test analysis predictions for the SBKF-P2-CYL-TA01 and SBKF-P2-CYL-TA02 shell buckling tests conducted at the Marshall Space Flight Center (MSFC) in support of the Shell Buckling Knockdown Factor (SBKF) Project, NASA Engineering and Safety Center (NESC) Assessment. The test article (TA) is an 8-foot-diameter aluminum-lithium (Al-Li) orthogrid cylindrical shell with similar design features as that of the proposed Ares-I and Ares-V barrel structures. In support of the testing effort, detailed structural analyses were conducted and the results were used to monitor the behavior of the TA during the testing. A summary of predicted results for each of the five load sequences is presented herein.

  14. Mineralogic and petrologic investigation of pre-test core samples from the spent fuel test-climax

    International Nuclear Information System (INIS)

    Ryerson, F.J.; Qualheim, B.J.

    1983-12-01

    Pre-test samples obtained from just inside the perimeter of the canister emplacement holes of the Spent Fuel Test-Climax have been characterized by petrographic and microanalytical techniques. The primary quartz monzonite has undergone various degrees of hydrothermal alteration as a result of natural processes. Alteration is most apparent on primary plagioclase and biotite. The most common secondary phases on plagioclase are muscovite and calcite, while the most common secondary phases on biotite are epidote and chlorite. The major alteration zones encountered are localized along filled fractures, i.e. veins. The thickness and mineralogy of the alteration zones can be correlated with the vein mineralogy, becoming wider and more complex mineralogically when the veins contain calcite. 7 references, 10 figures, 4 tables

  15. Pre-test habituation improves the reliability of a handheld test of mechanical nociceptive threshold in dairy cows

    DEFF Research Database (Denmark)

    Raundal, P. M.; Andersen, P. H.; Toft, Nils

    2015-01-01

    Mechanical nociceptive threshold (MNT) testing has been used to investigate aspects of painful states in bovine claws. We investigated a handheld tool, where the applied stimulation force was monitored continuously relative to a pre-encoded based target force. The effect on MNT of two pre-testing...... habituation procedures was performed in two different experiments comprising a total of 88 sound Holsteins dairy cows kept either inside or outside their home environment. MNT testing was performed using five consecutive mechanical nociceptive stimulations per cow per test at a fixed pre-encoded target rate...... of 2.1 N/s. The habituation procedure performed in dairy cows kept in their home environment led to lowered intra-individual coefficient of variation of MNT (P test...

  16. Pretest Score for Predicting Microbubble Contrast Agent Use in Stress Echocardiography: A Method to Increase Efficiency in the Echo Laboratory

    Directory of Open Access Journals (Sweden)

    Mathieu Bernier

    2009-01-01

    contrast. Logistic regression models were used to evaluate the association between individual characteristics and contrast use. An 11-point score was derived from the significant characteristics. Results. Variables associated with microbubble use were age, sex, smoking, presence of multiple risk factors, bodymass index (BMI, referral for dobutamine stress echocardiography, history of coronary artery disease, and abnormal baseline electrocardiogram. All variables except BMI were given a score of 1 if present and 0 if absent; BMI was given a score of 0 to 4 according to its value. An increased score was directly proportional to increased likelihood of contrast use. The score cutoff value to optimize sensitivity and specificity was 5. Conclusions. A pretest score can be computed from information available before imaging. It may facilitate contrast agent use through early identification of patients who are likely to benefit from improved endocardial border definition.

  17. WebAssign: Assessing Your Students' Understanding Continuously

    Science.gov (United States)

    Risley, John S.

    1999-11-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Lindemann, Dana F.; Harbke, Colin R.

    2013-01-01

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

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

    Science.gov (United States)

    Kromer, John

    2015-01-01

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

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

    Science.gov (United States)

    Cox, Daniel J.; And Others

    1975-01-01

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

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

    NARCIS (Netherlands)

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

    2012-01-01

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

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

    Steinhaus, Kurt A.

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

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

    Science.gov (United States)

    Stroik, Linda R.

    2016-01-01

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

  6. Indirect Goal Priming Is More Powerful than Explicit Instruction in Children

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

    El-Koumy, Abdel Salam A.

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

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

    Science.gov (United States)

    Watters, Mike

    2000-01-01

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

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

    Science.gov (United States)

    Johnson, Marcus Lee; Sinatra, Gale M.

    2013-01-01

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

  10. Interactive Instruction in Bayesian Inference

    DEFF Research Database (Denmark)

    Khan, Azam; Breslav, Simon; Hornbæk, Kasper

    2018-01-01

    An instructional approach is presented to improve human performance in solving Bayesian inference problems. Starting from the original text of the classic Mammography Problem, the textual expression is modified and visualizations are added according to Mayer’s principles of instruction. These pri......An instructional approach is presented to improve human performance in solving Bayesian inference problems. Starting from the original text of the classic Mammography Problem, the textual expression is modified and visualizations are added according to Mayer’s principles of instruction....... These principles concern coherence, personalization, signaling, segmenting, multimedia, spatial contiguity, and pretraining. Principles of self-explanation and interactivity are also applied. Four experiments on the Mammography Problem showed that these principles help participants answer the questions...... that an instructional approach to improving human performance in Bayesian inference is a promising direction....

  11. A probabilistic approach for validating protein NMR chemical shift assignments

    International Nuclear Information System (INIS)

    Wang Bowei; Wang, Yunjun; Wishart, David S.

    2010-01-01

    It has been estimated that more than 20% of the proteins in the BMRB are improperly referenced and that about 1% of all chemical shift assignments are mis-assigned. These statistics also reflect the likelihood that any newly assigned protein will have shift assignment or shift referencing errors. The relatively high frequency of these errors continues to be a concern for the biomolecular NMR community. While several programs do exist to detect and/or correct chemical shift mis-referencing or chemical shift mis-assignments, most can only do one, or the other. The one program (SHIFTCOR) that is capable of handling both chemical shift mis-referencing and mis-assignments, requires the 3D structure coordinates of the target protein. Given that chemical shift mis-assignments and chemical shift re-referencing issues should ideally be addressed prior to 3D structure determination, there is a clear need to develop a structure-independent approach. Here, we present a new structure-independent protocol, which is based on using residue-specific and secondary structure-specific chemical shift distributions calculated over small (3-6 residue) fragments to identify mis-assigned resonances. The method is also able to identify and re-reference mis-referenced chemical shift assignments. Comparisons against existing re-referencing or mis-assignment detection programs show that the method is as good or superior to existing approaches. The protocol described here has been implemented into a freely available Java program called 'Probabilistic Approach for protein Nmr Assignment Validation (PANAV)' and as a web server (http://redpoll.pharmacy.ualberta.ca/PANAVhttp://redpoll.pharmacy.ualberta.ca/PANAV) which can be used to validate and/or correct as well as re-reference assigned protein chemical shifts.

  12. Impact of virtual chemistry laboratory instruction on pre-service science teachers’ scientific process skills

    Directory of Open Access Journals (Sweden)

    Mutlu Ayfer

    2016-01-01

    Full Text Available This study aimed to investigate the impact of virtual chemistry laboratory instruction on pre-service science teachers’ scientific process skills. For this purpose, eight laboratory activities related to chemical kinetic, chemical equilibrium, thermochemistry, acids-bases, and electrochemistry were developed. Those activities were performed in virtual laboratory environment by the pre-service teachers in the experimental group and in the real laboratory environment by c the preservice teachers in the control group during eight weeks. Scientific process skills test developed by Burns, Okey and Wise [3], and translated into Turkish by Ateş and Bahar [2] was used before and after the instructions for data collection. According to results, while there was no significant difference between pre-test mean scores (U=133.500, p>0.05, significant difference between post-test mean scores was found in favour of experimental group (U=76.000, p<0.05. In addition, while no significant difference between pre-test mean scores for each sub-dimension was found, significant difference between post-test mean scores for designing investigation and formulating hypothesis skills was found in favour of experimental group.

  13. Ant Colony Algorithm and Simulation for Robust Airport Gate Assignment

    Directory of Open Access Journals (Sweden)

    Hui Zhao

    2014-01-01

    Full Text Available Airport gate assignment is core task for airport ground operations. Due to the fact that the departure and arrival time of flights may be influenced by many random factors, the airport gate assignment scheme may encounter gate conflict and many other problems. This paper aims at finding a robust solution for airport gate assignment problem. A mixed integer model is proposed to formulate the problem, and colony algorithm is designed to solve this model. Simulation result shows that, in consideration of robustness, the ability of antidisturbance for airport gate assignment scheme has much improved.

  14. ARS-Media for excel instruction manual

    Science.gov (United States)

    ARS-Media for Excel Instruction Manual is the instruction manual that explains how to use the Excel spreadsheet ARS-Media for Excel application. ARS-Media for Excel Instruction Manual is provided as a pdf file....

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

    Science.gov (United States)

    Sturdivant Allen, Anita Kay

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

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

    Science.gov (United States)

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

    2006-01-01

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

  17. Effects of explicit instruction on the acquisition of students' science inquiry skills in grades 5 and 6 of primary education

    Science.gov (United States)

    Kruit, P. M.; Oostdam, R. J.; van den Berg, E.; Schuitema, J. A.

    2018-03-01

    In most primary science classes, students are taught science inquiry skills by way of learning by doing. Research shows that explicit instruction may be more effective. The aim of this study was to investigate the effects of explicit instruction on the acquisition of inquiry skills. Participants included 705 Dutch fifth and sixth graders. Students in an explicit instruction condition received an eight-week intervention of explicit instruction on inquiry skills. In the lessons of the implicit condition, all aspects of explicit instruction were absent. Students in the baseline condition followed their regular science curriculum. In a quasi-experimental pre-test-post-test design, two paper-and-pencil tests and three performance assessments were used to examine the acquisition and transfer of inquiry skills. Additionally, questionnaires were used to measure metacognitive skills. The results of a multilevel analysis controlling for pre-tests, general cognitive ability, age, gender and grade level indicated that explicit instruction facilitates the acquisition of science inquiry skills. Specifically on the performance assessment with an unfamiliar topic, students in the explicit condition outperformed students of both the implicit and baseline condition. Therefore, this study provides a strong argument for including an explicit teaching method for developing inquiry skills in primary science education.

  18. [The effects of multimedia-assisted instruction on the skin care learning of nurse aides in long-term care facilities].

    Science.gov (United States)

    Wu, Yu-Ling; Kao, Yu-Hsiu

    2014-08-01

    Skin care is an important responsibility of nurse aides in long-term care facilities, and the nursing knowledge, attitudes, and skills of these aides significantly affects quality of care. However, the work schedule of nurse aides often limits their ability to obtain further education and training. Therefore, developing appropriate and effective training programs for nurse aides is critical to maintaining and improving quality of care in long-term care facilities. This study investigates the effects of multimedia assisted instruction on the skin care learning of nurse aides working in long-term care facilities. A quasi-experimental design and convenient sampling were adopted in this study. Participants included 96 nurse aides recruited from 5 long-term care facilities in Taoyuan County, Taiwan. The experimental group received 3 weeks of multimedia assisted instruction. The control group did not receive this instruction. The Skin Care Questionnaire for Nurse Aides in Long-term Care Facilities and the Skin Care Behavior Checklist were used for assessment before and after the intervention. (1) Posttest scores for skin care knowledge, attitudes, behavior, and the skin care checklist were significantly higher than pretest scores for the intervention group. There was no significant difference between pretest and posttest scores for the control group. (2) A covariance analysis of pretest scores for the two groups showed that the experimental group earned significantly higher average scores than their control group peers for skin care knowledge, attitudes, behavior, and the skin care checklist. The multimedia assisted instruction demonstrated significant and positive effects on the skin care leaning of nurse aides in long-term care facilities. This finding supports the use of multimedia assisted instruction in the education and training of nurse aides in long-term care facilities in the future.

