WorldWideScience

Sample records for previous learning guide

  1. Welding. Student Learning Guide.

    Science.gov (United States)

    Palm Beach County Board of Public Instruction, West Palm Beach, FL.

    This student learning guide contains 30 modules for completing a course in welding. It is designed especially for use in secondary schools in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student self-check…

  2. Automotive Mechanics. Student Learning Guides.

    Science.gov (United States)

    Ridge Vocational-Technical Center, Winter Haven, FL.

    These 33 learning guides are self-instructional packets for 33 tasks identified as essential for performance on an entry-level job in automotive mechanics. Each guide is based on a terminal performance objective (task) and 1-9 enabling objectives. For each enabliing objective, some or all of these materials may be presented: learning steps…

  3. Building Maintenance. Student Learning Guide.

    Science.gov (United States)

    Palm Beach County Board of Public Instruction, West Palm Beach, FL.

    This student learning guide contains one module for completing a course in building maintenance. It is designed especially for use in secondary schools in Palm Beach County, Florida. The module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student…

  4. Rolex learning center English guide

    CERN Document Server

    Della Casa, Francesco

    2012-01-01

    The novel architectural form of this building, conceived of by the architects of SAANA (winners of the Pritzker Prize in 2010), compelled the building engineers to come up with unprecedented structural, technical and logistical solutions. And yet, once the Rolex Learning Center was complete, the ingenuity required for its construction had become practically invisible in the eyes of the uninitiated. This richly illustrated guide provides, in condensed form, an account of the extraordinary adventure of the realization of the Rolex Learning Center. It explains in detail the context of its construction and brings to light the spatial subtleties of its architecture. In addition, it provides the visitor of the building with all the needed technical information and many novel facts and figures.

  5. Experiential learning: AMEE Guide No. 63.

    Science.gov (United States)

    Yardley, Sarah; Teunissen, Pim W; Dornan, Tim

    2012-01-01

    This Guide provides an overview of educational theory relevant to learning from experience. It considers experience gained in clinical workplaces from early medical student days through qualification to continuing professional development. Three key assumptions underpin the Guide: learning is 'situated'; it can be viewed either as an individual or a collective process; and the learning relevant to this Guide is triggered by authentic practice-based experiences. We first provide an overview of the guiding principles of experiential learning and significant historical contributions to its development as a theoretical perspective. We then discuss socio-cultural perspectives on experiential learning, highlighting their key tenets and drawing together common threads between theories. The second part of the Guide provides examples of learning from experience in practice to show how theoretical stances apply to clinical workplaces. Early experience, student clerkships and residency training are discussed in turn. We end with a summary of the current state of understanding.

  6. Principles Guiding Vocabulary Learning through Extensive Reading

    Science.gov (United States)

    Nation, Paul

    2015-01-01

    Extensive reading is one of a range of activities that can be used in a language learning course. Ideally, the choice of activities to go into a course should be guided by principles which are well supported by research. Similarly, the way each of those activities is used should be guided by well-justified principles. In this article, we look at…

  7. Wavefront-guided enhancements using the wavelight excimer laser in symptomatic eyes previously treated with LASIK.

    Science.gov (United States)

    Kanellopoulos, A John; Pe, Lawrence H

    2006-04-01

    To describe our clinical experience in wavefront-guided LASIK enhancements using the WaveLight ALLEGRETTO system (WaveLight Technologie AG, Erlangen, Germany) for symptomatic eyes previously treated with standard LASIK. Twenty-six eyes of 20 patients with residual myopia, hyperopia, or mixed astigmatism and/or night vision symptoms after primary standard LASIK were considered for wavefront-guided customized retreatment using the WaveLight ALLEGRETTO WAVE 200 Hz excimer laser system (model 106). Preoperative best spectacle-corrected visual acuity (BSCVA), uncorrected visual acuity, topography with the ALLEGRETTO Topolyzer, wavefront analysis using the ALLEGRETTO WAVE Tscherning Analyzer, and contrast sensitivity were compared to postoperative (enhancement) measurements. Twenty-two of the original 26 eyes underwent wavefront-guided enhancement, 4 were excluded because they did not meet wavefront-guided treatment inclusion guidelines of this study. Mean follow-up was 8 months (range: 6 to 13 months, standard deviation [SD] 2). All patients were within +/- 0.50 diopters (manifest refraction) of intended postoperative refraction. The mean preoperative BSCVA improved from 20/25 (SD +/- 0.12) to 20/18 (SD +/- 0.1) postoperatively. All patients gained at least one line of BSCVA, and a maximum of three lines. There was no loss of BSCVA in any patient. The total amount of high order aberrations (RMSH) decreased from an average of 1.04 (SD +/- 0.22) to 0.46 (SD +/- 0.14) microm. Patients also had a mean improvement in low contrast sensitivity of 59%. Based on this small series, customized wavefront-guided enhancements using the WaveLight ALLEGRETTO system in patients who underwent previous LASIK appear to be safe and effective in correcting residual refractive error, reducing high order aberrations, and improving visual symptoms when reliable and reproducible measurements are achieved.

  8. The learning environment and learning styles: a guide for mentors.

    Science.gov (United States)

    Vinales, James Jude

    The learning environment provides crucial exposure for the pre-registration nursing student. It is during this time that the student nurse develops his or her repertoire of skills, knowledge, attitudes and behaviour in order to meet competencies and gain registration with the Nursing and Midwifery Council. The role of the mentor is vital within the learning environment for aspiring nurses. The learning environment is a fundamental platform for student learning, with mentors key to identifying what is conducive to learning. This article will consider the learning environment and learning styles, and how these two essential elements guide the mentor in making sure they are conducive to learning.

  9. Resource Guide for Persons with Learning Impairments.

    Science.gov (United States)

    IBM, Atlanta, GA. National Support Center for Persons with Disabilities.

    The resource guide identifies products which assist learning disabled and mentally retarded individuals in accessing IBM (International Business Machine) Personal Computers or the IBM Personal System/2 family of products. An introduction provides a general overview of ways computers can help learning disabled or retarded persons. The document then…

  10. Learning design guided learning analytics in MOOCs

    NARCIS (Netherlands)

    Brouns, Francis; Firssova, Olga

    2016-01-01

    Poster presentation for our paper Brouns, F., & Firssova, O. (2016, October).The role of learning design and learning analytics in MOOCs. Paper presented at 9th EDEN Research Workshop, Oldenburg, Germany.

  11. Locomotor sequence learning in visually guided walking.

    Science.gov (United States)

    Choi, Julia T; Jensen, Peter; Nielsen, Jens Bo

    2016-04-01

    Voluntary limb modifications must be integrated with basic walking patterns during visually guided walking. In this study we tested whether voluntary gait modifications can become more automatic with practice. We challenged walking control by presenting visual stepping targets that instructed subjects to modify step length from one trial to the next. Our sequence learning paradigm is derived from the serial reaction-time (SRT) task that has been used in upper limb studies. Both random and ordered sequences of step lengths were used to measure sequence-specific and sequence-nonspecific learning during walking. In addition, we determined how age (i.e., healthy young adults vs. children) and biomechanical factors (i.e., walking speed) affected the rate and magnitude of locomotor sequence learning. The results showed that healthy young adults (age 24 ± 5 yr,n= 20) could learn a specific sequence of step lengths over 300 training steps. Younger children (age 6-10 yr,n= 8) had lower baseline performance, but their magnitude and rate of sequence learning were the same compared with those of older children (11-16 yr,n= 10) and healthy adults. In addition, learning capacity may be more limited at faster walking speeds. To our knowledge, this is the first study to demonstrate that spatial sequence learning can be integrated with a highly automatic task such as walking. These findings suggest that adults and children use implicit knowledge about the sequence to plan and execute leg movement during visually guided walking. Copyright © 2016 the American Physiological Society.

  12. Analysis of previous perceptual and motor experience in breaststroke kick learning

    Directory of Open Access Journals (Sweden)

    Ried Bettina

    2015-12-01

    Full Text Available One of the variables that influence motor learning is the learner’s previous experience, which may provide perceptual and motor elements to be transferred to a novel motor skill. For swimming skills, several motor experiences may prove effective. Purpose. The aim was to analyse the influence of previous experience in playing in water, swimming lessons, and music or dance lessons on learning the breaststroke kick. Methods. The study involved 39 Physical Education students possessing basic swimming skills, but not the breaststroke, who performed 400 acquisition trials followed by 50 retention and 50 transfer trials, during which stroke index as well as rhythmic and spatial configuration indices were mapped, and answered a yes/no questionnaire regarding previous experience. Data were analysed by ANOVA (p = 0.05 and the effect size (Cohen’s d ≥0.8 indicating large effect size. Results. The whole sample improved their stroke index and spatial configuration index, but not their rhythmic configuration index. Although differences between groups were not significant, two types of experience showed large practical effects on learning: childhood water playing experience only showed major practically relevant positive effects, and no experience in any of the three fields hampered the learning process. Conclusions. The results point towards diverse impact of previous experience regarding rhythmic activities, swimming lessons, and especially with playing in water during childhood, on learning the breaststroke kick.

  13. Understanding infants' and children's social learning about foods: previous research and new prospects.

    Science.gov (United States)

    Shutts, Kristin; Kinzler, Katherine D; DeJesus, Jasmine M

    2013-03-01

    Developmental psychologists have devoted significant attention to investigating how children learn from others' actions, emotions, and testimony. Yet most of this research has examined children's socially guided learning about artifacts. The present article focuses on a domain that has received limited attention from those interested in the development of social cognition: food. We begin by reviewing the available literature on infants' and children's development in the food domain and identify situations in which children evidence both successes and failures in their interactions with foods. We focus specifically on the role that other people play in guiding what children eat and argue that understanding patterns of successes and failures in the food domain requires an appreciation of eating as a social phenomenon. We next propose a series of questions for future research and suggest that examining food selection as a social phenomenon can shed light on mechanisms underlying children's learning from others and provide ideas for promoting healthy social relationships and eating behaviors early in development.

  14. The Effectiveness of Guided Inquiry Learning for Comparison Topics

    Science.gov (United States)

    Asnidar; Khabibah, S.; Sulaiman, R.

    2018-01-01

    This research aims at producing a good quality learning device using guided inquiry for comparison topics and describing the effectiveness of guided inquiry learning for comparison topics. This research is a developmental research using 4-D model. The result is learning device consisting of lesson plan, student’s worksheet, and achievement test. The subjects of the study were class VII students, each of which has 46 students. Based on the result in the experimental class, the learning device using guided inquiry for comparison topics has good quality. The learning device has met the valid, practical, and effective aspects. The result, especially in the implementation class, showed that the learning process with guided inquiry has fulfilled the effectiveness indicators. The ability of the teacher to manage the learning process has fulfilled the criteria good. In addition, the students’ activity has fulfilled the criteria of, at least, good. Moreover, the students’ responses to the learning device and the learning activities were positive, and the students were able to complete the classical learning. Based on the result of this research, it is expected that the learning device resulted can be used as an alternative learning device for teachers in implementing mathematic learning for comparison topics.

  15. TIPS Placement in Swine, Guided by Electromagnetic Real-Time Needle Tip Localization Displayed on Previously Acquired 3-D CT

    International Nuclear Information System (INIS)

    Solomon, Stephen B.; Magee, Carolyn; Acker, David E.; Venbrux, Anthony C.

    1999-01-01

    Purpose: To determine the feasibility of guiding a transjugular intrahepatic portosystemic shunt (TIPS) procedure with an electromagnetic real-time needle tip position sensor coupled to previously acquired 3-dimensional (3-D) computed tomography (CT) images. Methods: An electromagnetic position sensor was placed at the tip of a Colapinto needle. The real-time position and orientation of the needle tip was then displayed on previously acquired 3-D CT images which were registered with the five swine. Portal vein puncture was then attempted in all animals. Results: The computer calculated accuracy of the position sensor was on average 3 mm. Four of five portal vein punctures were successful. In the successes, only one or two attempts were necessary and success was achieved in minutes. Conclusion: A real-time position sensor attached to the tip of a Colapinto needle and coupled to previously acquired 3-D CT images may potentially aid in entering the portal vein during the TIPS procedure

  16. "My math and me": Nursing students' previous experiences in learning mathematics.

    Science.gov (United States)

    Røykenes, Kari

    2016-01-01

    In this paper, 11 narratives about former experiences in learning of mathematics written by nursing students are thematically analyzed. Most students had a positive relationship with the subject in primary school, when they found mathematics fun and were able to master the subject. For some, a change occurred in the transition to lower secondary school. The reasons for this change was found in the subject (increased difficulty), the teachers (movement of teachers, numerous substitute teachers), the class environment and size (many pupils, noise), and the student him- or herself (silent and anonymous pupil). This change was also found in the transition from lower to higher secondary school. By contrast, some students had experienced changes that were positive, and their mathematics teacher was a significant factor in this positive change. The paper emphasizes the importance of previous experiences in learning mathematics to nursing students when learning about drug calculation. Copyright © 2015. Published by Elsevier Ltd.

  17. A new concept of unsupervised learning: directed self-guided learning in the health professions.

    Science.gov (United States)

    Brydges, Ryan; Dubrowski, Adam; Regehr, Glenn

    2010-10-01

    Among the advantages in using educational technologies in health professions education is the opportunity for trainees to learn on their own time. This flexibility in learning opportunities, however, comes with possible dangers associated with unsupervised learning, such as the potential for developing bad habits and misunderstandings, and for overestimating one's preparedness for practice. This nonsystematic review reflects on the literatures that speak to the advantages of self-guided learning, explores the metacognition literature to understand what trainees do spontaneously when self-guiding their learning, and reexamines the advantages of supervised learning. Those literatures are combined in an effort to reorient our questions when considering the concept of self-guided learning. The authors propose that future research should ask questions that focus on our understanding of trainees' natural propensities while learning in the unsupervised context and on exploring conditions that will maximize the educational benefit of self-guided learning.

  18. Radio-guided excision of metastatic lymph nodes in thyroid carcinoma: a safe technique for previously operated neck compartments.

    Science.gov (United States)

    Erbil, Yeşim; Sari, Serkan; Ağcaoğlu, Orhan; Ersöz, Feyzullah; Bayraktar, Adem; Salmaslioğlu, Artür; Gozkun, Osman; Adalet, Işik; Ozarmağan, Selçuk

    2010-11-01

    Better follow-up of patients with papillary thyroid cancer (PTC) and more sensitive detection leads to detection of recurrences in the neck. Despite excellent outcomes, the major challenge is controlling locoregional recurrence. We aimed to investigate whether the radio-guided excision of metastatic lymph nodes makes it possible to find the affected lymph nodes in patients with previously operated neck compartments. This prospective study included 46 patients with recurrent/persistent PTC who had previously undergone operation of the neck compartment. Prior to operation, the pathologic node was localized by ultrasound (US) and radiotracer ((99m)Tc-labeled rhenium colloid) was injected directly into the pathologic node. Careful dissection was carried out following the area of maximum radioactivity until the metastatic lymph node(s) were identified and excised. One affected lymph node was removed in 17 patients, and more than one lymph node (affected or additional nodes) was removed in 29 patients. The median count from the lesion was significantly higher than values from the lesion bed (background activity) (16,886 counts/20 s versus 52 counts/20 s; p basal thyroglobulin (Tg). Five patients had suspicious lymph nodes on the operated side. Although the basal Tg level remained above the normal limit, moderately high in 8 patients, no metastases were detected in the neck. Radio-guided excision of metastatic lymph nodes can be performed safely for the detection and excision of recurrent thyroid cancer in the central and lateral neck.

  19. Student Guide for Documenting Experiential Learning: Travel Agency Operation.

    Science.gov (United States)

    Coastline Community Coll., Fountain Valley, CA.

    Coastline Community College has developed a series of guides to assist adults who wish to obtain college credit or advanced standing in evaluating and verifying their non-college learning experiences. This guide lists the competency requirements of four courses within the Travel Agency Operation program: Domestic Air Transportation; International…

  20. Augmenting Guided-Inquiry Learning with a Blended Classroom Approach

    Science.gov (United States)

    Baum, Edward J.

    2013-01-01

    Teaching strategies such as guided inquiry have long been reported to produce superior learning outcomes in postsecondary science education. Yet many teachers cite obstacles that prevent them from implementing the method. Students also often report negative attitudes toward guided inquiry, leading to a lack of student engagement and other…

  1. Locomotor sequence learning in visually guided walking

    DEFF Research Database (Denmark)

    Choi, Julia T; Jensen, Peter; Nielsen, Jens Bo

    2016-01-01

    Voluntary limb modifications must be integrated with basic walking patterns during visually guided walking. Here we tested whether voluntary gait modifications can become more automatic with practice. We challenged walking control by presenting visual stepping targets that instructed subjects...... visually guided walking....

  2. Guide to good practices for developing learning objectives. DOE guideline

    Energy Technology Data Exchange (ETDEWEB)

    1992-07-01

    This guide to good practices provides information and guidance on the types of, and the development of learning objectives in performance-based training system at reactor and nonreactor nuclear facilities. Contractors are encouraged to consider this guidance as a reference when developing new learning objectives or refining existing ones. Training managers, designers, developers, and instructors are the intended audiences.

  3. Guide to good practices for developing learning objectives. DOE Handbook

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1992-07-01

    This guide to good practices provides information and guidance on the types of and development of learning objectives in a systematic approach to training program. This document can serve as a reference during the development of new learning objectives or refinement of existing ones.

  4. Reward-Guided Learning with and without Causal Attribution

    Science.gov (United States)

    Jocham, Gerhard; Brodersen, Kay H.; Constantinescu, Alexandra O.; Kahn, Martin C.; Ianni, Angela M.; Walton, Mark E.; Rushworth, Matthew F.S.; Behrens, Timothy E.J.

    2016-01-01

    Summary When an organism receives a reward, it is crucial to know which of many candidate actions caused this reward. However, recent work suggests that learning is possible even when this most fundamental assumption is not met. We used novel reward-guided learning paradigms in two fMRI studies to show that humans deploy separable learning mechanisms that operate in parallel. While behavior was dominated by precise contingent learning, it also revealed hallmarks of noncontingent learning strategies. These learning mechanisms were separable behaviorally and neurally. Lateral orbitofrontal cortex supported contingent learning and reflected contingencies between outcomes and their causal choices. Amygdala responses around reward times related to statistical patterns of learning. Time-based heuristic mechanisms were related to activity in sensorimotor corticostriatal circuitry. Our data point to the existence of several learning mechanisms in the human brain, of which only one relies on applying known rules about the causal structure of the task. PMID:26971947

  5. Embedded Library Guides in Learning Management Systems Help Students Get Started on Research Assignments

    Directory of Open Access Journals (Sweden)

    Dominique Daniel

    2016-03-01

    Full Text Available Objective – To determine whether library guides embedded in learning management systems (LMS get used by students, and to identify best practices for the creation and promotion of these guides by librarians. Design – Mixed methods combining quantitative and qualitative data collection and analysis (survey, interviews, and statistical analysis. Setting – A large public university in the United States of America. Subjects – 100 undergraduate students and 14 librarians. Methods – The researchers surveyed undergraduate students who were participating in a Project Information Literacy study about their use of library guides in the learning management system (LMS for a given quarter. At that university, all course pages in the LMS are automatically assigned a library guide. In addition, web usage data about the course-embedded guides was analyzed and high use guides were identified, namely guides that received an average of at least two visits per student enrolled in a course. The researchers also conducted a qualitative analysis of the layout of the high use guides, including the number of widgets (or boxes and links. Finally, librarians who created high use library guides were interviewed. These mixed methods were designed to address four research questions: 1 Were students finding the guides in the LMS, and did they find the guides useful? 2 Did high use guides differ in design and composition? 3 Were the guides designed for a specific course, or for an entire department or college? and, 4 How did the librarians promote use? Main Results – Only 33% of the students said they noticed the library guide in the LMS course page, and 21% reported using the guide. Among those who used the guide, the majority were freshmen (possibly because embedding of library guides in the LMS had just started at the university. Library guides with high use in relation to class enrollment did not significantly differ from low use guides in terms of numbers of

  6. Developing A Framework for Guiding Interaction Design in Distance Learning

    OpenAIRE

    Li, Wei

    2015-01-01

    As one of the most critical elements in distance learning, interaction has been identified empirically as increasing learner motivation, satisfaction, participation, communication, and achievement. Fostering pedagogically effective interaction is a major challenge for educators in distance learning. In response to this challenge, the goal of this research was to develop a theoretically- and empirically- grounded framework for guiding interaction design in distance learning. It is anticipated ...

  7. Moving to Learn: How Guiding the Hands Can Set the Stage for Learning.

    Science.gov (United States)

    Brooks, Neon; Goldin-Meadow, Susan

    2016-09-01

    Previous work has found that guiding problem-solvers' movements can have an immediate effect on their ability to solve a problem. Here we explore these processes in a learning paradigm. We ask whether guiding a learner's movements can have a delayed effect on learning, setting the stage for change that comes about only after instruction. Children were taught movements that were either relevant or irrelevant to solving mathematical equivalence problems and were told to produce the movements on a series of problems before they received instruction in mathematical equivalence. Children in the relevant movement condition improved after instruction significantly more than children in the irrelevant movement condition, despite the fact that the children showed no improvement in their understanding of mathematical equivalence on a ratings task or on a paper-and-pencil test taken immediately after the movements but before instruction. Movements of the body can thus be used to sow the seeds of conceptual change. But those seeds do not necessarily come to fruition until after the learner has received explicit instruction in the concept, suggesting a "sleeper effect" of gesture on learning. Copyright © 2015 Cognitive Science Society, Inc.

  8. TU-CD-BRD-01: Making Incident Learning Practical and Useful: Challenges and Previous Experiences

    International Nuclear Information System (INIS)

    Ezzell, G.

    2015-01-01

    aside for audience members to contribute to the discussion. Learning Objectives: Learn how to promote the use of an incident learning system in a clinic. Learn how to convert “event reporting” into “incident learning”. See examples of practice changes that have come out of learning systems. Learn how the RO-ILS system can be used as a primary internal learning system. Learn how to create succinct, meaningful reports useful to outside readers. Gary Ezzell chairs the AAPM committee overseeing RO-ILS and has received an honorarium from ASTRO for working on the committee reviewing RO-ILS reports. Derek Brown is a director of http://TreatSafely.org . Brett Miller has previously received travel expenses and an honorarium from Varian. Phillip Beron has nothing to report

  9. Chronic impairments in spatial learning and memory in rats previously exposed to chlorpyrfos or diisopropylfluorophosphate.

    Science.gov (United States)

    Terry, A V; Beck, W D; Warner, S; Vandenhuerk, L; Callahan, P M

    2012-01-01

    The acute toxicity of organophosphates (OPs) has been studied extensively; however, much less attention has been given to the subject of repeated exposures that are not associated with overt signs of toxicity (i.e., subthreshold exposures). The objective of this study was to determine if the protracted spatial learning impairments we have observed previously after repeated subthreshold exposures to the insecticide chlorpyrifos (CPF) or the alkylphosphate OP, diisopropylfluorophosphate (DFP) persisted for longer periods after exposure. Male Wistar rats (beginning at two months of age) were initially injected subcutaneously with CPF (10.0 or 18.0mg/kg) or DFP (0.25 or 0.75 mg/kg) every other day for 30 days. After an extended OP-free washout period (behavioral testing begun 50 days after the last OP exposure), rats previously exposed to CPF, but not DFP, were impaired in a radial arm maze (RAM) win-shift task as well as a delayed non-match to position procedure. Later experiments (i.e., beginning 140 days after the last OP exposure) revealed impairments in the acquisition of a water maze hidden platform task associated with both OPs. However, only rats previously exposed to DFP were impaired in a second phase of testing when the platform location was changed (indicative of deficits of cognitive flexibility). These results indicate, therefore, that repeated, subthreshold exposures to CPF and DFP may lead to chronic deficits in spatial learning and memory (i.e., long after cholinesterase inhibition has abated) and that insecticide and alkylphosphate-based OPs may have differential effects depending on the cognitive domain evaluated. Copyright © 2011 Elsevier Inc. All rights reserved.

  10. Mesolimbic confidence signals guide perceptual learning in the absence of external feedback.

    Science.gov (United States)

    Guggenmos, Matthias; Wilbertz, Gregor; Hebart, Martin N; Sterzer, Philipp

    2016-03-29

    It is well established that learning can occur without external feedback, yet normative reinforcement learning theories have difficulties explaining such instances of learning. Here, we propose that human observers are capable of generating their own feedback signals by monitoring internal decision variables. We investigated this hypothesis in a visual perceptual learning task using fMRI and confidence reports as a measure for this monitoring process. Employing a novel computational model in which learning is guided by confidence-based reinforcement signals, we found that mesolimbic brain areas encoded both anticipation and prediction error of confidence-in remarkable similarity to previous findings for external reward-based feedback. We demonstrate that the model accounts for choice and confidence reports and show that the mesolimbic confidence prediction error modulation derived through the model predicts individual learning success. These results provide a mechanistic neurobiological explanation for learning without external feedback by augmenting reinforcement models with confidence-based feedback.

  11. Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83.

    Science.gov (United States)

    Taylor, David C M; Hamdy, Hossam

    2013-11-01

    There are many theories that explain how adults learn and each has its own merits. This Guide explains and explores the more commonly used ones and how they can be used to enhance student and faculty learning. The Guide presents a model that combines many of the theories into a flow diagram which can be followed by anyone planning learning. The schema can be used at curriculum planning level, or at the level of individual learning. At each stage of the model, the Guide identifies the responsibilities of both learner and educator. The role of the institution is to ensure that the time and resources are available to allow effective learning to happen. The Guide is designed for those new to education, in the hope that it can unravel the difficulties in understanding and applying the common learning theories, whilst also creating opportunities for debate as to the best way they should be used.

  12. A Guided Discovery Approach for Learning Glycolysis.

    Science.gov (United States)

    Schultz, Emeric

    1997-01-01

    Argues that more attention should be given to teaching students how to learn the rudiments of specific metabolic pathways. This approach describes a unique way of learning the glycolytic pathway in stepwise fashion. The pedagogy involves clear rote components that are connected to a set of generalizations that develop and enhance important…

  13. Automata Learning through Counterexample Guided Abstraction Refinement

    DEFF Research Database (Denmark)

    Aarts, Fides; Heidarian, Faranak; Kuppens, Harco

    2012-01-01

    Abstraction is the key when learning behavioral models of realistic systems. Hence, in most practical applications where automata learning is used to construct models of software components, researchers manually define abstractions which, depending on the history, map a large set of concrete events...... to a small set of abstract events that can be handled by automata learning tools. In this article, we show how such abstractions can be constructed fully automatically for a restricted class of extended finite state machines in which one can test for equality of data parameters, but no operations on data...

  14. Living Classrooms: Learning Guide for Famous & Historic Trees.

    Science.gov (United States)

    American Forest Foundation, Washington, DC.

    This guide provides information to create and care for a Famous and Historic Trees Living Classroom in which students learn American history and culture in the context of environmental change. The booklet contains 10 hands-on activities that emphasize observation, critical thinking, and teamwork. Worksheets and illustrations provide students with…

  15. Contextual Approach with Guided Discovery Learning and Brain Based Learning in Geometry Learning

    Science.gov (United States)

    Kartikaningtyas, V.; Kusmayadi, T. A.; Riyadi

    2017-09-01

    The aim of this study was to combine the contextual approach with Guided Discovery Learning (GDL) and Brain Based Learning (BBL) in geometry learning of junior high school. Furthermore, this study analysed the effect of contextual approach with GDL and BBL in geometry learning. GDL-contextual and BBL-contextual was built from the steps of GDL and BBL that combined with the principles of contextual approach. To validate the models, it uses quasi experiment which used two experiment groups. The sample had been chosen by stratified cluster random sampling. The sample was 150 students of grade 8th in junior high school. The data were collected through the student’s mathematics achievement test that given after the treatment of each group. The data analysed by using one way ANOVA with different cell. The result shows that GDL-contextual has not different effect than BBL-contextual on mathematics achievement in geometry learning. It means both the two models could be used in mathematics learning as the innovative way in geometry learning.

  16. Effect of Kolb's Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes

    Science.gov (United States)

    Sudria, Ida Bagus Nyoman; Redhana, I. Wayan; Kirna, I. Made; Aini, Diah

    2018-01-01

    This study aimed to examine the effect of Kolb's learning styles on chemical learning activities and achievement of reaction rate taught by inductive guided inquiry learning. The population was eleventh grade Science students of a senior secondary school having relatively good academic input based on national testing results in Bali, Indonesia.…

  17. Reward-Guided Learning with and without Causal Attribution.

    Science.gov (United States)

    Jocham, Gerhard; Brodersen, Kay H; Constantinescu, Alexandra O; Kahn, Martin C; Ianni, Angela M; Walton, Mark E; Rushworth, Matthew F S; Behrens, Timothy E J

    2016-04-06

    When an organism receives a reward, it is crucial to know which of many candidate actions caused this reward. However, recent work suggests that learning is possible even when this most fundamental assumption is not met. We used novel reward-guided learning paradigms in two fMRI studies to show that humans deploy separable learning mechanisms that operate in parallel. While behavior was dominated by precise contingent learning, it also revealed hallmarks of noncontingent learning strategies. These learning mechanisms were separable behaviorally and neurally. Lateral orbitofrontal cortex supported contingent learning and reflected contingencies between outcomes and their causal choices. Amygdala responses around reward times related to statistical patterns of learning. Time-based heuristic mechanisms were related to activity in sensorimotor corticostriatal circuitry. Our data point to the existence of several learning mechanisms in the human brain, of which only one relies on applying known rules about the causal structure of the task. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

  18. Implementing Process Oriented Guided Inquiry Learning (POGIL) in Undergraduate Biomechanics: Lessons Learned by a Novice

    Science.gov (United States)

    Simonson, Shawn R.; Shadle, Susan E.

    2013-01-01

    Process Oriented Guided Inquiry Learning (POGIL) uses specially designed activities and cooperative learning to teach content and to actively engage students in inquiry, analytical thinking and teamwork. It has been used extensively in Chemistry education, but the use of POGIL is not well documented in other physical and biological sciences. This…

  19. Deep learning improves prediction of CRISPR-Cpf1 guide RNA activity.

    Science.gov (United States)

    Kim, Hui Kwon; Min, Seonwoo; Song, Myungjae; Jung, Soobin; Choi, Jae Woo; Kim, Younggwang; Lee, Sangeun; Yoon, Sungroh; Kim, Hyongbum Henry

    2018-03-01

    We present two algorithms to predict the activity of AsCpf1 guide RNAs. Indel frequencies for 15,000 target sequences were used in a deep-learning framework based on a convolutional neural network to train Seq-deepCpf1. We then incorporated chromatin accessibility information to create the better-performing DeepCpf1 algorithm for cell lines for which such information is available and show that both algorithms outperform previous machine learning algorithms on our own and published data sets.

  20. Using human brain activity to guide machine learning.

    Science.gov (United States)

    Fong, Ruth C; Scheirer, Walter J; Cox, David D

    2018-03-29

    Machine learning is a field of computer science that builds algorithms that learn. In many cases, machine learning algorithms are used to recreate a human ability like adding a caption to a photo, driving a car, or playing a game. While the human brain has long served as a source of inspiration for machine learning, little effort has been made to directly use data collected from working brains as a guide for machine learning algorithms. Here we demonstrate a new paradigm of "neurally-weighted" machine learning, which takes fMRI measurements of human brain activity from subjects viewing images, and infuses these data into the training process of an object recognition learning algorithm to make it more consistent with the human brain. After training, these neurally-weighted classifiers are able to classify images without requiring any additional neural data. We show that our neural-weighting approach can lead to large performance gains when used with traditional machine vision features, as well as to significant improvements with already high-performing convolutional neural network features. The effectiveness of this approach points to a path forward for a new class of hybrid machine learning algorithms which take both inspiration and direct constraints from neuronal data.

  1. Comparison of Mathematical Resilience among Students with Problem Based Learning and Guided Discovery Learning Model

    Science.gov (United States)

    Hafiz, M.; Darhim; Dahlan, J. A.

    2017-09-01

    Mathematical resilience is very important thing in learning mathematics. It is a positive attitude in order to make student not easily give up in the face of adversity when solving mathematics problems through discussion and research about mathematics. The purpose of this study was to examine comparison of mathematical resilience among students receiving problem based learning model and the students who received guided discovery learning model. This research was conducted at one junior high school in Jakarta. The method was used in this study is quasi-experimental with 66 students as the samples. The instrument which was used in this research is mathematical resilience scale with 24 items of statements. The result of this research is mathematical resilience between the students who received problem based learning model is better than the students who received guided discovery learning model. According to this study result the authors presented some suggestions that: 1) problem based learning and guided discovery learning model can both develop mathematical resilience, but problem based learning is more recommended to use, 2) in order to achieve mathematical resilience better than this findings, it needs to do the next research that combine problem based learning with other treatment.

  2. Incidence and Outcomes of Optical Zone Enlargement and Recentration After Previous Myopic LASIK by Topography-Guided Custom Ablation.

    Science.gov (United States)

    Reinstein, Dan Z; Archer, Timothy J; Carp, Glenn I; Stuart, Alastair J; Rowe, Elizabeth L; Nesbit, Andrew; Moore, Tara

    2018-02-01

    To report the incidence, visual and refractive outcomes, optical zone enlargement, and recentration using topography-guided CRS-Master TOSCA II software with the MEL 80 excimer laser (Carl Zeiss Meditec AG, Jena, Germany) after primary myopic laser refractive surgery. Retrospective analysis of 73 eyes (40 patients) with complaints of night vision disturbances due to either a decentration or small optical zone following a primary myopic laser refractive surgery procedure using the MEL 80 laser. Multiple ATLAS topography scans were imported into the CRS-Master software for topography-guided ablation planning. The topography-guided re-treatment procedure was performed as either a LASIK flap lift, a new LASIK flap, a side cut only, or photorefractive keratectomy. Axial curvature maps were analyzed using a fixed grid and set of concentric circles superimposed to measure the topographic optical zone diameter and centration. Follow-up was 12 months. The incidence of use in the population of myopic treatments during the study period was 0.79% (73 of 9,249). The optical zone diameter was increased by 11% from a mean of 5.65 to 6.32 mm, with a maximum change of 2 mm in one case. Topographic decentration was reduced by 64% from a mean of 0.58 to 0.21 mm. There was a 44% reduction in spherical aberration, 53% reduction in coma, and 39% reduction in total higher order aberrations. A subjective improvement in night vision symptoms was reported by 93%. Regarding efficacy, 82% of eyes reached 20/20 and 100% reached 20/32 (preoperative CDVA was 20/20 or better in 90%). Regarding safety, no eyes lost two lines of CDVA and 27% gained one line. Regarding predictability, 71% of re-treatments were within ±0.50 diopters. Topography-guided ablation was effective in enlarging the optical zone, recentering the optical zone, and reducing higher order aberrations. Topography-guided custom ablation appears to be an effective method for re-treatment procedures of symptomatic patients after

  3. The Beneficial Effects of Applied Physiology Study Guides on Dentistry Students’ Learning

    Directory of Open Access Journals (Sweden)

    Rana Keyhanmanesh

    2014-12-01

    Full Text Available Introduction: Previous studies have shown that study guides are effective tools that recognize students’ educational needs and help teachers to attain satisfactory results. Unfortunately, this effective learning tool has not been used in the coursework and teaching of basic sciences in Tabriz University of Medical Sciences. Therefore, this study was proposed to evaluate the effects of a study guide in an applied physiology course on the overall learning quality of dental students.Methods: In this semi-quasi experimental study, 45 dental and 63 medical students in an Applied Physiology course were included. A study guide was given to the dental students at the beginning of the course. At the end of the course, a final examination was held for both groups separately using the OSCE method. The medical and dental students’ final scores were compared using a T-test with SPSS v.16 software. A 34-question Likert-scaled questionnaire was prepared by researchers to evaluate the experimental group’s opinion about the effects of the study guide on their learning.Results: The final exam score of the dental students was 18.01±1.57, and it was 17.94±1.42 for the medical students. The final score of both groups was not different significantly (p=0.804. Based upon the questionnaire, the dental students believed that study guide significantly improved their knowledge and skills in applied physiology (Mean= 61.12±13.7. Conclusion: Use of a study guide improves both the attitude and knowledge of dental students in the applied physiology course.