  19. Normal myocardial perfusion scan portends a benign prognosis independent from the pretest probability of coronary artery disease. Sub-analysis of the J-ACCESS study

    International Nuclear Information System (INIS)

    Imamura, Yosihiro; Fukuyama, Takaya; Nishimura, Sigeyuki; Nishimura, Tsunehiko

    2009-01-01

    We assessed the usefulness of gated stress/rest 99mTc-tetrofosmin myocardial perfusion single photon emission computed tomography (SPECT) to predict ischemic cardiac events in Japanese patients with various estimated pretest probabilities of coronary artery disease (CAD). Of the 4031 consecutively registered patients for a J-ACCESS (Japanese Assessment of Cardiac Events and Survival Study by Quantitative Gated SPECT) study, 1904 patients without prior cardiac events were selected. Gated stress/rest myocardial perfusion SPECT was performed and segmental perfusion scores and quantitative gated SPECT results were derived. The pretest probability for having CAD was estimated using the American College of Cardiology/American Heart Association/American College of Physicians- American Society of Internal Medicine guideline data for the management of patients with chronic stable angina, which includes age, gender, and type of chest discomfort. The patients were followed up for three years. During the three-year follow-up period, 96 developed ischemic cardiac events: 17 cardiac deaths, 8 nonfatal myocardial infarction, and 71 clinically driven revascularization. The summed stress score (SSS) was the most powerful independent predictor of all ischemic cardiac events (hazard ratio 1.077, confidence interval (CI) 1.045-1.110). Abnormal SSS (>3) was associated with a significantly higher cardiac event rate in patients with an intermediate to high pretest probability of CAD. Normal SSS (≤3) was associated with a low event rate in patients with any pretest probability of CAD. Myocardial perfusion SPECT is useful for further risk-stratification of patients with suspected CAD. The abnormal scan result (SSS>3) is discriminative for subsequent cardiac events only in the groups with an intermediate to high pretest probability of CAD. The salient result is that normal scan results portend a benign prognosis independent from the pretest probability of CAD. (author)

  20. Negotiating Languages and Cultures: Enacting Translingualism through a Translation Assignment

    Science.gov (United States)

    Kiernan, Julia; Meier, Joyce; Wang, Xiqiao

    2016-01-01

    This collaborative project explores the affordances of a translation assignment in the context of a learner-centered pedagogy that places composition students' movement among languages and cultures as both a site for inquiry and subject of analysis. The translation assignment asks students to translate scholarly articles or culture stories from…

  1. On some special cases of the restricted assignment problem

    NARCIS (Netherlands)

    Wang, C. (Chao); R.A. Sitters (René)

    2016-01-01

    textabstractWe consider some special cases of the restricted assignment problem. In this scheduling problem on parallel machines, any job j can only be assigned to one of the machines in its given subset Mj of machines. We give an LP-formulation for the problem with two job sizes and show that it

  2. 25 CFR 225.33 - Assignment of minerals agreements.

    Science.gov (United States)

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false Assignment of minerals agreements. 225.33 Section 225.33 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR ENERGY AND MINERALS OIL AND GAS, GEOTHERMAL, AND SOLID MINERALS AGREEMENTS Minerals Agreements § 225.33 Assignment of minerals agreements. An...

  3. On the Use of Writing Assignments in Intermediate Microeconomic Theory

    Science.gov (United States)

    O'Neill, Patrick B.

    2009-01-01

    A typical writing assignment in upper level required courses is a term paper. However many economics majors, particularly those in business schools, need to develop skill at writing shorter pieces. In this paper I describe numerous examples of shorter writing assignments that I have incorporated into an Intermediate Microeconomic Theory course.…

  4. 75 FR 55352 - Delegation of Authorities and Assignment of Responsibilities

    Science.gov (United States)

    2010-09-10

    ... DEPARTMENT OF LABOR Office of the Secretary Delegation of Authorities and Assignment of Responsibilities Secretary's Order 5-2010 Subject: Delegation of Authorities and Assignment of Responsibilities to... rather than the Administrator, WHD (see also Secretary's Order 3-2010). 5. Delegations of Authority and...

  5. 7 CFR 1900.5 - Assignment of cases.

    Science.gov (United States)

    2010-01-01

    ... 7 Agriculture 12 2010-01-01 2010-01-01 false Assignment of cases. 1900.5 Section 1900.5 Agriculture Regulations of the Department of Agriculture (Continued) RURAL HOUSING SERVICE, RURAL BUSINESS... REGULATIONS GENERAL Delegations of Authority § 1900.5 Assignment of cases. The State Director may, in writing...

  6. Students' Evaluation of Writing Assignments in an Abnormal Psychology Course.

    Science.gov (United States)

    Procidano, Mary E.

    1991-01-01

    Presents a study in which students in an abnormal psychology class rated the usefulness of drafts for two writing assignments. Reports that a research proposal was more effective than a case study in generating interest in psychology and opportunity for creativity. Concludes that writing assignments should reflect important aspects of a…

  7. 14 CFR 1245.109 - Assignment of title to NASA.

    Science.gov (United States)

    2010-01-01

    ... 14 Aeronautics and Space 5 2010-01-01 2010-01-01 false Assignment of title to NASA. 1245.109... INTELLECTUAL PROPERTY RIGHTS Patent Waiver Regulations § 1245.109 Assignment of title to NASA. (a) The instrument of waiver set forth in § 1245.115(c) shall be voided by NASA with respect to the domestic title to...

  8. 32 CFR 644.396 - Assignment of personnel to administer.

    Science.gov (United States)

    2010-07-01

    ... 32 National Defense 4 2010-07-01 2010-07-01 true Assignment of personnel to administer. 644.396... PROPERTY REAL ESTATE HANDBOOK Disposal Predisposal Action § 644.396 Assignment of personnel to administer... responsible representative to each installation, or group of installations, to act under his staff supervision...

  9. Exogenous spatial attention influences figure-ground assignment.

    Science.gov (United States)

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

    2004-01-01

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

  10. Parentage assignment of progeny in mixed milt fertilization of ...

    African Journals Online (AJOL)

    Administrator

    2011-06-13

    Jun 13, 2011 ... individuals. Overall, 98.8% of progeny were assigned to their parents using Family Assignment. Program (FAP). Selection of hyper-variable microsatellites in Caspian brown trout to identify unique alleles was effective for unambiguous parentage determination and estimation of genetic diversity in this study.

  11. Genetics of traffic assignment models for strategic transport planning

    NARCIS (Netherlands)

    Bliemer, M.C.J.; Raadsen, M.P.H.; Brederode, L.J.N.; Bell, M.G.H.; Wismans, Luc Johannes Josephus; Smith, M.J.

    2016-01-01

    This paper presents a review and classification of traffic assignment models for strategic transport planning purposes by using concepts analogous to genetics in biology. Traffic assignment models share the same theoretical framework (DNA), but differ in capability (genes). We argue that all traffic

  12. Scaffolding Assignments and Activities for Undergraduate Research Methods

    Science.gov (United States)

    Fisher, Sarah; Justwan, Florian

    2018-01-01

    This article details assignments and lessons created for and tested in research methods courses at two different universities, a large state school and a small liberal arts college. Each assignment or activity utilized scaffolding. Students were asked to push beyond their comfort zone while utilizing concrete and/or creative examples,…

  13. A Poster Assignment Connects Information Literacy and Writing Skills

    Science.gov (United States)

    Waters, Natalie

    2015-01-01

    This paper describes the implementation of a poster assignment in a writing and information literacy course required for undergraduate Life Sciences and Environmental Biology majors with the Faculty of Agricultural and Environmental Sciences at McGill University. The assignment was introduced in response to weaknesses identified through course…

  14. Personnel shift assignment: Existence conditions and network models

    NARCIS (Netherlands)

    van den Berg, Jeroen P.; van den Berg, J.P.; Panton, David M.

    1994-01-01

    The personnel scheduling problem is known to be a five-stage process in which the final stage involves the assignment of shifts to the days worked in the schedule. This paper discusses the existence conditions for both continuous and forward rotating shift assignments and heuristic network

  15. 28 CFR 545.23 - Inmate work/program assignment.

    Science.gov (United States)

    2010-07-01

    ... community living area, unless the pretrial inmate has signed a waiver of his or her right not to work (see... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Inmate work/program assignment. 545.23... WORK AND COMPENSATION Inmate Work and Performance Pay Program § 545.23 Inmate work/program assignment...

  16. Automating Formative and Summative Feedback for Individualised Assignments

    Science.gov (United States)

    Hamilton, Ian Robert

    2009-01-01

    Purpose: The purpose of this paper is to report on the rationale behind the use of a unique paper-based individualised accounting assignment, which automated the provision to students of immediate formative and timely summative feedback. Design/methodology/approach: As students worked towards completing their assignment, the package provided…

  17. submission of art studio-based assignments: students experience

    African Journals Online (AJOL)

    PUBLICATIONS1

    are reluctant to complete their studio assignments on time are critically ... tative and qualitative data, derived from survey and interviews were used to ... is therefore exploratory and studio based. It ... mogenous group of students who report pro- ... Assignment management .... The analyses in this study are based on data.

  18. 13 CFR 500.210 - Assignment or transfer of loans.

    Science.gov (United States)

    2010-01-01

    ... has the effect of distributing the risks of the credit among other Lenders if: (i) Neither the loan... be modified, assigned, conveyed, sold or otherwise transferred by the Lender, in whole or in part... assignment or transfer of less than 100 percent of a Lender's interest in the Loan Documents and Guarantee...

  19. Effectiveness of Self Instructional Module on Coping Strategies of Tri-Dimensional Problems of Premenopausal Women – A Community Based Study

    Science.gov (United States)

    Boro, Enu; Jamil, MD; Roy, Aakash

    2016-01-01

    Introduction Pre-menopause in women presents with diverse symptoms, encompassing the tri-dimensional spheres of physical, social and psychological domains, which requires development of appropriate coping strategies to overcome these problems. Aim To assess level of knowledge about tri-dimensional problems in pre-menopausal women and evaluate effectiveness of self instruction module on coping strategies of these problems by pre-test and post-test analysis. Materials and Methods In a cross-sectional, community based study, in pre-menopausal women aged 40-49years baseline knowledge of tridimensional problems was assessed in 300 pre-menopausal women, selected by convenient sampling after satisfying selection criteria, by a pre-formed questionnaire. This was followed by administration of a pre-tested, Self-Instructional Module (SIM). The SIM dealt with imparting knowledge about coping strategies regarding pre-menopausal problems and the participants were required to read and retain the SIM. Post-test was conducted using same questionnaire after seven days. Statistical Analysis Chi-square test/ Paired t-test was used for comparing ratios. A ‘p-value’ <0.05 was considered statistically significant. Results Baseline knowledge of tridimensional problems was adequate in 10%, moderate in 73% and inadequate in 17% women with a pre-test mean knowledge score of 8.66±2.45. The post-test mean knowledge score was higher (19.11±3.38) compared to the pre-test score. The post-test mean knowledge difference from pre-test was -10.45 with a highly significant paired t-value of -47.45 indicating that the self-instructional module was effective in increasing the knowledge score of pre- menopausal women under study. Conclusion Administration of self instructional module was shown to significantly increase the knowledge scores in all areas of pre-menopausal tri-dimensional problems. Such self-instructional module can be used as an effective educational tool in increasing the knowledge

  20. The Effect of Dramatized Instruction on Speaking Ability of Imam Ali University EFL Learners

    Directory of Open Access Journals (Sweden)

    Sadegh Khosronejad

    2013-09-01

    Full Text Available Teaching language as a second or foreign language, undoubtedly, is so demanding and seeking to find methods for facilitating this prominent practice whets the appetite of any practitioner who works in this field. Research shows that using drama in the classroom as a means of teaching helps students learn socially, academically, and developmentally. This study was an attempt to determine the effect of dramatized instruction on the speaking ability of EFL learners of Imam Ali University. Sixty EFL male students at the intermediate level participated in the study. Their age range was 19-22. Two instruments were utilized in this study; pretest, and posttest.  The data were analyzed through t-test. The data analysis indicated that the mean scores of the experimental group students (M = 72.80 were significantly different (3.29>2; df = 58 from the control group students (M = 65.39. In other words, the experimental group outperformed the control group in the posttest significantly. Moreover, the findings indicated that dramatized instruction does have a great effect on the speaking skills. This study supported the idea of effectiveness of dramatized instruction on developing speaking skill and the teachers can help the learners at lower levels promote their speaking skill through dramatized instruction in EFL classes.

  1. The Effects of Inquiry-Based Integrated Information Literacy Instruction: Four-Year Trends

    Directory of Open Access Journals (Sweden)

    Lin Ching Chen

    2014-07-01

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

  2. GENERAL ISSUES CONCERNING THE ASSIGNMENT OF SOCIAL PARTS

    Directory of Open Access Journals (Sweden)

    Stela Mihăilescu

    2012-11-01

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

  3. Instructed officers Radiation Protection

    International Nuclear Information System (INIS)

    2007-01-01

    This law contains instructions on the prevention of radiological and contains 4 articles Article I: describe the responsibilities of the institutions that operate within the scope of radiological protection in terms of the number of radiation protection officers and personal Supervisors who available in the practices radiation field. Article II: talking about the conditions of radiation protection officers that must be available in the main officers and working field in larg institutions and thecondition of specific requirements for large enterprises of work permits in the field of radiological work that issued by the Council. Article III: the functions and duties of officers in the prevention of radiological oversee the development of radiation protection programmes in the planning stages, construction and preparing the rules of local labour and what it lead of such tasks.Article IV: radiation protection officers powers: to modify and approve the programme of prevention and radiation safety at the company, stop any unsafe steps, amend the steps of the usage, operation of materials, devices and so on

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

    Science.gov (United States)

    Sanders, Veronica

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

  5. Creating Data and Modeling Enabled Hydrology Instruction Using Collaborative Approach

    Science.gov (United States)

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

    2017-12-01

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

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

    Science.gov (United States)

    Colakoglu, Ozgur M.; Akdemir, Omur

    2012-01-01

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

  7. Developing and pre-testing a decision board to facilitate informed choice about delivery approach in uncomplicated pregnancy

    Directory of Open Access Journals (Sweden)

    Wood Stephen

    2009-10-01

    Full Text Available Abstract Background The rate of caesarean sections is increasing worldwide, yet medical literature informing women with uncomplicated pregnancies about relative risks and benefits of elective caesarean section (CS compared with vaginal delivery (VD remains scarce. A decision board may address this gap, providing systematic evidence-based information so that patients can more fully understand their treatment options. The objective of our study was to design and pre-test a decision board to guide clinical discussions and enhance informed decision-making related to delivery approach (CS or VD in uncomplicated pregnancy. Methods Development of the decision board involved two preliminary studies to determine women's preferred mode of risk presentation and a systematic literature review for the most comprehensive presentation of medical risks at the time (VD and CS. Forty women were recruited to pre-test the tool. Eligible subjects were of childbearing age (18-40 years but were not pregnant in order to avoid raising the expectation among pregnant women that CS was a universally available birth option. Women selected their preferred delivery approach and completed the Decisional Conflict Scale to measure decisional uncertainty before and after reviewing the decision board. They also answered open-ended questions reflecting what they had learned, whether or not the information had helped them to choose between birth methods, and additional information that should be included. Descriptive statistics were used to analyse sample characteristics and women's choice of delivery approach pre/post decision board. Change in decisional conflict was measured using Wilcoxon's sign rank test for each of the three subscales. Results The majority of women reported that they had learned something new (n = 37, 92% and that the tool had helped them make a hypothetical choice between delivery approaches (n = 34, 85%. Women wanted more information about neonatal risks and

  8. Zoology by Self-Instruction

    Science.gov (United States)

    Roach, Keith; Hammond, Roger

    1976-01-01

    A historical account is given of how a conventional university first-year undergraduate course in zoology has been replaced by a self-instructional one. Advantages and problems are weighed, and successful student achievement and interest are described. (LBH)

  9. A Fallibilistic Model for Instruction

    Science.gov (United States)

    Dawson, A. J.

    1971-01-01

    Discusses models in inquiry and of instruction based on critical Fallibilistic philosophy, developed by Karl R. Popper, which holds that all knowledge grows by conjecture and refutation. Classroom applications of strategies which result from the model are presented. (JP)

  10. Instructional Style Meets Classroom Design.

    Science.gov (United States)

    Novelli, Joan

    1991-01-01

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

  11. Intelligent Tools and Instructional Simulations

    National Research Council Canada - National Science Library

    Murray, William R; Sams, Michelle; Belleville, Michael

    2001-01-01

    This intelligent tools and instructional simulations project was an investigation into the utility of a knowledge-based performance support system to support learning and on-task performance for using...

  12. Measurement control workshop instructional materials

    Energy Technology Data Exchange (ETDEWEB)

    Gibbs, Philip [Brookhaven National Lab. (BNL), Upton, NY (United States); Crawford, Cary [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); McGinnis, Brent [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Insolves LLC, Piketon, OH (United States)

    2014-04-01

    A workshop to teach the essential elements of an effective nuclear materials control and accountability (MC&A) programs are outlined, along with the modes of Instruction, and the roles and responsibilities of participants in the workshop.

  13. Measurement Control Workshop Instructional Materials

    International Nuclear Information System (INIS)

    Gibbs, Philip; Crawford, Cary; McGinnis, Brent

    2014-01-01

    A workshop to teach the essential elements of an effective nuclear materials control and accountability (MC&A) programs are outlined, along with the modes of Instruction, and the roles and responsibilities of participants in the workshop.

  14. Adaptive Explicitly Parallel Instruction Computing

    National Research Council Canada - National Science Library

    Talla, Surendranath

    2000-01-01

    .... With in this context, we ask ourselves the following questions. 1. Can application performance be improved if the compiler had the freedom to pick the instruction set on a per application basis? 2...

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

    Science.gov (United States)

    Çam, Aylin; Geban, Ömer

    2011-02-01

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

  16. Rating Instructional Conversations: A Guide

    OpenAIRE

    Rueda, Robert; Goldenberg, Claude; Gallimore, Ronald

    1992-01-01

    The current focus on more effective ways to foster literacy in school-age children, especially language minority students, has led to the development of alternative instructional approaches. One such approach is the instructional conversation (IC), based on early work in the Hawaiian Kamehameha Elementary Education Project (KEEP), on neo-Vygotskian theory, and on recent classroom-based research on reading comprehension. The present report outlines preliminary efforts to operationaliz...

  17. PLE-based instruction concept

    Science.gov (United States)

    Javorcik, Tomas

    2017-11-01

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

  18. Tritium control and accountability instructions

    International Nuclear Information System (INIS)

    Wall, W.R.; Cruz, S.L.

    1985-08-01

    This instruction describes the tritium accountability procedures practiced by the Tritium Research Laboratory, at Sandia National Laboratories, Livermore. The accountability procedures are based upon the Sandia National Laboratories, Livermore, Nuclear Materials Operations Manual, SAND83-8036. The Nuclear Materials Operations Manual describes accountability techniques which are in compliance with the Department of Energy 5630 series Orders, Code of Federal Regulations, and Sandia National Laboratories Instructions

  19. Tritium control and accountability instructions

    International Nuclear Information System (INIS)

    Wall, W.R.

    1981-03-01

    This instruction describes the tritium accountability procedures practiced by the Tritium Research Laboratory, Building 968 at Sandia National Laboratories, Livermore. The accountability procedures are based upon the Sandia National Laboratories, Livermore, Nuclear Materials Operations Manual, SAND78-8018. The Nuclear Materials Operations Manual describes accountability techniques which are in compliance with the Department of Energy Manual, Code of Federal Regulations, and Sandia National Laboratories Instructions

  20. Instructional Technology and Objectification

    Directory of Open Access Journals (Sweden)

    Bekir S. Gur

    2008-05-01

    Full Text Available Objectification refers to the way in which everything (including human beings is treated as an object, raw material, or resource to be manipulated and used. In this article, objectification refers to the way that education is often reduced to the packaging and delivery of information. A critique of objectification in instructional technology is presented. In the context of Heidegger’s critique of technology, the authors claim that objectification in education is metaphysical in the sense that the intelligibility (being of education is equated with ready-to-use packages, and thus is reduced to delivery and transmission of objects. The embodiment dimension of teaching and learning can help us in resisting this reduction. The authors argue that objectification increases bureaucratic control over the teaching process and deskills teachers; and by which teachers are proletarianized. The authors conclude that instructional designers should create structures in which a care relation and dialogue between students and teachers can take place. Résumé: L’objectification réfère à la façon dont tout (incluant les être humains est traité comme un objet, une matière première ou une ressource qui peut être manipulée et utilisée. Dans cet article, l’objectification réfère à la façon dont l’éducation est souvent réduite à la mise en boîte et à la livraison de l’information. Une critique de l’objectification en technologie éducative est présentée. Dans le contexte de la critique de la technologie par Heidegger, les auteurs prétendent que l’objectification en éducation est métaphysique dans le sens que l’intelligibilité (être de l’éducation équivaut à la mise en boîte prêt-à –utiliser, et se résume donc à la livraison et à la transmission d’objets. L’incarnation de l’enseignement et de l’apprentissage peuvent nous aider à résister à cette réduction. Les auteurs arguent que l

  1. Heuristic for Task-Worker Assignment with Varying Learning Slopes

    Directory of Open Access Journals (Sweden)

    Wipawee Tharmmaphornphilas

    2010-04-01

    Full Text Available Fashion industry has variety products, so the multi-skilled workers are required to improve flexibility in production and assignment. Generally the supervisor will assign task to the workers based on skill and skill levels of worker. Since in fashion industry new product styles are launched more frequently and the order size tends to be smaller, the workers always learn when the raw material and the production process changes. Consequently they require less time to produce the succeeding units of a task based on their learning ability. Since the workers have both experience and inexperience workers, so each worker has different skill level and learning ability. Consequently, the assignment which assumed constant skill level is not proper to use. This paper proposes a task-worker assignment considering worker skill levels and learning abilities. Processing time of each worker changes along production period due to a worker learning ability. We focus on a task-worker assignment in a fashion industry where tasks are ordered in series; the number of tasks is greater than the number of workers. Therefore, workers can perform multiple assignments followed the precedence restriction as an assembly line balancing problem. The problem is formulated in an integer linear programming model with objective to minimize makespan. A heuristic is proposed to determine the lower bound (LB and the upper bound (UB of the problem and the best assignment is determined. The performance of the heuristic method is tested by comparing quality of solution and computational time to optimal solutions.