  4. A Latin Functionalist Dictionary as a Self-Learning Language Device: Previous Experiences to Digitalization

    Science.gov (United States)

    Márquez, Manuel; Chaves, Beatriz

    2016-01-01

    The application of a methodology based on S.C. Dik's Functionalist Grammar linguistic principles, which is addressed to the teaching of Latin to secondary students, has resulted in a quantitative improvement in students' acquisition process of knowledge. To do so, we have used a self-learning tool, an ad hoc dictionary, of which the use in…

  5. Process-Oriented Guided-Inquiry Learning in an Introductory Anatomy and Physiology Course with a Diverse Student Population

    Science.gov (United States)

    Brown, Patrick J. P.

    2010-01-01

    Process-oriented guided-inquiry learning (POGIL), a pedagogical technique initially developed for college chemistry courses, has been implemented for 2 yr in a freshman-level anatomy and physiology course at a small private college. The course is populated with students with backgrounds ranging from no previous college-level science to junior and…

  6. Peripheral vision benefits spatial learning by guiding eye movements.

    Science.gov (United States)

    Yamamoto, Naohide; Philbeck, John W

    2013-01-01

    The loss of peripheral vision impairs spatial learning and navigation. However, the mechanisms underlying these impairments remain poorly understood. One advantage of having peripheral vision is that objects in an environment are easily detected and readily foveated via eye movements. The present study examined this potential benefit of peripheral vision by investigating whether competent performance in spatial learning requires effective eye movements. In Experiment 1, participants learned room-sized spatial layouts with or without restriction on direct eye movements to objects. Eye movements were restricted by having participants view the objects through small apertures in front of their eyes. Results showed that impeding effective eye movements made subsequent retrieval of spatial memory slower and less accurate. The small apertures also occluded much of the environmental surroundings, but the importance of this kind of occlusion was ruled out in Experiment 2 by showing that participants exhibited intact learning of the same spatial layouts when luminescent objects were viewed in an otherwise dark room. Together, these findings suggest that one of the roles of peripheral vision in spatial learning is to guide eye movements, highlighting the importance of spatial information derived from eye movements for learning environmental layouts.

  7. Endoscopic ultrasound-guided fine-needle aspiration in patients with mediastinal abnormalities and previous extrathoracic malignancy

    NARCIS (Netherlands)

    Kramer, H; Koeter, GH; Sleijfer, DT; van Putten, JWG; Groen, HJM

    Enlarged mediastinal lymph nodes inpatients with previous extrathoracic malignancy require pathological verification. However, surgical procedures lead to morbidity and (rarely) mortality. Endoscopic ultrasound with fine-needle aspiration (EUS-FNA) is a minimally invasive, outpatient procedure. We

  8. A Latin Functionalist Dictionary as a Self-Learning Language Device: Previous Experiences to Digitalization

    Directory of Open Access Journals (Sweden)

    Cruz Manuel Márquez

    2016-07-01

    Full Text Available The application of a methodology based on S.C. Dik’s Functionalist Grammar linguistic principles, which is addressed to the teaching of Latin to secondary students, has resulted in a quantitative improvement in students’ acquisition process of knowledge. To do so, we have used a self-learning tool, an ad hoc dictionary, of which the use in different practices has made students understand, at a basic level, the functioning of this language.

  9. Development of Plant Physiology Learning Tool Based on Guided Inquiry

    Directory of Open Access Journals (Sweden)

    Saidatun Ni’mah

    2015-03-01

    Full Text Available Pengembangan Perangkat Pembelajaran Fisiologi Tumbuhan Berbasis Inkuiri Terbimbing   Abstract: The purpose of this research was to produce an instructional materials for Plant Physiology course, including syllabus, lesson plan, worksheet, and assessment instruments, based on guided inquiry. The models of this research was adapted from the ADDIE Model which consists of (1 analysis, (2 design, (3 development, (4 implementation, and (5 evaluation. The results of the validation by experts validator and a small group readability test results showed that the developed instructional materials were categorized “Good”. The results of trials on 39 students showed that the guided inquiry-based learning improved the students’ learning outcomes. Key Words: instructional materials development, plant physiology, guided inquiry   Abstrak: Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran Fisiologi Tumbuhan berbasis inkuiri terbimbing yang meliputi silabus, Satuan Acara Perkuliahan (SAP, Lembar Kerja Mahasiswa (LKM, dan instrumen penilaian. Model penelitian dan pengembangan merupakan hasil adaptasi model pengembangan ADDIE yang terdiri dari (1 analysis, (2 design, (3 development, (4 implementation, dan (5 evaluation. Hasil validasi oleh validator ahli dan hasil uji keterbacaan oleh uji kelompok kecil menunjukkan bahwa perangkat pembelajaran hasil pengembangan berkategori baik. Hasil uji coba lapangan dilakukan pada 39 mahasiswa angkatan 2012/2013 Program Studi Pendidikan Biologi STKIP PGRI Banjarmasin dan menunjukkan bahwa dengan pembelajaran berbasis inkuiri terbimbing dapat meningkatkan hasil belajar mahasiswa. Kata kunci: pengembangan perangkat pembelajaran, fisiologi tumbuhan, inkuiri terbimbing

  10. Interaction between Gaming and Multistage Guiding Strategies on Students' Field Trip Mobile Learning Performance and Motivation

    Science.gov (United States)

    Chen, Chih-Hung; Liu, Guan-Zhi; Hwang, Gwo-Jen

    2016-01-01

    In this study, an integrated gaming and multistage guiding approach was proposed for conducting in-field mobile learning activities. A mobile learning system was developed based on the proposed approach. To investigate the interaction between the gaming and guiding strategies on students' learning performance and motivation, a 2 × 2 experiment was…

  11. Risk Communication Strategies: Lessons Learned from Previous Disasters with a Focus on the Fukushima Radiation Accident.

    Science.gov (United States)

    Svendsen, Erik R; Yamaguchi, Ichiro; Tsuda, Toshihide; Guimaraes, Jean Remy Davee; Tondel, Martin

    2016-12-01

    It has been difficult to both mitigate the health consequences and effectively provide health risk information to the public affected by the Fukushima radiological disaster. Often, there are contrasting public health ethics within these activities which complicate risk communication. Although no risk communication strategy is perfect in such disasters, the ethical principles of risk communication provide good practical guidance. These discussions will be made in the context of similar lessons learned after radiation exposures in Goiania, Brazil, in 1987; the Chernobyl nuclear power plant accident, Ukraine, in 1986; and the attack at the World Trade Center, New York, USA, in 2001. Neither of the two strategies is perfect nor fatally flawed. Yet, this discussion and lessons from prior events should assist decision makers with navigating difficult risk communication strategies in similar environmental health disasters.

  12. Mesolimbic confidence signals guide perceptual learning in the absence of external feedback

    Science.gov (United States)

    Guggenmos, Matthias; Wilbertz, Gregor; Hebart, Martin N; Sterzer, Philipp

    2016-01-01

    It is well established that learning can occur without external feedback, yet normative reinforcement learning theories have difficulties explaining such instances of learning. Here, we propose that human observers are capable of generating their own feedback signals by monitoring internal decision variables. We investigated this hypothesis in a visual perceptual learning task using fMRI and confidence reports as a measure for this monitoring process. Employing a novel computational model in which learning is guided by confidence-based reinforcement signals, we found that mesolimbic brain areas encoded both anticipation and prediction error of confidence—in remarkable similarity to previous findings for external reward-based feedback. We demonstrate that the model accounts for choice and confidence reports and show that the mesolimbic confidence prediction error modulation derived through the model predicts individual learning success. These results provide a mechanistic neurobiological explanation for learning without external feedback by augmenting reinforcement models with confidence-based feedback. DOI: http://dx.doi.org/10.7554/eLife.13388.001 PMID:27021283

  13. Deep learning guided stroke management: a review of clinical applications.

    Science.gov (United States)

    Feng, Rui; Badgeley, Marcus; Mocco, J; Oermann, Eric K

    2018-04-01

    Stroke is a leading cause of long-term disability, and outcome is directly related to timely intervention. Not all patients benefit from rapid intervention, however. Thus a significant amount of attention has been paid to using neuroimaging to assess potential benefit by identifying areas of ischemia that have not yet experienced cellular death. The perfusion-diffusion mismatch, is used as a simple metric for potential benefit with timely intervention, yet penumbral patterns provide an inaccurate predictor of clinical outcome. Machine learning research in the form of deep learning (artificial intelligence) techniques using deep neural networks (DNNs) excel at working with complex inputs. The key areas where deep learning may be imminently applied to stroke management are image segmentation, automated featurization (radiomics), and multimodal prognostication. The application of convolutional neural networks, the family of DNN architectures designed to work with images, to stroke imaging data is a perfect match between a mature deep learning technique and a data type that is naturally suited to benefit from deep learning's strengths. These powerful tools have opened up exciting opportunities for data-driven stroke management for acute intervention and for guiding prognosis. Deep learning techniques are useful for the speed and power of results they can deliver and will become an increasingly standard tool in the modern stroke specialist's arsenal for delivering personalized medicine to patients with ischemic stroke. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  14. Prevention of Tetanus Outbreak Following Natural Disaster in Indonesia: Lessons Learned from Previous Disasters.

    Science.gov (United States)

    Pascapurnama, Dyshelly Nurkartika; Murakami, Aya; Chagan-Yasutan, Haorile; Hattori, Toshio; Sasaki, Hiroyuki; Egawa, Shinichi

    2016-03-01

    In Indonesia, the Aceh earthquake and tsunami in 2004 killed 127,000 people and caused half a million injuries, while the Yogyakarta earthquake in 2006 caused 5,700 deaths and 37,000 injuries. Because disaster-affected areas are vulnerable to epidemic-prone diseases and tetanus is one such disease that is preventable, we systematically reviewed the literature related to tetanus outbreaks following previous two natural disasters in Indonesia. Based on our findings, recommendations for proper vaccination and education can be made for future countermeasures. Using specified keywords related to tetanus and disasters, relevant documents were screened from PubMed, the WHO website, and books. Reports offering limited data and those released before 2004 were excluded. In all, 16 publications were reviewed systematically. Results show that 106 cases of tetanus occurred in Aceh, with a case fatality ratio (CFR) of 18.9%; 71 cases occurred in Yogyakarta, with CFR of 36.6%. For both outbreaks, most patients had been wounded during scavenging or evacuation after the disaster occurred. Poor access to health care because of limited transportation or hospital facilities, and low vaccination coverage and lack of awareness of tetanus risk contributed to delayed treatment and case severity. Tetanus outbreaks after disasters are preventable by increasing vaccination coverage, improving wound care treatment, and establishing a regular surveillance system, in addition to good practices of disaster management and supportive care following national guidelines. Furthermore, health education for communities should be provided to raise awareness of tetanus risk reduction.

  15. Understanding students' concepts through guided inquiry learning and free modified inquiry on static fluid material

    OpenAIRE

    Sularso Sularso; Widha Sunarno; Sarwanto Sarwanto

    2017-01-01

    This study provides information on understanding students' concepts in guided inquiry learning groups and in free modified inquiry learning groups. Understanding of student concept is reviewed on the concept of static fluid case. The number of samples tested were 67 students. The sample is divided into 2 groups of students: the group is given guided inquiry learning and the group given the modified free inquiry learning. Understanding the concept of students is measured through 23 tests of it...

  16. AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment.

    Science.gov (United States)

    Ellaway, Rachel; Masters, Ken

    2008-06-01

    In just a few years, e-learning has become part of the mainstream in medical education. While e-learning means many things to many people, at its heart it is concerned with the educational uses of technology. For the purposes of this guide, we consider the many ways that the information revolution has affected and remediated the practice of healthcare teaching and learning. Deploying new technologies usually introduces tensions, and e-learning is no exception. Some wish to use it merely to perform pre-existing activities more efficiently or faster. Others pursue new ways of thinking and working that the use of such technology affords them. Simultaneously, while education, not technology, is the prime goal (and for healthcare, better patient outcomes), we are also aware that we cannot always predict outcomes. Sometimes, we have to take risks, and 'see what happens.' Serendipity often adds to the excitement of teaching. It certainly adds to the excitement of learning. The use of technology in support of education is not, therefore, a causal or engineered set of practices; rather, it requires creativity and adaptability in response to the specific and changing contexts in which it is used. Medical Education, as with most fields, is grappling with these tensions; the AMEE Guide to e-Learning in Medical Education hopes to help the reader, whether novice or expert, navigate them. This Guide is presented both as an introduction to the novice, and as a resource to more experienced practitioners. It covers a wide range of topics, some in broad outline, and others in more detail. Each section is concluded with a brief 'Take Home Message' which serves as a short summary of the section. The Guide is divided into two parts. The first part introduces the basic concepts of e-learning, e-teaching, and e-assessment, and then focuses on the day-to-day issues of e-learning, looking both at theoretical concepts and practical implementation issues. The second part examines technical

  17. A Prospective Randomized Study to Evaluate a New Learning Tool for Ultrasound-Guided Regional Anesthesia.

    Science.gov (United States)

    Das Adhikary, Sanjib; Karanzalis, Demetrius; Liu, Wai-Man Raymond; Hadzic, Admir; McQuillan, Patrick M

    2017-05-01

    To evaluate the effectiveness of a new learning tool for needle insertion accuracy skills during a simulated ultrasound-guided regional anesthesia procedure. Thirty participants were included in this randomized controlled study. After viewing a prerecorded video of a single, discreet, ultrasound-guided regional anesthesia task, all participants performed the same task three consecutive times (pretest), and needle insertion accuracy skills in a phantom model were recorded as baseline. All participants were then randomized into two groups, experimental and control. The experimental group practiced the task using the new tool, designed with two video cameras, a monitor, and an ultrasound machine where the images from the ultrasound and video of hand movements are viewed simultaneously on the monitor. The control group practiced the task without using the new tool. After the practice session, both groups repeated the same task and were evaluated in the same manner as in the pretest. Participants in both group groups had similar baseline characteristics with respect to previous experience with ultrasound-guided regional anesthesia procedures. The experimental group had significantly better needle insertion accuracy scores ( P  < 0.01) than the control group. Using the new learning tool, inexperienced participants had better needle insertion accuracy scores ( P  < 0.01) compared with experienced participants. This study demonstrates that the use of this new learning tool results in short-term improvement in hand-eye, motor, and basic needle insertion skills during a simulated ultrasound-guided regional anesthesia procedure vs traditional practice methods. Skill improvement was greater in novices compared with experienced participants. © 2016 American Academy of Pain Medicine. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

  18. Targeted MRI/TRUS fusion-guided biopsy in men with previous prostate biopsies using a novel registration software and multiparametric MRI PI-RADS scores: first results.

    Science.gov (United States)

    Tewes, Susanne; Hueper, Katja; Hartung, Dagmar; Imkamp, Florian; Herrmann, Thomas R W; Weidemann, Juergen; Renckly, Stefan; Kuczyk, Markus A; Wacker, Frank; Peters, Inga

    2015-11-01

    To evaluate a novel system for MRI/TRUS fusion-guided biopsy for detection of prostate cancer (PCa) in patients with previous negative prostate biopsy and determine diagnostic accuracy when using the Prostate Imaging Reporting and Data System (PI-RADS) for multiparametric magnetic resonance imaging (mpMRI) as proposed by the European Society of Urogenital Radiology. Thirty-nine men with clinical suspicion of PCa and history of previous prostate biopsy underwent mpMRI on a 3-T MRI. In total, 72 lesions were evaluated by the consensus of two radiologists. PI-RADS scores for each MRI sequence, the sum of the PI-RADS scores and the global PI-RADS were determined. MRI/TRUS fusion-guided targeted biopsy was performed using the BioJet™ software combined with a transrectal ultrasound system. Image fusion was based on rigid registration. PI-RADS scores of the dominant lesion were compared with histopathological results. Diagnostic accuracy was determined using receiver operating characteristic curve analysis. MRI/TRUS fusion-guided biopsy was reliable and successful for 71 out of 72 lesions. The global PI-RADS score of the dominant lesion was significantly higher in patients with PCa (4.0 ± 1.3) compared to patients with negative histopathology (2.6 ± 0.8; p = 0.0006). Using a global PI-RADS score cut-off ≥4, a sensitivity of 85 %, a specificity of 82 % and a negative predictive value of 92 % were achieved. The described fusion system is dependable and efficient for targeted MRI/TRUS fusion-guided biopsy. mpMRI PI-RADS scores combined with a novel real-time MRI/TRUS fusion system facilitate sufficient diagnosis of PCa with high sensitivity and specificity.

  19. Pairwise Constraint-Guided Sparse Learning for Feature Selection.

    Science.gov (United States)

    Liu, Mingxia; Zhang, Daoqiang

    2016-01-01

    Feature selection aims to identify the most informative features for a compact and accurate data representation. As typical supervised feature selection methods, Lasso and its variants using L1-norm-based regularization terms have received much attention in recent studies, most of which use class labels as supervised information. Besides class labels, there are other types of supervised information, e.g., pairwise constraints that specify whether a pair of data samples belong to the same class (must-link constraint) or different classes (cannot-link constraint). However, most of existing L1-norm-based sparse learning methods do not take advantage of the pairwise constraints that provide us weak and more general supervised information. For addressing that problem, we propose a pairwise constraint-guided sparse (CGS) learning method for feature selection, where the must-link and the cannot-link constraints are used as discriminative regularization terms that directly concentrate on the local discriminative structure of data. Furthermore, we develop two variants of CGS, including: 1) semi-supervised CGS that utilizes labeled data, pairwise constraints, and unlabeled data and 2) ensemble CGS that uses the ensemble of pairwise constraint sets. We conduct a series of experiments on a number of data sets from University of California-Irvine machine learning repository, a gene expression data set, two real-world neuroimaging-based classification tasks, and two large-scale attribute classification tasks. Experimental results demonstrate the efficacy of our proposed methods, compared with several established feature selection methods.

  20. Actively Teaching Research Methods with a Process Oriented Guided Inquiry Learning Approach

    Science.gov (United States)

    Mullins, Mary H.

    2017-01-01

    Active learning approaches have shown to improve student learning outcomes and improve the experience of students in the classroom. This article compares a Process Oriented Guided Inquiry Learning style approach to a more traditional teaching method in an undergraduate research methods course. Moving from a more traditional learning environment to…

  1. Effect of the rate of chest compression familiarised in previous training on the depth of chest compression during metronome-guided cardiopulmonary resuscitation: a randomised crossover trial.

    Science.gov (United States)

    Bae, Jinkun; Chung, Tae Nyoung; Je, Sang Mo

    2016-02-12

    To assess how the quality of metronome-guided cardiopulmonary resuscitation (CPR) was affected by the chest compression rate familiarised by training before the performance and to determine a possible mechanism for any effect shown. Prospective crossover trial of a simulated, one-person, chest-compression-only CPR. Participants were recruited from a medical school and two paramedic schools of South Korea. 42 senior students of a medical school and two paramedic schools were enrolled but five dropped out due to physical restraints. Senior medical and paramedic students performed 1 min of metronome-guided CPR with chest compressions only at a speed of 120 compressions/min after training for chest compression with three different rates (100, 120 and 140 compressions/min). Friedman's test was used to compare average compression depths based on the different rates used during training. Average compression depths were significantly different according to the rate used in training (pmetronome-guided CPR is affected by the relative difference between the rate of metronome guidance and the chest compression rate practised in previous training. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  2. Problem-based learning (PBL): getting the most out of your students - their roles and responsibilities: AMEE Guide No. 84.

    Science.gov (United States)

    Bate, Emily; Hommes, Juliette; Duvivier, Robbert; Taylor, David C M

    2014-01-01

    This Guide discusses the considerable literature on the merits or shortcomings of Problem-based learning (PBL), and the factors that promote or inhibit it, when seen through the eyes of the student. It seems to be the case that PBL works best when students and faculty understand the various factors that influence learning and are aware of their roles; this Guide deals with each of the main issues in turn. One of the most important concepts to recognise is that students and Faculty share the responsibility for learning and there are several factors that can influence its success. They include student motivation for PBL and the various ways in which they respond to being immersed in the process. As faculty, we also need to consider the way in which the learning environment supports the students develop the habit of life-long learning, and the skills and attitudes that will help them become competent reflective practitioners. Each of these elements place responsibilities upon the student, but also upon the Faculty and learning community they are joining. Although all of the authors work in a European setting, where PBL is used extensively as a learning strategy in many medical schools, the lessons learned we suggest, apply more widely, and several of the important factors apply to any form of curriculum. This Guide follows on from a previous review in the AMEE Guides in Medical education series, which provided an overview of PBL and attempts to emphasise the key role that students have in mastering their subject through PBL. This should render the business of being a student a little less mystifying, and help faculty to see how they can help their students acquire the independence and mastery that they will need.

  3. Perbandingan antara Keefektifan Model Guided Discovery Learning dan Project-Based Learning pada Matakuliah Geometri

    Directory of Open Access Journals (Sweden)

    Okky Riswandha Imawan

    2015-12-01

    Abstract This research aims to describe the effectiveness and effectiveness differences of the Guided Discovery Learning (GDL Model and the Project Based Learning (PjBL Model in terms of achievement, self-confidence, and critical thinking skills of students on the Solid Geometry subjects. This research was quasi experimental. The research subjects were two undergraduate classes of Mathematics Education Program, Ahmad Dahlan University, in their second semester, established at random. The data analysis to test the effectiveness of the GDL and PjBL Models in terms of each of the dependent variables used the t-test. The data analysis to test differences between effectiveness of the GDL and that of the PjBL Model used the MANOVA test. The results of this research show that viewed from achievement, self confidence, and critical thinking skills of the students are the application of the GDL Model on Solid Geometry subject is effective, the application of the PjBL Model on Solid Geometry subject is effective, and there is no difference in the effectiveness of GDL and PjBL Models on Solid Geometry subject in terms of achievement, self confidence, and critical thinking skills of the students. Keywords: guided discovery learning model, project-based learning model, achievement, self-confidence, critical thinking skills

  4. Enhancement of Self Efficacy of Vocational School Students in Buffer Solution Topics through Guided Inquiry Learning

    Science.gov (United States)

    M, Ardiany; W, Wahyu; A, Supriatna

    2017-09-01

    The more students who feel less confident in learning, so doing things that are less responsible, such as brawl, drunkenness and others. So researchers need to do research related to student self efficacy in learning, in order to reduce unwanted things. This study aims to determine the effect of guided inquiry learning on improving self-efficacy of learners in the buffer solution topics. The method used is the mixed method which is the two group pretest postest design. The subjects of the study are 60 students of class XI AK in one of the SMKN in Bandung, consisting of 30 experimental class students and 30 control class students. The instruments used in this study mix method consist of self-efficacy questionnaire of pretest and posttest learners, interview guides, and observation sheet. Data analysis using t test with significant α = 0,05. Based on the result of inquiry of guided inquiry study, there is a significant improvement in self efficacy aspect of students in the topic of buffer solution. Data of pretest and posttest interview, observation, questionnaire showed significant result, that is improvement of experimental class with conventionally guided inquiry learning. The mean of self-efficacy of student learning there is significant difference of experiment class than control class equal to 0,047. There is a significant relationship between guided inquiry learning with self efficacy and guided inquiry learning. Each correlation value is 0.737. The learning process with guided inquiry is fun and challenging so that students can expose their ideas and opinions without being forced. From the results of questionnaires students showed an attitude of interest, sincerity and a good response of learning. While the results of questionnaires teachers showed that guided inquiry learning can make students learn actively, increased self-efficacy.

  5. Benefits of Guided Self-Management of Attention on Learning Accounting

    Science.gov (United States)

    Sithole, Seedwell T. M.; Chandler, Paul; Abeysekera, Indra; Paas, Fred

    2017-01-01

    This research investigated the effects of 3 instructional design formats on learning introductory accounting. In accordance with cognitive load theory, it was predicted that students who would learn with a guided self-managed instructional design format would outperform students who would learn with a conventional split-attention format or an…

  6. Guided Inquiry Facilitated Blended Learning to Improve Metacognitive and Learning Outcome of High School Students

    Science.gov (United States)

    Suwono, H.; Susanti, S.; Lestari, U.

    2017-04-01

    The learning activities that involve the students to learn actively is one of the characteristics of a qualified education. The learning strategy that involves students’ active learning is guided inquiry. Learning problems today are growing metacognitive skills and cognitive learning outcomes. It is the research and development of learning module by using 4D models of Thiagarajan. The first phase is Define, which analyses the problems and needs required by the prior preparation of the module. The second phase is Design, which formulates learning design and devices to obtain the initial draft of learning modules. The third stage is Develop, which is developing and writing module, module validation, product testing, revision, and the resulting an end-product results module development. The fourth stage is Disseminate, which is disseminating of the valid products. Modules were validated by education experts, practitioners, subject matter experts, and expert of online media. The results of the validation module indicated that the module was valid and could be used in teaching and learning. In the validation phase of testing methods, we used experiments to know the difference of metacognitive skills and learning outcomes between the control group and experimental group. The experimental design was a one group pretest-posttest design. The results of the data analysis showed that the modules could enhance metacognitive skills and learning outcomes. The advantages of this module is as follows, 1) module is accompanied by a video link on a website that contains practical activities that are appropriate to Curriculum 2013, 2) module is accompanied by a video link on a website that contains about manual laboratory activities that will be used in the classroom face-to-face, so that students are ready when doing laboratory activities, 3) this module can be online through chat to increase students’ understanding. The disadvantages of this module are the material presented in

  7. Learning gain of pharmacy students after introducing guided inquiry learning with computer simulation in a pharmacology class in Fiji.

    Science.gov (United States)

    C Ezeala, Christian; A Ram, Arnold; Vulakouvaki, Napolioni

    2013-01-01

    Active learning methods such as problem-based learning have been widely adopted in health professions education, although guided inquiry learning has been used only in limited settings. The objective of this study was to determine students' learning gain when guided inquiry learning was combined with computer simulation in a basic pharmacology course. The second-year pharmacy students from Fiji National University participated in the study. Following classroom lectures on pharmacokinetics and pharmacodynamics, the students used tutor-prepared practice problems in groups of 3-4 to explore their concepts with Cyber Patient and Virtual Organ Bath software. Pre- and posttest assessments were administered to determine the learning gain from the exercises based on Hake's criteria. Forty-two students participated in the study. The average normalized learning gain from the pharmacokinetics exercises was 0.68. Thirty-seven participants (88.1%) achieved a significant learning gain, while 5 (11.90%) did not. The average normalized learning gain from the pharmacodynamics exercises was 0.76. Forty-one participants (97.6%) achieved a significant learning gain, while one participant (2.4%) did not. These results demonstrated that use of guided inquiry learning with computer simulations could produce significant learning gains with improvement in students' understanding of basic pharmacology.

  8. Role of 18F-Choline PET/CT in guiding biopsy in patients with risen PSA levels and previous negative biopsy for prostate cancer.

    Science.gov (United States)

    Jiménez Londoño, G A; García Vicente, A M; Amo-Salas, M; Fúnez Mayorga, F; López Guerrero, M A; Talavera Rubio, M P; Gutierrez Martin, P; González García, B; de la Torre Pérez, J A; Soriano Castrejón, Á M

    To study 18 F-Choline PET/CT in the diagnosis and biopsy guide of prostate cancer (pCa) in patients with persistently high prostate-specific antigen (PSA) and previous negative prostate biopsy. To compare the clinical risk factors and metabolic variables as predictors of malignancy. Patients with persistently elevated PSA in serum (total PSA >4ng/mL) and at least a previous negative or inconclusive biopsy were consecutively referred for a whole body 18 F-Choline PET/CT. Patient age, PSA level, PSA doubling time (PSAdt) and PSA velocity (PSAvel) were obtained. PET images were visually (positive or negative) and semiquantitatively (SUVmax) reviewed. 18 F-Choline uptake prostate patterns were defined as focal, multifocal, homogeneous or heterogeneous. Histology on biopsy using transrectal ultrasound-guided approach was the gold standard. Sensitivity (Se), specificity (Sp) and accuracy (Ac) of PET/CT for diagnosis of pCa were evaluated using per-patient and per-prostate lobe analysis. Receiver-operating-characteristic (ROC) curve analysis was used to assess the value of SUVmax to diagnose pCa. Correlation between PET/CT and biopsy results per-prostate lobe was assessed using the Chi-square test. Univariate and multivariate logistic regression analysis were applied to compare clinical risk factors and metabolic variables as predictors of malignancy. Thirty-six out of 43 patients with histologic confirmation were included. In 11 (30.5%) patients, pCa was diagnosed (Gleason score from 4 to 9). The mean values of patient age, PSA level, PSAdt and PSAvel were: 65.5 years, 15.6ng/ml, 28.1 months and 8.5ng/mL per year, respectively. Thirty-three patients had a positive PET/CT; 18 had a focal pattern, 7 multifocal, 4 homogeneous and 4 heterogeneous. Se, Sp and Ac of PET/CT were of 100%, 12% and 38% in the patient based analysis, and 87%, 29% and 14% in the prostate lobe based analysis, respectively. The ROC curve analysis of SUVmax showed an AUC of 0.568 (p=0.52). On a lobe

  9. Unweaving misconceptions: Guided learning, simulations, and misconceptions in learning principles of natural selection

    Science.gov (United States)

    Weeks, Brian E.

    College students often come to the study of evolutionary biology with many misconceptions of how the processes of natural selection and speciation occur. How to relinquish these misconceptions with learners is a question that many educators face in introductory biology courses. Constructivism as a theoretical framework has become an accepted and promoted model within the epistemology of science instruction. However, constructivism is not without its skeptics who see some problems of its application in lacking necessary guidance for novice learners. This study within a quantitative, quasi-experimental format tested whether guided online instruction in a video format of common misconceptions in evolutionary biology produced higher performance on a survey of knowledge of natural selection versus more constructivist style learning in the form of student exploration of computer simulations of the evolutionary process. Performances on surveys were also explored for a combination of constructivist and guided techniques to determine if a consolidation of approaches produced higher test scores. Out of the 94 participants 95% displayed at least one misconception of natural selection in the pre-test while the study treatments produced no statistically significant improvements in post-test scores except within the video (guided learning treatment). These overall results demonstrated the stubbornness of misconceptions involving natural selection for adult learners and the difficulty of helping them overcome them. It also bolsters the idea that some misconceptions of natural selection and evolution may be hardwired in a neurological sense and that new, more long-term teaching techniques may be warranted. Such long-term strategies may not be best implemented with constructivist techniques alone, and it is likely that some level of guidance may be necessary for novice adult learners. A more substantial, nuanced approach for undergraduates is needed that consolidates successful

  10. The Effect of Guided Inquiry Learning with Mind Map to Science Process Skills and Learning Outcomes of Natural Sciences

    OpenAIRE

    Hilman .

    2015-01-01

    Pengaruh Pembelajaran Inkuiri Terbimbing dengan Mind Map terhadap Keterampilan Proses Sains dan Hasil Belajar IPA   Abstract: Science learning in junior high school aims to enable students conducts scientific inquiry, improves knowledge, concepts, and science skills. Organization materials for students supports learning process so that needs to be explored techniques that allows students to enable it. This study aimed to determine the effect of guided inquiry learning with mind map on...

  11. Blended Learning in Action: A Practical Guide toward Sustainable Change

    Science.gov (United States)

    Tucker, Catlin R.; Wycoff, Tiffany; Green, Jason T.

    2017-01-01

    Blended learning has the power to reinvent education, but transitioning to a blended model is challenging. Blended learning requires a fundamentally new approach to learning as well as a new skillset for both teachers and school leaders. Loaded with research, examples, and resources, "Blended Learning in Action" demonstrates the…

  12. Pueblo Indian Watercolors: Learning by Looking. A Study Guide.

    Science.gov (United States)

    Connors, Andrew

    This guide presents a brief history of the Pueblo Indians of the Southwest, their traditions, and their art. Focus is on painting, a traditional art form that continues to be practiced, and on ceremonies and beliefs that are important elements of contemporary Pueblo society. The guide is designed for students of ages 10 through 14, but can be…

  13. Generating a Two-Phase Lesson for Guiding Beginners to Learn Basic Dance Movements

    Science.gov (United States)

    Yang, Yang; Leung, Howard; Yue, Lihua; Deng, Liqun

    2013-01-01

    In this paper, an automated lesson generation system for guiding beginners to learn basic dance movements is proposed. It analyzes the dance to generate a two-phase lesson which can provide a suitable cognitive load thus offering an efficient learning experience. In the first phase, the dance is divided into small pieces which are patterns, and…

  14. Preventing Teen Pregnancy. Learning Guide 4. Project Connect. Linking Self-Family-Work.

    Science.gov (United States)

    Emily Hall Tremaine Foundation, Inc., Hartford, CT.

    This learning guide is designed to connect personal, family, and job responsibilities for adults and out-of-school youth in economically depressed areas of the state (including transitional ex-offenders and corrections populations) so that these individuals learn to manage and balance these aspects of their lives in order to prepare for or…

  15. Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private

    Science.gov (United States)

    Sturgill, Amanda; Motley, Phillip

    2014-01-01

    Reflection is a key component of service learning, but research shows that in order to maximize learning, the reflection must be of high quality. This paper compares the affordances of three different models of written reflection in engendering students' higher-order thought processes. Student reflections were compared across axes of guided versus…

  16. Guided Learning at Workstations about Drug Prevention with Low Achievers in Science Education

    Science.gov (United States)

    Thomas, Heyne; Bogner, Franz X.

    2012-01-01

    Our study focussed on the cognitive achievement potential of low achieving eighth graders, dealing with drug prevention (cannabis). The learning process was guided by a teacher, leading this target group towards a modified learning at workstations which is seen as an appropriate approach for low achievers. We compared this specific open teaching…

  17. John Tracy Clinic Correspondence Learning Program for Parents of Preschool Deaf-Blind Children. Teacher's Guide.

    Science.gov (United States)

    Thielman, Virginia B.; And Others

    The teacher's guide outlines lessons from a correspondence learning program for parents of preschool deaf blind children. Learning steps and objectives are listed for eight areas covered by the program: communication, gross motor development, fine motor development, eating, sleeping, toilet training, dressing/undressing, and personal hygiene.…

  18. Peer Learning Community Guide. CEELO FastFact

    Science.gov (United States)

    Schilder, Diane; Brown, Kirsty Clarke; Gillaspy, Kathi

    2014-01-01

    States and technical assistance centers have asked the Center on Enhancing Early Learning Outcomes (CEELO) for guidance on establishing and maintaining a peer learning community (PLC). This document is designed to delineate the steps to establish and sustain a Peer Learning Community (PLC). It begins with a definition of a PLC and then presents…

  19. Confirmatory factor analysis of teaching and learning guiding principles instrument among teacher educators in higher education institutions

    Science.gov (United States)

    Masuwai, Azwani; Tajudin, Nor'ain Mohd; Saad, Noor Shah

    2017-05-01

    The purpose of this study is to develop and establish the validity and reliability of an instrument to generate teaching and learning guiding principles using Teaching and Learning Guiding Principles Instrument (TLGPI). Participants consisted of 171 Malaysian teacher educators. It is an essential instrument to reflect in generating the teaching and learning guiding principles in higher education level in Malaysia. Confirmatory Factor Analysis has validated all 19 items of TLGPI whereby all items indicated high reliability and internal consistency. A Confirmatory Factor Analysis also confirmed that a single factor model was used to generate teaching and learning guiding principles.

  20. Aligning physical learning spaces with the curriculum: AMEE Guide No. 107.

    Science.gov (United States)

    Nordquist, Jonas; Sundberg, Kristina; Laing, Andrew

    2016-08-01

    This Guide explores emerging issues on the alignment of learning spaces with the changing curriculum in medical education. As technology and new teaching methods have altered the nature of learning in medical education, it is necessary to re-think how physical learning spaces are aligned with the curriculum. The better alignment of learning spaces with the curriculum depends on more directly engaged leadership from faculty and the community of medical education for briefing the requirements for the design of all kinds of learning spaces. However, there is a lack of precedent and well-established processes as to how new kinds of learning spaces should be programmed. Such programmes are essential aspects of optimizing the intended experience of the curriculum. Faculty and the learning community need better tools and instruments to support their leadership role in briefing and programming. A Guide to critical concepts for exploring the alignment of curriculum and learning spaces is provided. The idea of a networked learning landscape is introduced as a way of assessing and evaluating the alignment of physical spaces to the emerging curriculum. The concept is used to explore how technology has widened the range of spaces and places in which learning happens as well as enabling new styles of learning. The networked learning landscaped is explored through four different scales within which learning is accommodated: the classroom, the building, the campus, and the city. High-level guidance on the process of briefing for the networked learning landscape is provided, to take into account the wider scale of learning spaces and the impact of technology. Key to a successful measurement process is argued to be the involvement of relevant academic stakeholders who can identify the strategic direction and purpose for the design of the learning environments in relation to the emerging demands of the curriculum.

  1. The Effectiveness of Guided Inquiry-based Learning Material on Students’ Science Literacy Skills

    Science.gov (United States)

    Aulia, E. V.; Poedjiastoeti, S.; Agustini, R.

    2018-01-01

    The purpose of this research is to describe the effectiveness of guided inquiry-based learning material to improve students’ science literacy skills on solubility and solubility product concepts. This study used Research and Development (R&D) design and was implemented to the 11th graders of Muhammadiyah 4 Senior High School Surabaya in 2016/2017 academic year with one group pre-test and post-test design. The data collection techniques used were validation, observation, test, and questionnaire. The results of this research showed that the students’ science literacy skills are different after implementation of guided inquiry-based learning material. The guided inquiry-based learning material is effective to improve students’ science literacy skills on solubility and solubility product concepts by getting N-gain score with medium and high category. This improvement caused by the developed learning material such as lesson plan, student worksheet, and science literacy skill tests were categorized as valid and very valid. In addition, each of the learning phases in lesson plan has been well implemented. Therefore, it can be concluded that the guided inquiry-based learning material are effective to improve students’ science literacy skills on solubility and solubility product concepts in senior high school.

  2. Attending to lifelong learning skills through guided reflection in a physics class

    OpenAIRE

    Dounas-Frazer, Dimitri R.; Reinholz, Daniel L.

    2015-01-01

    This paper describes a tool, the Guided Reflection Form (GRF), which was used to promote reflection in a modeling-based physics course. Each week, students completed a guided reflection and received feedback from their instructors. These activities were intended to help students become better at the process of reflection, developing skills that they could apply in their future learning. We analyzed student reflections: (1) to provide insight into the reflection process itself and (2) to descr...

  3. School Libraries and Student Learning: A Guide for School Leaders

    Science.gov (United States)

    Morris, Rebecca J.

    2015-01-01

    Innovative, well-designed school library programs can be critical resources for helping students meet high standards of college and career readiness. In "School Libraries and Student Learning", Rebecca J. Morris shows how school leaders can make the most of their school libraries to support ambitious student learning. She offers…

  4. Guiding Moral Behavior through a Reflective Learning Practice

    Science.gov (United States)

    Hedberg, Patricia R.

    2017-01-01

    Reflective learning practice embedded across the business curriculum is a powerful way to equip students with intentionally formed moral habits of the mind and heart. This article explores why and how to apply reflective learning to the teaching of business ethics. To act with integrity in complicated work organizations, students need skills and…

  5. Label Information Guided Graph Construction for Semi-Supervised Learning.

    Science.gov (United States)

    Zhuang, Liansheng; Zhou, Zihan; Gao, Shenghua; Yin, Jingwen; Lin, Zhouchen; Ma, Yi

    2017-09-01

    In the literature, most existing graph-based semi-supervised learning methods only use the label information of observed samples in the label propagation stage, while ignoring such valuable information when learning the graph. In this paper, we argue that it is beneficial to consider the label information in the graph learning stage. Specifically, by enforcing the weight of edges between labeled samples of different classes to be zero, we explicitly incorporate the label information into the state-of-the-art graph learning methods, such as the low-rank representation (LRR), and propose a novel semi-supervised graph learning method called semi-supervised low-rank representation. This results in a convex optimization problem with linear constraints, which can be solved by the linearized alternating direction method. Though we take LRR as an example, our proposed method is in fact very general and can be applied to any self-representation graph learning methods. Experiment results on both synthetic and real data sets demonstrate that the proposed graph learning method can better capture the global geometric structure of the data, and therefore is more effective for semi-supervised learning tasks.

  6. Novel Study Guides for Biochemistry Meaningful Learning in Biology: a Design-Based Research

    Directory of Open Access Journals (Sweden)

    Costa, C ; Galembeck, E. Costa, C ; Galembeck, E.

    2017-07-01

    Full Text Available One of the difficulties for biochemistry learning is the persistence of traditional teaching methods, based on transmission and memorization of abstract and detailed information, usually in a decontextualized way. Such scenario results in surface learning and content reproduction. In order to address these problems, three interventions in a discipline (Metabolism for Biology majors were applied, in the form of innovative teaching tools (study guides. OBJECTIVES: The main goal is to evaluate the impact of these interventions on interest, motivation, and learning of the metabolic pathways. MATERIALS AND METHODS: We describe the development, application, and evaluation of two study guides – one created from a problem used as a contextual connection for glycogen metabolism study and another embedding an integrative view based on glutamate metabolism. Both materials were guided by broad themes like evolution, metabolic adaptation, and comparative biochemistry. The development of the study guides combined submicroscopic (molecular and macroscopic (body, environment levels, aiming to motivate reading and discussion. A design-based research with cycles of application and assessment was carried out, by means of classroom observation, grade analysis in written exams, and students’ interviews. RESULTS AND DISCUSSION: In general, based on in-class student feedback to professors and to the researcher in the interviews, the study guides arouse curiosity and fostered peer discussion. Final average grades indicate a good global performance in all proposed activities. Whole data from study guides’ application in classroom evidenced their impact on interest, motivation, and learning. The strategy of developing problem or integrative situation linking molecular (micro and contextual (macro levels were helpful to foster critical thinking and to value topics of scientific literacy. CONCLUSIONS: Analysis and interpretation of the results point to benefits for

  7. Multicentre evaluation of targeted and systematic biopsies using magnetic resonance and ultrasound image-fusion guided transperineal prostate biopsy in patients with a previous negative biopsy.

    Science.gov (United States)

    Hansen, Nienke L; Kesch, Claudia; Barrett, Tristan; Koo, Brendan; Radtke, Jan P; Bonekamp, David; Schlemmer, Heinz-Peter; Warren, Anne Y; Wieczorek, Kathrin; Hohenfellner, Markus; Kastner, Christof; Hadaschik, Boris

    2017-11-01

    To evaluate the detection rates of targeted and systematic biopsies in magnetic resonance imaging (MRI) and ultrasound (US) image-fusion transperineal prostate biopsy for patients with previous benign transrectal biopsies in two high-volume centres. A two centre prospective outcome study of 487 patients with previous benign biopsies that underwent transperineal MRI/US fusion-guided targeted and systematic saturation biopsy from 2012 to 2015. Multiparametric MRI (mpMRI) was reported according to Prostate Imaging Reporting and Data System (PI-RADS) Version 1. Detection of Gleason score 7-10 prostate cancer on biopsy was the primary outcome. Positive (PPV) and negative (NPV) predictive values including 95% confidence intervals (95% CIs) were calculated. Detection rates of targeted and systematic biopsies were compared using McNemar's test. The median (interquartile range) PSA level was 9.0 (6.7-13.4) ng/mL. PI-RADS 3-5 mpMRI lesions were reported in 343 (70%) patients and Gleason score 7-10 prostate cancer was detected in 149 (31%). The PPV (95% CI) for detecting Gleason score 7-10 prostate cancer was 0.20 (±0.07) for PI-RADS 3, 0.32 (±0.09) for PI-RADS 4, and 0.70 (±0.08) for PI-RADS 5. The NPV (95% CI) of PI-RADS 1-2 was 0.92 (±0.04) for Gleason score 7-10 and 0.99 (±0.02) for Gleason score ≥4 + 3 cancer. Systematic biopsies alone found 125/138 (91%) Gleason score 7-10 cancers. In patients with suspicious lesions (PI-RADS 4-5) on mpMRI, systematic biopsies would not have detected 12/113 significant prostate cancers (11%), while targeted biopsies alone would have failed to diagnose 10/113 (9%). In equivocal lesions (PI-RADS 3), targeted biopsy alone would not have diagnosed 14/25 (56%) of Gleason score 7-10 cancers, whereas systematic biopsies alone would have missed 1/25 (4%). Combination with PSA density improved the area under the curve of PI-RADS from 0.822 to 0.846. In patients with high probability mpMRI lesions, the highest detection rates of Gleason

  8. Guided Inquiry Learning With Sea Water Battery Project

    Science.gov (United States)

    Mashudi, A.

    2017-02-01

    Science learning process is expected to produce valuable product, innovative and real learning environment, and provide memorable learning experience. That orientation can be contained in Inquiry Based Learning. SMP N 4 Juwana is located close to the beach. That’s why, Sea Water Battery Project is very suitable to be applied in learning activity as an effort to fulfill the renewable energy based on local wisdom. This study aims to increase interest, activity and achievement of students. Learning implementation stage, namely : Constructing Sea Water Battery project, observation, group presentations, and feedback. Sea Water Battery is renewable energy battery from materials easily found around the learner. The materials used are copper plate as the anode, zinc plate as the cathode and sea water as the electrolyte. Average score of students Interest on the first cycle 76, while on the second cycle 85. Average score of students Activity on the first cycle 76 and on the second cycle 86. Average score of students achievement on the first cycle 75, while on the second cycle 84. This learning process gave nurturant effect for students to keep innovating and construct engineering technology for the future.

  9. Development of an institutional framework to guide transitions into enhanced blended learning in higher education

    Directory of Open Access Journals (Sweden)

    Josephine Adekola

    2017-08-01

    Full Text Available The rapidly changing digital landscape is having a significant influence on learning and teaching. Our study assesses the response of one higher education institution (HEI to the changing digital landscape and its transition into enhanced blended learning, which seeks to go beyond the early implementation stage to make the most effective use of online learning technologies to enhance the student experience and student learning outcomes. Evidence from a qualitative study comprising 20 semi-structured interviews, informed by a literature review, has resulted in the development of a holistic framework to guide HEIs transitioning into enhanced blended learning. The proposed framework addresses questions relating to the why (change agents, what (institutional considerations, how (organisational preparedness and who (stakeholders of transitions into enhanced blended learning. The involvement of all stakeholder groups is essential to a successful institutional transition into enhanced blended learning.

  10. Perbandingan Model Pembelajaran Problem Based Learning Dengan Guided Discovery Learning Terhadap Keaktifan Siswa Kelas X SMA Negeri 1 Ngawi Tahun Pelajaran 2013.2014

    OpenAIRE

    Nurmasni, harlita harlita; Pranoto, Pranoto; Santosa, Slamet

    2017-01-01

    - The purpose of this research is to know the comparison of problem based learning models with Guided discovery learning to activities of students of X grade students at SMA Negeri 1 Ngawi in academic year 2013/2014. This study was a quasi experimental research. The research design was used post-test only nonequivalent control group design. This research applied problem based learning models and Guided Discovery Learning at experimental group. The population of this research was all of X grad...

  11. The development of CERDAS learning strategy guide for science education students of distance education

    Science.gov (United States)

    Rahayu, U.; Darmayanti, T.; Widodo, A.; Redjeki, S.

    2017-02-01

    Self-regulated learning (SRL) is a part of students’ skills in which they manage, regulate, and monitor their learning process so they can reach their study goal. Students of distance education should comprise this skill. The aim of this research is to describe the development of distance students learning guide, namely “CEDAS strategy” designed for science students. The students’ guidance consists of seven principles, they are; selecting and applying learning strategy appropriately, managing time effectively, planning of learning realistically and accurately, achieving study goal, and doing self-evaluation continuously. The research method was qualitative descriptive. The research involved the students of Universitas Terbuka’ Biology education who participated in Animal Embryology course. The data were collected using a questionnaire and interview. Furthermore, it was analyzed by descriptive analyses. Research finding showed that during try out, most of the students stated that the learning guide was easy to understand, concise, interesting and encouraging for students to continue reading and learning. In the implementation stage, most students commented that the guide is easy to understand, long enough, and helpful so it can be used as a reference to study independently and to apply it in the daily basis.

  12. Using problem based learning and guided inquiry in a high school acid-base chemistry unit

    Science.gov (United States)

    McKinley, Katie

    The purpose of this investigation was to determine if incorporating problem based learning and guided inquiry would improve student achievement in an acid base unit for high school chemistry. The activities and labs in the unit were modified to be centered around the problem of a fish kill that students investigated. Students also participated in guided inquiry labs to increase the amount of critical thinking and problem solving being done in the classroom. The hypothesis was that the implementation of problem based learning and guided inquiry would foster student learning. Students took a pre-test and post-test on questions covering the objectives of the acid base unit. These assessments were compared to determine the effectiveness of the unit. The results indicate that the unit was effective in increasing student performance on the unit test. This study also analyzed the process of problem based learning. Problem based learning can be an effective method of engaging students in inquiry. However, designing an effective problem based learning unit requires careful design of the problem and enough structure to assure students learn the intended content.

  13. A guided note taking strategy supports student learning in the large lecture classes

    Science.gov (United States)

    Tanamatayarat, J.; Sujarittham, T.; Wuttiprom, S.; Hefer, E.

    2017-09-01

    In higher education, lecturing has been found to be the most prevalent teaching format for large classes. Generally, this format tends not to result in effective learning outcomes. Therefore, to support student learning in these large lecture classes, we developed guided notes containing quotations, blank spaces, pictures, and problems. A guided note taking strategy was selected and has been used in our introductory physics course for many years. In this study, we investigated the results of implementing the guided note taking strategy to promote student learning on electrostatics. The samples were three groups of first-year students from two universities: 163 and 224 science students and 147 engineering students. All of the students were enrolled in the introductory physics course in the second semester. To assess the students’ understanding, we administered pre- and post-tests to the students by using the electrostatics test. The questions were selected from the conceptual survey of electricity and magnetism (CSEM) and some leading physics textbooks. The results of the students’ understanding were analyzed by the average normalized gains (). The value of each group was 0.61, 0.55, and 0.54, respectively. Furthermore, the students’ views on learning with the guided note taking strategy were explored by using the five-point rating scale survey. Most students perceived that the strategy helped support their active learning and engagement in the lectures.

  14. Conversation Compass: A Teacher's Guide to High-Quality Language Learning in Young Children

    Science.gov (United States)

    Curenton, Stephanie M.

    2016-01-01

    Classroom conversation plays an important role in the development of children's language and reasoning. However, studies show that classroom talk relies too much on directives and close-ended questions. "Conversation Compass" provides the tools to strengthen your language-learning environment: (1) The Compass: guide high-quality…

  15. Fundamental Nursing: Process-Oriented Guided-Inquiry Learning (POGIL) Research

    Science.gov (United States)

    Roller, Maureen C.

    2015-01-01

    Measuring the effect of a Process-Oriented Guided-Inquiry Learning (POGIL) implementation in a fundamental baccalaureate-nursing course is one way to determine its effectiveness. To date, the use of POGIL from a research perspective in fundamental nursing has not been documented in the literature. The purpose of the study was to measure the…

  16. Guiding At-Risk Students in the Language Arts Classroom. Learning Package No. 16.

    Science.gov (United States)

    Simic, Marge; Smith, Carl, Comp.

    Originally developed for the Department of Defense Schools (DoDDS) system, this learning package on guiding at-risk students in the language arts classroom is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes a comprehensive search of the ERIC database; a lecture giving an overview on the…

  17. Mountain Plains Learning Experience Guide: Automotive Repair. Course: Automotive Shop Safety.

    Science.gov (United States)

    Osland, Walt

    One of twelve individualized courses included in an automotive repair curriculum, this course presents avoidance of dangerous situations and accidents, and emergency equipment and procedures. The course is comprised of one unit, Shop Safety. The unit begins with a Unit Learning Experience Guide that gives directions for unit completion. The…

  18. T & I--Electric Motors. Kit No. 621. Instructor's Manual and Student Learning Activity Guide.

    Science.gov (United States)

    Bomar, William

    This instructor's manual and student learning activity guide comprise a kit for trade and industrial education (T & I) activities on electric motors. Purpose stated for the activities is to teach the student the four basic types of electric motors, the advantages and disadvantages of each, the types of jobs each can perform, and how to disassemble…

  19. The Role of Guided Induction in Paper-Based Data-Driven Learning

    Science.gov (United States)

    Smart, Jonathan

    2014-01-01

    This study examines the role of guided induction as an instructional approach in paper-based data-driven learning (DDL) in the context of an ESL grammar course during an intensive English program at an American public university. Specifically, it examines whether corpus-informed grammar instruction is more effective through inductive, data-driven…

  20. Successfully carrying out complex learning tasks through guiding teams’ qualitative and quantitative reasoning

    NARCIS (Netherlands)

    Slof, Bert; Erkens, Gijsbert; Kirschner, Paul A.; Janssen, Jeroen; Jaspers, Jos

    2011-01-01

    Slof, B., Erkens, G., Kirschner, P. A., Janssen, J., & Jaspers, J. G. M. (2012). Successfully carrying out complex learning tasks through guiding teams' qualitative and quantitative reasoning. Instructional Science, 40, 623-643. DOI: 10.1007/s11251-011-9185-2

  1. 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…

  2. Turning the Tide on Trash: A Learning Guide on Marine Debris.

    Science.gov (United States)

    Eastern Research Group, Inc., Lexington, MA.

    The oceans covering two-thirds of the earth's surface constitute a resource for animal life, fishing industries, coastal economies, and recreation. This learning guide is a collection of 14 activities integrating art, language arts, mathematics, music, science, and social studies with the study of marine debris. A student survey is used to…

  3. Working Memory and Learning: A Practical Guide for Teachers

    Science.gov (United States)

    Gathercole, Susan E.; Alloway, Tracy Packiam

    2008-01-01

    A good working memory is crucial to becoming a successful leaner, yet there is very little material available in an easy-to-use format that explains the concept and offers practitioners ways to support children with poor working memory in the classroom. This book provides a coherent overview of the role played by working memory in learning during…

  4. Effect of the rate of chest compression familiarised in previous training on the depth of chest compression during metronome-guided cardiopulmonary resuscitation: a randomised crossover trial

    OpenAIRE

    Bae, Jinkun; Chung, Tae Nyoung; Je, Sang Mo

    2016-01-01

    Objectives To assess how the quality of metronome-guided cardiopulmonary resuscitation (CPR) was affected by the chest compression rate familiarised by training before the performance and to determine a possible mechanism for any effect shown. Design Prospective crossover trial of a simulated, one-person, chest-compression-only CPR. Setting Participants were recruited from a medical school and two paramedic schools of South Korea. Participants 42 senior students of a medical school and two pa...

  5. Academe-Industry Partnership: Basis for Enhanced Learning Guide in the New Science General Education Course

    Directory of Open Access Journals (Sweden)

    Alma D. Agero

    2016-11-01

    Full Text Available This study explores the academe-industry partnership of Cebu Technological University Bachelor of Science in Hospitality Management and Bachelor of Science in Industrial Technology major in Food Preparation and Services courses, SY 2014-2015 to improve the quality of course offering. It takes on the feedback received from supervisors of 50 different hotels and restaurants of Cebu province, as well as the self-rating of 185 OJTs of the two courses as regard to OJTs' level of functional and science-based core competencies. This descriptive research utilizes Likert-type research-made survey questionnaire which was previously tested for validity and reliability. The findings revealed that industry supervisors evaluated the trainees as Competent in core competencies (Bartending, Bread and pastry products, Cookery, Customer services, Front office services, food and beverages as well as functional skills (Problem solving, Leadership, Communication, Independent work, Creativity, Negotiation, Teamwork, Time management and Initiative. However, they found the students need of strengthening their problem solving and communication skills. The researchers therefore developed an enhanced learning guide for the New Science GE course to address the gaps based on the industry feedback.

  6. Study guides: effective tools to improve self-directed learning skills of medical students.

    Science.gov (United States)

    Khabaz Mafinejad, Mahboobeh; Aghili, Rokhsareh; Emami, Zahra; Malek, Mojtaba; Baradaran, Hamidreza; Taghavinia, Mansoureh; Khamseh, Mohammad E

    2014-01-01

    In medicine, there is a rapid development of a knowledge base. Medical professionals need to sustain and advance their competence to practice in response to these varieties. So, there is increased interest in self-directed learning methods. Study guides can make a major contribution to self-directed learning. This study was carried out to evaluate the effect of study guides on improving self-learning skills of medical students in the Iran University of Medical Sciences (IUMS). In this quasi-experimental study, 46 medical students were randomly assigned into two groups; the intervention group and the control group. Both groups participated in a diagnostic test at the beginning of the course (pre-test). The same test was taken at the end of the course (post-test). The intervention group was provided with study guides on thyroid disorders and diabetes. Meanwhile, they continued their routine clinical training. The control group was only involved in the conventional training program. Students in the intervention group were also asked to complete a designed questionnaire in regard to their attitude toward the study guides. At enrollment, there was no statistically significant difference between the two groups. The mean scores of the pre-test for the control group and the intervention group were 6.18 and 6.13 respectively (P=0.9). In the post-test, the mean score of the students in the intervention group was considerably higher: 9.25 vs. 12 (P=0.002). The students in the intervention group found the study guides useful. The study guides were potentially effective in motivating self-learning in this group of medical students and had a remarkable effect on their final score.

  7. The Effect of Guided Inquiry Learning with Mind Map to Science Process Skills and Learning Outcomes of Natural Sciences

    Directory of Open Access Journals (Sweden)

    Hilman .

    2015-04-01

    Full Text Available Pengaruh Pembelajaran Inkuiri Terbimbing dengan Mind Map terhadap Keterampilan Proses Sains dan Hasil Belajar IPA   Abstract: Science learning in junior high school aims to enable students conducts scientific inquiry, improves knowledge, concepts, and science skills. Organization materials for students supports learning process so that needs to be explored techniques that allows students to enable it. This study aimed to determine the effect of guided inquiry learning with mind map on science process skills and cognitive learning outcomes. This experimental quasi studey used pretest-posttest control group design and consisted eighth grade students of SMP Negeri 1 Papalang Mamuju of West Sulawesi. The results showed there where significant positive effect of guided inquiry learning with mind map on process science skills and cognitive learning outcomes. Key Words: guided inquiry, mind map, science process skills, cognitive learning outcomes   Abstrak: Pembelajaran Ilmu Pengetahuan Alam (IPA di SMP bertujuan agar siswa dapat melakukan inkuiri ilmiah, meningkatkan pengetahuan, konsep, dan keterampilan IPA. Dalam pembelajaran, organisasi materi berperan penting dalam memudahkan anak belajar sehingga perlu ditelaah teknik yang memudahkan siswa membuat organisasi materi. Penelitian ini bertujuan mengetahui pengaruh pembelajaran inkuiri terbimbing dengan mind map terhadap keterampilan proses sains dan hasil belajar kognitif. Penelitian kuasi eksperimen ini menggunakan rancangan pre test-post test control group design dengan subjek penelitian siswa kelas VIII SMP Negeri 1 Papalang. Hasil penelitian menunjukkan ada pengaruh positif yang signifikan pembelajaran inkuiri terbimbing dengan mind map terhadap kemampuan keterampilan proses sains dan hasil belajar kognitif siswa. Kata kunci:  inkuiri terbimbing, mind map, keterampilan proses sains,  hasil belajar kognitif

  8. Process-oriented guided-inquiry learning: a natural fit for occupational therapy education.

    Science.gov (United States)

    Jaffe, Lynn; Gibson, Robert; D'Amico, Mariana

    2015-04-01

    After a brief review of the major group cooperative learning strategies, this article presents the format and use of Process-Oriented Guided-Inquiry Learning (POGIL) as a recommended teaching strategy for occupational therapy classes. This recommendation is based upon evidence of effectiveness of this strategy for enhancing critical thinking, content retention, and teamwork. Strategies for learning the process and suggestions for its use are based upon literature evidence and the authors' experiences with this strategy over 4 years in a class on evidence-based practice.

  9. Improvement of Self-regulated Learning in Mathematics through a Hypermedia Application: Differences based on Academic Performance and Previous Knowledge.

    Science.gov (United States)

    Cueli, Marisol; Rodríguez, Celestino; Areces, Débora; García, Trinidad; González-Castro, Paloma

    2017-12-04

    Self-regulation on behalf of the student is crucial in learning Mathematics through hypermedia applications and is an even greater challenge in these IT environments. Two aims are formulated. First, to analyze the effectiveness of a hypermedia tool in improving perceived knowledge of self-regulatory strategies and the perceived usage of the planning, executing and assessment strategy on behalf of students with low, medium and high levels of academic performance. Second, to analyze the effectiveness of the hypermedia tool in improving perceived usage of the strategy for planning, monitoring and evaluating on behalf of students with a perceived knowledge (low, medium and high). Participants were 624 students (aged 10-13), classified into a treatment group (TG; 391) and a comparative group (CG; 233). They completed a questionnaire on perceived knowledge (Perceived Knowledge of Self-Regulatory Strategies) and another one on perceived usage of the strategy for planning, performing and evaluating (Inventory of Self-regulatory Learning Processes). Univariate covariance analyses (ANCOVAs) and Student-t tests were used. ANCOVA results were not statistically significant. However, the linear contrast indicated a significant improvement in perceived knowledge of strategies among the TG with low, medium and high academic performance (p ≤ .001). Results are discussed in the light of past and future research.

  10. Integration of academic learning and service development through guided projects for rural practitioners in India.

    Science.gov (United States)

    Vyas, Rashmi; Zachariah, Anand; Swamidasan, Isobel; Doris, Priya; Harris, Ilene

    2011-01-01

    Christian Medical College Vellore (CMC) aspired through its Fellowship in Secondary Hospital Medicine (FSHM), a 1-year distance-learning program, to integrate academic learning and service development through guided projects for junior doctors working in small rural hospitals. The purpose of this article is to report the evaluation of the effectiveness of the project work in the FSHM program. Mixed method evaluation was done using focus group discussion with students, written surveys for students and faculty, and telephone interviews with students and medical superintendents. Evidence for validity was gathered for the written survey. Criteria for trustworthiness were applied for the qualitative data analysis. The major strengths of the project work identified were that students became aware of local health problems and how to deal with them, learned to work as a team, and had a sense of doing something useful. Recommendations for improvement were to have more interactions between guides and students. The benefits of projects to the hospital were providing improved clinical care, improved health systems, cost effective care management and benefits to the community. Service learning through guided project work should be incorporated into distance-learning educational programs for junior doctors working in rural hospitals.

  11. Cheating experience: Guiding novices to adopt the gaze strategies of experts expedites the learning of technical laparoscopic skills.

    Science.gov (United States)

    Vine, Samuel J; Masters, Rich S W; McGrath, John S; Bright, Elizabeth; Wilson, Mark R

    2012-07-01

    Previous research has demonstrated that trainees can be taught (via explicit verbal instruction) to adopt the gaze strategies of expert laparoscopic surgeons. The current study examined a software template designed to guide trainees to adopt expert gaze control strategies passively, without being provided with explicit instructions. We examined 27 novices (who had no laparoscopic training) performing 50 learning trials of a laparoscopic training task in either a discovery-learning (DL) group or a gaze-training (GT) group while wearing an eye tracker to assess gaze control. The GT group performed trials using a surgery-training template (STT); software that is designed to guide expert-like gaze strategies by highlighting the key locations on the monitor screen. The DL group had a normal, unrestricted view of the scene on the monitor screen. Both groups then took part in a nondelayed retention test (to assess learning) and a stress test (under social evaluative threat) with a normal view of the scene. The STT was successful in guiding the GT group to adopt an expert-like gaze strategy (displaying more target-locking fixations). Adopting expert gaze strategies led to an improvement in performance for the GT group, which outperformed the DL group in both retention and stress tests (faster completion time and fewer errors). The STT is a practical and cost-effective training interface that automatically promotes an optimal gaze strategy. Trainees who are trained to adopt the efficient target-locking gaze strategy of experts gain a performance advantage over trainees left to discover their own strategies for task completion. Copyright © 2012 Mosby, Inc. All rights reserved.

  12. Use of the cumulative sum method (CUSUM) to assess the learning curves of ultrasound-guided continuous femoral nerve block.

    Science.gov (United States)

    Kollmann-Camaiora, A; Brogly, N; Alsina, E; Gilsanz, F

    2017-10-01

    Although ultrasound is a basic competence for anaesthesia residents (AR) there is few data available on the learning process. This prospective observational study aims to assess the learning process of ultrasound-guided continuous femoral nerve block and to determine the number of procedures that a resident would need to perform in order to reach proficiency using the cumulative sum (CUSUM) method. We recruited 19 AR without previous experience. Learning curves were constructed using the CUSUM method for ultrasound-guided continuous femoral nerve block considering 2 success criteria: a decrease of pain score>2 in a [0-10] scale after 15minutes, and time required to perform it. We analyse data from 17 AR for a total of 237 ultrasound-guided continuous femoral nerve blocks. 8/17 AR became proficient for pain relief, however all the AR who did more than 12 blocks (8/8) became proficient. As for time of performance 5/17 of AR achieved the objective of 12minutes, however all the AR who did more than 20 blocks (4/4) achieved it. The number of procedures needed to achieve proficiency seems to be 12, however it takes more procedures to reduce performance time. The CUSUM methodology could be useful in training programs to allow early interventions in case of repeated failures, and develop competence-based curriculum. Copyright © 2017 Sociedad Española de Anestesiología, Reanimación y Terapéutica del Dolor. Publicado por Elsevier España, S.L.U. All rights reserved.

  13. Diagnostic Accuracy of Robot-Guided, Software Based Transperineal MRI/TRUS Fusion Biopsy of the Prostate in a High Risk Population of Previously Biopsy Negative Men.

    Science.gov (United States)

    Kroenig, Malte; Schaal, Kathrin; Benndorf, Matthias; Soschynski, Martin; Lenz, Philipp; Krauss, Tobias; Drendel, Vanessa; Kayser, Gian; Kurz, Philipp; Werner, Martin; Wetterauer, Ulrich; Schultze-Seemann, Wolfgang; Langer, Mathias; Jilg, Cordula A

    2016-01-01

    Objective . In this study, we compared prostate cancer detection rates between MRI-TRUS fusion targeted and systematic biopsies using a robot-guided, software based transperineal approach. Methods and Patients . 52 patients received a MRIT/TRUS fusion followed by a systematic volume adapted biopsy using the same robot-guided transperineal approach. The primary outcome was the detection rate of clinically significant disease (Gleason grade ≥ 4). Secondary outcomes were detection rate of all cancers, sampling efficiency and utility, and serious adverse event rate. Patients received no antibiotic prophylaxis. Results . From 52 patients, 519 targeted biopsies from 135 lesions and 1561 random biopsies were generated (total n = 2080). Overall detection rate of clinically significant PCa was 44.2% (23/52) and 50.0% (26/52) for target and random biopsy, respectively. Sampling efficiency as the median number of cores needed to detect clinically significant prostate cancer was 9 for target (IQR: 6-14.0) and 32 (IQR: 24-32) for random biopsy. The utility as the number of additionally detected clinically significant PCa cases by either strategy was 0% (0/52) for target and 3.9% (2/52) for random biopsy. Conclusions . MRI/TRUS fusion based target biopsy did not show an advantage in the overall detection rate of clinically significant prostate cancer.

  14. Entrepreneurs' learning preferences: A guide for entrepreneurship education

    Directory of Open Access Journals (Sweden)

    C. Nieuwenhuizen

    2008-12-01

    Full Text Available Purpose: The purpose of the paper is to determine guidelines for effective entrepreneurship education and training, focusing on the development of entrepreneurial skills, based on what successful, established entrepreneurs look like, how they operate and their learning and thinking preferences. Problem investigated: Entrepreneurial skills training is the difficult part of teaching entrepreneurship and is different from teaching functional and managerial skills related to entrepreneurship. The problem is that training and education focuses primarily on the management and functional business training of entrepreneurs and very seldom on the entrepreneurial skills. This study focuses on the much neglected second leg of entrepreneurship training, as most entrepreneurship programmes focus on the first leg, namely business planning and functions and management skills. Design/methodology/approach: This is a formal and exploratory study. Two measurement instruments (Schein Career Orientations Inventory and the Neethling Brain Instrument were used and completed by a sample of 50 entrepreneurs of the identified population. The paper address the entrepreneurship education needs as determined by the learning preferences of entrepreneurs. Findings: The research indicated that all the essential entrepreneurial skills are seldom addressed in entrepreneurial training. The entrepreneurial skills that need to be incorporated in these programmes are self-concept, creativity and innovation, risk orientation, good human relations; perseverance and a positive attitude. The research also revealed that entrepreneurs have different learning preferences from other students / learners and this should be taken into consideration in the design of entrepreneurial curricula. Value of research: The paper assist curriculum developers of entrepreneurship education programmes to better align their content to the entrepreneurial skills identified by successful entrepreneurs that

  15. Blender Foundations The Essential Guide to Learning Blender 26

    CERN Document Server

    Hess, Roland

    2010-01-01

    Blender Foundations is the definitive resource for getting started with 3D art in Blender, one of the most popular 3D/Animation tools on the market . With the expert insight and experience of Roland Hess, noted Blender expert and author, animators and artists will learn the basics starting with the revised 2.6 interface, modeling tools, sculpting, lighting and materials through rendering, compositing and video editing. Some of the new features covered include the completely re-thought interface, the character animation and keying system, and the smoke simulator. More than just a tutorial gui

  16. Building Extraction in Very High Resolution Remote Sensing Imagery Using Deep Learning and Guided Filters

    Directory of Open Access Journals (Sweden)

    Yongyang Xu

    2018-01-01

    Full Text Available Very high resolution (VHR remote sensing imagery has been used for land cover classification, and it tends to a transition from land-use classification to pixel-level semantic segmentation. Inspired by the recent success of deep learning and the filter method in computer vision, this work provides a segmentation model, which designs an image segmentation neural network based on the deep residual networks and uses a guided filter to extract buildings in remote sensing imagery. Our method includes the following steps: first, the VHR remote sensing imagery is preprocessed and some hand-crafted features are calculated. Second, a designed deep network architecture is trained with the urban district remote sensing image to extract buildings at the pixel level. Third, a guided filter is employed to optimize the classification map produced by deep learning; at the same time, some salt-and-pepper noise is removed. Experimental results based on the Vaihingen and Potsdam datasets demonstrate that our method, which benefits from neural networks and guided filtering, achieves a higher overall accuracy when compared with other machine learning and deep learning methods. The method proposed shows outstanding performance in terms of the building extraction from diversified objects in the urban district.

  17. Ani[SM]'s Rocket Ride: Internet Coach[R] for Early Learning. Teacher's Guide [with CD-ROM].

    Science.gov (United States)

    Brownell, Jeanine O'Nan

    Inspired by the Reggio Emilia approach to early learning, this CD-ROM and Teacher's Guide invite young children on a journey with Ani, a friendly alien from another planet, to collect and learn about natural objects in seven different "learning centers." The CD-ROM program is designed to encourage creativity in science, art, and dramatic…

  18. TECHNOLOGIES OF INITIATING STUDENTS INTO INDEPENDENT (SELF-GUIDED ACTIVITY IN SUPPLEMENTARY DISTANCE LEARNING

    Directory of Open Access Journals (Sweden)

    Irina V. Abakumova

    2016-12-01

    Full Text Available The research in question investigates the technologies of initiating independent activity within the framework of distance learning and their psychological aspects. The authors’ classification of educational technologies of initiating students into independent cognitive activity is presented. Such technologies utilize various psychological mechanisms of exciting students’ cognitive interest, intensifying cognitive processes, developing independent activity skills, and, as a result, increase motivation for independent activity and learning on the whole. These include such types of technologies as developmental technologies, interactive technologies, technologies of information transfer, technologies of meaning-making initiation. The research of the attitude of distance learning educators to independent activity of students and the content of the academic courses were done at Moodle-based education programs. The findings show the differences in retention rate among distance learning educators whose competence in terms of initiating students into independent (self-guided activity varies. It’s emphasized that interactive lectures, videoconferences, audio-visual aids, interactive seminars, glossaries, interactive tests are considered the most efficient technologies in initiating students into independent (self-guided activity. The obtained results have made it possible to stress the developmental effect of distance learning technologies and the technologies of initiating students into independent (self-guided activity in various psychic spheres of students: cognitive, individual, emotional. We mention the changes in motivational sphere of students and their meaning-making activity. In the course of correct development of distance learning we notice the development of voluntary and nonvoluntary cognitive activity. A student starts actively participating in educational process, he becomes the creator of his own world.