  2. Staff assignment practices in nursing homes: review of the literature.

    Science.gov (United States)

    Rahman, Anna; Straker, Jane K; Manning, Lydia

    2009-01-01

    Consistent assignment, whereby nursing home staff members, particularly certified nurse aides, are assigned to the same residents on most shifts, is increasingly viewed as a cornerstone of culture change in nursing homes. It has been advocated as a best-care model that increases residents' quality of life while contributing to a more stable frontline staff. Given these potential benefits, consistent assignment is now widely viewed as superior to rotating assignment, an alternative staffing model that aims to distribute care burden more fairly among staff and ensure that workers are familiar with most residents. Despite favorable anecdotal reports about the benefits of consistent assignment, the research literature reports mixed and sometimes contradictory findings for this staffing practice. This article reviews the research pertaining to staff assignment practices in nursing homes. Reviewed here are 13 reports on experimental trials (6 reports), evaluation research (4 reports), and nursing home surveys (3 reports). The review reveals broad diversity in staffing practices and raises questions that challenge popular assumptions about consistent assignment. The article closes with a discussion of the research, policy, and practice implications of the research findings.

  3. Assigning breed origin to alleles in crossbred animals.

    Science.gov (United States)

    Vandenplas, Jérémie; Calus, Mario P L; Sevillano, Claudia A; Windig, Jack J; Bastiaansen, John W M

    2016-08-22

    For some species, animal production systems are based on the use of crossbreeding to take advantage of the increased performance of crossbred compared to purebred animals. Effects of single nucleotide polymorphisms (SNPs) may differ between purebred and crossbred animals for several reasons: (1) differences in linkage disequilibrium between SNP alleles and a quantitative trait locus; (2) differences in genetic backgrounds (e.g., dominance and epistatic interactions); and (3) differences in environmental conditions, which result in genotype-by-environment interactions. Thus, SNP effects may be breed-specific, which has led to the development of genomic evaluations for crossbred performance that take such effects into account. However, to estimate breed-specific effects, it is necessary to know breed origin of alleles in crossbred animals. Therefore, our aim was to develop an approach for assigning breed origin to alleles of crossbred animals (termed BOA) without information on pedigree and to study its accuracy by considering various factors, including distance between breeds. The BOA approach consists of: (1) phasing genotypes of purebred and crossbred animals; (2) assigning breed origin to phased haplotypes; and (3) assigning breed origin to alleles of crossbred animals based on a library of assigned haplotypes, the breed composition of crossbred animals, and their SNP genotypes. The accuracy of allele assignments was determined for simulated datasets that include crosses between closely-related, distantly-related and unrelated breeds. Across these scenarios, the percentage of alleles of a crossbred animal that were correctly assigned to their breed origin was greater than 90 %, and increased with increasing distance between breeds, while the percentage of incorrectly assigned alleles was always less than 2 %. For the remaining alleles, i.e. 0 to 10 % of all alleles of a crossbred animal, breed origin could not be assigned. The BOA approach accurately assigns

  4. Incorporating breeding abundance into spatial assignments on continuous surfaces.

    Science.gov (United States)

    Rushing, Clark S; Marra, Peter P; Studds, Colin E

    2017-06-01

    Determining the geographic connections between breeding and nonbreeding populations, termed migratory connectivity, is critical to advancing our understanding of the ecology and conservation of migratory species. Assignment models based on stable isotopes historically have been an important tool for studying migratory connectivity of small-bodied species, but the low resolution of these assignments has generated interest into combining isotopes with other sources in information. Abundance is one of the most appealing data sources to include in isotope-based assignments, but there are currently no statistical methods or guidelines for optimizing the contribution of stable isotopes and abundance for inferring migratory connectivity. Using known-origin stable-hydrogen isotope samples of six Neotropical migratory bird species, we rigorously assessed the performance of assignment models that differentially weight the contribution of the isotope and abundance data. For two species with adequate sample sizes, we used Pareto optimality to determine the set of models that simultaneously minimized both assignment error rate and assignment area. We then assessed the ability of the top models from these two species to improve assignments of the remaining four species compared to assignments based on isotopes alone. We show that the increased precision of models that include abundance is often offset by a large increase in assignment error. However, models that optimally weigh the abundance data relative to the isotope data can result in higher precision and, in some cases, lower error than models based on isotopes alone. The top models, however, depended on the distribution of relative breeding abundance, with patchier distributions requiring stronger downweighting of abundance, and we present general guidelines for future studies. These results confirm that breeding abundance can be an important source of information for studies investigating broad-scale movements of

  5. Intelligent Instructional Systems in Military Training.

    Science.gov (United States)

    Fletcher, J.D.; Zdybel, Frank

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

  6. Patient satisfaction is biased by renovations to the interior of a primary care office: a pretest-posttest assessment.

    Science.gov (United States)

    Tièche, Raphaël; da Costa, Bruno R; Streit, Sven

    2016-08-11

    Measuring quality of care is essential to improve primary care. Quality of primary care for patients is usually assessed by patient satisfaction questionnaires. However, patients may not be able to judge quality of care without also reflecting their perception of the environment. We determined the effect that redesigning a primary care office had on patient satisfaction. We hypothesized that renovating the interior would make patients more satisfied with the quality of medical care. We performed a Pretest-Posttest analysis in a recently renovated single-practice primary care office in Grenchen, Switzerland. Before and after renovation, we distributed a questionnaire to assess patient satisfaction in four domains. We chose a Likert scale (1 = very poor to 6 = very good), and 12 quality indicators, and included two consecutive samples of patients presenting at the primary care office before (n = 153) and after (n = 153) interior design renovation. Response rate was high (overall 85 %). The sample was similar to the enlisted patient collective, but the sample population was older (60 years) than the collective (52 years). Patient satisfaction was higher for all domains after the office was renovated (p patient satisfaction, including satisfaction in domains otherwise unchanged. Physician skills and patient satisfaction sometimes depend on surrounding factors that may bias the ability of patients to assess the quality of medical care. These biases should be taken into account when quality assessment instruments are designed for patients.

  7. Advances in LWD pressure measurements: smart, time optimized pretests and on demand real-time transmission applications

    Energy Technology Data Exchange (ETDEWEB)

    Serafim, Robson; Ferraris, Paolo [Schlumberger, Rio de Janeiro, RJ (Brazil)

    2008-07-01

    The StethoScope Logging While Drilling (LWD) Pressure Measurement, introduced in Brazil in 2005, has been extensively used in deep water environment to provide reservoir pressure and mobility in real-time. In the last three years the StethoScope service was further enhanced to allow better real time monitoring using a larger transmission rate, higher RT data resolution and remote visualization. In order to guarantee stable formation pressures with a limited test duration under a wide range of conditions, Time Optimized Pretests (TOP) were developed. These tests adjust automatically drawdown and buildup parameters as a function of formation characteristics (pressure/mobility) without requiring any input from the operator. On-demand frame (ODF), an advanced telemetry triggered automatically during the pressure tests, allowed to increase equivalent transmission rate and resolution and to include quality indices computed downhole. This paper is focused on the TOP and ODF Field Test results in Brazil, which proved to be useful and reliable options for better real-time decisions together with remote monitoring visualization implemented by the RTMonitor program. (author)

  8. Bentonite buffer pre-test. Core drilling of drillholes ONK-PP264...267 in ONKALO at Olkiluoto 2010

    International Nuclear Information System (INIS)

    Toropainen, V.

    2010-12-01

    Suomen Malmi Oy (Smoy) core drilled four drillholes for bentonite buffer pre-test in ONKALO at Eurajoki, Olkiluoto in July 2010. The identification numbers of the holes are ONK-PP264..267, and the lengths of the drillholes are approximately 4.30 metres each. The drillholes are 75.7 mm by diameter. The drillholes were drilled in a niche at access tunnel chainage 1475. The hydraulic DE 130 drilling rig was used for the work. The drilling water was taken from the ONKALO drilling water pipeline and premixed sodium fluorescein was used as a label agent in the drilling water. In addition to drilling, the drillcores were logged and reported by geologist. Geological logging included the following parameters: lithology, foliation, fracture parameters, fractured zones, core loss, weathering, fracture frequency, RQD and rock quality. The main rock type in the drillholes is pegmatitic granite. The average fracture frequency in the drill cores is 4.0 pcs / m and the average RQD value 94.2 %. (orig.)

  9. Comparison of pre-test analyses with the Sizewell-B 1:10 scale prestressed concrete containment test

    International Nuclear Information System (INIS)

    Dameron, R.A.; Rashid, Y.R.; Parks, M.B.

    1991-01-01

    This paper describes pretest analyses of a one-tenth scale model of the Sizewell-B prestressed concrete containment building. The work was performed by ANATECH Research Corp. under contract with Sandia National Laboratories (SNL). Hydraulic testing of the model was conducted in the United Kingdom by the Central Electricity Generating Board (CEGB). In order to further their understanding of containment behavior, the USNRC, through an agreement with the United Kingdom Atomic Energy Authority (UKAEA), also participated in the test program with SNL serving as their technical agent. The analyses that were conducted included two global axisymmetric models with ''bonded'' and ''unbonded'' analytical treatment of meridional tendons, a 3D quarter model of the structure, an axisymmetric representation of the equipment hatch region, and local plan stress and r-θ models of a buttress. Results of these analyses are described and compared with the results of the test. A global hoop failure at midheight of the cylinder and a shear/bending type failure at the base of the cylinder wall were both found to have roughly equal probability of occurrence; however, the shear failure mode had higher uncertainty associated with it. Consequently, significant effort was dedicated to improving the modeling capability for concrete shear behavior. This work is also described briefly. 5 refs., 7 figs

  10. Comparison of pre-test analyses with the Sizewell-B 1:10 scale prestressed concrete containment test

    International Nuclear Information System (INIS)

    Dameron, R.A.; Rashid, Y.R.; Parks, M.B.

    1991-01-01

    This paper describes pretest analyses of a one-tenth scale model of the 'Sizewell-B' prestressed concrete containment building. The work was performed by ANATECH Research Corp. under contract with Sandia National Laboratories (SNL). Hydraulic testing of the model was conducted in the United Kingdom by the Central Electricity Generating Board (CEGB). In order to further their understanding of containment behavior, the USNRC, through an agreement with the United Kingdom Atomic Energy Authority (UKAEA), also participated in the test program with SNL serving as their technical agent. The analyses that were conducted included two global axisymmetric models with 'bonded' and 'unbonded' analytical treatment of meridional tendons, a 3D quarter model of the structure, an axisymmetric representation of the equipment hatch region, and local plane stress and r-θ models of a buttress. Results of these analyses are described and compared with the results of the test. A global hoop failure at midheight of the cylinder and a shear/bending type failure at the base of the cylinder wall were both found to have roughly equal probability of occurrence; however, the shear failure mode had higher uncertainty associated with it. Consequently, significant effort was dedicated to improving the modeling capability for concrete shear behavior. This work is also described briefly. (author)

  11. Round-robin pretest analyses of a 1:6-scale reinforced concrete containment model subject to static internal pressurization

    International Nuclear Information System (INIS)

    Clauss, D.B.