  19. Learning curves for ultrasound guided lung biopsy in the hands of respiratory physicians

    DEFF Research Database (Denmark)

    Laursen, Christian; Naur, Therese Maria Henriette; Bodtger, Uffe

    2016-01-01

    a registered US-TTNB procedure at any of the three centers. The US-TTNB was defined as being successful if the result was diagnostic and otherwise as being unsuccessful. Histology or cytology results and clinical follow-up were used as a reference tests. The learning curves for physicians having performed......Background: The aim of this study was to determine learning curves for ultrasound guided transthoracic needle biopsies (US-TTNB) performed by respiratory physicians after implementation at three different centers.Methods: During January 2012 to August 2014 patients were included if they had...... are depicted in figure 1. Six of the physicians had learning curves with a relatively downward or stable projection as a sign of developing competence. Three physicians, however, had learning curves with an upward projection indicating unacceptable competence in performing the procedure...

  20. Learning, teaching and researching on the internet a practical guide for social scientists

    CERN Document Server

    Stein, S D

    2014-01-01

    Learning, Teaching and Researching on the Internet: A Practical Guide for Social Scientists is directed at students and academic staff who want to be able to access Internet resources quickly and efficiently without needing to become IT experts. The emphasis throughout is on the harnessing of the large volume of potentially useful Internet resources to everyday requirements, whether these be focused on learning, teaching or research. The Internet is a significantly rich information, communication and research resource for all those involved in higher education, whether they be students, academ

  1. Semantics guide infants' vowel learning: Computational and experimental evidence.

    Science.gov (United States)

    Ter Schure, S M M; Junge, C M M; Boersma, P P G

    2016-05-01

    In their first year, infants' perceptual abilities zoom in on only those speech sound contrasts that are relevant for their language. Infants' lexicons do not yet contain sufficient minimal pairs to explain this phonetic categorization process. Therefore, researchers suggested a bottom-up learning mechanism: infants create categories aligned with the frequency distributions of sounds in their input. Recent evidence shows that this bottom-up mechanism may be complemented by the semantic context in which speech sounds occur, such as simultaneously present objects. To test this hypothesis, we investigated whether discrimination of a non-native vowel contrast improves when sounds from the contrast were paired consistently or randomly with two distinct visually presented objects, while the distribution of speech tokens suggested a single broad category. This was assessed in two ways: computationally, namely in a neural network simulation, and experimentally, namely in a group of 8-month-old infants. The neural network, trained with a large set of sound-meaning pairs, revealed that two categories emerge only if sounds are consistently paired with objects. A group of 49 real 8-month-old infants did not immediately show sensitivity to the pairing condition; a later test at 18 months with some of the same infants, however, showed that this sensitivity at 8 months interacted with their vocabulary size at 18 months. This interaction can be explained by the idea that infants with larger future vocabularies are more positively influenced by consistent training (and/or more negatively influenced by inconsistent training) than infants with smaller future vocabularies. This suggests that consistent pairing with distinct visual objects can help infants to discriminate speech sounds even when the auditory information does not signal a distinction. Together our results give computational as well as experimental support for the idea that semantic context plays a role in disambiguating

  2. A guide to using case-based learning in biochemistry education.

    Science.gov (United States)

    Kulak, Verena; Newton, Genevieve

    2014-01-01

    Studies indicate that the majority of students in undergraduate biochemistry take a surface approach to learning, associated with rote memorization of material, rather than a deep approach, which implies higher cognitive processing. This behavior relates to poorer outcomes, including impaired course performance and reduced knowledge retention. The use of case-based learning (CBL) into biochemistry teaching may facilitate deep learning by increasing student engagement and interest. Abundant literature on CBL exists but clear guidance on how to design and implement case studies is not readily available. This guide provides a representative review of CBL uses in science and describes the process of developing CBL modules to be used in biochemistry. Included is a framework to implement a directed CBL assisted with lectures in a content-driven biochemistry course regardless of class size. Moreover, this guide can facilitate adopting CBL to other courses. Consequently, the information presented herein will be of value to undergraduate science educators with an interest in active learning pedagogies. © 2014 The International Union of Biochemistry and Molecular Biology.

  3. Guiding Curriculum Development: Student Perceptions for the Second Language Learning in Technology-Enhanced Learning Environments

    Science.gov (United States)

    Gürleyik, Sinan; Akdemir, Elif

    2018-01-01

    Developing curriculum to enhance student learning is the primer purpose of all curricular activities. Availability of recent tools supporting to teach various skills including reading, listening, speaking and writing has opened a new avenue for curricular activities in technology-enhanced learning environments. Understanding the perceptions of…

  4. Assessment Guiding Learning: Developing Graduate Qualities in an Experiential Learning Programme

    Science.gov (United States)

    Clements, Michael David; Cord, Bonnie Amelia

    2013-01-01

    As industry demands increase for a new type of graduate, there is more pressure than ever before for higher education (HE) to respond by cultivating and developing students who are prepared for these workplace challenges. This paper explores an innovative experiential learning programme built on the principles of work-related learning that…

  5. Unsupervised Object Class Discovery via Saliency-Guided Multiple Class Learning.

    Science.gov (United States)

    Zhu, Jun-Yan; Wu, Jiajun; Xu, Yan; Chang, Eric; Tu, Zhuowen

    2015-04-01

    In this paper, we tackle the problem of common object (multiple classes) discovery from a set of input images, where we assume the presence of one object class in each image. This problem is, loosely speaking, unsupervised since we do not know a priori about the object type, location, and scale in each image. We observe that the general task of object class discovery in a fully unsupervised manner is intrinsically ambiguous; here we adopt saliency detection to propose candidate image windows/patches to turn an unsupervised learning problem into a weakly-supervised learning problem. In the paper, we propose an algorithm for simultaneously localizing objects and discovering object classes via bottom-up (saliency-guided) multiple class learning (bMCL). Our contributions are three-fold: (1) we adopt saliency detection to convert unsupervised learning into multiple instance learning, formulated as bottom-up multiple class learning (bMCL); (2) we propose an integrated framework that simultaneously performs object localization, object class discovery, and object detector training; (3) we demonstrate that our framework yields significant improvements over existing methods for multi-class object discovery and possess evident advantages over competing methods in computer vision. In addition, although saliency detection has recently attracted much attention, its practical usage for high-level vision tasks has yet to be justified. Our method validates the usefulness of saliency detection to output "noisy input" for a top-down method to extract common patterns.

  6. Guiding E-Learning: Introducing Online Informal Learning to a Global

    Science.gov (United States)

    Williams, Shirley; Spiret, Claire; Dimitriadi, Yota; McCrindle, Rachel

    2013-01-01

    The World Association of Girl Guides and Girl Scouts (WAGGGS) is the umbrella organisation for Member Organisations from 145 countries, with a total membership of 10 million. While Member Organisations offer training and development within their own countries, WAGGGS offers international opportunities, such as leadership development at…

  7. The effect of guided inquiry-based instruction in secondary science for students with learning disabilities

    Science.gov (United States)

    Eliot, Michael H.

    Students with learning disabilities (SWLDs) need to attain academic rigor to graduate from high school and college, as well as achieve success in life. Constructivist theories suggest that guided inquiry may provide the impetus for their success, yet little research has been done to support this premise. This study was designed to fill that gap. This quasi-experimental study compared didactic and guided inquiry-based teaching of science concepts to secondary SWLDs in SDC science classes. The study examined 38 students in four classes at two diverse, urban high schools. Participants were taught two science concepts using both teaching methods and posttested after each using paper-and-pencil tests and performance tasks. Data were compared to determine increases in conceptual understanding by teaching method, order of teaching method, and exposure one or both teaching methods. A survey examined participants' perceived self-efficacy under each method. Also, qualitative comparison of the two test formats examined appropriate use with SWLDs. Results showed significantly higher scores after the guided inquiry method on concept of volume, suggesting that guided inquiry does improve conceptual understanding over didactic instruction in some cases. Didactic teaching followed by guided inquiry resulted in higher scores than the reverse order, indicating that SWLDs may require direct instruction in basic facts and procedures related to a topic prior to engaging in guided inquiry. Also application of both teaching methods resulted in significantly higher scores than a single method on the concept of density, suggesting that SWLDs may require more in depth instruction found using both methods. No differences in perceived self-efficacy were shown. Qualitative analysis both assessments and participants' behaviors during testing support the use of performance tasks over paper-and-pencil tests with SWLDs. Implications for education include the use of guided inquiry to increase SWLDs

  8. The Effectiveness of WhatsApp Mobile Learning Activities Guided by Activity Theory on Students' Knowledge Management

    Science.gov (United States)

    Barhoumi, Chokri

    2015-01-01

    This research paper explores the effectiveness of using mobile technologies to support a blended learning course titled Scientific Research Methods in Information Science. Specifically, it discusses the effects of WhatsApp mobile learning activities guided by activity theory on students' knowledge Management (KM). During the 2014 academic year,…

  9. Leading High School Transformation for College and Career Success: A Guide for Developing a System of Linked Learning Pathways

    Science.gov (United States)

    Stearns, Roman

    2014-01-01

    This ConnectEd Guide for Developing a System of Linked Learning Pathways will introduce school district leaders and their community partners to Linked Learning and a system of quality pathways that can transform high schools, instructional practice, and the student experience. Not intended to be prescriptive, this document can and should be…

  10. Guided Portfolio Writing as a Scaffold for Reflective Learning in In-Service Contexts: A Case Study

    Science.gov (United States)

    Pires Pereira, Íris Susana; Cristo Parente, Maria Cristina; Vieira da Silva, Cristina

    2016-01-01

    Language is widely recognized as an inescapable mediating tool for professional learning, and with this text we want to contribute to a better understanding of the particular role that guided writing can play in in-service professional reflective learning. We analysed one pre-school teacher's written portfolio, the construction of which was guided…

  11. Physiology Learning for Veterinary Students: Impact of Guided Practices on Students' Opinion and Physiological Parameters

    Science.gov (United States)

    García-Vázquez, Francisco A.; Romar, Raquel; Gadea, Joaquín; Matás, Carmen; Coy, Pilar; Ruiz, Salvador

    2018-01-01

    Over recent decades, education has increasingly focused on student-centered learning. Guided practices represent a new way of learning for undergraduate students of physiology, whereby the students turn into teacher-students and become more deeply involved in the subject by preparing and teaching a practical (laboratory) class to their peers. The…

  12. Impact of guided reciprocal peer questioning on nursing students' self-esteem and learning.

    Science.gov (United States)

    Lakdizaji, Sima; Abdollahzadeh, Farahnaz; Hassankhanih, Hadi; Kalantari, Manizhe

    2013-07-01

    Self-esteem is essential for clinical judgments. Nursing students in clinical environments should make a bridge between theoretical education and clinical function. This study was aimed to survey the effect of guided questioning in peer groups on nursing students' self-esteem and clinical learning. In this quasi-experimental study, all nursing students in semester 4 (60) were selected. The autumn semester students (n = 28) were chosen as the control group, and the spring semester students (n = 32) as the experimental group. The experimental group underwent the course of cardiac medical surgical training by the Guided Reciprocal Peer Questioning. The control group was trained by lecture. After confirmation of the validity and reliability of tools including Rosenberg Self-esteem Scale and the researcher-made questionnaire, data were collected and analyzed by SPSS version 17.0. There was no significant difference concerning demographic and educational characteristics between the two groups. Mean score differences of self-esteem and learning were not significant before teaching, while they were significantly promoted after teaching in the experimental (P self-esteem and students' learning, can be applied alone or in combination with the other methods. Conducting this study for other students and for theoretical courses is suggested.

  13. Intelligent Guided E-Learning Systems for Early Learners with Autism Spectrum Disorder

    Directory of Open Access Journals (Sweden)

    Alma Barranco-Mendoza

    2008-08-01

    Full Text Available There is a burgeoning need to consider new ways of providing early educational services for young and often newly diagnosed children with Autism Spectrum Disorder (ASD and their families. Such children do not respond naturally to linear curricular delivery, normally utilized in inclusive classrooms that predominate public education, but rather need an educational model incorporating intra and interpersonal development skills. In addition, there is an urgent need for the ability of keeping track of and addressing uneven progress in specific areas; characteristic of learners with ASD. It is suggested that a new curricular model be designed that integrates the advantages of e-learning for data management and communication exchange with the inclusion classroom learning. A multi-disciplinary approach to the problem has lead to the proposal of an alternate model using an Intelligent Guided E-Learning System, which can be of benefit to such learners, their parents, and their teachers. This system utilizes a Knowledge Representation model that incorporates the complex multidisciplinary data related with ASD, along with curricular information as well as other Artificial Intelligence techniques that guide the curriculum in a simple and directed, yet evolving, manner such that the complexity increases as the learner with ASD's understanding progresses.

  14. Deep learning methods to guide CT image reconstruction and reduce metal artifacts

    Science.gov (United States)

    Gjesteby, Lars; Yang, Qingsong; Xi, Yan; Zhou, Ye; Zhang, Junping; Wang, Ge

    2017-03-01

    The rapidly-rising field of machine learning, including deep learning, has inspired applications across many disciplines. In medical imaging, deep learning has been primarily used for image processing and analysis. In this paper, we integrate a convolutional neural network (CNN) into the computed tomography (CT) image reconstruction process. Our first task is to monitor the quality of CT images during iterative reconstruction and decide when to stop the process according to an intelligent numerical observer instead of using a traditional stopping rule, such as a fixed error threshold or a maximum number of iterations. After training on ground truth images, the CNN was successful in guiding an iterative reconstruction process to yield high-quality images. Our second task is to improve a sinogram to correct for artifacts caused by metal objects. A large number of interpolation and normalization-based schemes were introduced for metal artifact reduction (MAR) over the past four decades. The NMAR algorithm is considered a state-of-the-art method, although residual errors often remain in the reconstructed images, especially in cases of multiple metal objects. Here we merge NMAR with deep learning in the projection domain to achieve additional correction in critical image regions. Our results indicate that deep learning can be a viable tool to address CT reconstruction challenges.

  15. Anticipatory eye movements in sensorimotor actions: on the role of guiding fixations during learning.

    Science.gov (United States)

    Foerster, Rebecca M; Schneider, Werner X

    2015-09-01

    During object-based sensorimotor tasks, humans look at target locations for subsequent hand actions. These anticipatory eye movements or guiding fixations seem to be necessary for a successful performance. By practicing such a sensorimotor task, humans become faster and perform fewer guiding fixations (Foerster and Schneider, In Prep; Foerster et al. in J Vis 11(7):9:1-16, 2011). We aimed at clarifying whether this decrease in guiding fixations is the cause or effect of faster task completion time. Participants may learn to use less visual input (fewer fixations) allowing shorter completion times. Alternatively, participants may speed up their hand movements (e.g., more efficient motor control) leaving less time for visual intake. The latter would imply that the number of fixations is directly connected to task speed. We investigated the relationship between the number of fixations and task speed in a computerized version of the number connection task (Foerster and Schneider in Ann N Y Acad Sci 2015. doi: 10.1111/nyas.12729 ). Eye movements were recorded while participants clicked in ascending order on nine numbered circles. In 90 learning trials, they clicked the sequence with a constant spatial configuration as fast as possible. In the subsequent experimental phase, they should perform 30 trials again under high-speed instruction and 30 trials under slow-speed instruction. During slow-speed instruction, fixation rates were lower with longer fixation durations and more fixations were performed than during high-speed instruction. The results suggest that the number of fixations depends on both the need for visual intake and task completion time. It seems that the decrease in anticipatory eye movements through sensorimotor learning is at the same time a result and a cause of faster task performance.

  16. Improving Web Learning through model Optimization using Bootstrap for a Tour-Guide Robot

    Directory of Open Access Journals (Sweden)

    Rafael León

    2012-09-01

    Full Text Available We perform a review of Web Mining techniques and we describe a Bootstrap Statistics methodology applied to pattern model classifier optimization and verification for Supervised Learning for Tour-Guide Robot knowledge repository management. It is virtually impossible to test thoroughly Web Page Classifiers and many other Internet Applications with pure empirical data, due to the need for human intervention to generate training sets and test sets. We propose using the computer-based Bootstrap paradigm to design a test environment where they are checked with better reliability

  17. Learn AppleScript The Comprehensive Guide to Scripting and Automation on MAC OS X

    CERN Document Server

    Rosenthal, Hanaan

    2009-01-01

    AppleScript is an English-like, easy-to-understand scripting language built into every Mac. AppleScript can automate hundreds of AppleScriptable applications, performing tasks both large and small, complex and simple. Learn AppleScript: The Comprehensive Guide to Scripting and Automation on Mac OS X, Third Edition has been completely updated for Mac OS X Snow Leopard. It's all here, with an emphasis on practical information that will help you solve any automation problem-from the most mundane repetitive tasks to highly integrated workflows of complex systems. * Friendly enough for beginners, d

  18. Amazing 7-day, super-simple, scripted guide to teaching or learning percents

    CERN Document Server

    Hernandez, Lisa

    2014-01-01

    Welcome to The Amazing 7-Day, Super-Simple, Scripted Guide to Teaching or Learning Percents. I have attempted to do just what the title says: make learning percents super simple. I have also attempted to make it fun and even ear-catching. The reason for this is not that I am a frustrated stand-up comic, but because in my fourteen years of teaching the subject, I have come to realize that my jokes, even the bad ones, have a crazy way of sticking in my students' heads. And should I use a joke (even a bad one) repetitively, the associations become embedded in their brains, many times to their cha

  19. Amazing 7-day, super-simple, scripted guide to teaching or learning decimals

    CERN Document Server

    Kolby, Jeff

    2014-01-01

    Welcome to The Amazing 7-Day Super-Simple, Scripted Guide to Teaching or Learning Decimals. I have attempted to do just what the title says: make learning decimals super simple. I have also attempted to make it fun and even ear-catching. The reason for this is not that I am a frustrated stand-up comic, but because in my fourteen years of teaching the subject, I have come to realize that my jokes, even the bad ones, have a crazy way of sticking in my students' heads. And should I use a joke (even a bad one) repetitively, the associations become embedded in their brains, many times to their chag

  20. The importance of the instructional guide in the design of virtual learning environments

    Directory of Open Access Journals (Sweden)

    Aida Mercedes Gomez-Suarez

    2017-07-01

    Full Text Available The appropriation of information and communication technologies (ICTs in the processes of teaching and learning is one of the main challenges of educational institutions and teachers in the current society of knowledge, as responsible for a use Rational and meaningful use of its digital educational resources (RED. This involves developing competencies in the implementation of ICT in the classroom to enrich the learning environments. This article presents a reflection on the instructional guide as a didactic tool in the elaboration of RED that facilitates the design of these resources to support the activities of the classroom in these processes. This reflection is the result of a research on the subject carried out in a context of university teaching

  1. Systemverilog for verification a guide to learning the testbench language features

    CERN Document Server

    Spear, Chris

    2012-01-01

    Based on the highly successful second edition, this extended edition of SystemVerilog for Verification: A Guide to Learning the Testbench Language Features teaches all verification features of the SystemVerilog language, providing hundreds of examples to clearly explain the concepts and basic fundamentals. It contains materials for both the full-time verification engineer and the student learning this valuable skill. In the third edition, authors Chris Spear and Greg Tumbush start with how to verify a design, and then use that context to demonstrate the language features,  including the advantages and disadvantages of different styles, allowing readers to choose between alternatives. This textbook contains end-of-chapter exercises designed to enhance students’ understanding of the material. Other features of this revision include: New sections on static variables, print specifiers, and DPI from the 2009 IEEE language standard Descriptions of UVM features such as factories, the test registry, and the config...

  2. From curve fitting to machine learning an illustrative guide to scientific data analysis and computational intelligence

    CERN Document Server

    Zielesny, Achim

    2016-01-01

    This successful book provides in its second edition an interactive and illustrative guide from two-dimensional curve fitting to multidimensional clustering and machine learning with neural networks or support vector machines. Along the way topics like mathematical optimization or evolutionary algorithms are touched. All concepts and ideas are outlined in a clear cut manner with graphically depicted plausibility arguments and a little elementary mathematics. The major topics are extensively outlined with exploratory examples and applications. The primary goal is to be as illustrative as possible without hiding problems and pitfalls but to address them. The character of an illustrative cookbook is complemented with specific sections that address more fundamental questions like the relation between machine learning and human intelligence. All topics are completely demonstrated with the computing platform Mathematica and the Computational Intelligence Packages (CIP), a high-level function library developed with M...

  3. Guiding Professional Life-Long Learning Projects: The Case of an Immersive Blended Learning Certificate

    Science.gov (United States)

    Benetos, Kalli; Peraya, Daniel

    2015-01-01

    This case study presents a blended learning study program offered as a continuing education certificate of advanced studies for post-secondary educators and training professionals in the private, non-governmental, and public sectors. This accredited certificate program is unique in that it allows participants to propose and develop their own…

  4. Information Recovery Algorithm for Ground Objects in Thin Cloud Images by Fusing Guide Filter and Transfer Learning

    Directory of Open Access Journals (Sweden)

    HU Gensheng

    2018-03-01

    Full Text Available Ground object information of remote sensing images covered with thin clouds is obscure. An information recovery algorithm for ground objects in thin cloud images is proposed by fusing guide filter and transfer learning. Firstly, multi-resolution decomposition of thin cloud target images and cloud-free guidance images is performed by using multi-directional nonsubsampled dual-tree complex wavelet transform. Then the decomposed low frequency subbands are processed by using support vector guided filter and transfer learning respectively. The decomposed high frequency subbands are enhanced by using modified Laine enhancement function. The low frequency subbands output by guided filter and those predicted by transfer learning model are fused by the method of selection and weighting based on regional energy. Finally, the enhanced high frequency subbands and the fused low frequency subbands are reconstructed by using inverse multi-directional nonsubsampled dual-tree complex wavelet transform to obtain the ground object information recovery images. Experimental results of Landsat-8 OLI multispectral images show that, support vector guided filter can effectively preserve the detail information of the target images, domain adaptive transfer learning can effectively extend the range of available multi-source and multi-temporal remote sensing images, and good effects for ground object information recover are obtained by fusing guide filter and transfer learning to remove thin cloud on the remote sensing images.

  5. Collaborative Random Faces-Guided Encoders for Pose-Invariant Face Representation Learning.

    Science.gov (United States)

    Shao, Ming; Zhang, Yizhe; Fu, Yun

    2018-04-01

    Learning discriminant face representation for pose-invariant face recognition has been identified as a critical issue in visual learning systems. The challenge lies in the drastic changes of facial appearances between the test face and the registered face. To that end, we propose a high-level feature learning framework called "collaborative random faces (RFs)-guided encoders" toward this problem. The contributions of this paper are three fold. First, we propose a novel supervised autoencoder that is able to capture the high-level identity feature despite of pose variations. Second, we enrich the identity features by replacing the target values of conventional autoencoders with random signals (RFs in this paper), which are unique for each subject under different poses. Third, we further improve the performance of the framework by incorporating deep convolutional neural network facial descriptors and linking discriminative identity features from different RFs for the augmented identity features. Finally, we conduct face identification experiments on Multi-PIE database, and face verification experiments on labeled faces in the wild and YouTube Face databases, where face recognition rate and verification accuracy with Receiver Operating Characteristic curves are rendered. In addition, discussions of model parameters and connections with the existing methods are provided. These experiments demonstrate that our learning system works fairly well on handling pose variations.

  6. The role of analogy-guided learning experiences in enhancing students' clinical decision-making skills.

    Science.gov (United States)

    Edelen, Bonnie Gilbert; Bell, Alexandra Alice

    2011-08-01

    The purpose of this study was to address the need for effective educational interventions to promote students' clinical decision making (CDM) within clinical practice environments. Researchers used a quasi-experimental, non-equivalent groups, posttest-only design to assess differences in CDM ability between intervention group students who participated in analogy-guided learning activities and control group students who participated in traditional activities. For the intervention, analogy-guided learning activities were incorporated into weekly group discussions, reflective journal writing, and questioning with clinical faculty. The researcher-designed Assessment of Clinical Decision Making Rubric was used to assess indicators of CDM ability in all students' reflective journal entries. Results indicated that the intervention group demonstrated significantly higher levels of CDM ability in their journals compared with the control group (ES(sm) = 0.52). Recommendations provide nurse educators with strategies to maximize students' development of CDM ability, better preparing students for the demands they face when they enter the profession. Copyright 2011, SLACK Incorporated.

  7. Effects of Anodal Transcranial Direct Current Stimulation on Visually Guided Learning of Grip Force Control

    Directory of Open Access Journals (Sweden)

    Tamas Minarik

    2015-03-01

    Full Text Available Anodal transcranial Direct Current Stimulation (tDCS has been shown to be an effective non-invasive brain stimulation method for improving cognitive and motor functioning in patients with neurological deficits. tDCS over motor cortex (M1, for instance, facilitates motor learning in stroke patients. However, the literature on anodal tDCS effects on motor learning in healthy participants is inconclusive, and the effects of tDCS on visuo-motor integration are not well understood. In the present study we examined whether tDCS over the contralateral motor cortex enhances learning of grip-force output in a visually guided feedback task in young and neurologically healthy volunteers. Twenty minutes of 1 mA anodal tDCS were applied over the primary motor cortex (M1 contralateral to the dominant (right hand, during the first half of a 40 min power-grip task. This task required the control of a visual signal by modulating the strength of the power-grip for six seconds per trial. Each participant completed a two-session sham-controlled crossover protocol. The stimulation conditions were counterbalanced across participants and the sessions were one week apart. Performance measures comprised time-on-target and target-deviation, and were calculated for the periods of stimulation (or sham and during the afterphase respectively. Statistical analyses revealed significant performance improvements over the stimulation and the afterphase, but this learning effect was not modulated by tDCS condition. This suggests that the form of visuomotor learning taking place in the present task was not sensitive to neurostimulation. These null effects, together with similar reports for other types of motor tasks, lead to the proposition that tDCS facilitation of motor learning might be restricted to cases or situations where the motor system is challenged, such as motor deficits, advanced age, or very high task demand.

  8. Physics Learning using Inquiry-Student Team Achievement Division (ISTAD and Guided Inquiry Models Viewed by Students Achievement Motivation

    Directory of Open Access Journals (Sweden)

    S. H. Sulistijo

    2017-04-01

    Full Text Available This study aims to determine the differences in learning outcomes of between students that are given the Physics learning models of Inquiry-Student Team Achievement Division (ISTAD and guided inquiry, between students who have high achievement motivation and low achievement motivation. This study was an experimental study with a 2x2x2 factorial design. The study population was the students of class X of SMAN 1 Toroh Grobogan of academic year 2016/2017. Samples were obtained by cluster random sampling technique consists of two classes, class X IPA 3 is used as an experimental class using ISTAD model and class X IPA 4 as the control class using guided inquiry model. Data collection techniques using test techniques for learning outcomes, and technical questionnaire to obtain the data of students' achievement motivation. Analysis of data using two-way ANOVA. The results showed that: (1 there is a difference between the learning outcomes of students with the ISTAD Physics models and with the physics model of guided inquiry. (2 There are differences in learning outcomes between students who have high achievement motivation and low achievement motivation. (3 There is no interaction between ISTAD and guided inquiry Physics models learning and achievement motivation of students.

  9. SU-E-J-191: Motion Prediction Using Extreme Learning Machine in Image Guided Radiotherapy

    International Nuclear Information System (INIS)

    Jia, J; Cao, R; Pei, X; Wang, H; Hu, L

    2015-01-01

    Purpose: Real-time motion tracking is a critical issue in image guided radiotherapy due to the time latency caused by image processing and system response. It is of great necessity to fast and accurately predict the future position of the respiratory motion and the tumor location. Methods: The prediction of respiratory position was done based on the positioning and tracking module in ARTS-IGRT system which was developed by FDS Team (www.fds.org.cn). An approach involving with the extreme learning machine (ELM) was adopted to predict the future respiratory position as well as the tumor’s location by training the past trajectories. For the training process, a feed-forward neural network with one single hidden layer was used for the learning. First, the number of hidden nodes was figured out for the single layered feed forward network (SLFN). Then the input weights and hidden layer biases of the SLFN were randomly assigned to calculate the hidden neuron output matrix. Finally, the predicted movement were obtained by applying the output weights and compared with the actual movement. Breathing movement acquired from the external infrared markers was used to test the prediction accuracy. And the implanted marker movement for the prostate cancer was used to test the implementation of the tumor motion prediction. Results: The accuracy of the predicted motion and the actual motion was tested. Five volunteers with different breathing patterns were tested. The average prediction time was 0.281s. And the standard deviation of prediction accuracy was 0.002 for the respiratory motion and 0.001 for the tumor motion. Conclusion: The extreme learning machine method can provide an accurate and fast prediction of the respiratory motion and the tumor location and therefore can meet the requirements of real-time tumor-tracking in image guided radiotherapy

  10. Uncover it, students would learn leadership from Team-Based Learning (TBL): The effect of guided reflection and feedback.

    Science.gov (United States)

    Alizadeh, Maryam; Mirzazadeh, Azim; Parmelee, Dean X; Peyton, Elizabeth; Janani, Leila; Hassanzadeh, Gholamreza; Nedjat, Saharnaz

    2017-04-01

    Little is known about best practices for teaching and learning leadership through Team-Based learning™ (TBL™) with medical students. We hypothesized that guided reflection and feedback would improve shared leadership and shared leadership capacity, and enhance team decision quality in TBL teams. We used the Kolb experiential learning theory as the theoretical framework. The study was conducted at Tehran University of Medical Sciences. Three TBL sessions with 206 students (39 teams) participated in the study. Using a quasi-experimental design, one batch received guided reflection and feedback on their team leadership processes (n = 20 teams) and the other received only TBL (n = 19 teams). Observers measured shared leadership using a checklist. Shared leadership capacity was measured using a questionnaire. Scores on a team application exercise were used to assess quality of team decisions. Evidence did not support our first hypothesis that reflection and feedback enhance shared leadership in TBL teams. Percentages of teams displaying shared leadership did not differ between intervention and control groups in sessions 1 (p = 0.6), 2 (p = 1) or 3 (p = 1). The results did not support the second hypothesis. We found no difference in quality of decision making between the intervention and control groups for sessions 1 (p = 0.77), 2 (p = 0.23), or 3 (p = 0.07). The third hypothesis that the reflection and feedback would have an effect on shared leadership capacity was supported (T = -8.55, p > 0.001 adjusted on baseline; T = -8.55, p > 0.001 adjusted on gender). We found that reflection and feedback improved shared leadership capacity but not shared leadership behaviors or team decision quality. We propose medical educators who apply TBL, should provide guided exercise in reflection and feedback so that students may better understand the benefits of working in teams as preparation for their future roles as leaders and

  11. A Guided Inquiry Activity for Teaching Ligand Field Theory

    Science.gov (United States)

    Johnson, Brian J.; Graham, Kate J.

    2015-01-01

    This paper will describe a guided inquiry activity for teaching ligand field theory. Previous research suggests the guided inquiry approach is highly effective for student learning. This activity familiarizes students with the key concepts of molecular orbital theory applied to coordination complexes. Students will learn to identify factors that…

  12. Internal attention to features in visual short-term memory guides object learning.

    Science.gov (United States)

    Fan, Judith E; Turk-Browne, Nicholas B

    2013-11-01

    Attending to objects in the world affects how we perceive and remember them. What are the consequences of attending to an object in mind? In particular, how does reporting the features of a recently seen object guide visual learning? In three experiments, observers were presented with abstract shapes in a particular color, orientation, and location. After viewing each object, observers were cued to report one feature from visual short-term memory (VSTM). In a subsequent test, observers were cued to report features of the same objects from visual long-term memory (VLTM). We tested whether reporting a feature from VSTM: (1) enhances VLTM for just that feature (practice-benefit hypothesis), (2) enhances VLTM for all features (object-based hypothesis), or (3) simultaneously enhances VLTM for that feature and suppresses VLTM for unreported features (feature-competition hypothesis). The results provided support for the feature-competition hypothesis, whereby the representation of an object in VLTM was biased towards features reported from VSTM and away from unreported features (Experiment 1). This bias could not be explained by the amount of sensory exposure or response learning (Experiment 2) and was amplified by the reporting of multiple features (Experiment 3). Taken together, these results suggest that selective internal attention induces competitive dynamics among features during visual learning, flexibly tuning object representations to align with prior mnemonic goals. Copyright © 2013 Elsevier B.V. All rights reserved.

  13. Learning object location predictors with boosting and grammar-guided feature extraction

    Energy Technology Data Exchange (ETDEWEB)

    Eads, Damian Ryan [Los Alamos National Laboratory; Rosten, Edward [UNIV OF CAMBRIDGE; Helmbold, David [UC/SANTA CRUZ

    2009-01-01

    The authors present BEAMER: a new spatially exploitative approach to learning object detectors which shows excellent results when applied to the task of detecting objects in greyscale aerial imagery in the presence of ambiguous and noisy data. There are four main contributions used to produce these results. First, they introduce a grammar-guided feature extraction system, enabling the exploration of a richer feature space while constraining the features to a useful subset. This is specified with a rule-based generative grammer crafted by a human expert. Second, they learn a classifier on this data using a newly proposed variant of AdaBoost which takes into account the spatially correlated nature of the data. Third, they perform another round of training to optimize the method of converting the pixel classifications generated by boosting into a high quality set of (x,y) locations. lastly, they carefully define three common problems in object detection and define two evaluation criteria that are tightly matched to these problems. Major strengths of this approach are: (1) a way of randomly searching a broad feature space, (2) its performance when evaluated on well-matched evaluation criteria, and (3) its use of the location prediction domain to learn object detectors as well as to generate detections that perform well on several tasks: object counting, tracking, and target detection. They demonstrate the efficacy of BEAMER with a comprehensive experimental evaluation on a challenging data set.

  14. Getting started in the scholarship of teaching and learning: a "how to" guide for science academics.

    Science.gov (United States)

    Rowland, Susan L; Myatt, Paula M

    2014-01-01

    SoTL stands for the Scholarship of Teaching and Learning. The acronym, said "sottle" or "sote-all," describes research that involves rigorous examination of teaching and learning by faculty who are actively involved in the educational process. The number of natural-science faculty engaged in SoTL is increasing, and their important work has broad implications for the measurement and improvement of college teaching and learning outcomes. The data show, however, that many faculty who conduct SoTL projects in science departments begin their education research careers with no training in SoTL research methodologies, and find they are working alone, with few colleagues who can nurture (or even understand) their efforts. In this article we provide a guide intended to help natural-science faculty initiate SoTL projects while they negotiate the mechanics and politics of developing and maintaining a SoTL research program in a science department. © 2013 by the American Association for the Study of Liver Diseases.

  15. Problem-based learning: Where are we now? Guide supplement 36.2 - viewpoint.

    Science.gov (United States)

    Zuberi, Rukhsana W

    2011-01-01

    The educational principles of self-directed, collaborative, and life-long learning can be effectively inculcated into the curriculum where PBL is adopted as a major learning strategy instead of PBL as a whole-curriculum-concept. In developing countries, where the entry level of the majority of students is at the high-school leaving level, a guided discovery model may well be the answer. A curriculum that introduces students to carefully constructed problems sequenced according to a matrix design ranging from simple to complex conditions and according to a logical progression of anatomical and/or physiological and/or pathological and/or pharmacological concepts makes learning easier. Centralized curricular governance, conceptualization and management have a very strong impact on the kind of curriculum, or more specifically which variant of PBL, an institution is able to implement. However, decentralized empowerment of a large number of faculty members is crucial for faculty ownership. A curricular change, especially to PBL from a traditional curriculum, demands adequate preparation time of at least 2-3 years. The time between proposing the change to introducing the change should focus not only on faculty development and training, development of the curriculum and its policies, but also on resource development and preparation of the student body.

  16. Field dose radiation determination by active learning with Gaussian Process for autonomous robot guiding

    International Nuclear Information System (INIS)

    Freitas Naiff, Danilo de; Silveira, Paulo R.; Pereira, Claudio M.N.A.

    2017-01-01

    This article proposes an approach for determination of radiation dose pro le in a radiation-susceptible environment, aiming to guide an autonomous robot in acting on those environments, reducing the human exposure to dangerous amount of dose. The approach consists of an active learning method based on information entropy reduction, using log-normally warped Gaussian Process (GP) as surrogate model, resulting in non-linear online regression with sequential measurements. Experiments with simulated radiation dose fields of varying complexity were made, and results showed that the approach was effective in reconstruct the eld with high accuracy, through relatively few measurements. The technique was also shown some robustness in presence measurement noise, present in real measurements, by assuming Gaussian noise. (author)

  17. Verification of directed self-assembly (DSA) guide patterns through machine learning

    Science.gov (United States)

    Shim, Seongbo; Cai, Sibo; Yang, Jaewon; Yang, Seunghune; Choi, Byungil; Shin, Youngsoo

    2015-03-01

    Verification of full-chip DSA guide patterns (GPs) through simulations is not practical due to long runtime. We develop a decision function (or functions), which receives n geometry parameters of a GP as inputs and predicts whether the GP faithfully produces desired contacts (good) or not (bad). We take a few sample GPs to construct the function; DSA simulations are performed for each GP to decide whether it is good or bad, and the decision is marked in n-dimensional space. The hyper-plane that separates good marks and bad marks in that space is determined through machine learning process, and corresponds to our decision function. We try a single global function that can be applied to any GP types, and a series of functions in which each function is customized for different GP type; they are then compared and assessed in 10nm technology.