    1987-05-01

    Analyses of a 1:6-scale reinforced concrete containment model that will be tested to failure at Sandia National Laboratories in the spring of 1987 were conducted by the following organizations in the United States and Europe: Sandia National Laboratories (USA), Argonne National Laboratory (USA), Electric Power Research Institute (USA), Commissariat a L'Energie Atomique (France), HM Nuclear Installations Inspectorate (UK), Comitato Nazionale per la ricerca e per lo sviluppo dell'Energia Nucleare e delle Energie Alternative (Italy), UK Atomic Energy Authority, Safety and Reliability Directorate (UK), Gesellschaft fuer Reaktorsicherheit (FRG), Brookhaven National Laboratory (USA), and Central Electricity Generating Board (UK). Each organization was supplied with a standard information package, which included construction drawings and actual material properties for most of the materials used in the model. Each organization worked independently using their own analytical methods. This report includes descriptions of the various analytical approaches and pretest predictions submitted by each organization. Significant milestones that occur with increasing pressure, such as damage to the concrete (cracking and crushing) and yielding of the steel components, and the failure pressure (capacity) and failure mechanism are described. Analytical predictions for pressure histories of strain in the liner and rebar and displacements are compared at locations where experimental results will be available after the test. Thus, these predictions can be compared to one another and to experimental results after the test

  12. Developing and pretesting case studies in dental and dental hygiene education: using the diffusion of innovations model.

    Science.gov (United States)

    Cragun, Deborah L; DeBate, Rita DiGioacchino; Severson, Herbert H; Shaw, Tracy; Christiansen, Steve; Koerber, Anne; Tomar, Scott L; Brown, Kelli McCormack; Tedesco, Lisa A; Hendricson, William D

    2012-05-01

    Case-based learning offers exposure to clinical situations that health professions students may not encounter in their training. The purposes of this study were to apply the Diffusion of Innovations conceptual framework to 1) identify characteristics of case studies that would increase their adoption among dental and dental hygiene faculty members and 2) develop and pretest interactive web-based case studies on sensitive oral-systemic health issues. The formative study spanned two phases using mixed methods (Phase 1: eight focus groups and four interviews; Phase 2: ten interviews and satisfaction surveys). Triangulation of quantitative and qualitative data revealed the following positive attributes of the developed case studies: relative advantage of active learning and modeling; compatibility with a variety of courses; observability of case-related knowledge and skills; independent learning; and modifiability for use with other oral-systemic health issues. These positive attributes are expected to increase the likelihood that dental and dental hygiene faculty members will adopt the developed case study once it is available for use. The themes identified in this study could be applied to the development of future case studies and may provide broader insight that might prove useful for exploring differences in case study use across dental and dental hygiene curricula.

  13. Pre-Test pan Work Plan sebagai Strategi Pembelajaran Efektif pada Praktikum Bahan Teknik Lanjut Jurusan Pendidikan Teknik Mesin FT UNY

    Directory of Open Access Journals (Sweden)

    Nurdjito Nurdjito

    2013-09-01

    Full Text Available To find the most effective learning strategy for the practicum in the laboratory of materials of the department of Mechanical Engineering Education, Faculty of Engineering, Yogyakarta State University (YSU, a study that aims to determine the effect of applying pre-test and work plan on the learning activities and the achievement of students in the laboratory was conducted. This action research used the purposive random sampling technique. Pre-test and work plan were conducted as the treatment. The data of study was collected through a test to analyse the students’ achievement scores, then they were analyzed using t-test with SPSS. The results of this study indicated that the application of pre-test and work plan in addition to the standard module was proven to be more effective than the  normative learning using the module with t = 3.055 p = 0.003 <0.05. The implementation of the pre-test and work plan in addition to the use of standard modules is able to  improve the students’ motivation, independence and readiness to learn as well as the cooperation among the students, therefore the achievement is also improved. The mastery of competencies increased significantly proved by the increasing values of mode 66 to 85 (the experiment, and mean 73.12 into 79.32 (experiment.

  14. Examining Students' Self-Perceived Competence and Comfort in an Experiential Play Therapy Counseling Course: A Single Group Pretest-Posttest Investigation

    Science.gov (United States)

    Flasch, Paulina; Taylor, Dalena; Clauber, Rikke Nynne; Robinson, Edward, III

    2017-01-01

    The current study utilized a single-group pretest-posttest design to evaluate students' self-perceived competence and comfort of using a variety of play therapy techniques and interventions with a range of client populations as a result of taking a one-week intensive course in Play Therapy. In an effort to conduct course evaluation and explore…

  15. Data report of a pretest analysis of soil-structure interaction and structural response in low-amplitude explosive testing (50 KG) of the heissdampfreaktor (HDR)

    International Nuclear Information System (INIS)

    Vaughan, D.K.; Sandler, I.; Rubin, D.; Isenberg, J.; Nikooyeh, H.

    1979-01-01

    This report describes a three-dimensional nonlinear TRANAL finite element analysis of a nuclear reactor subjected to ground shaking from a buried 50 kg explosive source. The analysis is a pretest simulation of a test event which was scheduled to be conducted in West Germany on 3 November 1979

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

    Directory of Open Access Journals (Sweden)

    Ronda Sturgill

    2011-04-01

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

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

    Science.gov (United States)

    Blums, Angela

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

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

    International Nuclear Information System (INIS)

    Robinson, Michael A.

    2000-01-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

    Robinson, Michael A.

    2000-01-01

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

  20. Characterizing Sailor and Command Enlisted Placement and Assignment Preferences

    National Research Council Canada - National Science Library

    Butler, Virginia

    2002-01-01

    .... DON currently matches sailors to billets using a labor-intensive detailing process. With evolving information technology, the assignment process could be accomplished using intelligent agents and web-based markets...

  1. A Qualitative Analysis of the Turkish Gendarmerie Assignment Process

    National Research Council Canada - National Science Library

    Soylemez, Kadir

    2005-01-01

    ...; this number increases to 43 million (65% of the population) in the summer months. This study is an organizational analysis of the current assignment process of the Turkish General Command of the Gendarmerie...

  2. 46 CFR 42.05-10 - Assigning authority.

    Science.gov (United States)

    2010-10-01

    ... Definition of Terms Used in This Subchapter § 42.05-10 Assigning authority. This term means the “American Bureau of Shipping” or such other recognized classification society which the Commandant may approve as...

  3. ZAP: a distributed channel assignment algorithm for cognitive radio networks

    Directory of Open Access Journals (Sweden)

    Munaretto Anelise

    2011-01-01

    Full Text Available Abstract We propose ZAP, an algorithm for the distributed channel assignment in cognitive radio (CR networks. CRs are capable of identifying underutilized licensed bands of the spectrum, allowing their reuse by secondary users without interfering with primary users. In this context, efficient channel assignment is challenging as ideally it must be simple, incur acceptable communication overhead, provide timely response, and be adaptive to accommodate frequent changes in the network. Another challenge is the optimization of network capacity through interference minimization. In contrast to related work, ZAP addresses these challenges with a fully distributed approach based only on local (neighborhood knowledge, while significantly reducing computational costs and the number of messages required for channel assignment. Simulations confirm the efficiency of ZAP in terms of (i the performance tradeoff between different metrics and (ii the fast achievement of a suitable assignment solution regardless of network size and density.

  4. Dynamic Passenger Assignment during Disruptions in Railway Systems

    NARCIS (Netherlands)

    Zhu, Y.; Goverde, R.M.P.

    2017-01-01

    Passenger-oriented rescheduling problems receive increasing attention. However, the passenger assignment models used for evaluating the rescheduling solutions are usually simplified by many assumptions. To estimate passenger inconvenience more accurately, this paper establishes a dynamic passenger

  5. A singular value sensitivity approach to robust eigenstructure assignment

    DEFF Research Database (Denmark)

    Søgaard-Andersen, Per; Trostmann, Erik; Conrad, Finn

    1986-01-01

    A design technique for improving the feedback properties of multivariable state feedback systems designed using eigenstructure assignment is presented. Based on a singular value analysis of the feedback properties a design parameter adjustment procedure is outlined. This procedure allows...

  6. Subcarrier Group Assignment for MC-CDMA Wireless Networks

    Directory of Open Access Journals (Sweden)

    Le-Ngoc Tho

    2007-01-01

    Full Text Available Two interference-based subcarrier group assignment strategies in dynamic resource allocation are proposed for MC-CDMA wireless systems to achieve high throughput in a multicell environment. Least interfered group assignment (LIGA selects for each session the subcarrier group on which the user receives the minimum interference, while best channel ratio group assignment (BCRGA chooses the subcarrier group with the largest channel response-to-interference ratio. Both analytical framework and simulation model are developed for evaluation of throughput distribution of the proposed schemes. An iterative approach is devised to handle the complex interdependency between multicell interference profiles in the throughput analysis. Illustrative results show significant throughput improvement offered by the interference-based assignment schemes for MC-CDMA multicell wireless systems. In particular, under low loading conditions, LIGA renders the best performance. However, as the load increases BCRGA tends to offer superior performance.

  7. Subcarrier Group Assignment for MC-CDMA Wireless Networks

    Directory of Open Access Journals (Sweden)

    Tho Le-Ngoc

    2007-12-01

    Full Text Available Two interference-based subcarrier group assignment strategies in dynamic resource allocation are proposed for MC-CDMA wireless systems to achieve high throughput in a multicell environment. Least interfered group assignment (LIGA selects for each session the subcarrier group on which the user receives the minimum interference, while best channel ratio group assignment (BCRGA chooses the subcarrier group with the largest channel response-to-interference ratio. Both analytical framework and simulation model are developed for evaluation of throughput distribution of the proposed schemes. An iterative approach is devised to handle the complex interdependency between multicell interference profiles in the throughput analysis. Illustrative results show significant throughput improvement offered by the interference-based assignment schemes for MC-CDMA multicell wireless systems. In particular, under low loading conditions, LIGA renders the best performance. However, as the load increases BCRGA tends to offer superior performance.

  8. ZAP: a distributed channel assignment algorithm for cognitive radio networks

    OpenAIRE

    Junior , Paulo Roberto ,; Fonseca , Mauro; Munaretto , Anelise; Viana , Aline ,; Ziviani , Artur

    2011-01-01

    Abstract We propose ZAP, an algorithm for the distributed channel assignment in cognitive radio (CR) networks. CRs are capable of identifying underutilized licensed bands of the spectrum, allowing their reuse by secondary users without interfering with primary users. In this context, efficient channel assignment is challenging as ideally it must be simple, incur acceptable communication overhead, provide timely response, and be adaptive to accommodate frequent changes in the network. Another ...

  9. A parametric visualization software for the assignment problem

    Directory of Open Access Journals (Sweden)

    Papamanthou Charalampos

    2005-01-01

    Full Text Available In this paper we present a parametric visualization software used to assist the teaching of the Network Primal Simplex Algorithm for the assignment problem (AP. The assignment problem is a special case of the balanced transportation problem. The main functions of the algorithm and design techniques are also presented. Through this process, we aim to underline the importance and necessity of using such educational methods in order to improve the teaching of Computer Algorithms.

  10. A demand assignment control in international business satellite communications network

    Science.gov (United States)

    Nohara, Mitsuo; Takeuchi, Yoshio; Takahata, Fumio; Hirata, Yasuo

    An experimental system is being developed for use in an international business satellite (IBS) communications network based on demand-assignment (DA) and TDMA techniques. This paper discusses its system design, in particular from the viewpoints of a network configuration, a DA control, and a satellite channel-assignment algorithm. A satellite channel configuration is also presented along with a tradeoff study on transmission rate, HPA output power, satellite resource efficiency, service quality, and so on.