  18. Field dose radiation determination by active learning with Gaussian Process for autonomous robot guiding

    Energy Technology Data Exchange (ETDEWEB)

    Freitas Naiff, Danilo de; Silveira, Paulo R.; Pereira, Claudio M.N.A., E-mail: danilonai1992@poli.ufrj.br, E-mail: paulo@lmp.ufrj.br, E-mail: cmnap@ien.gov.br [Coordenacao de Pos-Graduacao e Pesquisa de Engenharia (PEN/COPPE/UFRJ), Rio de Janeiro, RJ (Brazil); Instituto de Engenharia Nuclear (IEN/CNEN-RJ), Rio de Janeiro, RJ (Brazil)

    2017-11-01

    This article proposes an approach for determination of radiation dose pro le in a radiation-susceptible environment, aiming to guide an autonomous robot in acting on those environments, reducing the human exposure to dangerous amount of dose. The approach consists of an active learning method based on information entropy reduction, using log-normally warped Gaussian Process (GP) as surrogate model, resulting in non-linear online regression with sequential measurements. Experiments with simulated radiation dose fields of varying complexity were made, and results showed that the approach was effective in reconstruct the eld with high accuracy, through relatively few measurements. The technique was also shown some robustness in presence measurement noise, present in real measurements, by assuming Gaussian noise. (author)

  19. Machine learning (ML)-guided OPC using basis functions of polar Fourier transform

    Science.gov (United States)

    Choi, Suhyeong; Shim, Seongbo; Shin, Youngsoo

    2016-03-01

    With shrinking feature size, runtime has become a limitation of model-based OPC (MB-OPC). A few machine learning-guided OPC (ML-OPC) have been studied as candidates for next-generation OPC, but they all employ too many parameters (e.g. local densities), which set their own limitations. We propose to use basis functions of polar Fourier transform (PFT) as parameters of ML-OPC. Since PFT functions are orthogonal each other and well reflect light phenomena, the number of parameters can significantly be reduced without loss of OPC accuracy. Experiments demonstrate that our new ML-OPC achieves 80% reduction in OPC time and 35% reduction in the error of predicted mask bias when compared to conventional ML-OPC.

  20. Learning Ultrasound-Guided Needle Insertion Skills through an Edutainment Game

    Science.gov (United States)

    Chan, Wing-Yin; Ni, Dong; Pang, Wai-Man; Qin, Jing; Chui, Yim-Pan; Yu, Simon Chun-Ho; Heng, Pheng-Ann

    Ultrasound-guided needle insertion is essential in many of minimally invasive surgeries or procedures, such as biopsy, drug delivery, spinal anaesthesia, etc. Accurate and safe needle insertion is a difficult task due to the high requirement of hand-eye coordination skills. Many proposed virtual reality (VR) based training systems put their emphasis on realistic simulation instead of pedagogical efficiency. The lack of schematic training scenario leads to boredom of repetitive operations. To solve this, we present our novel training system with the integration of game elements in order to retain the trainees' enthusiasm. Task-oriented scenarios, time attack scenarios and performance evaluation are introduced. Besides, some state-of-art technologies are also presented, including ultrasound simulation, needle haptic rendering as well as a mass-spring-based needle-tissue interaction simulation. These works are shown to be effective to keep the trainees up with learning.

  1. Computer aided virtual manufacturing using Creo parametric easy to learn step by step guide

    CERN Document Server

    Kanife, Paul Obiora

    2016-01-01

    Providing a step-by-step guide for the implementation of virtual manufacturing using Creo Parametric software (formerly known as Pro-Engineer), this book creates an engaging and interactive learning experience for manufacturing engineering students. Featuring graphic illustrations of simulation processes and operations, and written in accessible English to promote user-friendliness, the book covers key topics in the field including: the engraving machining process, face milling, profile milling, surface milling, volume rough milling, expert machining, electric discharge machining (EDM), and area turning using the lathe machining process. Maximising reader insights into how to simulate material removal processes, and how to generate cutter location data and G-codes data, this valuable resource equips undergraduate, postgraduate, BTech and HND students in the fields of manufacturing engineering, computer aided design (CAD) and computer aided engineering (CAE) with transferable skills and knowledge. This book is...

  2. Student representation of magnetic field concepts in learning by guided inquiry

    International Nuclear Information System (INIS)

    Fatmaryanti, Siska Desy; Suparmi; Sarwanto; Ashadi

    2017-01-01

    The purpose of this study was to determine the change of student’s representation after the intervention of learning by guided inquiry. The population in this research were all students who took a fundamental physics course, consisted of 28 students academic year 2016, Department of Physics Education, Faculty of Teacher Training and Education, University of Muhammadiyah Purworejo. This study employed a quasi-experimental design with group pre-test and post-test. The result of the research showed that the average of students representation of magnetic field before implementation of guided inquiry was 28,6 % and after implementation was 71,4%. It means that the student’s ability of multi-representation increase. Moreover, the number of students who is able to write and draw based on experiment data increased from 10,7% to 21,4 %. It was also showed that the number of student with no answer decreased from 28,5% to 10,7%. (paper)

  3. Guided university debate: Effect of a new teaching-learning strategy for undergraduate nursing students.

    Science.gov (United States)

    Arrue, Marta; Unanue, Saloa; Merida, David

    2017-12-01

    A number of studies have shown that the traditional lecture suffers from limitations in the development of many important competencies such as reasoning ability for nursing professionals. In view of this issue, the authors present a promising alternative to the traditional lecture: the Guided University Debate (GUD). With regard to this aim a teaching-learning sequence of schizophrenia is described based on the GUD. Next, the improvement in the argumentative and declarative knowledge of the students who have participated in the said methodology is demonstrated. Quasi-experimental study with pre-test and post-test design to measure differences in the improvement of declarative and argumentative knowledge. To determine if there is a statistically significant difference in the score obtained in the pre-test and in the post-test score a parametric t-tests was carried. 64 students participated in the study. Implementation of the study took place during the 2015-2016 academic year in the third year of the Nursing undergraduate degree course in the University of the Basque Country (UPV/EHU) as part of the Mental Health class. The results showed a statistically-significant improvement in the students' scores for all learning outcomes analysed: Identifies symptoms of schizophrenia (p≤0.001), identifies the nursing interventions (p≤0.001), provides a rationale for nursing interventions (p≤0.001) and provides evidence of nursing interventions (p≤0.001). That is, the declarative and argumentative capacity of the group improved significantly with the Guided University Debate methodology. Although the teaching design feasibility and outcomes may vary in different contexts, based on this studies' positive outcome, the authors call today's educators to be able to use GUD as a teaching method. Copyright © 2017 Elsevier Ltd. All rights reserved.

  4. Graphic Arts--Offset Press Operator/Duplicating Machine. TI-622. Instructor's Manual and Student Learning Activity Guide.

    Science.gov (United States)

    Michelsen, Robert F.

    This instructor's manual and student learning activity guide comprise a kit for a graphic arts activity on offset press operator/duplicating machine. Purpose stated for the activity is to provide the student with an understanding of the basic operation involved in the production of printed matter in the graphic communications industry through the…

  5. Mathematical Challenges to Secondary School Students in a Guided Reinvention Teaching-Learning Strategy towards the Concept of Energy Conservation

    NARCIS (Netherlands)

    Logman, P.S.W.M.; Kaper, W.H.; Ellermeijer, A.L.; Taşar, M.F.

    2014-01-01

    Guiding sixteen-year-old students to rediscover the concept of energy conservation may be done in three distinct learning steps. First, we have chosen for the students to reinvent what we call partial laws of energy conservation (e.g. Σm∙g∙h = k1). Secondly, the students are asked to combine these

  6. Inquiry Guided Learning Projects for the Development of Critical Thinking in the College Classroom: A Pilot Study

    Science.gov (United States)

    Bentley, Danielle C.

    2014-01-01

    This paper describes the inaugural success of implementing Inquiry Guided Learning Projects within a college-level human anatomy and physiology course. In this context, scientific inquiry was used as a means of developing skills required for critical thinking among students. The projects were loosely designed using the Information Search Process…

  7. Analysis of Geometric Thinking Students’ and Process-Guided Inquiry Learning Model

    Science.gov (United States)

    Hardianti, D.; Priatna, N.; Priatna, B. A.

    2017-09-01

    This research aims to analysis students’ geometric thinking ability and theoretically examine the process-oriented guided iquiry (POGIL) model. This study uses qualitative approach with descriptive method because this research was done without any treatment on subjects. Data were collected naturally. This study was conducted in one of the State Junior High School in Bandung. The population was second grade students and the sample was 32 students. Data of students’ geometric thinking ability were collected through geometric thinking test. These questions are made based on the characteristics of geometry thinking based on van hiele’s theory. Based on the results of the analysis and discussion, students’ geometric thinking ability is still low so it needs to be improved. Therefore, an effort is needed to overcome the problems related to students’ geometric thinking ability. One of the efforts that can be done by doing the learning that can facilitate the students to construct their own geometry concept, especially quadrilateral’s concepts so that students’ geometric thinking ability can enhance maximally. Based on study of the theory, one of the learning models that can enhance the students’ geometric thinking ability is POGIL model.

  8. An intelligent computer tutor to guide self-explanation while learning from examples

    Science.gov (United States)

    Conati, Cristina

    1999-11-01

    Many studies in cognitive science show that self-explanation---the process of clarifying and making more complete to oneself the solution of an example---improves learning, and that guiding self-explanation extends these benefits. This thesis presents an intelligent computer tutor that aims to improve learning from examples by supporting self-explanation. The tutor, known as the SE (self-explanation) Coach, is innovative in two ways. First, it represents the first attempt to develop a computer tutor that supports example studying instead of problem solving. Second, it explicitly guides a domain-general, meta-cognitive skill: self-explanation. The SE-Coach is part of the Andes tutoring system for college physics and is meant to be used in conjunction with the problem solving tasks that Andes supports. In order to maximize the system capability to trigger the same beneficial cognitive processes, every element of the SE-Coach embeds existing hypotheses about the features that make self-explanation effective for learning. Designing the SE-Coach involved finding solutions for three main challenges: (1) To design an interface that effectively monitors and supports self-explanation. (2) To devise a student model that allows the assessment of example understanding from reading and self-examination actions. (3) To effectively elicit further self-explanation that improves student's example understanding. In this work we present our solutions to these challenges: (1) An interface including principled, interactive tools to explore examples and build self-explanations under the SECoach's supervision. (2) A probabilistic student model based on a Bayesian network, which integrates a model of correct self-explanation and information on the student's knowledge and studying actions to generate a probabilistic assessment of the student's example understanding. (3) Tutorial interventions that rely on the student model to detect deficits in the student's example understanding and

  9. PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SMA MELALUI GUIDED DISCOVERY LEARNING BERBANTUAN AUTOGRAPH

    Directory of Open Access Journals (Sweden)

    Rahmi Ramadhani

    2017-08-01

    Full Text Available Penelitian ini memaparkan hasil penelitian yang bertujuan untuk menganalisis: apakah terdapat peningkatan kemampuan pemahaman konsep matematika (KPKM dan kemampuan pemecahan masalah matematika (KPMM siswa kelas XII SMA YPK Medan yang diajarkan dengan guided discovery learning berbantuan Autograph; serta untuk melihat apakah terdapat interaksi antara pembelajaran dengan KAM siswa terhadap KPKM dan KPMM siswa. Penelitian ini merupakan penelitian quasi experiment. Populasi dari penelitian ini adalah seluruh siswa SMA YPK Medan. Sampel pada penelitian ini adalah 23 siswa sebagai kelas eksperimen dan 16 siswa sebagai kelas kontrol melalui metode purposive sampling. Data dalam penelitian ini dianalisis dengan menggunakan dengan ANAVA 2 Jalur. Hasil penelitian diperoleh: (1 Peningkatan KPKM dan KPMM siswa yang memperoleh guided discovery learning berbantuan Autograph lebih tinggi daripada siswa yang memperoleh pembelajaran konvensional; (2Tidak terdapat interaksi antara pembelajaran dengan KAM siswa terhadap peningkatan KPKM dan KPMM siswa. Kata kunci: Autograph, Discovery Learning, Kemandirian Belajar, Pemahaman Konsep.

  10. CT-guided Irreversible Electroporation in an Acute Porcine Liver Model: Effect of Previous Transarterial Iodized Oil Tissue Marking on Technical Parameters, 3D Computed Tomographic Rendering of the Electroporation Zone, and Histopathology

    Energy Technology Data Exchange (ETDEWEB)

    Sommer, C. M., E-mail: christof.sommer@med.uni-heidelberg.de [University Hospital Heidelberg, Department of Diagnostic and Interventional Radiology (Germany); Fritz, S., E-mail: stefan.fritz@med.uni-heidelberg.de [University Hospital Heidelberg, Department of General Visceral and Transplantation Surgery (Germany); Vollherbst, D., E-mail: dominikvollherbst@web.de [University Hospital Heidelberg, Department of Diagnostic and Interventional Radiology (Germany); Zelzer, S., E-mail: s.zelzer@dkfz-heidelberg.de [German Cancer Research Center (dkfz), Medical and Biological Informatics (Germany); Wachter, M. F., E-mail: fredericwachter@googlemail.com; Bellemann, N., E-mail: nadine.bellemann@med.uni-heidelberg.de; Gockner, T., E-mail: theresa.gockner@med.uni-heidelberg.de; Mokry, T., E-mail: theresa.mokry@med.uni-heidelberg.de; Schmitz, A., E-mail: anne.schmitz@med.uni-heidelberg.de [University Hospital Heidelberg, Department of Diagnostic and Interventional Radiology (Germany); Aulmann, S., E-mail: sebastian.aulmann@mail.com [University Hospital Heidelberg, Department of General Pathology (Germany); Stampfl, U., E-mail: ulrike.stampfl@med.uni-heidelberg.de [University Hospital Heidelberg, Department of Diagnostic and Interventional Radiology (Germany); Pereira, P., E-mail: philippe.pereira@slk-kliniken.de [SLK Kliniken Heilbronn GmbH, Clinic for Radiology, Minimally-invasive Therapies and Nuclear Medicine (Germany); Kauczor, H. U., E-mail: hu.kauczor@med.uni-heidelberg.de [University Hospital Heidelberg, Department of Diagnostic and Interventional Radiology (Germany); Werner, J., E-mail: jens.werner@med.uni-heidelberg.de [University Hospital Heidelberg, Department of General Visceral and Transplantation Surgery (Germany); Radeleff, B. A., E-mail: boris.radeleff@med.uni-heidelberg.de [University Hospital Heidelberg, Department of Diagnostic and Interventional Radiology (Germany)

    2015-02-15

    PurposeTo evaluate the effect of previous transarterial iodized oil tissue marking (ITM) on technical parameters, three-dimensional (3D) computed tomographic (CT) rendering of the electroporation zone, and histopathology after CT-guided irreversible electroporation (IRE) in an acute porcine liver model as a potential strategy to improve IRE performance.MethodsAfter Ethics Committee approval was obtained, in five landrace pigs, two IREs of the right and left liver (RL and LL) were performed under CT guidance with identical electroporation parameters. Before IRE, transarterial marking of the LL was performed with iodized oil. Nonenhanced and contrast-enhanced CT examinations followed. One hour after IRE, animals were killed and livers collected. Mean resulting voltage and amperage during IRE were assessed. For 3D CT rendering of the electroporation zone, parameters for size and shape were analyzed. Quantitative data were compared by the Mann–Whitney test. Histopathological differences were assessed.ResultsMean resulting voltage and amperage were 2,545.3 ± 66.0 V and 26.1 ± 1.8 A for RL, and 2,537.3 ± 69.0 V and 27.7 ± 1.8 A for LL without significant differences. Short axis, volume, and sphericity index were 16.5 ± 4.4 mm, 8.6 ± 3.2 cm{sup 3}, and 1.7 ± 0.3 for RL, and 18.2 ± 3.4 mm, 9.8 ± 3.8 cm{sup 3}, and 1.7 ± 0.3 for LL without significant differences. For RL and LL, the electroporation zone consisted of severely widened hepatic sinusoids containing erythrocytes and showed homogeneous apoptosis. For LL, iodized oil could be detected in the center and at the rim of the electroporation zone.ConclusionThere is no adverse effect of previous ITM on technical parameters, 3D CT rendering of the electroporation zone, and histopathology after CT-guided IRE of the liver.

  11. CT-guided Irreversible Electroporation in an Acute Porcine Liver Model: Effect of Previous Transarterial Iodized Oil Tissue Marking on Technical Parameters, 3D Computed Tomographic Rendering of the Electroporation Zone, and Histopathology

    International Nuclear Information System (INIS)

    Sommer, C. M.; Fritz, S.; Vollherbst, D.; Zelzer, S.; Wachter, M. F.; Bellemann, N.; Gockner, T.; Mokry, T.; Schmitz, A.; Aulmann, S.; Stampfl, U.; Pereira, P.; Kauczor, H. U.; Werner, J.; Radeleff, B. A.

    2015-01-01

    PurposeTo evaluate the effect of previous transarterial iodized oil tissue marking (ITM) on technical parameters, three-dimensional (3D) computed tomographic (CT) rendering of the electroporation zone, and histopathology after CT-guided irreversible electroporation (IRE) in an acute porcine liver model as a potential strategy to improve IRE performance.MethodsAfter Ethics Committee approval was obtained, in five landrace pigs, two IREs of the right and left liver (RL and LL) were performed under CT guidance with identical electroporation parameters. Before IRE, transarterial marking of the LL was performed with iodized oil. Nonenhanced and contrast-enhanced CT examinations followed. One hour after IRE, animals were killed and livers collected. Mean resulting voltage and amperage during IRE were assessed. For 3D CT rendering of the electroporation zone, parameters for size and shape were analyzed. Quantitative data were compared by the Mann–Whitney test. Histopathological differences were assessed.ResultsMean resulting voltage and amperage were 2,545.3 ± 66.0 V and 26.1 ± 1.8 A for RL, and 2,537.3 ± 69.0 V and 27.7 ± 1.8 A for LL without significant differences. Short axis, volume, and sphericity index were 16.5 ± 4.4 mm, 8.6 ± 3.2 cm 3 , and 1.7 ± 0.3 for RL, and 18.2 ± 3.4 mm, 9.8 ± 3.8 cm 3 , and 1.7 ± 0.3 for LL without significant differences. For RL and LL, the electroporation zone consisted of severely widened hepatic sinusoids containing erythrocytes and showed homogeneous apoptosis. For LL, iodized oil could be detected in the center and at the rim of the electroporation zone.ConclusionThere is no adverse effect of previous ITM on technical parameters, 3D CT rendering of the electroporation zone, and histopathology after CT-guided IRE of the liver

  12. Learning to Learn. Introducing Adults to the Culture, Context and Conventions of Knowledge. A Guide for Teachers.

    Science.gov (United States)

    McCormack, Robin; Pancini, Geraldine

    This guide is designed for those teaching return-to-study courses for adults. It is divided into two parts. A course guide begins by explaining why past approaches for equipping students for academic success are unhelpful. The approach used in this guide is described by drawing on cognitive psychology, especially about short- and long-term memory,…

  13. Evaluating the Acceptability and Usability of EASEL: A Mobile Application that Supports Guided Reflection for Experiential Learning Activities

    Directory of Open Access Journals (Sweden)

    Jerry C Schnepp

    2017-07-01

    Full Text Available Aim/Purpose: To examine the early perceptions (acceptability and usability of EASEL (Education through Application-Supported Experiential Learning, a mobile platform that delivers reflection prompts and content before, during, and after an experiential learning activity. Background: Experiential learning is an active learning approach in which students learn by doing and by reflecting on the experience. This approach to teaching is often used in disciplines such as humanities, business, and medicine. Reflection before, during, and after an experience allows the student to analyze what they learn and why it is important, which is vital in helping them to understand the relevance of the experience. A just-in-time tool (EASEL was needed to facilitate this. Methodology: To inform the development of a mobile application that facilitates real-time guided reflection and to determine the relevant feature set, we conducted a needs analysis with both students and faculty members. Data collected during this stage of the evaluation helped guide the creation of a prototype. The user experience of the prototype and interface interactions were evaluated during the usability phase of the evaluation study. Contribution: Both the needs analysis and usability assessment provided justification for continued development of EASEL as well as insight that guides current development. Findings: The interaction design of EASEL is understandable and usable. Both students and teachers value an application that facilitates real-time guided reflection. Recommendations for Practitioners: The use of a system such as EASEL can leverage time and location-based services to support students in field experiences. This technology aligns with evidence that guided reflection provides opportunities for metacognition. Recommendation for Researchers: Iterative prototyping, testing, and refinement can lead to a deliberate and effective app development process. Impact on Society: The EASEL

  14. Learning-guided automatic three dimensional synapse quantification for drosophila neurons.

    Science.gov (United States)

    Sanders, Jonathan; Singh, Anil; Sterne, Gabriella; Ye, Bing; Zhou, Jie

    2015-05-28

    The subcellular distribution of synapses is fundamentally important for the assembly, function, and plasticity of the nervous system. Automated and effective quantification tools are a prerequisite to large-scale studies of the molecular mechanisms of subcellular synapse distribution. Common practices for synapse quantification in neuroscience labs remain largely manual or semi-manual. This is mainly due to computational challenges in automatic quantification of synapses, including large volume, high dimensions and staining artifacts. In the case of confocal imaging, optical limit and xy-z resolution disparity also require special considerations to achieve the necessary robustness. A novel algorithm is presented in the paper for learning-guided automatic recognition and quantification of synaptic markers in 3D confocal images. The method developed a discriminative model based on 3D feature descriptors that detected the centers of synaptic markers. It made use of adaptive thresholding and multi-channel co-localization to improve the robustness. The detected markers then guided the splitting of synapse clumps, which further improved the precision and recall of the detected synapses. Algorithms were tested on lobula plate tangential cells (LPTCs) in the brain of Drosophila melanogaster, for GABAergic synaptic markers on axon terminals as well as dendrites. The presented method was able to overcome the staining artifacts and the fuzzy boundaries of synapse clumps in 3D confocal image, and automatically quantify synaptic markers in a complex neuron such as LPTC. Comparison with some existing tools used in automatic 3D synapse quantification also proved the effectiveness of the proposed method.

  15. The development of guided inquiry-based learning devices on photosynthesis and respiration matter to train science literacy skills

    Science.gov (United States)

    Choirunnisak; Ibrahim, M.; Yuliani

    2018-01-01

    The purpose of this research was to develop a guided inquiry-based learning devices on photosynthesis and respiration matter that are feasible (valid, practical, and effective) to train students’ science literacy. This research used 4D development model and tested on 15 students of biology education 2016 the State University of Surabaya with using one group pretest-posttest design. Learning devices developed include (a) Semester Lesson Plan (b) Lecture Schedule, (c) Student Activity Sheet, (d) Student Textbook, and (e) testability of science literacy. Research data obtained through validation method, observation, test, and questionnaire. The results were analyzed descriptively quantitative and qualitative. The ability of science literacy was analyzed by n-gain. The results of this research showed that (a) learning devices that developed was categorically very valid, (b) learning activities performed very well, (c) student’s science literacy skills improved that was a category as moderate, and (d) students responses were very positively to the learning that already held. Based on the results of the analysis and discussion, it is concluded that the development of guided inquiry-based learning devices on photosynthesis and respiration matter was feasible to train students literacy science skills.

  16. AudioGuides at a National Research Laboratory Supporting Visitors With Special Needs: Initial Lessons Learned

    Science.gov (United States)

    Munoz, R.; Foster, S. Q.; Johnson, R. M.; Carbone, L.; Lewis, H.; Abshire, W.; Mann, L.

    2003-12-01

    The National Center for Atmospheric Research (NCAR) Mesa Laboratory offers the public an opportunity to visit an internationally recognized research laboratory housed in an architectural landmark located in a dramatic geological setting. The Mesa Lab's exhibits are viewed by over 80,000 people each year. Exhibits provide information about NCAR's scientific mission, current research efforts, technology, and the societal benefits of weather and climate research. Nearly 13,000 of NCAR's visitors are served with staff-led guided tours, including 3,000 students in school groups. Frequently, these tours are tailored to address the interests, ages, nationality, and special needs of the visitors. In June 2003, an audioguide was unveiled in English and Spanish versions for both adults and children. Based on preliminary summer usage figures, the audioguides may reach an additional 7,000 visitors in the coming year, many of whom may have special needs. With this in mind, the University Corporation of Atmospheric Research (UCAR) Office of Education and Outreach (EO) contracted local experts as advisors on the needs of people with low-vision, hearing loss, and Spanish language accessibility as the audioguide was developed. The script was written with the help of scientists and an internationally recognized audioguide production firm. Since the installation of the audioguide in July, visitors of all ages appear to be enthusiastic about this service and better focused on their learning experiences while viewing the exhibits. Interviews are helping EO to learn more about how the audioguide is helpful or may be revised to more effectively serve visitors in general as well as visitors with special needs. The audioguide was made possible by grants from the National Science Foundation Geoscience Education Program and the Friends of UCAR Fund.

  17. Learning About Acid Rain: A Teacher's Guide for Grades 6 through 8

    Science.gov (United States)

    Find on this page a link to the Acid Rain Teacher's Guide for Students Grades 6-8. This guide contains information, class discussions and experiments teachers can use to teach students about acid rain.

  18. Interesting Guided-Inquiry Labs for a Large-Enrollment, Active Learning Physics II Course

    Science.gov (United States)

    Wagoner, Kasey; Hynes, K. Mairin; Flanagan, Daniel

    2018-04-01

    Introductory physics labs often focus on a series of common experiments intending to teach the student the measurement side of physics. While these experiments have the potential to be quite instructive, we observed that our students often consider them to be boring and monotonous, which often leads to them being uninstructive. To combat this, we have designed a series of labs with two major goals: the experiments should be relevant to the students' world, and the labs should gently guide the students to develop the experimental process on their own. Meeting these goals is difficult, particularly in a course with large enrollment where labs are instructed by graduate students. We have had success meeting these goals in our classroom, where over the last decade our introductory physics course has transformed from a traditional, lecture-learning class to a flipped class based on the textbook Six Ideas that Shaped Physics. Here we describe the structure of the new labs we have designed to capitalize on our classroom success while overcoming the aforementioned difficulties. These new labs are more engaging and instructive for our introductory physics students.

  19. Critical Thinking Theory to Practice: Using the Expert's Thought Process as Guide for Learning and Assessment.

    Science.gov (United States)

    Marshall, Teresa A; Marchini, Leonardo; Cowen, Howard; Hartshorn, Jennifer E; Holloway, Julie A; Straub-Morarend, Cheryl L; Gratton, David; Solow, Catherine M; Colangelo, Nicholas; Johnsen, David C

    2017-08-01

    Critical thinking skills are essential for the successful dentist, yet few explicit skillsets in critical thinking have been developed and published in peer-reviewed literature. The aims of this article are to 1) offer an assessable critical thinking teaching model with the expert's thought process as the outcome, learning guide, and assessment instrument and 2) offer three critical thinking skillsets following this model: for geriatric risk assessment, technology decision making, and situation analysis/reflections. For the objective component, the student demonstrates delivery of each step in the thought process. For the subjective component, the student is judged to have grasped the principles as applied to the patient or case. This article describes the framework and the results of pilot tests in which students in one year at this school used the model in the three areas, earning scores of 90% or above on the assessments. The model was thus judged to be successful for students to demonstrate critical thinking skillsets in the course settings. Students consistently delivered each step of the thought process and were nearly as consistent in grasping the principles behind each step. As more critical thinking skillsets are implemented, a reinforcing network develops.

  20. Deep Edge Guided Recurrent Residual Learning for Image Super-Resolution

    Science.gov (United States)

    Yang, Wenhan; Feng, Jiashi; Yang, Jianchao; Zhao, Fang; Liu, Jiaying; Guo, Zongming; Yan, Shuicheng

    2017-12-01

    In this work, we consider the image super-resolution (SR) problem. The main challenge of image SR is to recover high-frequency details of a low-resolution (LR) image that are important for human perception. To address this essentially ill-posed problem, we introduce a Deep Edge Guided REcurrent rEsidual~(DEGREE) network to progressively recover the high-frequency details. Different from most of existing methods that aim at predicting high-resolution (HR) images directly, DEGREE investigates an alternative route to recover the difference between a pair of LR and HR images by recurrent residual learning. DEGREE further augments the SR process with edge-preserving capability, namely the LR image and its edge map can jointly infer the sharp edge details of the HR image during the recurrent recovery process. To speed up its training convergence rate, by-pass connections across multiple layers of DEGREE are constructed. In addition, we offer an understanding on DEGREE from the view-point of sub-band frequency decomposition on image signal and experimentally demonstrate how DEGREE can recover different frequency bands separately. Extensive experiments on three benchmark datasets clearly demonstrate the superiority of DEGREE over well-established baselines and DEGREE also provides new state-of-the-arts on these datasets.

  1. Some Thoughts about Acquiring and Learning to Use a Dog Guide.

    Science.gov (United States)

    Lambert, Robert M.

    1990-01-01

    A young blind adult recounts his experiences in using a dog guide, describing psychological adjustment, trials and joys of being a student at a dog guide training center, bonding with the new dog, and adjusting to home life with a dog guide. Suggestions are offered for the improvement of orientation and mobility training. (JDD)

  2. Guided labworks

    DEFF Research Database (Denmark)

    Jacobsen, Lærke Bang

    For the last 40 years physics education research has shown poor learning outcomes of guided labs. Still this is found to be a very used teaching method in the upper secodary schools. This study explains the teacher's choice of guided labs throught the concept of redesign as obstacle dislodgement...

  3. Exploring the Extreme: High Performance Learning Activities in Mathematics, Science and Technology. An Educator's Guide. EG-2002-10-001-DFRC

    Science.gov (United States)

    Dana, Judi; Kock, Meri; Lewis, Mike; Peterson, Bruce; Stowe, Steve

    2010-01-01

    The many activities contained in this teaching guide emphasize hands-on involvement, prediction, data collection and interpretation, teamwork, and problem solving. The guide also contains background information about aeronautical research that can help students learn how airplanes fly. Following the background sections are a series of activities…

  4. Conceptual aspects: analyses law, ethical, human, technical, social factors of development ICT, e-learning and intercultural development in different countries setting out the previous new theoretical model and preliminary findings

    NARCIS (Netherlands)

    Kommers, Petrus A.M.; Smyrnova-Trybulska, Eugenia; Morze, Natalia; Issa, Tomayess; Issa, Theodora

    2015-01-01

    This paper, prepared by an international team of authors focuses on the conceptual aspects: analyses law, ethical, human, technical, social factors of ICT development, e-learning and intercultural development in different countries, setting out the previous and new theoretical model and preliminary

  5. Process oriented guided inquiry learning (POGIL® marginally effects student achievement measures but substantially increases the odds of passing a course.

    Directory of Open Access Journals (Sweden)

    Lindsey Walker

    Full Text Available While the inquiry approach to science teaching has been widely recommended as an epistemic mechanism to promote deep content understanding, there is also increased expectation that process and other transferable skills should be integral part of science pedagogy. To test the hypothesis that coupling process skills to content teaching impacts academic success measures, we meta-analyzed twenty-one studies (n = 21 involving 7876 students that compared Process Oriented Guided Inquiry Learning (POGIL, a pedagogy that provides opportunities for improving process skills during content learning through guided-inquiry activities, to standard lecture conditions. Based on conventional measures of class performance, POGIL had a small effect on achievement outcomes (effect size = 0.29, [95% CI = 0.15-0.43] but substantially improved the odds of passing a class (odds ratio = 2.02, [95% CI: 1.45-2.83]. That is, participants in the POGIL pedagogy had higher odds of passing a course and roughly performed 0.3 standard deviations higher on achievement measures than participants in standard lectures. In relative risk terms, POGIL reduced the risk of failing a course by 38%. These findings suggest providing opportunities to improve process skills during class instruction does not inhibit content learning but enhances conventional success measures. We compare these findings with those of recent large meta-analysis that examined the effects of global active learning methods on achievement outcomes and course failure rates in science, technology, engineering, and mathematics (STEM fields.

  6. Process oriented guided inquiry learning (POGIL®) marginally effects student achievement measures but substantially increases the odds of passing a course.

    Science.gov (United States)

    Walker, Lindsey; Warfa, Abdi-Rizak M

    2017-01-01

    While the inquiry approach to science teaching has been widely recommended as an epistemic mechanism to promote deep content understanding, there is also increased expectation that process and other transferable skills should be integral part of science pedagogy. To test the hypothesis that coupling process skills to content teaching impacts academic success measures, we meta-analyzed twenty-one studies (n = 21) involving 7876 students that compared Process Oriented Guided Inquiry Learning (POGIL), a pedagogy that provides opportunities for improving process skills during content learning through guided-inquiry activities, to standard lecture conditions. Based on conventional measures of class performance, POGIL had a small effect on achievement outcomes (effect size = 0.29, [95% CI = 0.15-0.43]) but substantially improved the odds of passing a class (odds ratio = 2.02, [95% CI: 1.45-2.83]). That is, participants in the POGIL pedagogy had higher odds of passing a course and roughly performed 0.3 standard deviations higher on achievement measures than participants in standard lectures. In relative risk terms, POGIL reduced the risk of failing a course by 38%. These findings suggest providing opportunities to improve process skills during class instruction does not inhibit content learning but enhances conventional success measures. We compare these findings with those of recent large meta-analysis that examined the effects of global active learning methods on achievement outcomes and course failure rates in science, technology, engineering, and mathematics (STEM) fields.

  7. Transcriptome-guided amyloid imaging genetic analysis via a novel structured sparse learning algorithm.

    Science.gov (United States)

    Yan, Jingwen; Du, Lei; Kim, Sungeun; Risacher, Shannon L; Huang, Heng; Moore, Jason H; Saykin, Andrew J; Shen, Li

    2014-09-01

    Imaging genetics is an emerging field that studies the influence of genetic variation on brain structure and function. The major task is to examine the association between genetic markers such as single-nucleotide polymorphisms (SNPs) and quantitative traits (QTs) extracted from neuroimaging data. The complexity of these datasets has presented critical bioinformatics challenges that require new enabling tools. Sparse canonical correlation analysis (SCCA) is a bi-multivariate technique used in imaging genetics to identify complex multi-SNP-multi-QT associations. However, most of the existing SCCA algorithms are designed using the soft thresholding method, which assumes that the input features are independent from one another. This assumption clearly does not hold for the imaging genetic data. In this article, we propose a new knowledge-guided SCCA algorithm (KG-SCCA) to overcome this limitation as well as improve learning results by incorporating valuable prior knowledge. The proposed KG-SCCA method is able to model two types of prior knowledge: one as a group structure (e.g. linkage disequilibrium blocks among SNPs) and the other as a network structure (e.g. gene co-expression network among brain regions). The new model incorporates these prior structures by introducing new regularization terms to encourage weight similarity between grouped or connected features. A new algorithm is designed to solve the KG-SCCA model without imposing the independence constraint on the input features. We demonstrate the effectiveness of our algorithm with both synthetic and real data. For real data, using an Alzheimer's disease (AD) cohort, we examine the imaging genetic associations between all SNPs in the APOE gene (i.e. top AD gene) and amyloid deposition measures among cortical regions (i.e. a major AD hallmark). In comparison with a widely used SCCA implementation, our KG-SCCA algorithm produces not only improved cross-validation performances but also biologically meaningful

  8. Importance and utility of clinical simulation guides in learning processes in health sciences

    OpenAIRE

    Amaya Afanador, Adalberto; Pontificia Universidad Javeriana

    2011-01-01

    Guides are frequently used in medical education and other health sciences by teachers who focus on constructivism. In health, their utility has been to obtain standardized protocols that can be accepted globally, using best evidence as a gold standard.The utility that we have found and developed with the guides for clinical simulation is different than the utility of clinical guides. Simulation guides are products of an intellectual exercise of educators focused on an educational project and ...