  11. Interactive visual exploration and refinement of cluster assignments.

    Science.gov (United States)

    Kern, Michael; Lex, Alexander; Gehlenborg, Nils; Johnson, Chris R

    2017-09-12

    With ever-increasing amounts of data produced in biology research, scientists are in need of efficient data analysis methods. Cluster analysis, combined with visualization of the results, is one such method that can be used to make sense of large data volumes. At the same time, cluster analysis is known to be imperfect and depends on the choice of algorithms, parameters, and distance measures. Most clustering algorithms don't properly account for ambiguity in the source data, as records are often assigned to discrete clusters, even if an assignment is unclear. While there are metrics and visualization techniques that allow analysts to compare clusterings or to judge cluster quality, there is no comprehensive method that allows analysts to evaluate, compare, and refine cluster assignments based on the source data, derived scores, and contextual data. In this paper, we introduce a method that explicitly visualizes the quality of cluster assignments, allows comparisons of clustering results and enables analysts to manually curate and refine cluster assignments. Our methods are applicable to matrix data clustered with partitional, hierarchical, and fuzzy clustering algorithms. Furthermore, we enable analysts to explore clustering results in context of other data, for example, to observe whether a clustering of genomic data results in a meaningful differentiation in phenotypes. Our methods are integrated into Caleydo StratomeX, a popular, web-based, disease subtype analysis tool. We show in a usage scenario that our approach can reveal ambiguities in cluster assignments and produce improved clusterings that better differentiate genotypes and phenotypes.

  12. PARETO OPTIMAL SOLUTIONS FOR MULTI-OBJECTIVE GENERALIZED ASSIGNMENT PROBLEM

    Directory of Open Access Journals (Sweden)

    S. Prakash

    2012-01-01

    Full Text Available

    ENGLISH ABSTRACT: The Multi-Objective Generalized Assignment Problem (MGAP with two objectives, where one objective is linear and the other one is non-linear, has been considered, with the constraints that a job is assigned to only one worker – though he may be assigned more than one job, depending upon the time available to him. An algorithm is proposed to find the set of Pareto optimal solutions of the problem, determining assignments of jobs to workers with two objectives without setting priorities for them. The two objectives are to minimise the total cost of the assignment and to reduce the time taken to complete all the jobs.

    AFRIKAANSE OPSOMMING: ‘n Multi-doelwit veralgemeende toekenningsprobleem (“multi-objective generalised assignment problem – MGAP” met twee doelwitte, waar die een lineêr en die ander nielineêr is nie, word bestudeer, met die randvoorwaarde dat ‘n taak slegs toegedeel word aan een werker – alhoewel meer as een taak aan hom toegedeel kan word sou die tyd beskikbaar wees. ‘n Algoritme word voorgestel om die stel Pareto-optimale oplossings te vind wat die taaktoedelings aan werkers onderhewig aan die twee doelwitte doen sonder dat prioriteite toegeken word. Die twee doelwitte is om die totale koste van die opdrag te minimiseer en om die tyd te verminder om al die take te voltooi.

  13. The Impact of a Strategies-Based Instruction on Iranian EAP Students’ Reading Strategy Use: Developing Strategic EAP Readers

    Directory of Open Access Journals (Sweden)

    Seyyed Hossein Kashef

    2014-01-01

    Full Text Available Underperformance of students in EAP reading comprehension has been an issue of concern for teachers, syllabus designers, and curriculum developers in general and for EAP practitioners in particular. In spite of the fact that considerable efforts have been made to improve reading comprehension of students through strategies instruction over past decades, EAP students however have not benefited much from learning strategies. Thus, this study intended to investigate the impact of a Strategies-Based Instruction (SBI on undergraduate students’ reading strategy use in an EAP context. Taking an instructional model from strategies taxonomy of Oxford (1990; 2001, it was assumed that in contrast to conventional EAP reading methods, SBI would be more effective in encouraging reading strategy use and as a result developing reading comprehension of EAP students through encouraging the use of effective strategies and skills. To do so, 80 freshman undergraduate students were chosen as the participants of this study who were in two intact classes. After administration of a pre-test, treatment (22 sessions, 2 sessions per week, and a post-test, the collected data was analyzed using t-test to examine the effect of the proposed method of instruction. The results of the analysis showed that the teaching intervention had a significant effect on students’ reading strategy use. The findings have implications for teachers encouraging effective reading comprehension instruction through the use of strategies in EAP teaching contexts.

  14. Using SERC for creating and publishing student generated hydrology instruction materials

    Science.gov (United States)

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

    2016-12-01

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

  15. Effects of a job crafting intervention program on work engagement among Japanese employees: a pretest-posttest study.

    Science.gov (United States)

    Sakuraya, Asuka; Shimazu, Akihito; Imamura, Kotaro; Namba, Katsuyuki; Kawakami, Norito

    2016-10-24

    Job crafting, an employee-initiated job design/redesign, has become important for employees' well-being such as work engagement. This study examined the effectiveness of a newly developed job crafting intervention program on work engagement (as primary outcome), as well as job crafting and psychological distress (as secondary outcomes), using a pretest-posttest study design among Japanese employees. Participants were managers of a private company and a private psychiatric hospital in Japan. The job crafting intervention program consisted of two 120-min sessions with a two-week interval between them. Outcomes were assessed at baseline (Time 1), post-intervention (Time 2), and a one-month follow-up (Time 3). The mixed growth model analyses were conducted using time (Time 1, Time 2, and Time 3) as an indicator of intervention effect. Effect sizes were calculated using Cohen's d. The program showed a significant positive effect on work engagement (t = 2.20, p = 0.03) in the mixed growth model analyses, but with only small effect sizes (Cohen's d = 0.33 at Time 2 and 0.26 at Time 3). The program also significantly improved job crafting (t = 2.36, p = 0.02: Cohen's d = 0.36 at Time 2 and 0.47 at Time 3) and reduced psychological distress (t = -2.06, p = 0.04: Cohen's d = -0.15 at Time 2 and -0.31 at Time 3). The study indicated that the newly developed job crafting intervention program was effective in increasing work engagement, as well as in improving job crafting and decreasing psychological distress, among Japanese managers. UMIN Clinical Trials Registry UMIN000024062 . Retrospectively registered 15 September 2016.

  16. Effects of a job crafting intervention program on work engagement among Japanese employees: a pretest-posttest study

    Directory of Open Access Journals (Sweden)

    Asuka Sakuraya

    2016-10-01

    Full Text Available Abstract Background Job crafting, an employee-initiated job design/redesign, has become important for employees’ well-being such as work engagement. This study examined the effectiveness of a newly developed job crafting intervention program on work engagement (as primary outcome, as well as job crafting and psychological distress (as secondary outcomes, using a pretest-posttest study design among Japanese employees. Methods Participants were managers of a private company and a private psychiatric hospital in Japan. The job crafting intervention program consisted of two 120-min sessions with a two-week interval between them. Outcomes were assessed at baseline (Time 1, post-intervention (Time 2, and a one-month follow-up (Time 3. The mixed growth model analyses were conducted using time (Time 1, Time 2, and Time 3 as an indicator of intervention effect. Effect sizes were calculated using Cohen’s d. Results The program showed a significant positive effect on work engagement (t = 2.20, p = 0.03 in the mixed growth model analyses, but with only small effect sizes (Cohen’s d = 0.33 at Time 2 and 0.26 at Time 3. The program also significantly improved job crafting (t = 2.36, p = 0.02: Cohen’s d = 0.36 at Time 2 and 0.47 at Time 3 and reduced psychological distress (t = −2.06, p = 0.04: Cohen’s d = −0.15 at Time 2 and −0.31 at Time 3. Conclusions The study indicated that the newly developed job crafting intervention program was effective in increasing work engagement, as well as in improving job crafting and decreasing psychological distress, among Japanese managers. Trial registration UMIN Clinical Trials Registry UMIN000024062 . Retrospectively registered 15 September 2016.

  17. The Three-Step Test-Interview (TSTI: An observation-based method for pretesting self-completion questionnaires

    Directory of Open Access Journals (Sweden)

    Tony Hak

    2008-12-01

    Full Text Available Three-Step Test-Interview (TSTI is a method for pretesting a self-completion questionnaire by first observing actual instances of interaction between the instrument and respondents (the response process before exploring the reasons for this behavior. The TSTI consists of the following three steps: 1. (Respondent-driven observation of response behavior. 2. (Interviewer-driven follow-up probing aimed at remedying gaps in observational data. 3. (Interviewer-driven debriefing aimed at eliciting experiences and opinions. We describe the aims and the techniques of these three steps, and then discuss pilot studies in which we tested the feasibility and the productivity of the TSTI by applying it in testing three rather different types of questionnaires. In the first study, the quality of a set of questions about alcohol consumption was assessed. The TSTI proved to be productive in identifying problems that resulted from a mismatch between the ‘theory’ underlying the questions on the one hand, and features of a respondent’s actual behavior and biography on the other hand. In the second pilot study, Dutch and Norwegian versions of an attitude scale, the 20-item Illegal Aliens Scale, were tested. The TSTI appeared to be productive in identifying problems that resulted from different ‘response strategies’. In the third pilot, a two-year longitudinal study, the TSTI appeared to be an effective method for documenting processes of ‘response shift’ in repeated measurements of health-related Quality of Life (QoL.

  18. Effects of learning content in context on knowledge acquisition and recall: a pretest-posttest control group design.

    Science.gov (United States)

    Bergman, Esther M; de Bruin, Anique B H; Vorstenbosch, Marc A T M; Kooloos, Jan G M; Puts, Ghita C W M; Leppink, Jimmie; Scherpbier, Albert J J A; van der Vleuten, Cees P M

    2015-08-15

    It is generally assumed that learning in context increases performance. This study investigates the relationship between the characteristics of a paper-patient context (relevance and familiarity), the mechanisms through which the cognitive dimension of context could improve learning (activation of prior knowledge, elaboration and increasing retrieval cues), and test performance. A total of 145 medical students completed a pretest of 40 questions, of which half were with a patient vignette. One week later, they studied musculoskeletal anatomy in the dissection room without a paper-patient context (control group) or with (ir)relevant-(un)familiar context (experimental groups), and completed a cognitive load scale. Following a short delay, the students completed a posttest. Surprisingly, our results show that students who studied in context did not perform better than students who studied without context. This finding may be explained by an interaction of the participants' expertise level, the nature of anatomical knowledge and students' approaches to learning. A relevant-familiar context only reduced the negative effect of learning the content in context. Our results suggest discouraging the introduction of an uncommon disease to illustrate a basic science concept. Higher self-perceived learning scores predict higher performance. Interestingly, students performed significantly better on the questions with context in both tests, possibly due to a 'framing effect'. Since studies focusing on the physical and affective dimensions of context have also failed to find a positive influence of learning in a clinically relevant context, further research seems necessary to refine our theories around the role of context in learning.