  9. Comparison the Effect of Teaching by Group Guided Discovery Learning, Questions & Answers and Lecturing Methods on the Level of Learning and Information Durability of Students

    Directory of Open Access Journals (Sweden)

    Mardanparvar H.

    2016-02-01

    Full Text Available Aims: The requirements for revising the traditional education methods and utilization of new and active student-oriented learning methods have come into the scope of the educational systems long ago. Therefore, the new methods are being popular in different sciences including medical sciences. The aim of this study was to compare the effectiveness of teaching through three methods (group guided discovery, questions and answers, and lecture methods on the learning level and information durability in the nursing students. Instrument & Methods: In the semi-experimental study, 62 forth-semester nursing students of Nursing and Midwifery Faculty of Isfahan University of Medical Sciences, who were passing the infectious course for the first time at the first semester of the academic year 2015-16, were studied. The subjects were selected via census method and randomly divided into three groups including group guided discovery, questions and answers, and lecture groups. The test was conducted before, immediately after, and one month after the conduction of the training program using a researcher-made questionnaire. Data was analyzed by SPSS 19 software using Chi-square test, one-way ANOVA, ANOVA with repeated observations, and LSD post-hoc test. Findings: The mean score of the test conducted immediately after the training program in the lecture group was significantly lesser than guided discovery and question and answer groups (p<0.001. In addition, the mean score of the test conducted one month after the training program in guided discovery group was significantly higher than both question and answer (p=0.004 and lecture (p=0.001 groups. Conclusion: Active educational methods lead to a higher level of the students’ participation in the educational issues and provided a background to enhance learning and for better information durability. 

  10. Validity and Practitality of Acid-Base Module Based on Guided Discovery Learning for Senior High School

    Science.gov (United States)

    Yerimadesi; Bayharti; Jannah, S. M.; Lufri; Festiyed; Kiram, Y.

    2018-04-01

    This Research and Development(R&D) aims to produce guided discovery learning based module on topic of acid-base and determine its validity and practicality in learning. Module development used Four D (4-D) model (define, design, develop and disseminate).This research was performed until development stage. Research’s instruments were validity and practicality questionnaires. Module was validated by five experts (three chemistry lecturers of Universitas Negeri Padang and two chemistry teachers of SMAN 9 Padang). Practicality test was done by two chemistry teachers and 30 students of SMAN 9 Padang. Kappa Cohen’s was used to analyze validity and practicality. The average moment kappa was 0.86 for validity and those for practicality were 0.85 by teachers and 0.76 by students revealing high category. It can be concluded that validity and practicality was proven for high school chemistry learning.

  11. A guide to develop competency-oriented Lean Learning Factories systematically

    OpenAIRE

    Enke, Judith; Tisch, Michael; Metternich, Joachim

    2017-01-01

    In the last decade, various lean learning factories were established in industry and academia around the globe. They are used for experience-based training, education, and practice-oriented research. Learning factories provide a reality-conform production environment as a learning environment. Processes and technologies of the learning factory are based on real industrial sites. Learning factories doesn't only contain single workplaces or machines, but changeable multilink value added chains....

  12. Analysis of current research addressing complementary use of life-cycle assessment and risk assessment for engineered nanomaterials: have lessons been learned from previous experience with chemicals?

    DEFF Research Database (Denmark)

    Grieger, Khara Deanne; Laurent, Alexis; Miseljic, Mirko

    2012-01-01

    While it is generally agreed that successful strategies to address the health and environmental impacts of engineered nanomaterials (NM) should consider the well-established frameworks for conducting life-cycle assessment (LCA) and risk assessment (RA), scientific research, and specific guidance...... on how to practically apply these methods are still very much under development. This paper evaluates how research efforts have applied LCA and RA together for NM, particularly reflecting on previous experiences with applying these methods to chemicals. Through a literature review and a separate analysis...... of research focused on applying LCA and RA together for NM, it appears that current research efforts have taken into account some key ‘‘lessons learned’’ from previous experience with chemicals while many key challenges remain for practically applying these methods to NM. We identified two main approaches...

  13. Views of Ancient Egypt. Teacher's Guide. School Arts: Looking/Learning.

    Science.gov (United States)

    Downs, Linda; Brenner, Carla

    This teaching guide discusses ancient Egyptian culture, the lithographs made by Napoleon's scientists in 1798-99 to study and record every aspect of Egypt, the world's subsequent fascination with Egypt, ancient Egyptian architecture, Egyptian writing, and archeologists' illustrations of Egypt. The guide suggests activities for elementary school,…

  14. Henri Matisse: Color and Light. Teacher's Guide. School Arts: Looking/Learning.

    Science.gov (United States)

    Brenner, Carla

    Henri Matisse painted "Open Window, Collioure" in the summer of 1905, when he and Andre Derain worked together in Collioure (France), a small Mediterranean fishing port near the Spanish border. This teaching guide discusses the painting "Open Window, Collioure" and Matisse's use of light and vibrant color. The guide provides…

  15. Perceived benefits of the use of learning contracts to guide clinical education in respiratory care students.

    Science.gov (United States)

    Rye, Kathy Jones-Boggs

    2008-11-01

    The benefits of contract learning have been identified in the literature as increased individualization to meet the student's individual needs, promotion of learner independence, and development of lifelong learning behaviors among students. I used an "action research" approach to implement the contract-learning method into a clinical course. Clinical learning contracts were designed to provide students with the opportunity to focus on any identified areas of unsatisfactory or desired practice. The learning contract specified how the learner would acquire the knowledge and attitudes relevant to their selected learning experience. The learning contract was used as a learning tool and as evidence of the student's development in the clinical experience. Twenty-four senior respiratory therapy students in the College of Health Related Professions, University of Arkansas for Medical Sciences, prepared and used learning contracts during their Clinical Practicum IV. After they had completed the clinical practicum and received their grades, I surveyed the students about their experience with the learning-contract method. The surveys were administered anonymously. Twenty-one students (88%) returned the surveys. The respondents were overall quite optimistic regarding learning contracts. They generally agreed that they could use the learning contract with confidence and that there is an increase in student autonomy and motivation in scholarship with a learning contract. The median agree/disagree ratings on the survey ranged from 1 (strongly agree) to 2 (agree). Contract learning is favorable to students' knowledge and skill acquisition and can be incorporated into clinical education of respiratory care students.

  16. Yeast Breads. Learning Activity Pack and Instructor's Guide 5.15a. Commercial Foods and Culinary Arts Competency-Based Series. Section 5: Basic Food Preparation.

    Science.gov (United States)

    Florida State Univ., Tallahassee. Center for Studies in Vocational Education.

    This document consists of a learning activity packet (LAP) for the student and an instructor's guide for the teacher. The LAP is intended to acquaint occupational home economics students with yeast breads and their ingredients. Illustrated information sheets and learning activities are provided in these areas: yeast breads and their ingredients,…

  17. Analysis of current research addressing complementary use of life-cycle assessment and risk assessment for engineered nanomaterials: have lessons been learned from previous experience with chemicals?

    International Nuclear Information System (INIS)

    Grieger, Khara D.; Laurent, Alexis; Miseljic, Mirko; Christensen, Frans; Baun, Anders; Olsen, Stig I.

    2012-01-01

    While it is generally agreed that successful strategies to address the health and environmental impacts of engineered nanomaterials (NM) should consider the well-established frameworks for conducting life-cycle assessment (LCA) and risk assessment (RA), scientific research, and specific guidance on how to practically apply these methods are still very much under development. This paper evaluates how research efforts have applied LCA and RA together for NM, particularly reflecting on previous experiences with applying these methods to chemicals. Through a literature review and a separate analysis of research focused on applying LCA and RA together for NM, it appears that current research efforts have taken into account some key “lessons learned” from previous experience with chemicals while many key challenges remain for practically applying these methods to NM. We identified two main approaches for using these methods together for NM: “LC-based RA” (traditional RA applied in a life-cycle perspective) and “RA-complemented LCA” (conventional LCA supplemented by RA in specific life-cycle steps). Hence, the latter is the only identified approach which genuinely combines LC- and RA-based methods for NM-risk research efforts to date as the former is rather a continuation of normal RA according to standard assessment procedures (e.g., REACH). Both these approaches along with recommendations for using LCA and RA together for NM are similar to those made previously for chemicals, and thus, there does not appear to be much progress made specific for NM. We have identified one issue in particular that may be specific for NM when applying LCA and RA at this time: the need to establish proper dose metrics within both methods.

  18. PREVIOUS SECOND TRIMESTER ABORTION

    African Journals Online (AJOL)

    PNLC

    PREVIOUS SECOND TRIMESTER ABORTION: A risk factor for third trimester uterine rupture in three ... for accurate diagnosis of uterine rupture. KEY WORDS: Induced second trimester abortion - Previous uterine surgery - Uterine rupture. ..... scarred uterus during second trimester misoprostol- induced labour for a missed ...

  19. Understanding groundwater - students' pre-conceptions and conceptual change by means of a theory-guided multimedia learning program

    Science.gov (United States)

    Unterbruner, Ulrike; Hilberg, Sylke; Schiffl, Iris

    2016-06-01

    Education on the subject of groundwater is crucial for sustainability. Nevertheless, international studies with students across different age groups have shown that the basic hydrogeological concept of groundwater defined as water within porous and permeable rocks is not an established everyday notion. Drawing from international research, a multimedia learning program Zwischen Regenwolke und Wasserhahn (between the rain cloud and the tap) was developed, which incorporates specific insights from the fields of conceptual change research, multimedia research, and the model of educational reconstruction. The effectiveness of the learning program was ascertained by means of two studies with Austrian seventh grade pupils as well as teacher-training students from the fields of biology and geography in order to ascertain the effectiveness of the learning program. Using a quasi-experimental research design, the participants' conceptions and knowledge of groundwater were determined in a pre- and post-test. The pupils and students greatly benefitted from working through the learning software independently. Their knowledge of groundwater increased significantly compared to the control group and there was a highly significant increase in the number of scientifically correct notions of groundwater. The acceptance of the program was also generally very high. The results indicate that theory-guided multimedia learning programs can play an important role in the transfer of research results to classroom settings, especially in science education.

  20. High engagement, high quality: A guiding framework for developing empirically informed asynchronous e-learning programs for health professional educators.

    Science.gov (United States)

    Sinclair, Peter M; Levett-Jones, Tracey; Morris, Amanda; Carter, Ben; Bennett, Paul N; Kable, Ashley

    2017-03-01

    E-learning involves the transfer of skills and knowledge via technology so that learners can access meaningful and authentic educational materials. While learner engagement is important, in the context of healthcare education, pedagogy must not be sacrificed for edu-tainment style instructional design. Consequently, health professional educators need to be competent in the use of current web-based educational technologies so that learners are able to access relevant and engaging e-learning materials without restriction. The increasing popularity of asynchronous e-learning programs developed for use outside of formal education institutions has made this need more relevant. In these contexts, educators must balance design and functionality to deliver relevant, cost-effective, sustainable, and accessible programs that overcome scheduling and geographic barriers for learners. This paper presents 10 guiding design principles and their application in the development of an e-learning program for general practice nurses focused on behavior change. Consideration of these principles will assist educators to develop high quality, pedagogically sound, engaging, and interactive e-learning resources. © 2017 John Wiley & Sons Australia, Ltd.

  1. Explaining Research Utilization Among 4-H Faculty, Staff, and Volunteers: The Role of Self-Efficacy, Learning Goal Orientation, Training, and Previous Experience

    Directory of Open Access Journals (Sweden)

    Julianne Tillman

    2014-06-01

    Full Text Available An investigation of factors that facilitate the utilization of research evidence among faculty, staff, and volunteers in the 4-H Youth Development Program is presented in this paper. Participants (N= 368; 86 4-H faculty, 153 staff, and 129 volunteers represented 35 states; structural equation modeling was utilized in the analyses. Results of the path analysis explained 56% of variance in research utilization and 28% in research utilization self-efficacy. Among the factors impacting research utilization, self-efficacy played the most important role. In turn, self-efficacy for research utilization was positively influenced by participants’ learning goal orientation, frequency of 4-H training during the last 12 months, education in research-related areas, and investigative career interests. In addition, 4-H staff who were exposed to research at higher levels reported higher research utilization self-efficacy. The findings reinforce the importance of fostering research utilization self-efficacy among 4-H faculty, staff, and volunteers. Among the suggestions presented are regular 4-H training opportunities and on-going exposure to program evaluation and program improvement experiences.

  2. On the Need for Research Evidence to Guide the Design of Computer Games for Learning

    Science.gov (United States)

    Mayer, Richard E.

    2015-01-01

    Computer games for learning (also called video games or digital games) have potential to improve education. This is the intriguing idea that motivates this special issue of the "Educational Psychologist" on "Psychological Perspectives on Digital Games and Learning." Computer games for learning are games delivered via computer…

  3. Designing a Personalized Guide Recommendation System to Mitigate Information Overload in Museum Learning

    Science.gov (United States)

    Huang, Yong-Ming; Liu, Chien-Hung; Lee, Chun-Yi; Huang, Yueh-Min

    2012-01-01

    Museum learning has received a lot of attention in recent years. Museum learning refers to people's use of museums to acquire knowledge. However, a problem with information overload has caused in engaging in such learning. Information overload signifies that users encounter a mass of information and need to determine whether certain information…

  4. Beyond Universal Design for Learning: Guiding Principles to Reduce Barriers to Digital & Media Literacy Competence

    Science.gov (United States)

    Dalton, Elizabeth M.

    2017-01-01

    Universal Design for Learning (UDL), a framework for designing instruction to address the wide range of learner variation in today's inclusive classrooms, can be applied effectively to broaden access, understanding, and engagement in digital and media literacy learning for ALL. UDL supports constructivist learning principles. UDL strategies and…

  5. Integrated corridor management : implementation guide and lessons learned (final report version 2.0).

    Science.gov (United States)

    2015-09-01

    This implementation guide is intended for use by adopters of integrated corridor management (ICM) approaches and strategies to address congestion and travel time reliability issues within specific travel corridors. It introduces the topic of ICM and ...

  6. Application Methods Guided Discovery in the Effort Improving Skills Observing Student Learning IPA in the Fourth Grades in Primary School

    OpenAIRE

    Septikasari, Zela

    2015-01-01

    The purpose of this research was to improve improve the skills of observing in science learning by using guided discovery. This type of research is a collaborative classroom action research with teachers and research subjects Elementary School fourth grade students in SD Lempuyangan 1, Yogyakarta. The results showed that the percentace of students who has score B on pre- action of 23.53%; in the first cycle increased to 38.24%; and 91.18% in the second cycle. Thus in the first cycle an increa...

  7. Theoretical Principles to Guide the Teaching of Adjectives to Children Who Struggle With Word Learning: Synthesis of Experimental and Naturalistic Research With Principles of Learning Theory.

    Science.gov (United States)

    Ricks, Samantha L; Alt, Mary

    2016-07-01

    The purpose of this tutorial is to provide clinicians with a theoretically motivated and evidence-based approach to teaching adjectives to children who struggle with word learning. Given that there are almost no treatment studies to guide this topic, we have synthesized findings from experimental and theoretical literature to come up with a principles-based approach to treatment. We provide a sample lesson plan, incorporating our 3 theoretical principles, and describe the materials chosen and methods used during treatment and assessment. This approach is theoretically motivated, but it needs to be empirically tested.

  8. Using variability to guide dimensional weighting: Associative mechanisms in early word learning

    Science.gov (United States)

    Apfelbaum, Keith S.; McMurray, Bob

    2013-01-01

    At 14 months, children appear to struggle to apply their fairly well developed speech perception abilities to learning similar sounding words (e.g. bih/dih; Stager & Werker, 1997). However, variability in non-phonetic aspects of the training stimuli seems to aid word learning at this age. Extant theories of early word learning cannot account for this benefit of variability. We offer a simple explanation for this range of effects based on associative learning. Simulations suggest that if infants encode both non-contrastive information (e.g. cues to speaker voice) and meaningful linguistic cues (e.g. place of articulation or voicing), then associative learning mechanisms predict these variability effects in early word learning. Crucially, this means that despite the importance of task variables in predicting performance, this body of work shows that phonological categories are still developing in this age, and that the structure of non-informative cues has critical influences on word learning abilities. PMID:21609356

  9. Using a Guided Journal Club as a Teaching Strategy to Enhance Learning Skills for Evidence-Based Practice.

    Science.gov (United States)

    Szucs, Kimberly A; Benson, Jeryl D; Haneman, Brianne

    2017-04-01

    Journal clubs are used in both clinical and academic settings in order for clinicians and students to utilize current best-practices, become competent in evidence based practice and develop critical appraisal skills. Journal clubs encourage students to practice searching for relevant research, critically appraising articles, and contributing to open discussions with peers. Establishing the practice of reading and critiquing literature in the classroom can enable the creation of a habit of using current evidence when students enter practice. This article describes a strategy for delivering a structured academic journal club to support the learning of evidence based practice skills and students' perception of the journal club, including their overall satisfaction, knowledge base skills, and presentation skills. Students had an overall positive experience and perception of the guided journal club activity. From the instructor's perspective, this assignment was an excellent opportunity to engage students in learning the process of evidence based practice.

  10. Making Sense of Online Learning: A Guide for Beginners and the Truly Skeptical

    Directory of Open Access Journals (Sweden)

    Ugur DEMIRAY

    2004-10-01

    Full Text Available TABLE OF CONTENTS Author Information List of Tables and Figures INTRODUCTION: GETTING THE MOST FROM THIS RESOURCE Who Should Read This Book? Who Should Not Read This Book? Who Are the Authors? How Is This Book Organized? Frequently Asked Questions (FAQ 1. TAKING THE LEAP What Is Online Learning? Where Has Online Learning Come from and Where Is It Going? When Does Using Technology for Learning Make Sense? How Can I Tell Whether My Organization Is Ready? What Is Good Online Learning? What Skills Do I Need? How Do I Stay Sane? Resources. 2. WHAT ABOUT LEARNING? What Is Learning? What Is Instruction? What Activities Should Be Included in Instruction? How Do I Select Interactions and Activities? Conclusion. 3. THE LANGUAGE OF ONLINE LEARNING: HOW TO SPELL HTML How to Speak the Right Language. What Are the Most Common Terms That Are Misunderstood by Folks New to This Field, and What Do They Mean? New Terms and Technologies. Conclusion. 4. DESIGNING FOR THE WEB Does Traditional Instructional Design Work for Online Learning? How Do I Design with the User in Mind? How Do I Make Things Easy to Find on My Site? How Do I Make Sure the Site Is Easy to Navigate? Conclusion. 5. TOOLS AND TECHNOLOGIES FOR ONLINE LEARNING PART 1: DEVELOPMENT How Do I Build Online Learning? What Are the Most Common Tools Used for Building Online Instructional Materials? What Do I Need to Know to Get Started? What Are Some Technologies I Need to Know About? Conclusion. 6. TOOLS AND TECHNOLOGIES FOR ONLINE LEARNING PART 2: INFRASTRUCTURE What Is Learning Infrastructure? What Tools Can I Use to Track Learners and Courses? What Tools Can I Use to Keep Track of Online Content? What Are Learning Objects, and How Do They Relate to Tracking and Managing Online Content? What Are Learning Standards? Conclusion. 7. EVALUATING ONLINE LEARNING What Is Evaluation? What Aspects of Online Instruction Should I Evaluate? What’s the Difference Between Assessment and Evaluation? How Do You Evaluate

  11. Visual spatial ability for surgical trainees: implications for learning endoscopic, laparoscopic surgery and other image-guided procedures.

    Science.gov (United States)

    Henn, Patrick; Gallagher, Anthony G; Nugent, Emmeline; Seymour, Neal E; Haluck, Randy S; Hseino, Hazem; Traynor, Oscar; Neary, Paul C

    2018-02-12

    In image-guided procedures, a high level of visual spatial ability may be an advantage for surgical trainees. We assessed the visual spatial ability of surgical trainees. Two hundred and thirty-nine surgical trainees and 61 controls were tested on visual spatial ability using 3 standardised tests, the Card Rotation, Cube Comparison and Map-Planning Tests. Two hundred and twenty-one, 236 and 236 surgical trainees and 61 controls completed the Card Rotation test, Cube Comparison test and Map-Planning test, respectively. Two percent of surgical trainees performed statistically significantly worse than their peers on card rotation and map-planning test, > 1% on Cube Comparison test. Surgical trainees performed statistically significantly better than controls on all tests. Two percent of surgical trainees performed statistically significantly worse than their peers on visual spatial ability. The implication of this finding is unclear, further research is required that can look at the learning and educational portfolios of these trainees who perform poorly on visual spatial ability, and ascertain if they are struggling to learn skills for image-guided procedures.

  12. Using micro-blogging (Twitter) in your teaching and learning:an introductory guide

    OpenAIRE

    Ramsden, Andrew

    2009-01-01

    In this paper I intend to describe micro-blogging and how it differs from other types of blogging. Then I’ll show how it might be used in an educational context, as part of an ePortfolio, in face to face teaching, and to enable learning through private learning networks. Finally, it provides a pointer to how you might get started.

  13. Getting Started in the Scholarship of Teaching and Learning: A "How To" Guide for Science Academics

    Science.gov (United States)

    Rowland, Susan L.; Myatt, Paula M.

    2014-01-01

    SoTL stands for the Scholarship of Teaching and Learning. The acronym, said "sottle" or "sote-all," describes research that involves rigorous examination of teaching and learning by faculty who are actively involved in the educational process. The number of natural-science faculty engaged in SoTL is increasing, and their…

  14. Using Importance-Performance Analysis to Guide Instructional Design of Experiential Learning Activities

    Science.gov (United States)

    Anderson, Sheri; Hsu, Yu-Chang; Kinney, Judy

    2016-01-01

    Designing experiential learning activities requires an instructor to think about what they want the students to learn. Using importance-performance analysis can assist with the instructional design of the activities. This exploratory study used importance-performance analysis in an online introduction to criminology course. There is limited…

  15. Guiding Music Students during Workshop-Based On-the-Job Learning

    Science.gov (United States)

    Virkkula, Esa; Kunwar, Jagat Bahadur

    2017-01-01

    This article explains the realisation and impact of tutoring on learning through a new kind of on-the-job learning method in workshops led by professional musicians. The research is a qualitative case study involving 62 upper secondary Finnish vocational music students who participated in 11 workshops. The research data consist of (a) workshop…

  16. Colors of Competence in Competition: A Guide for Active Learning in Competitive Activities

    Science.gov (United States)

    Bernstein, Eve; Rasmussen, Jennifer F.

    2013-01-01

    The idea of actively involving children in the learning process can be beneficial for both teacher and student on a number of levels. Allowing students in physical education class to make choices has been incorporated into elementary-age teaching successfully. As a way to invite students to become more active participants in their learning,…

  17. Through the Student's Eyes: A Perspective on Personalized Learning and Practice Guide for Teachers

    Science.gov (United States)

    Redding, Sam

    2013-01-01

    The standard definition of "personalized learning" stresses instruction that is varied in pace, method, objectives, and content for each student and tailored to the student's interests and preferences. Technology is seen as a means to efficiently manage this level of differentiation, access a cornucopia of learning opportunities and…

  18. A Learning Model to Guide Research and Practice for Teaching of Elder Clients.

    Science.gov (United States)

    Theis, Saundra L.; Merritt, Sharon L.

    1994-01-01

    In first study 40 adults over 65 completed the Mental Status Questionnaire; in a second, 134 elderly heart patients completed the Patient Learning Styles Questionnaire. Results showed use of crystallized intelligence enhanced learning. Older subjects preferred structure; authoritarian, expert teaching; and listening to presentations supplemented…

  19. Guided work-based learning: sharing practical teaching knowledge with student teachers

    NARCIS (Netherlands)

    van Velzen, C.; Volman, M.; Brekelmans, M.; White, S.

    2012-01-01

    Building quality work-based learning opportunities for student teachers is a challenge for schools in school-university partnerships. This study focused on the guidance of student teachers by means of a mentoring approach aimed at sharing practical knowledge, with student teachers’ learning needs as

  20. Guided work-based learning: Sharing practical teaching knowledge with student teachers

    NARCIS (Netherlands)

    van Velzen, C.P.; Volman, M.L.L.; Brekelmans, M.; White, S.H.

    2012-01-01

    Building quality work-based learning opportunities for student teachers is a challenge for schools in school-university partnerships. This study focused on the guidance of student teachers by means of a mentoring approach aimed at sharing practical knowledge, with student teachers' learning needs as

  1. Laparoscopy After Previous Laparotomy

    Directory of Open Access Journals (Sweden)

    Zulfo Godinjak

    2006-11-01

    Full Text Available Following the abdominal surgery, extensive adhesions often occur and they can cause difficulties during laparoscopic operations. However, previous laparotomy is not considered to be a contraindication for laparoscopy. The aim of this study is to present that an insertion of Veres needle in the region of umbilicus is a safe method for creating a pneumoperitoneum for laparoscopic operations after previous laparotomy. In the last three years, we have performed 144 laparoscopic operations in patients that previously underwent one or two laparotomies. Pathology of digestive system, genital organs, Cesarean Section or abdominal war injuries were the most common causes of previouslaparotomy. During those operations or during entering into abdominal cavity we have not experienced any complications, while in 7 patients we performed conversion to laparotomy following the diagnostic laparoscopy. In all patients an insertion of Veres needle and trocar insertion in the umbilical region was performed, namely a technique of closed laparoscopy. Not even in one patient adhesions in the region of umbilicus were found, and no abdominal organs were injured.

  2. Guiding the Learning Process: A Manual for Teachers of Young Children.

    Science.gov (United States)

    Grand, Carole; Gold, Rahla

    The practical handbook is designed to help the beginning early childhood teacher teach effectively in the classroom. Sections of the guide are arranged chronologically, beginning with before-school preparations and the first day of school. Chapters examine children's independence; language arts activities (including storytelling techniques and the…

  3. T & I--Machine Shop. Kit No. 83. Instructor's Manual [and] Student Learning Activity Guide.

    Science.gov (United States)

    White, Jim

    An instructor's manual and student activity guide on the machine shop are provided in this set of prevocational education materials which focuses on the vocational area of trade and industry. (This set of materials is one of ninety-two prevocational education sets arranged around a cluster of seven vocational offerings: agriculture, home…

  4. Mary Cassatt: Celebrating Everyday Life. Teacher's Guide. School Arts: Looking/Learning.

    Science.gov (United States)

    Denker, Eric

    Mary Cassatt's paintings and graphics depict the world of 19th-century women, mothers, and children. Her exploration of intimate domestic life is informed by an unsurpassed ability to capture the natural, sometimes awkward poses of her figures and her refusal to "prettify" her subjects. This teaching guide gives an overview of Cassatt's…

  5. Learning Again. A Guide to Helping Dysphasic Adults with Basic Communication Skills.

    Science.gov (United States)

    Adult Literacy and Basic Skills Unit, London (England).

    This guide is intended to assist individuals (including therapists, relatives and friends, and volunteer and paid tutors) who are attempting to help adults relearn communication skills lost through stroke or accident. The first section examines dysphasia and the needs of dysphasics in an attempt to help the layperson understand the causes of…

  6. Assisting in Radiology/Imaging. Instructor's Guide, Student's Manual, and Student Learning Activities.

    Science.gov (United States)

    Fair, Helena J.

    The instructor's guide, the first of three documents in this package, is designed for a course to help students who are investigating the activities within a radiology department or considering any of the imaging technologies as a career. The material is designed to relate training experience to information studied in the classroom. This…

  7. Quantitative Determination of Aluminum in Deodorant Brands: A Guided Inquiry Learning Experience in Quantitative Analysis Laboratory

    Science.gov (United States)

    Sedwick, Victoria; Leal, Anne; Turner, Dea; Kanu, A. Bakarr

    2018-01-01

    The monitoring of metals in commercial products is essential for protecting public health against the hazards of metal toxicity. This article presents a guided inquiry (GI) experimental lab approach in a quantitative analysis lab class that enabled students' to determine the levels of aluminum in deodorant brands. The utility of a GI experimental…

  8. Distributive Education--Marketing Functions. Kit No. 85. Instructor's Manual [and] Student Learning Activity Guide.

    Science.gov (United States)

    Kinard, Sandra

    An instructor's manual and student activity guide on marketing functions are provided in this set of prevocational education materials which focuses on the vocational area of distributive education. (This set of materials is one of ninety-two prevocational education sets arranged around a cluster of seven vocational offerings: agriculture, home…

  9. Claes Oldenburg: Making the Ordinary Extraordinary. Teacher's Guide. School Arts: Looking/Learning.

    Science.gov (United States)

    Springer, Julie

    Born in Sweden in 1929, Claes Oldenburg was brought to the United States as an infant and raised in Chicago (Illinois). Oldenburg came of age artistically in the early 1960s with the pop art generation. Throughout his career, he has demonstrated the power of the imagination to transform the everyday environment. This teaching guide gives an…

  10. T & I--Cosmetology, Skin Care. Kit No. 77. Instructor's Manual [and] Student Learning Activity Guide.

    Science.gov (United States)

    Terry, Carolyn

    An instructor's manual and student activity guide on skin care are provided in this set of prevocational education materials which focuses on the vocational area of trade and industry (cosmetology). (This set of materials is one of ninety-two prevocational education sets arranged around a cluster of seven vocational offerings: agriculture, home…

  11. The Imaginary World of Henri Rousseau. Teacher's Guide. School Arts: Looking/Learning.

    Science.gov (United States)

    Henderson, Anne

    While Henri Rousseau's work was not easily classified into any definitive artistic style of the time--impressionism, post-impressionism, fauvism, or cubism--it has been considered a forerunner of surrealism because of its dreamlike sensibility. This teaching guide provides information about Rousseau and his work, focusing on "Tropical Forest…

  12. T & I--Arc Welding. Kit No. 86. Instructor's Manual [and] Student Learning Activity Guide.

    Science.gov (United States)

    Underwood, Earl

    An instructor's manual and student activity guide on arc welding are provided in this set of prevocational education materials which focuses on the vocational area of trade and industry. (This set of materials is one of ninety-two prevocational education sets arranged around a cluster of seven vocational offerings: agriculture, home economics,…

  13. How social network analysis can be used to monitor online collaborative learning and guide an informed intervention.

    Science.gov (United States)

    Saqr, Mohammed; Fors, Uno; Tedre, Matti; Nouri, Jalal

    2018-01-01

    To ensure online collaborative learning meets the intended pedagogical goals (is actually collaborative and stimulates learning), mechanisms are needed for monitoring the efficiency of online collaboration. Various studies have indicated that social network analysis can be particularly effective in studying students' interactions in online collaboration. However, research in education has only focused on the theoretical potential of using SNA, not on the actual benefits they achieved. This study investigated how social network analysis can be used to monitor online collaborative learning, find aspects in need of improvement, guide an informed intervention, and assess the efficacy of intervention using an experimental, observational repeated-measurement design in three courses over a full-term duration. Using a combination of SNA-based visual and quantitative analysis, we monitored three SNA constructs for each participant: the level of interactivity, the role, and position in information exchange, and the role played by each participant in the collaboration. On the group level, we monitored interactivity and group cohesion indicators. Our monitoring uncovered a non-collaborative teacher-centered pattern of interactions in the three studied courses as well as very few interactions among students, limited information exchange or negotiation, and very limited student networks dominated by the teacher. An intervention based on SNA-generated insights was designed. The intervention was structured into five actions: increasing awareness, promoting collaboration, improving the content, preparing teachers, and finally practicing with feedback. Evaluation of the intervention revealed that it has significantly enhanced student-student interactions and teacher-student interactions, as well as produced a collaborative pattern of interactions among most students and teachers. Since efficient and communicative activities are essential prerequisites for successful content

  14. Using apps for learning across the curriculum a literacy-based framework and guide

    CERN Document Server

    Beach, Richard

    2014-01-01

    How can apps be used to foster learning with literacy across the curriculum? This book offers both a theoretical framework for considering app affordances and practical ways to use apps to build students' disciplinary literacies and to foster a wide range of literacy practices.Using Apps for Learning Across the Curriculumpresents a wide range of different apps and also assesses their value features methods for and apps related to planning instruction and assessing student learning identifies favorite apps whose affordances are most likely to foster certain disciplinary literacies includes reso

  15. Microcultures and Informal Learning: A Heuristic Guiding Analysis of Conditions for Informal Learning in Local Higher Education Workplaces

    Science.gov (United States)

    Roxå, Torgny; Mårtensson, Katarina

    2015-01-01

    This article contributes to knowledge about learning in workgroups, so called "microcultures" in higher education. It argues that socially constructed and institutionalised traditions, recurrent practices, and tacit assumptions in the various microcultures influence academic teachers towards certain behaviour. In line with this…

  16. Learning Loops--Interactions between Guided Reflection and Experience-Based Learning in a Serious Game Activity

    Science.gov (United States)

    Cowley, B.; Heikura, T.; Ravaja, N.

    2013-01-01

    In a study on experience-based learning in serious games, 45 players were tested for topic comprehension by a questionnaire administered before and after playing the single-player serious game Peacemaker (Impact Games 2007). Players were divided into two activity conditions: 20 played a 1-h game with a 3-min half-time break to complete an affect…

  17. Expression of c-Fos in the rat retrosplenial cortex during instrumental re-learning of appetitive bar-pressing depends on the number of stages of previous training

    Directory of Open Access Journals (Sweden)

    Olga E. Svarnik

    2013-07-01

    Full Text Available Learning is known to be accompanied by induction of c-Fos expression in cortical neurons. However, not all neurons are involved in this process. What the c-Fos expression pattern depends on is still unknown. In the present work we studied whether and to what degree previous animal experience about Task 1 influenced neuronal c-Fos expression in the retrosplenial cortex during acquisition of Task 2. Animals were progressively shaped across days to bar-press for food at the left side of the experimental chamber (Task 1. This appetitive bar-pressing behavior was shaped by nine stages ("9 stages" group, five stages ("5 stages" group or one intermediate stage ("1 stage" group. After all animals acquired the first skill and practiced it for five days, the bar and feeder on the left, familiar side of the chamber were inactivated, and the animals were allowed to learn a similar instrumental task at the opposite side of the chamber using another pair of a bar and a feeder (Task 2. The highest number of c-Fos positive neurons was found in the retrosplenial cortex of "1 stage" animals as compared to the other groups. The number of c-Fos positive neurons in "5 stages" group animals was significantly lower than in "1 stage" animals and significantly higher than in "9 stages" animals. The number of c-Fos positive neurons in the cortex of "9 stages" animals was significantly higher than in home caged control animals. At the same time, there were no significant differences between groups in such behavioral variables as the number of entrees into the feeder or bar zones during Task 2 learning. Our results suggest that c-Fos expression in the retrosplenial cortex during Task 2 acquisition was influenced by the previous learning history.

  18. Infinispan data grid platform definitive guide

    CERN Document Server

    Santos, Wagner Roberto dos

    2015-01-01

    This practical guide is intended for those who want to learn how to build extremely scalable applications. This book is easy to read and is aimed at Java enterprise developers with a solid knowledge of Java. However, no previous coding experience with Infinispan is required.

  19. Process-oriented guided inquiry learning strategy enhances students' higher level thinking skills in a pharmaceutical sciences course.

    Science.gov (United States)

    Soltis, Robert; Verlinden, Nathan; Kruger, Nicholas; Carroll, Ailey; Trumbo, Tiffany

    2015-02-17

    To determine if the process-oriented guided inquiry learning (POGIL) teaching strategy improves student performance and engages higher-level thinking skills of first-year pharmacy students in an Introduction to Pharmaceutical Sciences course. Overall examination scores and scores on questions categorized as requiring either higher-level or lower-level thinking skills were compared in the same course taught over 3 years using traditional lecture methods vs the POGIL strategy. Student perceptions of the latter teaching strategy were also evaluated. Overall mean examination scores increased significantly when POGIL was implemented. Performance on questions requiring higher-level thinking skills was significantly higher, whereas performance on questions requiring lower-level thinking skills was unchanged when the POGIL strategy was used. Student feedback on use of this teaching strategy was positive. The use of the POGIL strategy increased student overall performance on examinations, improved higher-level thinking skills, and provided an interactive class setting.

  20. How the study of online collaborative learning can guide teachers and predict students' performance in a medical course.

    Science.gov (United States)

    Saqr, Mohammed; Fors, Uno; Tedre, Matti

    2018-02-06

    about students' and teachers' interactions that can be valuable in guiding teachers, improve students' engagement, and contribute to learning analytics insights.

  1. Integrating technology with literacy: using teacher-guided collaborative online learning to encourage critical thinking

    Directory of Open Access Journals (Sweden)

    Alyson Simpson

    2010-12-01

    Full Text Available This paper reports on classroom-based research that was designed to monitor the integration of information and communication technology (ICT in a teacherguided collaborative online learning context to encourage students' critical response to literary texts. The study investigates the premise that an ICT project where children read books and then use email communication to exchange responses with other learners will support critical thinking. Videos of classroom observations, journals and rap sheets were analysed for individual students' levels of critical awareness. Improvements in critical thinking were measured using linguistic analysis. Teachers and students were also interviewed for attitudes to technology use related to learning. Although there were gains in critical thinking, there was little student engagement with technology. The discussion problematises the integration of technology in the classroom through a repositioning of collaboration in a blended learning context known as book raps.

  2. Quick Breads. Learning Activity Pack and Instructor's Guide 5.15b. Commercial Foods and Culinary Arts Competency-Based Series. Section 5: Basic Food Preparation.

    Science.gov (United States)

    Florida State Univ., Tallahassee. Center for Studies in Vocational Education.

    This document consists of a learning activity packet (LAP) for the student and an instructor's guide for the teacher. The LAP is intended to acquaint occupational home economics students with the major types of quick breads, the equipment and ingredients used to prepare them, and the general procedures for mixing and baking them. Illustrated…

  3. Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction

    NARCIS (Netherlands)

    Noroozi, Omid; Mulder, Martin

    2017-01-01

    This study aims to investigate the impacts of a digital learning module with guided peer feedback on students' domain-specific knowledge gain and their attitudinal change in the field of biotechnology and molecular life sciences. The extent to which the use of this module is appreciated by

  4. Free-format RPG IV the express guide to learning free format

    CERN Document Server

    Martin, Jim

    2015-01-01

    Focusing strictly on teaching free-format RPG programming methods, this book will help programmers wishing to upgrade their skills   This how-to guide offers a concise and thorough introduction to the increased productivity, better readability, and easier program maintenance that comes with the free-format style of programming in RPG IV. Although free-format information is available in IBM manuals, it is not separated from everything else, requiring hours of tedious research to track down the information needed. This book provides everything you need to know to write RPG IV in the free-format

  5. Design, Development and Preliminary Student Evaluation of Virtual Field Guides as aids to teaching and learning in the Earth sciences

    Science.gov (United States)

    Stott, Tim

    2010-05-01

    In Universities the benefits of teaching and learning through fieldwork has been brought under closer examination in recent years (e.g. Andrews et al., 2003) and the notion of supporting fieldwork in the Geography, Earth and Environmental Science (GEES) disciplines has been gathering momentum over the past decade as evidenced by conferences on ‘Supporting fieldwork using information technology' (Maskall et al., 2007) and a Higher Education Academy GEES Virtual Fieldwork Conference at University of Worcester (May 2007). Virtual environments and e-learning resources have been shown to help students become active rather than passive learners by appealing to their multi-sensory learning ability with interactive media (Fletcher et al., 2002; 2007). Research on glacial and fluvial processes has been conducted since 2003 by Liverpool John Moores University (LJMU) staff, sometimes in collaboration with other Universities, at field sites in the French Alps, Swiss Alps and Cariboo Mountains in British Columbia. A virtual field guide (VFG) (www.virtualalps.co.uk) has been developed which uses maps, site photos, panorama movies, video clips, a google earth tour, student exercises using hydrological and glacial datasets collected in the field and revision exercises. A preliminary evaluation of this learning resource has been carried out with two groups of LJMU students and an article written (Stott et al. 2009a). The Ingleton Waterfalls VFG (http://www.ljmu.ac.uk/BIE/ingleton/) was developed by LJMU staff to meet the needs of Foundation degree and undergraduate students. A workshop was presented at the Earth Science Teachers Association 2008 Annual Conference at LJMU, and a subsequent article written (Stott et al. 2009b). The final section of this presentation will summarise some staff perspectives and raises some questions and issues concerned with development and accessibility of VFGs in the light of new developments of a ‘semantic web' at LJMU (Carmichael, 2009). Andrews

  6. Focusing on Student Learning to Guide the Use of Staff Time

    Science.gov (United States)

    Bates, Imelda; Baume, David; Assinder, Susan

    2010-01-01

    The paper develops and illustrates a model for designing courses. The model gives explicit attention to educational considerations, principally to the importance of active, goal-directed student learning. It also explores economic considerations, principally how to make the best possible use of the time of the teacher in planning and running the…

  7. A Practical Guide, with Theoretical Underpinnings, for Creating Effective Virtual Reality Learning Environments

    Science.gov (United States)

    O'Connor, Eileen A.; Domingo, Jelia

    2017-01-01

    With the advent of open source virtual environments, the associated cost reductions, and the more flexible options, avatar-based virtual reality environments are within reach of educators. By using and repurposing readily available virtual environments, instructors can bring engaging, community-building, and immersive learning opportunities to…

  8. Promoting University Students' Collaborative Learning through Instructor-Guided Writing Groups

    Science.gov (United States)

    Mutwarasibo, Faustin

    2013-01-01

    This paper aims to examine how to promote university students' engagement in learning by means of instructor-initiated EFL writing groups. The research took place in Rwanda and was undertaken as a case study involving 34 second year undergraduate students, divided into 12 small working groups and one instructor. The data were collected by means of…

  9. Press Play for Learning: A Framework to Guide Serious Computer Game Use in the Classroom

    Science.gov (United States)

    Southgate, Erica; Budd, Janene; Smith, Shamus

    2017-01-01

    Computer gaming is a global phenomenon and there has been rapid growth in "serious" games for learning. An emergent body of evidence demonstrates how serious games can be used in primary and secondary school classrooms. Despite the popularity of serious games and their pedagogical potential, there are few specialised frameworks to guide…

  10. A Guide to Using Case-Based Learning in Biochemistry Education

    Science.gov (United States)

    Kulak, Verena; Newton, Genevieve

    2014-01-01

    Studies indicate that the majority of students in undergraduate biochemistry take a surface approach to learning, associated with rote memorization of material, rather than a deep approach, which implies higher cognitive processing. This behavior relates to poorer outcomes, including impaired course performance and reduced knowledge retention. The…

  11. Mountain Plains Learning Experience Guide: Appliance Repair. Course: Heater-Type Appliances.

    Science.gov (United States)

    Ziller, T.

    One of two individualized courses included in an appliance repair curriculum (see CE 027 767), this course covers minor and major heater-type appliances. The course is comprised of six units: (1) Irons, (2) Roasters, (3) Space Heaters, (4) Water Heaters, (5) Electric Ranges, and (6) Gas Ranges. Each unit begins with a Unit Learning Experience…

  12. Web-based Learning Environments Guided by Principles of Good Teaching Practice.

    Science.gov (United States)

    Chizmar, John F.; Walbert, Mark S.

    1999-01-01

    Describes the preparation and execution of a statistics course, an undergraduate econometrics course, and a microeconomic theory course that all utilize Internet technology. Reviews seven principles of teaching practice in order to demonstrate how to enhance the quality of student learning using Web technologies. Includes reactions by Steve Hurd…

  13. A Chinese translation of IMS Learning Design Best Practice and Implementation Guide (draft)

    NARCIS (Netherlands)

    Gong, Yufeng

    2006-01-01

    Many Chinese researchers, system developers and e-learning practitioners have difficulties to understand IMS LD correctly because of language barriers. The main aim of this translation is to help chinese people to overcome the difficulties. It is also expected that this translation can launch into a

  14. Integrating Motor-Learning Concepts into Physical Education: Using Guided Discovery to Address NASPE Standard 2

    Science.gov (United States)

    Rukavina, Paul B.; Jeansonne, Jennifer J.

    2009-01-01

    K-12 students enter physical education with many naive conceptions or misconceptions of how motor skills are acquired. One goal of physical education is to teach concepts that will help students learn and perform motor skills, but many practitioners don't know how to provide experiences that will teach students to apply their knowledge…

  15. A Guide to Using Student Learning Objectives as a Locally-Determined Measure of Student Growth

    Science.gov (United States)

    Ohio Department of Education, 2012

    2012-01-01

    Over the past decade, Ohio has made important education policy advances, with a focus on student learning and achievement, standards, and accountability. Ohio is serious about its commitment to quality schools and honors this commitment by providing Local Education Agencies (LEAs) a research-based, transparent, fair teacher evaluation system…

  16. PALS Project: Art as a Learning Strategy. A Guide for Teachers and Students.

    Science.gov (United States)

    Rabson, Barbara Burchuk, Ed.; Warshaw, Renata Karlin, Ed.

    The book describes Learning to Read through the Arts (LTRTA), a curriculum combining art activities with writing and reading in small group workshops. The methodology of LTRTA has been applied and modified to work with different groups of students: perceptually impaired, reading disabled, and gifted students. Workshops are offered in mixed media,…

  17. A Policy Guide on Integrated Care (PGIC: Lessons Learned from EU Project INTEGRATE and Beyond

    Directory of Open Access Journals (Sweden)

    Liesbeth Borgermans

    2017-09-01

    Full Text Available Efforts are underway in many European countries to channel efforts into creating improved integrated health and social care services. But most countries lack a strategic plan that is sustainable over time, and that reflects a comprehensive systems perspective. The Policy Guide on Integrated Care (PGIC as presented in this paper resulted from experiences with the EU Project INTEGRATE and our own work with healthcare reform for patients with chronic conditions at the national and international level. This project is one of the largest EU funded projects on Integrated Care, conducted over a four-year period (2012–2016 and included partners from nine European countries. Project Integrate aimed to gain insights into the leadership, management and delivery of integrated care to support European care systems to respond to the challenges of ageing populations and the rise of people living with long-term conditions. The objective of this paper is to describe the PGIC as both a tool and a reasoning flow that aims at supporting policy makers at the national and international level with the development and implementation of integrated care. Any Policy Guide on Integrated should build upon three building blocks, being a mission, vision and a strategy that aim at capturing the large amount of factors that directly or indirectly influence the successful development of integrated care.

  18. Young Children's Development of Scientific Knowledge Through the Combination of Teacher-Guided Play and Child-Guided Play

    Science.gov (United States)

    Sliogeris, Marija; Almeida, Sylvia Christine

    2017-09-01

    Play-based approaches to science learning allow children to meaningfully draw on their everyday experiences and activities as they explore science concepts in context. Acknowledging the crucial role of the teacher in facilitating science learning through play, the purpose of this qualitative study was to examine how teacher-guided play, in conjunction with child-guided play, supports children's development of science concepts. While previous research on play-based science learning has mainly focused on preschool settings, this study explores the possibilities of play-based approaches to science in primary school contexts. Using a qualitative methodology grounded in the cultural-historical theoretical perspective, children's learning was examined during a science learning sequence that combined teacher-guided and child-guided play. This study revealed that the teacher-guided play explicitly introduced science concepts which children then used and explored in subsequent child-guided play. However, intentional teaching during the child-guided play continued to be important. Play-based approaches to science allowed children to make sense of the science concepts using familiar, everyday knowledge and activities. It became evident that the expectations and values communicated through classroom practices influenced children's learning through play.

  19. A framework of lessons learned from community-based marine reserves and its effectiveness in guiding a new coastal management initiative in the Philippines.

    Science.gov (United States)

    Beger, Maria; Harborne, Alastair R; Dacles, Terence P; Solandt, Jean-Luc; Ledesma, Gerardo L

    2004-12-01

    Community-based coastal resource management has been widely applied within the Philippines. However, small-scale community-based reserves are often inefficient owing to management inadequacies arising because of a lack of local support or enforcement or poor design. Because there are many potential pitfalls during the establishment of even small community-based reserves, it is important for coastal managers, communities, and facilitating institutions to have access to a summary of the key factors for success. Reviewing relevant literature, we present a framework of "lessons learned" during the establishment of protected areas, mainly in the Philippines. The framework contains summary guidance on the importance of (1) an island location, (2) small community population size, (3) minimal effect of land-based development, (4) application of a bottom-up approach, (5) an external facilitating institution, (6) acquisition of title, (7) use of a scientific information database, (8) stakeholder involvement, (9) the establishment of legislation, (10) community empowerment, (11) alternative livelihood schemes, (12) surveillance, (13) tangible management results, (14) continued involvement of external groups after reserve establishment, and (15) small-scale project expansion.These framework components guided the establishment of a community-based protected area at Danjugan Island, Negros Occidental, Philippines. This case study showed that the framework was a useful guide that led to establishing and implementing a community-based marine reserve. Evaluation of the reserve using standard criteria developed for the Philippines shows that the Danjugan Island protected area can be considered successful and sustainable. At Danjugan Island, all of the lessons synthesized in the framework were important and should be considered elsewhere, even for relatively small projects. As shown in previous projects in the Philippines, local involvement and stewardship of the protected area

  20. Sequential learning during contextual fear conditioning guides the rate of systems consolidation: Implications for consolidation of multiple memory traces.

    Science.gov (United States)

    Pedraza, Lizeth K; Sierra, Rodrigo O; Crestani, Ana P; Quillfeldt, Jorge A; de Oliveira Alvares, Lucas

    2017-05-01

    Systems consolidation has been described as a time-dependent reorganization process involving the neocortical and hippocampal networks underlying memory storage and retrieval. Previous studies of our lab were able to demonstrate that systems consolidation is a dynamic process, rather than a merely passive, time-dependent phenomenon. Here, we studied the influence of sequential learning in contextual fear conditioning (CFC) with different training intensities in the time-course of hippocampal dependency and contextual specificity. We found that sequential learning with high-intensity shocks during CFC induces generalization of the first learning (context A) and maintains contextual specificity of the second learning (context B) 15 days after acquisition. Moreover, subsequent experiences reorganize brain structures involved in retrieval, accelerating the involvement of cortical structures and diminishing the hippocampal participation. Exposure to original context before novelty seems to only induce context specificity in hippocampal-dependent memories. We propose that systems consolidation could be considered a potential biological mechanism for reducing possible interferences between similar memory traces. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

  1. Bad stars or guiding lights? Learning from disasters to improve patient safety.

    Science.gov (United States)

    Hughes, C; Travaglia, J F; Braithwaite, J

    2010-08-01

    Cross-fertilisation of ideas across industries, settings and contexts potentially improves learning by providing fresh insights into error pathways. OBJECTIVES AND HYPOTHESES: To investigate six cases of human error drawn from disasters in the space, shipping, aviation, mining, rail and nuclear industries, and to apprehend similarities and differences in the antecedents to errors, the way they manifest, the course of events and the way they are tackled. The extent to which human intervention can exacerbate the problems by introducing new errors, how the cases are resolved and the lessons learnt were examined. Exemplar disaster events drawn from a very large sample of human errors. It is possible to identify and model a generic disaster pathway that applies across several industries, including healthcare. Despite differences between industries, it is clear that learning from disasters in other industries may provide important insights on how to prevent or ameliorate them in healthcare.

  2. Machine learning to detect signatures of disease in liquid biopsies - a user's guide.

    Science.gov (United States)

    Ko, Jina; Baldassano, Steven N; Loh, Po-Ling; Kording, Konrad; Litt, Brian; Issadore, David

    2018-01-30

    New technologies that measure sparse molecular biomarkers from easily accessible bodily fluids (e.g. blood, urine, and saliva) are revolutionizing disease diagnostics and precision medicine. Microchip devices can measure more disease biomarkers with better sensitivity and specificity each year, but clinical interpretation of these biomarkers remains a challenge. Single biomarkers in 'liquid biopsy' often cannot accurately predict the state of a disease due to heterogeneity in phenotype and disease expression across individuals. To address this challenge, investigators are combining multiplexed measurements of different biomarkers that together define robust signatures for specific disease states. Machine learning is a useful tool to automatically discover and detect these signatures, especially as new technologies output increasing quantities of molecular data. In this paper, we review the state of the field of machine learning applied to molecular diagnostics and provide practical guidance to use this tool effectively and to avoid common pitfalls.

  3. Building A Learning Pathway: An Interactive How-to Guide to Course Design

    Science.gov (United States)

    2013-08-01

    related issues  Motivation  Interest  Learning style  Aptitude for the subject  Intellectual development  Self - esteem and confidence 42 we...designing their courses. These include terrific books by Diamond (2008), Fink (2003), and Wiggins & McTighe (2005), as well as Fink’s (2005) self -directed...general, Ken noted that USAFA cadets are very athletic , competitive, and highly motivated to improve their academic performance. In addition, Ken saw

  4. Technique adaptation, strategic replanning, and team learning during implementation of MR-guided brachytherapy for cervical cancer.

    Science.gov (United States)

    Skliarenko, Julia; Carlone, Marco; Tanderup, Kari; Han, Kathy; Beiki-Ardakani, Akbar; Borg, Jette; Chan, Kitty; Croke, Jennifer; Rink, Alexandra; Simeonov, Anna; Ujaimi, Reem; Xie, Jason; Fyles, Anthony; Milosevic, Michael

    MR-guided brachytherapy (MRgBT) with interstitial needles is associated with improved outcomes in cervical cancer patients. However, there are implementation barriers, including magnetic resonance (MR) access, practitioner familiarity/comfort, and efficiency. This study explores a graded MRgBT implementation strategy that included the adaptive use of needles, strategic use of MR imaging/planning, and team learning. Twenty patients with cervical cancer were treated with high-dose-rate MRgBT (28 Gy in four fractions, two insertions, daily MR imaging/planning). A tandem/ring applicator alone was used for the first insertion in most patients. Needles were added for the second insertion based on evaluation of the initial dosimetry. An interdisciplinary expert team reviewed and discussed the MR images and treatment plans. Dosimetry-trigger technique adaptation with the addition of needles for the second insertion improved target coverage in all patients with suboptimal dosimetry initially without compromising organ-at-risk (OAR) sparing. Target and OAR planning objectives were achieved in most patients. There were small or no systematic differences in tumor or OAR dosimetry between imaging/planning once per insertion vs. daily and only small random variations. Peer review and discussion of images, contours, and plans promoted learning and process development. Technique adaptation based on the initial dosimetry is an efficient approach to implementing MRgBT while gaining comfort with the use of needles. MR imaging and planning once per insertion is safe in most patients as long as applicator shifts, and large anatomical changes are excluded. Team learning is essential to building individual and programmatic competencies. Copyright © 2017 American Brachytherapy Society. Published by Elsevier Inc. All rights reserved.

  5. Objected constrained registration and manifold learning: A new patient setup approach in image guided radiation therapy of thoracic cancer

    International Nuclear Information System (INIS)

    Chen Ting; Jabbour, Salma K.; Haffty, Bruce G.; Yue, Ning; Qin Songbing

    2013-01-01

    Purpose: The management of thoracic malignancies with radiation therapy is complicated by continuous target motion. In this study, a real time motion analysis approach is proposed to improve the accuracy of patient setup. Methods: For 11 lung cancer patients a long training fluoroscopy was acquired before the first treatment, and multiple short testing fluoroscopies were acquired weekly at the pretreatment patient setup of image guided radiotherapy (IGRT). The data analysis consisted of three steps: first a 4D target motion model was constructed from 4DCT and projected to the training fluoroscopy through deformable registration. Then the manifold learning method was used to construct a 2D subspace based on the target motion (kinetic) and location (static) information in the training fluoroscopy. Thereafter the respiratory phase in the testing fluoroscopy was determined by finding its location in the subspace. Finally, the phase determined testing fluoroscopy was registered to the corresponding 4DCT to derive the pretreatment patient position adjustment for the IGRT. The method was tested on clinical image sets and numerical phantoms. Results: The registration successfully reconstructed the 4D motion model with over 98% volume similarity in 4DCT, and over 95% area similarity in the training fluoroscopy. The machine learning method derived the phase values in over 98% and 93% test images of the phantom and patient images, respectively, with less than 3% phase error. The setup approach achieved an average accumulated setup error less than 1.7 mm in the cranial-caudal direction and less than 1 mm in the transverse plane. All results were validated against the ground truth of manual delineations by an experienced radiation oncologist. The expected total time for the pretreatment setup analysis was less than 10 s. Conclusions: By combining the registration and machine learning, the proposed approach has the potential to improve the accuracy of pretreatment setup for

  6. How social network analysis can be used to monitor online collaborative learning and guide an informed intervention

    Science.gov (United States)

    Fors, Uno; Tedre, Matti; Nouri, Jalal

    2018-01-01

    To ensure online collaborative learning meets the intended pedagogical goals (is actually collaborative and stimulates learning), mechanisms are needed for monitoring the efficiency of online collaboration. Various studies have indicated that social network analysis can be particularly effective in studying students’ interactions in online collaboration. However, research in education has only focused on the theoretical potential of using SNA, not on the actual benefits they achieved. This study investigated how social network analysis can be used to monitor online collaborative learning, find aspects in need of improvement, guide an informed intervention, and assess the efficacy of intervention using an experimental, observational repeated-measurement design in three courses over a full-term duration. Using a combination of SNA-based visual and quantitative analysis, we monitored three SNA constructs for each participant: the level of interactivity, the role, and position in information exchange, and the role played by each participant in the collaboration. On the group level, we monitored interactivity and group cohesion indicators. Our monitoring uncovered a non-collaborative teacher-centered pattern of interactions in the three studied courses as well as very few interactions among students, limited information exchange or negotiation, and very limited student networks dominated by the teacher. An intervention based on SNA-generated insights was designed. The intervention was structured into five actions: increasing awareness, promoting collaboration, improving the content, preparing teachers, and finally practicing with feedback. Evaluation of the intervention revealed that it has significantly enhanced student-student interactions and teacher-student interactions, as well as produced a collaborative pattern of interactions among most students and teachers. Since efficient and communicative activities are essential prerequisites for successful content

  7. The Anatomy of Human Trafficking: Learning About the Blues: A Healthcare Provider's Guide.

    Science.gov (United States)

    Stevens, Meriam; Berishaj, Kelly

    2016-01-01

    Human trafficking is a major global public health concern. It is a grave crime that violates human rights. Contrary to healthcare providers' perceptions, victims of human trafficking come in contact with the healthcare system while being trafficked, with the emergency department being the most frequented setting for medical treatment. In this article, we explore the anatomy of human trafficking, including the scope of the problem, definitions, and types and elements of human trafficking. The roles of clinicians, particularly emergency department nurses and advanced practice nurses, in screening and identifying those at risk are examined. Clinical practice tools and guidelines that may be used by clinicians to guide the treatment of human trafficking victims are reviewed. Finally, current strategies and resources that address human trafficking are presented. For the purpose of this article, the terms "human trafficking" or "trafficking" will be used throughout.

  8. Pocket Guide to Transportation 2017

    Science.gov (United States)

    2017-05-01

    The BTS Pocket Guide to Transportation is a quick reference guide to significant transportation statistics. All the previous seven sections plus a new Major Trends section are included. This year marks the 20th anniversary of the Pocket Guide, which ...

  9. English for au pairs the au pair's guide to learning English

    CERN Document Server

    Curtis, Lucy

    2014-01-01

    English for Au Pairs has interlinked stories about a group of au pairs new to England. Marta, an 18-year-old from Poland arrives in the UK to work as an au pair. Throughout her year-long stay she has many different experiences - some bad, some good - but with the support of her host family she finds new friends and improves her English. English for Au Pairs offers insight into the joys and difficulties of being an au pair while at the same time reinforcing English language learning through grammar explanations and exercises.

  10. Learning ActionScript 30 The Non-Programmer's Guide to ActionScript 30

    CERN Document Server

    Shupe, Rich

    2008-01-01

    Learning ActionScript 3.0 gives you a solid foundation in the Flash language and demonstrates how you can use it for practical, everyday projects. The book does more than give you a handful of sample scripts, defining how ActionScript and Flash work. It gives you a clear look into essential topics such as logic, event handling, displaying content, migrating legacy projects to ActionScript 3.0, classes, and much more. Written for those new to the language, this book doesn't rely exclusively on prior knowledge of object-oriented programming (OOP). Instead, it helps you expand your skillset by fi

  11. The Essential Guide to HTML5 Using Games to Learn HTML5 and JavaScript

    CERN Document Server

    Meyer, Jeanine

    2010-01-01

    HTML5 opens up a plethora of new avenues for application and game development on the web. Games can now be created and interacted with directly within HTML with no need for users to download extra plugins, or for developers to learn new languages. Important new features such as the Canvas tag enable drawing directly onto the web page, the Audio tag allows sounds to be triggered and played from within your HTML code, the web sockets API brings the facility for real-time communication, and the local storage API enables data such as high scores or game preferences to be kept on a user's computer

  12. Surviving Your Dissertation: A Comprehensive Guide to Content and Process. Third Edition

    Science.gov (United States)

    Rudestam, Kjell Erik; Newton, Rae R.

    2007-01-01

    Like the previous editions of this bestselling text, "Surviving Your Dissertation: A Comprehensive Guide to Content and Process, Third Edition" offers readers guidance that other dissertation guides often miss, from ways to improve one's writing, to identifying one's learning preferences, to dealing with emotional blocks. Using examples from a…

  13. Reaching Higher. A Parent's Guide to the Washington Assessment of Learning. Revised = Para llegar mas arriba. Una guia para padres sobre la evaluacion del aprendizaje de los estudiantes del estado de Washington (Washington Assessment of Student Learning). Revisado.

    Science.gov (United States)

    Washington Office of the State Superintendent of Public Instruction, Olympia.

    This guide in English and Spanish is designed to answer questions parents may have about the Washington Assessment of Student Learning (WASL), including how it will help improve their children's education, how it is scored, and how to use the information it provides. In Washington, clear educational goals for subject content, thinking skills, and…

  14. Learning statistical correlation for fast prostate registration in image-guided radiotherapy

    International Nuclear Information System (INIS)

    Shi Yonghong; Liao Shu; Shen Dinggang

    2011-01-01

    Purpose: In adaptive radiation therapy of prostate cancer, fast and accurate registration between the planning image and treatment images of the patient is of essential importance. With the authors' recently developed deformable surface model, prostate boundaries in each treatment image can be rapidly segmented and their correspondences (or relative deformations) to the prostate boundaries in the planning image are also established automatically. However, the dense correspondences on the nonboundary regions, which are important especially for transforming the treatment plan designed in the planning image space to each treatment image space, are remained unresolved. This paper presents a novel approach to learn the statistical correlation between deformations of prostate boundary and nonboundary regions, for rapidly estimating deformations of the nonboundary regions when given the deformations of the prostate boundary at a new treatment image. Methods: The main contributions of the proposed method lie in the following aspects. First, the statistical deformation correlation will be learned from both current patient and other training patients, and further updated adaptively during the radiotherapy. Specifically, in the initial treatment stage when the number of treatment images collected from the current patient is small, the statistical deformation correlation is mainly learned from other training patients. As more treatment images are collected from the current patient, the patient-specific information will play a more important role in learning patient-specific statistical deformation correlation to effectively reflect prostate deformation of the current patient during the treatment. Eventually, only the patient-specific statistical deformation correlation is used to estimate dense correspondences when a sufficient number of treatment images have been acquired from the current patient. Second, the statistical deformation correlation will be learned by using a

  15. A guided inquiry approach to learning the geology of the U.S

    Science.gov (United States)

    Leech, M.L.; Howell, D.G.; Egger, A.E.

    2004-01-01

    A guided inquiry exercise has been developed to help teach the geology of the U.S. This exercise is intended for use early in the school term when undergraduate students have little background knowledge of geology. Before beginning, students should be introduced to rock types and have a basic understanding of geologic time. This exercise uses three maps: the U.S. Geological Survey's "A Tapestry of Time and Terrain" and "Landforms of the Conterminous United States" maps, and a geologic map of the United States. Using these maps, groups of 3 to 5 students are asked to identify between 8 and 12 geologic provinces based on topography, the age of rocks, and rock types. Each student is given a blank outline map of the contiguous U.S. and each group is given a set of the three maps and colored pencils; as a group, students work to define regions in the U.S. with similar geology. A goal of 8 to 12 geologic provinces is given to help establish the level of detail being asked of students. One member of each group is asked to present their group's findings to the class, describing their geologic provinces and the reasoning behind their choices.

  16. A multidisciplinary guided practical on type I diabetes engaging students in inquiry-based learning.

    Science.gov (United States)

    Mingueneau, M; Chaix, A; Scotti, N; Chaix, J; Reynders, A; Hammond, C; Thimonier, J

    2015-12-01

    In the present article, we describe a 3-day experimental workshop on type I diabetes aimed at helping high school students to understand how fundamental research on glycemia regulation contributes to the development of scientific knowledge and therapeutic strategies. The workshop engaged students in open-ended investigations and guided experiments. Each class was divided into three or four groups, with each group working with a trained doctoral student or postdoctoral fellow. During an initial questioning phase, students observed slides depicting the glycemia of individuals in various situations. Students identified hyperglycemic individuals relative to the average glycemia of the displayed population. Students were asked to devise a treatment for these diabetics. They quickly realized that they couldn't experiment on patients and understood the need for laboratory models. Each group gave ideas of experiments to perform. We then explained, taking into account their propositions, the protocols students could execute to address one of the following questions: Which criteria must an animal model of diabetes fulfill? How do pancreatic cells maintain glycemia? Is there a way to produce an insulin protein similar to the one released by human pancreatic cells? We used two different evaluation metrics of the workshop: a questionnaire filled out by the students before and after the workshop and a poster produced by students at the end of the workshop. We found that this educational approach successfully improved student awareness and understanding of the scientific reasoning and research process. Copyright © 2015 The American Physiological Society.

  17. Nonlocal atlas-guided multi-channel forest learning for human brain labeling.

    Science.gov (United States)

    Ma, Guangkai; Gao, Yaozong; Wu, Guorong; Wu, Ligang; Shen, Dinggang

    2016-02-01

    It is important for many quantitative brain studies to label meaningful anatomical regions in MR brain images. However, due to high complexity of brain structures and ambiguous boundaries between different anatomical regions, the anatomical labeling of MR brain images is still quite a challenging task. In many existing label fusion methods, appearance information is widely used. However, since local anatomy in the human brain is often complex, the appearance information alone is limited in characterizing each image point, especially for identifying the same anatomical structure across different subjects. Recent progress in computer vision suggests that the context features can be very useful in identifying an object from a complex scene. In light of this, the authors propose a novel learning-based label fusion method by using both low-level appearance features (computed from the target image) and high-level context features (computed from warped atlases or tentative labeling maps of the target image). In particular, the authors employ a multi-channel random forest to learn the nonlinear relationship between these hybrid features and target labels (i.e., corresponding to certain anatomical structures). Specifically, at each of the iterations, the random forest will output tentative labeling maps of the target image, from which the authors compute spatial label context features and then use in combination with original appearance features of the target image to refine the labeling. Moreover, to accommodate the high inter-subject variations, the authors further extend their learning-based label fusion to a multi-atlas scenario, i.e., they train a random forest for each atlas and then obtain the final labeling result according to the consensus of results from all atlases. The authors have comprehensively evaluated their method on both public LONI_LBPA40 and IXI datasets. To quantitatively evaluate the labeling accuracy, the authors use the dice similarity coefficient

  18. Nonlocal atlas-guided multi-channel forest learning for human brain labeling

    Energy Technology Data Exchange (ETDEWEB)

    Ma, Guangkai [Space Control and Inertial Technology Research Center, Harbin Institute of Technology, Harbin 150001, China and Department of Radiology and BRIC, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27599 (United States); Gao, Yaozong; Wu, Guorong [Department of Computer Science, Department of Radiology, and BRIC, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27599 (United States); Wu, Ligang [Space Control and Inertial Technology Research Center, Harbin Institute of Technology, Harbin 150001 (China); Shen, Dinggang, E-mail: dgshen@med.unc.edu [Department of Radiology and BRIC, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27599 and Department of Brain and Cognitive Engineering, Korea University, Seoul 02841 (Korea, Republic of)

    2016-02-15

    Purpose: It is important for many quantitative brain studies to label meaningful anatomical regions in MR brain images. However, due to high complexity of brain structures and ambiguous boundaries between different anatomical regions, the anatomical labeling of MR brain images is still quite a challenging task. In many existing label fusion methods, appearance information is widely used. However, since local anatomy in the human brain is often complex, the appearance information alone is limited in characterizing each image point, especially for identifying the same anatomical structure across different subjects. Recent progress in computer vision suggests that the context features can be very useful in identifying an object from a complex scene. In light of this, the authors propose a novel learning-based label fusion method by using both low-level appearance features (computed from the target image) and high-level context features (computed from warped atlases or tentative labeling maps of the target image). Methods: In particular, the authors employ a multi-channel random forest to learn the nonlinear relationship between these hybrid features and target labels (i.e., corresponding to certain anatomical structures). Specifically, at each of the iterations, the random forest will output tentative labeling maps of the target image, from which the authors compute spatial label context features and then use in combination with original appearance features of the target image to refine the labeling. Moreover, to accommodate the high inter-subject variations, the authors further extend their learning-based label fusion to a multi-atlas scenario, i.e., they train a random forest for each atlas and then obtain the final labeling result according to the consensus of results from all atlases. Results: The authors have comprehensively evaluated their method on both public LONI-LBPA40 and IXI datasets. To quantitatively evaluate the labeling accuracy, the authors use the

  19. Interactive prostate segmentation using atlas-guided semi-supervised learning and adaptive feature selection

    International Nuclear Information System (INIS)

    Park, Sang Hyun; Gao, Yaozong; Shi, Yinghuan; Shen, Dinggang

    2014-01-01

    Purpose: Accurate prostate segmentation is necessary for maximizing the effectiveness of radiation therapy of prostate cancer. However, manual segmentation from 3D CT images is very time-consuming and often causes large intra- and interobserver variations across clinicians. Many segmentation methods have been proposed to automate this labor-intensive process, but tedious manual editing is still required due to the limited performance. In this paper, the authors propose a new interactive segmentation method that can (1) flexibly generate the editing result with a few scribbles or dots provided by a clinician, (2) fast deliver intermediate results to the clinician, and (3) sequentially correct the segmentations from any type of automatic or interactive segmentation methods. Methods: The authors formulate the editing problem as a semisupervised learning problem which can utilize a priori knowledge of training data and also the valuable information from user interactions. Specifically, from a region of interest near the given user interactions, the appropriate training labels, which are well matched with the user interactions, can be locally searched from a training set. With voting from the selected training labels, both confident prostate and background voxels, as well as unconfident voxels can be estimated. To reflect informative relationship between voxels, location-adaptive features are selected from the confident voxels by using regression forest and Fisher separation criterion. Then, the manifold configuration computed in the derived feature space is enforced into the semisupervised learning algorithm. The labels of unconfident voxels are then predicted by regularizing semisupervised learning algorithm. Results: The proposed interactive segmentation method was applied to correct automatic segmentation results of 30 challenging CT images. The correction was conducted three times with different user interactions performed at different time periods, in order to

  20. Interactive prostate segmentation using atlas-guided semi-supervised learning and adaptive feature selection.

    Science.gov (United States)

    Park, Sang Hyun; Gao, Yaozong; Shi, Yinghuan; Shen, Dinggang

    2014-11-01

    Accurate prostate segmentation is necessary for maximizing the effectiveness of radiation therapy of prostate cancer. However, manual segmentation from 3D CT images is very time-consuming and often causes large intra- and interobserver variations across clinicians. Many segmentation methods have been proposed to automate this labor-intensive process, but tedious manual editing is still required due to the limited performance. In this paper, the authors propose a new interactive segmentation method that can (1) flexibly generate the editing result with a few scribbles or dots provided by a clinician, (2) fast deliver intermediate results to the clinician, and (3) sequentially correct the segmentations from any type of automatic or interactive segmentation methods. The authors formulate the editing problem as a semisupervised learning problem which can utilize a priori knowledge of training data and also the valuable information from user interactions. Specifically, from a region of interest near the given user interactions, the appropriate training labels, which are well matched with the user interactions, can be locally searched from a training set. With voting from the selected training labels, both confident prostate and background voxels, as well as unconfident voxels can be estimated. To reflect informative relationship between voxels, location-adaptive features are selected from the confident voxels by using regression forest and Fisher separation criterion. Then, the manifold configuration computed in the derived feature space is enforced into the semisupervised learning algorithm. The labels of unconfident voxels are then predicted by regularizing semisupervised learning algorithm. The proposed interactive segmentation method was applied to correct automatic segmentation results of 30 challenging CT images. The correction was conducted three times with different user interactions performed at different time periods, in order to evaluate both the efficiency