  19. Use of a Self-Instructional Radiographic Anatomy Module for Dental Hygiene Faculty Calibration.

    Science.gov (United States)

    Brame, Jennifer L; AlGheithy, Demah Salem; Platin, Enrique; Mitchell, Shannon H

    2017-06-01

    Purpose: Dental hygiene educators often provide inconsistent instruction in clinical settings and various attempts to address the lack of consistency have been reported in the literature. The purpose of this pilot study was to determine if the use of a use of a self-instructional, radiographic anatomy (SIRA) module improved DH faculty calibration regarding the identifica-tion of normal intraoral and extraoral radiographic anatomy and whether its effect could be sustained over a period of four months. Methods: A convenience sample consisting of all dental hygiene faculty members involved in clinical instruction (N=23) at the University of North Carolina (UNC) was invited to complete the four parts of this online pilot study: a pre-test, review of the SIRA module, an immediate post-test, and a four-month follow-up post-test. Descriptive analyses, the Friedman's ANOVA, and the exact form of the Wilcoxon-Signed-Rank test were used to an-alyze the data. Level of significance was set at 0.05. Participants who did not complete all parts of the study were omitted from data analysis comparing the pre to post-test performance. Results: The pre-test response rate was 73.9% (N=17), and 88.2% (N=15) of those initial participants completed both the immediate and follow-up post-tests. Faculty completing all parts of the study consisted of: 5 full-time faculty, 5 part-time faculty, and 5 graduate teaching assistants. The Friedman's ANOVA revealed no statistically significant difference (P=0.179) in percentages of correct responses between the three tests (pre, post and follow-up). The exact form of the Wilcoxon-Signed-Rank test revealed marginal significance when comparing percent of correct responses at pre-test and immediate post-test (P=0.054), and no statistically significant difference when comparing percent of correct responses at immediate post-test and the follow-up post-test four months later (P=0.106). Conclusions: Use of a SIRA module did not significantly affect DH

  20. Optimizing classroom instruction through self-paced learning prototype

    Directory of Open Access Journals (Sweden)

    Romiro Gordo Bautista

    2015-09-01

    Full Text Available This study investigated the learning impact of self-paced learning prototype in optimizing classroom instruction towards students’ learning in Chemistry. Two sections of 64 Laboratory High School students in Chemistry were used as subjects of the study. The Quasi-Experimental and Correlation Research Design was used in the study: a pre-test was conducted, scored and analyzed which served as the basis in determining the initial learning schema of the respondents. A questionnaire was adopted to find the learning motivation of the students in science. Using Pearson-r correlation, it was found out that there is a highly significant relationship between their internal drive and their academic performance. Moreover, a post-test was conducted after self-paced learning prototype was used in the development of select topics in their curricular plot. It was found out that the students who experienced the self-paced learning prototype performed better in their academic performance as evidenced by the difference of their mean post-test results. ANCOVA results on the post-test mean scores of the respondents were utilized in establishing the causal-effect of the learning prototype to the academic performance of the students in Chemistry. A highly significant effect on their academic performance (R-square value of 70.7% and significant interaction of the models to the experimental grouping and mental abilities of the respondents are concluded in the study.

  1. Mathematical Problem Solving Ability of Junior High School Students through Ang’s Framework for Mathematical Modelling Instruction

    Science.gov (United States)

    Fasni, N.; Turmudi, T.; Kusnandi, K.

    2017-09-01

    This research background of this research is the importance of student problem solving abilities. The purpose of this study is to find out whether there are differences in the ability to solve mathematical problems between students who have learned mathematics using Ang’s Framework for Mathematical Modelling Instruction (AFFMMI) and students who have learned using scientific approach (SA). The method used in this research is a quasi-experimental method with pretest-postest control group design. Data analysis of mathematical problem solving ability using Indepent Sample Test. The results showed that there was a difference in the ability to solve mathematical problems between students who received learning with Ang’s Framework for Mathematical Modelling Instruction and students who received learning with a scientific approach. AFFMMI focuses on mathematical modeling. This modeling allows students to solve problems. The use of AFFMMI is able to improve the solving ability.

  2. Preparing medical students for future learning using basic science instruction.

    Science.gov (United States)

    Mylopoulos, Maria; Woods, Nicole

    2014-07-01

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

  3. Comparisons between students' learning achievements of their conventional instruction and the science, technology and social conceptual instructional design on digestion system issue of secondary students at the 10th grade level

    Science.gov (United States)

    Wichalek, Supattra; Chayaburakul, Kanokporn; Santiboon, Toansakul

    2018-01-01

    The purposes of this action research study were 1) to develop learning activities according to the instructional designing model of science, technology, and social (STS) on Digestion Issue, 2) to compare students' learning achievements between their learning activities with the conventional instructional (CIM) and conceptual instructional designing methods of science, technology, and social (STS) on digestion system of secondary students at the 10th grade level with a sample size of 35 experimental student group of their STS learning method, and 91 controlling group in two classes in the first semester in academic year 2016. Using the 4-Instructional Innovative Lesson Plans, the Students' Learning Behaviour Observing Form, the Questionnaire on Teacher Behaviour Interaction (QTBI), the Researcher's Recording Form, the Learning Activity Form, and the Parallel Learning Achievement Test (LAT) were assessed. The results of this research have found that; the Index of Item Objective Congruence (IOC) value ranged from 0.67 to 1.00; the difficulty values were 0.47 and 0.79 for the CIM and STS methods, respectively, the discriminative validity for the LAT was ranged from 0.20 to 0.75. The reliability of the QTBI was 0.79. Students' responses of their learning achievements with the average means scores indicted of the normalized gain values of 0.79 for the STS group, and 0.50 and 0.36 for the CIM groups, respectively. Students' learning achievements of their post-test indicated that of a higher than pre-test, the pre-test and post-test assessments were also differentiated evidence at the 0.05 levels for the STS and CIM groups, significantly. The 22-students' learning outcomes from the STS group evidences at a high level, only of the 9-students' responses in a moderate level were developed of their learning achievements, responsibility.

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

    Science.gov (United States)

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

    2014-01-01

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

  5. Best practices in writing instruction

    CERN Document Server

    Fitzgerald, Jill; MacArthur, Charles A

    2014-01-01

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

  6. Using Tiered Assignments to Engage Learners in Advanced Placement Physics

    Science.gov (United States)

    Geddes, Kimberly A.

    2010-01-01

    This article presents lesson plans that incorporate tiered objectives and brainstorming techniques as means for differentiating instruction and ensuring that learners are challenged at levels commensurate with their abilities even though they are developing an understanding of the same physics concepts. A listing of materials and resources…

  7. Socially-assigned race, healthcare discrimination and preventive healthcare services.

    Directory of Open Access Journals (Sweden)

    Tracy Macintosh

    Full Text Available Race and ethnicity, typically defined as how individuals self-identify, are complex social constructs. Self-identified racial/ethnic minorities are less likely to receive preventive care and more likely to report healthcare discrimination than self-identified non-Hispanic whites. However, beyond self-identification, these outcomes may vary depending on whether racial/ethnic minorities are perceived by others as being minority or white; this perception is referred to as socially-assigned race.To examine the associations between socially-assigned race and healthcare discrimination and receipt of selected preventive services.Cross-sectional analysis of the 2004 Behavioral Risk Factor Surveillance System "Reactions to Race" module. Respondents from seven states and the District of Columbia were categorized into 3 groups, defined by a composite of self-identified race/socially-assigned race: Minority/Minority (M/M, n = 6,837, Minority/White (M/W, n = 929, and White/White (W/W, n = 25,913. Respondents were 18 years or older, with 61.7% under age 60; 51.8% of respondents were female. Measures included reported healthcare discrimination and receipt of vaccinations and cancer screenings.Racial/ethnic minorities who reported being socially-assigned as minority (M/M were more likely to report healthcare discrimination compared with those who reported being socially-assigned as white (M/W (8.9% vs. 5.0%, p = 0.002. Those reporting being socially-assigned as white (M/W and W/W had similar rates for past-year influenza (73.1% vs. 74.3% and pneumococcal (69.3% vs. 58.6% vaccinations; however, rates were significantly lower among M/M respondents (56.2% and 47.6%, respectively, p-values<0.05. There were no significant differences between the M/M and M/W groups in the receipt of cancer screenings.Racial/ethnic minorities who reported being socially-assigned as white are more likely to receive preventive vaccinations and less likely to report

  8. RNA-PAIRS: RNA probabilistic assignment of imino resonance shifts

    International Nuclear Information System (INIS)

    Bahrami, Arash; Clos, Lawrence J.; Markley, John L.; Butcher, Samuel E.; Eghbalnia, Hamid R.

    2012-01-01

    The significant biological role of RNA has further highlighted the need for improving the accuracy, efficiency and the reach of methods for investigating RNA structure and function. Nuclear magnetic resonance (NMR) spectroscopy is vital to furthering the goals of RNA structural biology because of its distinctive capabilities. However, the dispersion pattern in the NMR spectra of RNA makes automated resonance assignment, a key step in NMR investigation of biomolecules, remarkably challenging. Herein we present RNA Probabilistic Assignment of Imino Resonance Shifts (RNA-PAIRS), a method for the automated assignment of RNA imino resonances with synchronized verification and correction of predicted secondary structure. RNA-PAIRS represents an advance in modeling the assignment paradigm because it seeds the probabilistic network for assignment with experimental NMR data, and predicted RNA secondary structure, simultaneously and from the start. Subsequently, RNA-PAIRS sets in motion a dynamic network that reverberates between predictions and experimental evidence in order to reconcile and rectify resonance assignments and secondary structure information. The procedure is halted when assignments and base-parings are deemed to be most consistent with observed crosspeaks. The current implementation of RNA-PAIRS uses an initial peak list derived from proton-nitrogen heteronuclear multiple quantum correlation ( 1 H– 15 N 2D HMQC) and proton–proton nuclear Overhauser enhancement spectroscopy ( 1 H– 1 H 2D NOESY) experiments. We have evaluated the performance of RNA-PAIRS by using it to analyze NMR datasets from 26 previously studied RNAs, including a 111-nucleotide complex. For moderately sized RNA molecules, and over a range of comparatively complex structural motifs, the average assignment accuracy exceeds 90%, while the average base pair prediction accuracy exceeded 93%. RNA-PAIRS yielded accurate assignments and base pairings consistent with imino resonances for a

  9. RNA-PAIRS: RNA probabilistic assignment of imino resonance shifts

    Energy Technology Data Exchange (ETDEWEB)

    Bahrami, Arash; Clos, Lawrence J.; Markley, John L.; Butcher, Samuel E. [National Magnetic Resonance Facility at Madison (United States); Eghbalnia, Hamid R., E-mail: eghbalhd@uc.edu [University of Cincinnati, Department of Molecular and Cellular Physiology (United States)

    2012-04-15

    The significant biological role of RNA has further highlighted the need for improving the accuracy, efficiency and the reach of methods for investigating RNA structure and function. Nuclear magnetic resonance (NMR) spectroscopy is vital to furthering the goals of RNA structural biology because of its distinctive capabilities. However, the dispersion pattern in the NMR spectra of RNA makes automated resonance assignment, a key step in NMR investigation of biomolecules, remarkably challenging. Herein we present RNA Probabilistic Assignment of Imino Resonance Shifts (RNA-PAIRS), a method for the automated assignment of RNA imino resonances with synchronized verification and correction of predicted secondary structure. RNA-PAIRS represents an advance in modeling the assignment paradigm because it seeds the probabilistic network for assignment with experimental NMR data, and predicted RNA secondary structure, simultaneously and from the start. Subsequently, RNA-PAIRS sets in motion a dynamic network that reverberates between predictions and experimental evidence in order to reconcile and rectify resonance assignments and secondary structure information. The procedure is halted when assignments and base-parings are deemed to be most consistent with observed crosspeaks. The current implementation of RNA-PAIRS uses an initial peak list derived from proton-nitrogen heteronuclear multiple quantum correlation ({sup 1}H-{sup 15}N 2D HMQC) and proton-proton nuclear Overhauser enhancement spectroscopy ({sup 1}H-{sup 1}H 2D NOESY) experiments. We have evaluated the performance of RNA-PAIRS by using it to analyze NMR datasets from 26 previously studied RNAs, including a 111-nucleotide complex. For moderately sized RNA molecules, and over a range of comparatively complex structural motifs, the average assignment accuracy exceeds 90%, while the average base pair prediction accuracy exceeded 93%. RNA-PAIRS yielded accurate assignments and base pairings consistent with imino

  10. The Effectiveness of Library Instruction: Do Student Response Systems (Clickers Enhance Learning?

    Directory of Open Access Journals (Sweden)

    Katherine McGuire

    2010-06-01

    Full Text Available In the present study, we were interested in determining if library instruction would be more effective if personal response systems (clickers were used during instruction. Furthermore we were interested in examining if students in a class could benefit from clicker technology even if they did not have access to a personal clicker. To examine these issues, we conducted 3 library instruction sessions: Session 1-half of the students were randomly assigned a clicker; Session 2-all students had individual clickers; and Session 3-clickers were not used. Although half of the students in Session 1 did not have clickers, they were presented with all of the information, were aware of the clicker questions, and were presented with the graphs of responses. Students in all 3 sessions completed a pretest and posttest and difference scores were calculated such that positive numbers indicated higher scores. Overall, scores were significantly higher for students who had access to clickers. A comparison of specific clicker use showed that both the individual and group clicker sessions led to significantly higher difference scores. Results indicated that the benefits of clickers are not limited to individual access and group clicker use was as effective. Overall, these results confirm research supporting the integration of technology into classroom instruction.Dans cette étude, nous avons cherché à déterminer si la formation en recherche documentaire était plus efficace lorsqu’on utilisait des systèmes de réponse personnelle (télévoteur. De plus, nous voulions savoir si les étudiants en classe profiteraient de cette technologie même s’ils n’avaient pas accès à un télévoteur individuel. Pour ce faire, nous avons organisé trois séances de formation en recherche documentaire. Pendant la première, nous avons distribué un télévoteur à la moitié des étudiants choisis au hasard. Pendant la deuxième séance, chaque étudiant disposait d

  11. Triage level assignment and nurse characteristics and experience.

    Science.gov (United States)

    Gómez-Angelats, Elisenda; Miró, Òscar; Bragulat Baur, Ernesto; Antolín Santaliestra, Alberto; Sánchez Sánchez, Miquel

    2018-06-01

    To study the relation between nursing staff demographics and experience and their assignment of triage level in the emergency department. One-year retrospective observational study in the triage area of a tertiary care urban university hospital that applies the Andorran-Spanish triage model. Variables studied were age, gender, nursing experience, triage experience, shift, usual level of emergency work the nurse undertakes, number of triage decisions made, and percentage of patients assigned to each level. Fifty nurses (5 men, 45 women) with a mean (SD) age of 45 (9) years triaged 67 803 patients during the year. Nurses classified more patients in level 5 on the morning shift (7.9%) than on the afternoon shift (5.5%) (P=.003). The difference in the rate of level-5 triage classification became significant when nurses were older (β = 0.092, P=.037) and experience was greater (β = 0.103, P=.017). The number of triages recorded by a nurse was significantly and directly related to the percentage of patients assigned to level 3 (β = 0.003, P=.006) and inversely related to the percentages assigned to level 4 (β = -0.002, P=.008) and level 5 (β = -0.001, P=.017). We found that triage level assignments were related to age, experience, shift, and total number of patients triaged by a nurse.

  12. Assigning spectra of chaotic molecules with diabatic correlation diagrams

    International Nuclear Information System (INIS)

    Rose, J.P.; Kellman, M.E.

    1996-01-01

    An approach for classifying and organizing spectra of highly excited vibrational states of molecules is investigated. As a specific example, we analyze the spectrum of an effective spectroscopic fitting Hamiltonian for H 2 O. In highly excited spectra, multiple resonance couplings and anharmonicity interact to give branching of the N original normal modes into new anharmonic modes, accompanied by the onset of widespread chaos. The anharmonic modes are identified by means of a bifurcation analysis of the spectroscopic Hamiltonian. A diabatic correlation diagram technique is developed to assign the levels with approximate open-quote open-quote dynamical close-quote close-quote quantum numbers corresponding to the dynamics determined from the bifurcation analysis. The resulting assignment shows significant disturbance from the conventional spectral pattern organization into sequences and progressions. The open-quote open-quote dynamical close-quote close-quote assignment is then converted into an assignment in terms of open-quote open-quote nominal close-quote close-quote quantum numbers that function like the N normal mode quantum numbers at low energy. The nominal assignments are used to reconstruct, as much as possible, an organization of the spectrum resembling the usual separation into sequences and progressions. copyright 1996 American Institute of Physics

  13. Wildlife forensic science: A review of genetic geographic origin assignment.

    Science.gov (United States)

    Ogden, Rob; Linacre, Adrian

    2015-09-01

    Wildlife forensic science has become a key means of enforcing legislation surrounding the illegal trade in protected and endangered species. A relatively new dimension to this area of forensic science is to determine the geographic origin of a seized sample. This review focuses on DNA testing, which relies on assignment of an unknown sample to its genetic population of origin. Key examples of this are the trade in timber, fish and ivory and these are used only to illustrate the large number of species for which this type of testing is potentially available. The role of mitochondrial and nuclear DNA markers is discussed, alongside a comparison of neutral markers with those exhibiting signatures of selection, which potentially offer much higher levels of assignment power to address specific questions. A review of assignment tests is presented along with detailed methods for evaluating error rates and considerations for marker selection. The availability and quality of reference data are of paramount importance to support assignment applications and ensure reliability of any conclusions drawn. The genetic methods discussed have been developed initially as investigative tools but comment is made regarding their use in courts. The potential to compliment DNA markers with elemental assays for greater assignment power is considered and finally recommendations are made for the future of this type of testing. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  14. Reflective practice: assessment of assignments in English for Specific Purposes

    Directory of Open Access Journals (Sweden)

    Galina Kavaliauskiené

    2007-10-01

    Full Text Available The construct alternative assessment has been widely used in higher education. It is often defined as any type of assessment of learners who provide a response to an assignment. The key features of alternative assessment are active participation of learners in self-evaluation of their performance, and the development of reflective thinking through reflective thinking (Schön, 1983. The success of alternative assessment in language teaching is predetermined by student’s performance and demonstrates learner’s language proficiency in contemporary communicative classrooms. This paper aims at researching the influence of students’ evaluations of various assignments for their linguistic development in English for Specific Purposes (ESP. The study uses learners’ assessment of different assignments and learners’ in-course and post-course written reflections on benefits to language mastery. Learners’ assignments included were contributions to portfolios (dossiers, such as essays and summaries, oral presentations, short impromptu talks, creative tasks, tests, and self-assessment notes (reflections on activities in learning ESP. Findings were obtained for two streams of the project participants. Results showed that self-assessment was beneficial for learners’ linguistic development. The context of learners’ reflections reveals that the attitudes to various assignments are affected by success or failure in students’ performance. Reflective practice might help teachers develop ways of dealing with previously identified difficulties and improve the quality of teaching.

  15. Visual words assignment via information-theoretic manifold embedding.

    Science.gov (United States)

    Deng, Yue; Li, Yipeng; Qian, Yanjun; Ji, Xiangyang; Dai, Qionghai

    2014-10-01

    Codebook-based learning provides a flexible way to extract the contents of an image in a data-driven manner for visual recognition. One central task in such frameworks is codeword assignment, which allocates local image descriptors to the most similar codewords in the dictionary to generate histogram for categorization. Nevertheless, existing assignment approaches, e.g., nearest neighbors strategy (hard assignment) and Gaussian similarity (soft assignment), suffer from two problems: 1) too strong Euclidean assumption and 2) neglecting the label information of the local descriptors. To address the aforementioned two challenges, we propose a graph assignment method with maximal mutual information (GAMI) regularization. GAMI takes the power of manifold structure to better reveal the relationship of massive number of local features by nonlinear graph metric. Meanwhile, the mutual information of descriptor-label pairs is ultimately optimized in the embedding space for the sake of enhancing the discriminant property of the selected codewords. According to such objective, two optimization models, i.e., inexact-GAMI and exact-GAMI, are respectively proposed in this paper. The inexact model can be efficiently solved with a closed-from solution. The stricter exact-GAMI nonparametrically estimates the entropy of descriptor-label pairs in the embedding space and thus leads to a relatively complicated but still trackable optimization. The effectiveness of GAMI models are verified on both the public and our own datasets.

  16. Learning stoichiometry: A comparison of text and multimedia instructional formats

    Science.gov (United States)

    Evans, Karen L.

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

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

    Science.gov (United States)

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

    1989-01-01

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

  18. Effectiveness of Life Skill Instruction on the Mental Health of Hearing Loss Students

    Directory of Open Access Journals (Sweden)

    Mohammad A'shouri

    2013-01-01

    Full Text Available Objective: The purpose of the present research was to investigation of the effectiveness of life skill instruction on the mental health of students with hearing loss in Tehran province. Materials & Methods: The present research was an experimental study by pre-test, post-test design with control group. The study population included of male students with hearing loss from second and third level of high schools in Tehran province. Subjects were selected by in available method. Forty students participated in the study. Subjects were divided into two groups by randomly (experimental and control group, each of group was consisted of 20 students. Experimental group received life skill training in 9 sessions while control group did not. The instruments of present research were Wechsler Intelligence Scale for adult and General Health Questionnaire. The obtained data were statistically analyzed by Mancova. Results: The findings of this research showed that there was significant increase in mental health scores of experimental group in the post intervention in comparison with control group (P<0.05. Also mental health scores of experimental group was significantly in somatic symptoms, anxiety, deficiency in social performance and depression (P<0.05. Conclusion: The life skill instructional program led to improvement of the mental health of hearing loss students and decreased somatic symptoms, anxiety, deficiency in social performance and depression. Therefore, planning for providing of social competence instruction is of a particular importance.

  19. Modeling Instruction in AP Physics C: Mechanics and Electricity and Magnetism

    Science.gov (United States)

    Belcher, Nathan Tillman

    This action research study used data from multiple assessments in Mechanics and Electricity and Magnetism to determine the viability of Modeling Instruction as a pedagogy for students in AP Physics C: Mechanics and Electricity and Magnetism. Modeling Instruction is a guided-inquiry approach to teaching science in which students progress through the Modeling Cycle to develop a fully-constructed model for a scientific concept. AP Physics C: Mechanics and Electricity and Magnetism are calculus-based physics courses, approximately equivalent to first-year calculus-based physics courses at the collegiate level. Using a one-group pretest-posttest design, students were assessed in Mechanics using the Force Concept Inventory, Mechanics Baseline Test, and 2015 AP Physics C: Mechanics Practice Exam. With the same design, students were assessed in Electricity and Magnetism on the Brief Electricity and Magnetism Assessment, Electricity and Magnetism Conceptual Assessment, and 2015 AP Physics C: Electricity and Magnetism Practice Exam. In a one-shot case study design, student scores were collected from the 2017 AP Physics C: Mechanics and Electricity and Magnetism Exams. Students performed moderately well on the assessments in Mechanics and Electricity and Magnetism, demonstrating that Modeling Instruction is a viable pedagogy in AP Physics C: Electricity and Magnetism.

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

    Directory of Open Access Journals (Sweden)

    Parya Isazadeh

    2016-10-01

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