  1. Interactive prostate segmentation using atlas-guided semi-supervised learning and adaptive feature selection

    Energy Technology Data Exchange (ETDEWEB)

    Park, Sang Hyun [Department of Radiology and BRIC, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27599 (United States); Gao, Yaozong, E-mail: yzgao@cs.unc.edu [Department of Computer Science, Department of Radiology, and BRIC, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27599 (United States); Shi, Yinghuan, E-mail: syh@nju.edu.cn [State Key Laboratory for Novel Software Technology, Nanjing University, Nanjing 210023 (China); Shen, Dinggang, E-mail: dgshen@med.unc.edu [Department of Radiology and BRIC, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27599 and Department of Brain and Cognitive Engineering, Korea University, Seoul 136-713 (Korea, Republic of)

    2014-11-01

    Purpose: Accurate prostate segmentation is necessary for maximizing the effectiveness of radiation therapy of prostate cancer. However, manual segmentation from 3D CT images is very time-consuming and often causes large intra- and interobserver variations across clinicians. Many segmentation methods have been proposed to automate this labor-intensive process, but tedious manual editing is still required due to the limited performance. In this paper, the authors propose a new interactive segmentation method that can (1) flexibly generate the editing result with a few scribbles or dots provided by a clinician, (2) fast deliver intermediate results to the clinician, and (3) sequentially correct the segmentations from any type of automatic or interactive segmentation methods. Methods: The authors formulate the editing problem as a semisupervised learning problem which can utilize a priori knowledge of training data and also the valuable information from user interactions. Specifically, from a region of interest near the given user interactions, the appropriate training labels, which are well matched with the user interactions, can be locally searched from a training set. With voting from the selected training labels, both confident prostate and background voxels, as well as unconfident voxels can be estimated. To reflect informative relationship between voxels, location-adaptive features are selected from the confident voxels by using regression forest and Fisher separation criterion. Then, the manifold configuration computed in the derived feature space is enforced into the semisupervised learning algorithm. The labels of unconfident voxels are then predicted by regularizing semisupervised learning algorithm. Results: The proposed interactive segmentation method was applied to correct automatic segmentation results of 30 challenging CT images. The correction was conducted three times with different user interactions performed at different time periods, in order to

  2. Nonlocal atlas-guided multi-channel forest learning for human brain labeling

    International Nuclear Information System (INIS)

    Ma, Guangkai; Gao, Yaozong; Wu, Guorong; Wu, Ligang; Shen, Dinggang

    2016-01-01

    Purpose: It is important for many quantitative brain studies to label meaningful anatomical regions in MR brain images. However, due to high complexity of brain structures and ambiguous boundaries between different anatomical regions, the anatomical labeling of MR brain images is still quite a challenging task. In many existing label fusion methods, appearance information is widely used. However, since local anatomy in the human brain is often complex, the appearance information alone is limited in characterizing each image point, especially for identifying the same anatomical structure across different subjects. Recent progress in computer vision suggests that the context features can be very useful in identifying an object from a complex scene. In light of this, the authors propose a novel learning-based label fusion method by using both low-level appearance features (computed from the target image) and high-level context features (computed from warped atlases or tentative labeling maps of the target image). Methods: In particular, the authors employ a multi-channel random forest to learn the nonlinear relationship between these hybrid features and target labels (i.e., corresponding to certain anatomical structures). Specifically, at each of the iterations, the random forest will output tentative labeling maps of the target image, from which the authors compute spatial label context features and then use in combination with original appearance features of the target image to refine the labeling. Moreover, to accommodate the high inter-subject variations, the authors further extend their learning-based label fusion to a multi-atlas scenario, i.e., they train a random forest for each atlas and then obtain the final labeling result according to the consensus of results from all atlases. Results: The authors have comprehensively evaluated their method on both public LONI-LBPA40 and IXI datasets. To quantitatively evaluate the labeling accuracy, the authors use the

  3. Deep learning based classification of morphological patterns in RCM to guide noninvasive diagnosis of melanocytic lesions (Conference Presentation)

    Science.gov (United States)

    Kose, Kivanc; Bozkurt, Alican; Ariafar, Setareh; Alessi-Fox, Christi A.; Gill, Melissa; Dy, Jennifer G.; Brooks, Dana H.; Rajadhyaksha, Milind

    2017-02-01

    In this study we present a deep learning based classification algorithm for discriminating morphological patterns that appear in RCM mosaics of melanocytic lesions collected at the dermal epidermal junction (DEJ). These patterns are classified into 6 distinct types in the literature: background, meshwork, ring, clod, mixed, and aspecific. Clinicians typically identify these morphological patterns by examination of their textural appearance at 10X magnification. To mimic this process we divided mosaics into smaller regions, which we call tiles, and classify each tile in a deep learning framework. We used previously acquired DEJ mosaics of lesions deemed clinically suspicious, from 20 different patients, which were then labelled according to those 6 types by 2 expert users. We tried three different approaches for classification, all starting with a publicly available convolutional neural network (CNN) trained on natural image, consisting of a series of convolutional layers followed by a series of fully connected layers: (1) We fine-tuned this network using training data from the dataset. (2) Instead, we added an additional fully connected layer before the output layer network and then re-trained only last two layers, (3) We used only the CNN convolutional layers as a feature extractor, encoded the features using a bag of words model, and trained a support vector machine (SVM) classifier. Sensitivity and specificity were generally comparable across the three methods, and in the same ranges as our previous work using SURF features with SVM . Approach (3) was less computationally intensive to train but more sensitive to unbalanced representation of the 6 classes in the training data. However we expect CNN performance to improve as we add more training data because both the features and the classifier are learned jointly from the data. *First two authors share first authorship.

  4. Event-related potential studies of outcome processing and feedback-guided learning

    Directory of Open Access Journals (Sweden)

    René eSan Martín

    2012-11-01

    Full Text Available In order to control behavior in an adaptive manner the brain has to learn how some situations and actions predict positive or negative outcomes. During the last decade cognitive neuroscientists have shown that the brain is able to evaluate and learn from outcomes within a few hundred milliseconds of their occurrence. This research has been primarily focused on the feedback-related negativity (FRN and the P3, two event-related potential (ERP components that are elicited by outcomes. The FRN is a frontally distributed negative-polarity ERP component that typically reaches its maximal amplitude 250 ms after outcome presentation and tends to be larger for negative than for positive outcomes. The FRN has been associated with activity in the anterior cingulate cortex. The P3 (~300-600 ms is a parietally distributed positive-polarity ERP component that tends to be larger for large magnitude than for small magnitude outcomes. The neural sources of the P3 are probably distributed over different regions of the cortex. This paper examines the theories that have been proposed to explain the functional role of these two ERP components during outcome processing. Special attention is paid to extant literature addressing how these ERP components are modulated by outcome valence (negative vs. positive, outcome magnitude (large vs. small, outcome probability (unlikely vs. likely and behavioral adjustment. The literature offers few generalizable conclusions, but is beset with a number of inconsistencies across studies. This paper discusses the potential reasons for these inconsistencies and points out some challenges that will shape the field over the next decade.

  5. Integration of adaptive guided filtering, deep feature learning, and edge-detection techniques for hyperspectral image classification

    Science.gov (United States)

    Wan, Xiaoqing; Zhao, Chunhui; Gao, Bing

    2017-11-01

    The integration of an edge-preserving filtering technique in the classification of a hyperspectral image (HSI) has been proven effective in enhancing classification performance. This paper proposes an ensemble strategy for HSI classification using an edge-preserving filter along with a deep learning model and edge detection. First, an adaptive guided filter is applied to the original HSI to reduce the noise in degraded images and to extract powerful spectral-spatial features. Second, the extracted features are fed as input to a stacked sparse autoencoder to adaptively exploit more invariant and deep feature representations; then, a random forest classifier is applied to fine-tune the entire pretrained network and determine the classification output. Third, a Prewitt compass operator is further performed on the HSI to extract the edges of the first principal component after dimension reduction. Moreover, the regional growth rule is applied to the resulting edge logical image to determine the local region for each unlabeled pixel. Finally, the categories of the corresponding neighborhood samples are determined in the original classification map; then, the major voting mechanism is implemented to generate the final output. Extensive experiments proved that the proposed method achieves competitive performance compared with several traditional approaches.

  6. The application of machine learning to the modelling of percutaneous absorption: an overview and guide.

    Science.gov (United States)

    Ashrafi, P; Moss, G P; Wilkinson, S C; Davey, N; Sun, Y

    2015-01-01

    Machine learning (ML) methods have been applied to the analysis of a range of biological systems. This paper reviews the application of these methods to the problem domain of skin permeability and addresses critically some of the key issues. Specifically, ML methods offer great potential in both predictive ability and their ability to provide mechanistic insight to, in this case, the phenomena of skin permeation. However, they are beset by perceptions of a lack of transparency and, often, once a ML or related method has been published there is little impetus from other researchers to adopt such methods. This is usually due to the lack of transparency in some methods and the lack of availability of specific coding for running advanced ML methods. This paper reviews critically the application of ML methods to percutaneous absorption and addresses the key issue of transparency by describing in detail - and providing the detailed coding for - the process of running a ML method (in this case, a Gaussian process regression method). Although this method is applied here to the field of percutaneous absorption, it may be applied more broadly to any biological system.

  7. Incident learning and failure-mode-and-effects-analysis guided safety initiatives in radiation medicine

    Directory of Open Access Journals (Sweden)

    Ajay eKapur

    2013-12-01

    Full Text Available By combining incident learning and process failure-mode-and-effects-analysis in a structure-process-outcome framework we have created a risk profile for our radiation medicine practice and implemented evidence-based risk mitigation initiatives focused on patient safety. Based on reactive reviews of incidents reported in our departmental incident-reporting system and proactive failure-mode-and-effects-analysis, high safety-risk procedures in our paperless radiation medicine process and latent risk factors were identified. Six initiatives aimed at the mitigation of associated severity, likelihood of occurrence and detectability risks were implemented. These were the standardization of care pathways and toxicity grading, pre-treatment-planning peer review, a policy to thwart delay-rushed processes, an electronic whiteboard to enhance coordination and the use of six-sigma metrics to monitor operational efficiencies. The effectiveness of these initiatives over a three year period was assessed using process and outcome specific metrics within the framework of the department structure. There has been a 47% increase in incident reporting, with no increase in adverse events. Care pathways have been used with greater than 97% clinical compliance rate. The implementation of peer review prior to treatment planning and use of the whiteboard have provided opportunities for proactive detection and correction of errors. There has been a twofold drop in the occurrence of high-risk procedural delays. Patient treatment start delays are routinely enforced on cases that would have historically been rushed. Z-scores for high risk procedures have steadily improved from 1.78 to 2.35. The initiatives resulted in sustained reductions of failure-mode risks as measured by a set of evidence-based metrics over a three year period. These augment or incorporate many of the published recommendations for patient safety in radiation medicine by translating them to clinical

  8. Development of Instructional Materials for Electrochemical Module Class XII Science High School Students with Guided Inquiry Learning Approach

    Directory of Open Access Journals (Sweden)

    Lilik Fatmawati

    2014-06-01

    Full Text Available Pengembangan Bahan Ajar Modul Elektrokimia untuk Siswa SMA Kelas XII IPA dengan Pendekatan Pembelajaran Inkuiri Terbimbing Abstract: The aim of this study was to determine the feasibility and effectiveness of the electrochemical module for high school students of class XII results of development. Electrochemical module of the development consists of two learning activities, ie to the material Volta cells and electrolysis cells for the material. Results of the assessment by two chemistry lecturer, State University of Malang and two chemistry teachers XII as an expert content / learning material for eligibility contents was 92.9%, for eligibility and completeness of presentation is 91.1%, and for the eligibility of language is 92.3% , which is classified as very feasible criteria. Overall the average value was 92.1 feasibility. Effectiveness module is indicated by the results of the development of perception and student learning outcomes. Students' perceptions obtained from student assessment results to module development. In the limited field trials obtained average value is 81.8 for all aspects of the maximum value of 100. Obtaining the average value of student learning outcomes for the cognitive aspect is 83.3, for the affective aspect is 82.3, and for the psychomotor aspect is 83.8 out of 100. The maximum value of the overall results of the study showed that the electrochemical module for high school students Class XII Science development results are very decent and very effectively used in the learning process. Key Words: guided inquiry, electrochemical module, model 4-D Abstrak: Tujuan penelitian ini adalah mengetahui kelayakan, dan keefektifan modul elektrokimia untuk siswa SMA kelas XII hasil pengembangan. Modul Elektrokimia hasil pengembangan terdiri dari dua kegiatan belajar, yaitu untuk materi sel Volta dan untuk materi sel elektrolisis. Hasil penilaian oleh dua dosen kimia Universitas Negeri Malang dan dua guru kimia kelas XII sebagai

  9. Consumer's Guide to Radon Reduction

    Science.gov (United States)

    ... Protection Agency Search Search Radon Contact Us Share Consumer's Guide to Radon Reduction: How to Fix Your ... See EPA’s About PDF page to learn more. Consumer's Guide to Radon Reduction: How to Fix Your ...

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

    Science.gov (United States)

    Shah, Ashima Mathur

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

  11. Flashcards and Guided Visual Vocabulary Practice: Experiences of Students with Learning Disabilities When Introduced to Concrete Spanish Nouns

    Science.gov (United States)

    Tolbert, Joshua B. L.; Lazarus, Belinda Davis; Killu, Kim

    2017-01-01

    Successful inclusion of students with learning disabilities in foreign language courses has been problematic, likely due to factors such as heightened anxiety and individualized learning challenges which are characteristic of those with learning disabilities. These learning characteristics often necessitate that multisensory strategies be employed…

  12. Evaluating the Acceptability and Usability of EASEL: A Mobile Application That Supports Guided Reflection for Experiential Learning Activities

    Science.gov (United States)

    Schnepp, Jerry; Rogers, Christian

    2017-01-01

    Aim/Purpose: To examine the early perceptions (acceptability) and usability of EASEL (Education through Application-Supported Experiential Learning), a mobile platform that delivers reflection prompts and content before, during, and after an experiential learning activity. Background: Experiential learning is an active learning approach in which…

  13. Using Cooking, Baking, and Cutting Terms. Learning Activity Pack and Instructor's Guide 5.1a. Commercial Foods and Culinary Arts Competency-Based Series. Section 5: Basic Food Preparation.

    Science.gov (United States)

    Florida State Univ., Tallahassee. Center for Studies in Vocational Education.

    This document consists of a learning activity packet (LAP) for the student and an instructor's guide for the teacher. The LAP is intended to acquaint occupational home economics students with some of the terms used in recipes. Illustrated information sheets and learning activities are provided on important cooking, baking, and cutting terms. The…

  14. Recognition and Use of Kitchen Tools and Utensils. Learning Activity Pack and Instructor's Guide 4.4. Commercial Foods and Culinary Arts Competency-Based Series. Section 4: Equipment Handling, Operation, and Maintenance.

    Science.gov (United States)

    Florida State Univ., Tallahassee. Center for Studies in Vocational Education.

    This document consists of a learning activity packet (LAP) for the student and an instructor's guide for the teacher. The LAP is intended to acquaint occupational home economics students with common tools and utensils used in commercial kitchens. Illustrated information sheets and learning activities are provided on various kitchen tools (cutting,…

  15. Introduction to Commercial Cooking Equipment. Learning Activity Pack and Instructor's Guide 4.1. Commercial Foods and Culinary Arts Competency-Based Series. Section 4: Equipment Handling, Operation and Maintenance.

    Science.gov (United States)

    Florida State Univ., Tallahassee. Center for Studies in Vocational Education.

    This document consists of a learning activity packet (LAP) for the student and an instructor's guide for the teacher. The LAP is intended to acquaint occupational home economics students with the workings of and equipment found in commercial kitchens. Illustrated information sheets and learning activities are provided on each of the following…

  16. A Guide for Reading: How Parents Can Help Their Children Be Ready To Read and Ready To Learn = Guia Para Leer: Como los padres pueden preparar a sus hijos a leer y aprender desde la infancia.

    Science.gov (United States)

    White House Initiative on Educational Excellence for Hispanic Americans, Washington, DC.

    As part of the White House Initiative on Educational Excellence for Hispanic Americans, this brochure (in English and Spanish) provides a guide to assist parents in helping their children become ready to read and to learn. The suggestions include: (1) talking to infants/toddlers to help them learn to speak and understand the meaning of words; (2)…

  17. Dining Room Service/Clearing and Cleaning Tables. Learning Activity Pack and Instructor's Guide 8.1c. Commercial Foods and Culinary Arts Competency-Based Series. Section 8: Related Services.

    Science.gov (United States)

    Florida State Univ., Tallahassee. Center for Studies in Vocational Education.

    This document consists of a learning activity packet (LAP) for the student and an instructor's guide for the teacher. The LAP is intended to acquaint occupational home economics students with efficient table clearing and cleaning duties. Illustrated information sheets and learning activities are provided in these areas: table clearing and cleaning…

  18. Teaching & Learning Guide

    DEFF Research Database (Denmark)

    Rittenhofer, Iris; Gatrell, Caroline

    2012-01-01

    Gender mainstreaming addresses the unequal treatment of employed women. Why does it have a limited impact on European organizations? This review synthesizes and analyzes theoretical and policy literatures on gender mainstreaming within the European Union between 1998 and 2011. The paper suggests ...

  19. 4C/ID in medical education: How to design an educational program based on whole-task learning: AMEE Guide No. 93.

    Science.gov (United States)

    Vandewaetere, Mieke; Manhaeve, Dominique; Aertgeerts, Bert; Clarebout, Geraldine; Van Merriënboer, Jeroen J G; Roex, Ann

    2015-01-01

    Medical education increasingly stresses that medical students should be prepared to take up multiple roles as a health professional. This requires the integrated acquisition of multiple competences such as clinical reasoning and decision making, communication skills and management skills. To promote such complex learning, instructional design has focused on the use of authentic, real-life learning tasks that students perform in a real or simulated task environment. The four-component instructional design model (4C/ID) model is an instructional design model that starts from the use of such tasks and provides students with a variety of learning tools facilitating the integrated acquisition of knowledge, skills and attitudes. In what follows, we guide the reader on how to implement educational programs based on the 4C/ID model and illustrate this with an example from general practice education. The developed learning environment is in line with the whole-task approach, where a learning domain is considered as a coherent, integrated whole and where teaching progresses from offering relatively simple, but meaningful, authentic whole tasks to more complex tasks. We describe the steps that were taken, from prototype over development to implementation, to build five learning modules (patient with diabetes; the young child with fever; axial skeleton; care for the elderly and physically undefined symptoms) that all focus on the integrated acquisition of the Canadian Medical Education Directives for Specialists roles in general practice. Furthermore, a change cycle for educational innovation is described that encompasses practice-based challenges and pitfalls about the collaboration between different stakeholders (students, developers and teachers) and the transition from traditional, fragmented and classroom-based learning to integrated and blended learning based on sound instructional design principles.

  20. Effect of Process-Oriented Guided-Inquiry Learning on Non-majors Biology Students' Understanding of Biological Classification

    Science.gov (United States)

    Wozniak, Breann M.

    The purpose of this study was to examine the effect of process-oriented guided-inquiry learning (POGIL) on non-majors college biology students' understanding of biological classification. This study addressed an area of science instruction, POGIL in the non-majors college biology laboratory, which has yet to be qualitatively and quantitatively researched. A concurrent triangulation mixed methods approach was used. Students' understanding of biological classification was measured in two areas: scores on pre and posttests (consisting of 11 multiple choice questions), and conceptions of classification as elicited in pre and post interviews and instructor reflections. Participants were Minnesota State University, Mankato students enrolled in BIOL 100 Summer Session. One section was taught with the traditional curriculum (n = 6) and the other section in the POGIL curriculum (n = 10) developed by the researcher. Three students from each section were selected to take part in pre and post interviews. There were no significant differences within each teaching method (p group may have scored higher on the posttest (M = 8.830 +/- .477 vs. M = 7.330 +/- .330; z =-1.729, p = .084) and the traditional group may have scored higher on the pretest than the posttest (M = 8.333 +/- .333 vs M = 7.333 +/- .333; z = -1.650 , p = .099). Two themes emerged after the interviews and instructor reflections: 1) After instruction students had a more extensive understanding of classification in three areas: vocabulary terms, physical characteristics, and types of evidence used to classify. Both groups extended their understanding, but only POGIL students could explain how molecular evidence is used in classification. 2) The challenges preventing students from understanding classification were: familiar animal categories and aquatic habitats, unfamiliar organisms, combining and subdividing initial groupings, and the hierarchical nature of classification. The POGIL students were the only group to

  1. Integrated landscape approaches to managing social and environmental issues in the tropics: learning from the past to guide the future.

    Science.gov (United States)

    Reed, James; Van Vianen, Josh; Deakin, Elizabeth L; Barlow, Jos; Sunderland, Terry

    2016-07-01

    Poverty, food insecurity, climate change and biodiversity loss continue to persist as the primary environmental and social challenges faced by the global community. As such, there is a growing acknowledgement that conventional sectorial approaches to addressing often inter-connected social, environmental, economic and political challenges are proving insufficient. An alternative is to focus on integrated solutions at landscape scales or 'landscape approaches'. The appeal of landscape approaches has resulted in the production of a significant body of literature in recent decades, yet confusion over terminology, application and utility persists. Focusing on the tropics, we systematically reviewed the literature to: (i) disentangle the historical development and theory behind the framework of the landscape approach and how it has progressed into its current iteration, (ii) establish lessons learned from previous land management strategies, (iii) determine the barriers that currently restrict implementation of the landscape approach and (iv) provide recommendations for how the landscape approach can contribute towards the fulfilment of the goals of international policy processes. This review suggests that, despite some barriers to implementation, a landscape approach has considerable potential to meet social and environmental objectives at local scales while aiding national commitments to addressing ongoing global challenges. © 2016 John Wiley & Sons Ltd.

  2. Process-Oriented Guided Inquiry Learning (POGIL) as a Culturally Relevant Pedagogy (CRP) in Qatar: a Perspective from Grade 10 Chemistry Classes

    Science.gov (United States)

    Treagust, David F.; Qureshi, Sheila S.; Vishnumolakala, Venkat Rao; Ojeil, Joseph; Mocerino, Mauro; Southam, Daniel C.

    2018-04-01

    Educational reforms in Qatar have seen the implementation of inquiry-based learning and other student-centred pedagogies. However, there have been few efforts to investigate how these adopted western pedagogies are aligned with the high context culture of Qatar. The study presented in this article highlights the implementation of a student-centred intervention called Process-Oriented Guided Inquiry Learning (POGIL) in selected independent Arabic government schools in Qatar. The study followed a theoretical framework composed of culturally relevant pedagogical practice and social constructivism in teaching and learning. A mixed method research design involving experimental and comparison groups was utilised. Carefully structured learning materials when implemented systematically in a POGIL intervention helped Grade 10 science students improve their perceptions of chemistry learning measured from pre- and post-tests as measured by the What Is Happening In this Class (WIHIC) questionnaire and school-administered achievement test. The study further provided school-based mentoring and professional development opportunities for teachers in the region. Significantly, POGIL was found to be adaptable in the Arabic context.

  3. Mainland China -- An Abacus and the Hoes. Learning Activity Package, Social Studies, Grade 8. [And] Teacher's Guide.

    Science.gov (United States)

    Myers, Amy; Kiracofe, Rolland

    Developed for the Carroll County Public Schools, this Learning Activity Package (LAP) for grade 8 offers a way to provide individualized learning about China before the Communists came to power. Learning activities are based on curriculum and audiovisual materials available in the Carroll County Schools. The focus of the unit is on the life styles…

  4. The Bottom Line on Excellence: A Guide to Investing in Professional Learning that Increases Educator Performance and Student Results

    Science.gov (United States)

    Killion, Joellen; Hirsh, Stephanie

    2012-01-01

    What percentage of their budgets should schools and districts invest in professional learning? To answer that question, schools and districts must first know how much they are spending on professional learning and be able to connect that spending to student achievement. Knowing what is invested in professional learning requires understanding the…

  5. A personalized mobile patient guide system for a patient-centered smart hospital: Lessons learned from a usability test and satisfaction survey in a tertiary university hospital.

    Science.gov (United States)

    Yoo, Sooyoung; Jung, Se Young; Kim, Seok; Kim, Eunhye; Lee, Kee-Hyuck; Chung, Eunja; Hwang, Hee

    2016-07-01

    The present study focused on the design, implementation, and evaluation of a personalized mobile patient guide system that utilizes smart phones, indoor navigation technology and a hospital information system (HIS) to address the difficulties that outpatients face in finding hospital facilities, recognizing their daily treatment schedule, and accessing personalized medical and administrative information. The present study was conducted in a fully digitized tertiary university hospital in South Korea. We developed a real-time location-based outpatient guide system that consists of Bluetooth access points (APs) for indoor navigation, an Android-based guide application, a guide server, and interfaces with the HIS. A total of 33 subjects and 43 outpatients participated in the usability test (UT) and the satisfaction survey, respectively. We confirmed that the indoor navigation feature can be applied to outpatient departments with precision using a position error test. The participants in the UT completed each scenario with an average success rate of 67.4%. According to the results, we addressed the problems and made improvements to the user interface by providing users with context-based guidance information. The satisfaction rating of the system was high, with an average score of 4.0 out of 5.0, showing its utility as a patient-centered hospital service. The innovative mobile patient guide system for outpatients is feasible and can be successfully implemented to provide personalized information with high satisfaction. Additionally, the issues identified and lessons learned from our experiences regarding task scheduling, indoor navigation, and usability should be considered when developing the system. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  6. Development of e-Learning Courses for Promoting Student's Global Competency-Basic Courses as a Guide to ESP Education in Advanced Science and Technology-

    Science.gov (United States)

    Nishikawa, Mikako; Nakajima, Mikio; Iwai, Chiharu; Ogasawara, Fumie; Kishino, Fumio; Fukui, Kiichi

    Osaka University has been chosen for the FY2005's “Selected Efforts of the Distinctive University Education Support Program (Gendai GP/Good Practice) ”by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) . The aim of this project is to improve English proficiency of undergraduate students with scientific backgrounds. Under this strategic fund, e-Learning course contents were developed for instructing basic, yet practical English for Biotechnology during FY2005. Throughout the project, e-Learning contents will be developed for five other selected subjects of science i.e., 1) biotechnology, 2) information technology, 3) nano-technology, 4) environmental technology and 5) robotics technology, for undergraduate students as guiding courses to ESP education in graduate (higher) level.

  7. PrimeFaces beginner's guide

    CERN Document Server

    Reddy, K Siva Prasad

    2013-01-01

    A guide for beginner's with step-by-step instructions and an easy-to-follow approach.PrimeFaces Beginners Guide is a simple and effective guide for beginners, wanting to learn and implement PrimeFaces in their JSF-based applications. Some basic JSF and jQuery skills are required before you start working through the book.

  8. Teach Beyond Your Reach: An instructor’s guide to developing and running successful distance learning classes, workshops, training sessions and more

    Directory of Open Access Journals (Sweden)

    Reviewed by Yavuz AKBULUT

    2008-01-01

    Full Text Available 237―Teach Beyond Your Reach: An instructor‘s guide to developing and running successful distance learning classes, workshops, training sessions and more‖ serves as a guide for novice andexperienced distance educators to develop anddeliver their own training sessions. The book isconsisted of 234 pages (+xi covering eightinterdependent chapters followed by a usefulappendix of further reading resources, sampleintroductory materials for distance learning and asample lecture. The author, Robin Neidorf,teaches communications and writing through theonline campus of the Univeristy of Phoenix andco-teaches a creative writing course through theUniversity of Gävle in Sweden in addition to herThe book serves as a terrific resource for bothnovice distance educators and as a reference forthose who are more experienced. It lays out mostof the things needed to teach online throughcoaching the readers to understand the currentsituation and pass onto next levels of sophistication in e-learning practices. Two critical things that are emphasized in thebook are interaction as the core of learning, and collaboration among the distance education practitioners. The focus is not on developing Web pages, troubleshooting specific software or providing student support services. Rather, it focuses on therequirements for instruction and underlines where we might need to collaborate with Chapter 1 discusses the tools available for distance learning along with suggestions on how they may be used. Chapter 2 describes the distance population addressingdifferent learning styles, attitudes and generational differences all of which might affect the way students enter the class, and work with the teacher and materials.Chapter 3 and 4 focus on instructional design and development with a particular emphasis on creating content, which is both interactive and in line with learning objectives. Chapter 5 provides ideas on managing the distance classroom with conciseand thoughtful

  9. Control-value theory: using achievement emotions to improve understanding of motivation, learning, and performance in medical education: AMEE Guide No. 64.

    Science.gov (United States)

    Artino, Anthony R; Holmboe, Eric S; Durning, Steven J

    2012-01-01

    In this AMEE Guide, we consider the emergent theoretical and empirical work on human emotion and how this work can inform the theory, research, and practice of medical education. In the Guide, we define emotion, in general, and achievement emotions, more specifically. We describe one of the leading contemporary theories of achievement emotions, control-value theory (Pekrun 2006), and we distinguish between different types of achievement emotions, their proximal antecedents, and their consequences for motivation, learning, and performance. Next, we review the empirical support for control-value theory from non-medical fields and suggest several important implications for educational practice. In this section, we highlight the importance of designing learning environments that foster a high degree of control and value for students. Finally, we end with a discussion of the need for more research on achievement emotions in medical education, and we propose several key research questions we believe will facilitate our understanding of achievement emotions and their impact on important educational outcomes.

  10. Guiding Students to the Right Questions: Adaptive Navigation Support in an E-Learning System for Java Programming

    Science.gov (United States)

    Hsiao, I.-H.; Sosnovsky, S.; Brusilovsky, P.

    2010-01-01

    Rapid growth of the volume of interactive questions available to the students of modern E-Learning courses placed the problem of personalized guidance on the agenda of E-Learning researchers. Without proper guidance, students frequently select too simple or too complicated problems and ended either bored or discouraged. This paper explores a…

  11. Producing an Online Undergraduate Literary Magazine: A Guide to Using Problem-Based Learning in the Writing and Publishing Classroom

    Science.gov (United States)

    Persichetti, Amy L.

    2016-01-01

    This article will illustrate how a problem-based learning (PBL) course (Savery, 2006) can be used in a writing program as a vehicle for both creative and preprofessional learning. English 420: Writing, Publishing, and Editing is offered every fall, and its counterpart, English 423: Writing, Publishing, and Editing is offered each spring. The…

  12. A Computer Model of Simple Forms of Learning.

    Science.gov (United States)

    Jones, Thomas L.

    A basic unsolved problem in science is that of understanding learning, the process by which people and machines use their experience in a situation to guide future action in similar situations. The ideas of Piaget, Pavlov, Hull, and other learning theorists, as well as previous heuristic programing models of human intelligence, stimulated this…

  13. T & I--Drafting and Design, Wood Plaque. Kit No. 11. Instructor's Manual [and] Student Learning Activity Guide.

    Science.gov (United States)

    Lake, Robert

    An instructor's manual and student activity guide on designing and making a wood plaque are provided in this set of prevocational education materials which focuses on the vocational area of trade and industry. (This set of materials is one of ninety-two prevocational education sets arranged around a cluster of seven vocational offerings:…

  14. Dynamic Instructional Leadership to Support Student Learning and Development: The Field Guide to Comer Schools in Action

    Science.gov (United States)

    Joyner, Edward T., Ed.; Ben-Avie, Michael, Ed.; Comer, James P., Ed.

    2004-01-01

    Schools are the only universally accessible institutions where there are enough adults to provide continuous support for children's growth, development, and success in life. Using the process pioneered by renowned child psychiatrist Dr. James P. Comer and his colleagues at the Yale School Development Program (SDP), this unique field guide offers…

  15. Agriculture--Agriculture Science--Seed Germination. Kit No. 51. Instructor's Manual [and] Student Learning Activity Guide.

    Science.gov (United States)

    Cooper, Samuel

    An instructor's manual and student activity guide on seed germination are provided in this set of prevocational education materials which focuses on the vocational area of agriculture. (This set of materials is one of ninety-two prevocational education sets arranged around a cluster of seven vocational offerings: agriculture, home economics,…

  16. Playing Smart: The Family Guide to Enriching, Offbeat Learning Activities for Ages 4-14. Revised, Expanded and Updated Edition.

    Science.gov (United States)

    Perry, Susan K.

    Noting children's need for enrichment at home, this book offers hundreds of unusual ways for children and parents to spend time together. Using this book as a guide, parents and children can survey new subjects ranging from cultural diversity to photography, journal keeping, psychology, food science, gardening, and sports science. The activities…

  17. Using a task analysis approach within a guided problem-solving model to design mathematical learning activities

    Directory of Open Access Journals (Sweden)

    Aneshkumar Maharaj

    2007-10-01

    Full Text Available The FET Curriculum Statements for Mathematics advocates that knowledge integrates theory, skills and values. This paper focuses on a guided problem-solving teaching model that provides a framework to do this. A task analysis approach is used within this  framework to illustrate how educators could frame mathematical questions based on the relevant mathematical content.

  18. Using a task analysis approach within a guided problem-solving model to design mathematical learning activities

    OpenAIRE

    Aneshkumar Maharaj

    2007-01-01

    The FET Curriculum Statements for Mathematics advocates that knowledge integrates theory, skills and values. This paper focuses on a guided problem-solving teaching model that provides a framework to do this. A task analysis approach is used within this  framework to illustrate how educators could frame mathematical questions based on the relevant mathematical content.

  19. JBoss ESB Beginner's Guide

    CERN Document Server

    DiMaggio, Len; Magesh, Kumar

    2012-01-01

    Part of Packt's Beginner's Guide series, each chapter contains practical examples with step-by-step instructions and plenty of screenshots to guide you through the implementation of JBoss ESB. This book is intended for Java programmers although you don't need previous experience with middleware such as application servers or ESBs.

  20. Curriculum Guide for Fashion Merchandising (Fashion Salesperson).

    Science.gov (United States)

    Gregory, Margaret R.

    This curriculum guide is designed to help teachers teach a course in fashion merchandising to high school students. The guide contains eight performance-based learning modules, each consisting of one to seven units. Each unit teaches a job-relevant task, and includes performance objectives, performance guides, resources, learning activities,…

  1. Instructions for learning Italian in two early modern Dutch travel guides: Delitiae Italiae (1602 and Delitiae Urbis Romae (1625

    Directory of Open Access Journals (Sweden)

    José van der Helm

    2014-10-01

    Full Text Available Istruzioni per imparare l'italiano in due guide di viaggio olandesi della prima età moderna: Delitiae Italiae (1602 e Delitiae Urbis Romae (1625I primi decenni del secolo XVII hanno visto la pubblicazione di due guide di viaggio specificamente destinate a un pubblico neerlandese che intende a viaggiare in Italia. La Delitiae Italiae è stata pubblicata per la prima volta nel 1602, ad Arnhem, essendo un adattamento di un’edizione tedesca pubblicata in occcasione dell’anno giubilare (1600; la Delitiae Urbis Romae appare nel 1625 ad Amsterdam ed offre una descrizione dei luoghi di interesse di Roma includendo una serie di illustrazioni. L’ultima guida risulta anch’essa un adattamento in neerlandese di un’edizione scritta originariamente in latino e pubblicata da Domenicus Custodi ad Augusta (Germania. Le due guide non stanno a sé; esse fanno parte di un corpus di testi di viaggio prodotto dalla metà del Cinquecento in poi: lavori dettagliati che miravano a fornire informazioni su tutti gli aspetti dell’Italia accanto a guide di viaggio compatte, di carattere ibrido, che non descrivono solo i luoghi da visitare, ma vogliono fornire anche informazioni pratiche. Sono guide piccole, pubblicate nel formato comodo in ottavo o in duodecimo, e da paragonare alle guide Lonely Planet, riferimento moderno per i viaggiatori indipendenti. Le due Delitiae descritte in questo articolo entrano chiaramente nellla categoria di guida pratica. Inoltre esse contengono − come parte del loro obiettivo di essere di uso pratico − delle istruzioni per imparare la lingua italiana: una serie di dialoghi in neerlandese-italiano si trova in appendice. Viene analizzato il contenuto di questi dialoghi, nonché il materiale linguistico stesso proveniente da circoli mercantili Quattro- e Cinquecenteschi di Anversa. Infine si ricerca la motivazione degli editori di ripubblicare il materiale mettendolo in un nuovo contesto secentesco: il viaggiatore

  2. Introducing a partnership doctor-patient communication guide for teachers in the culturally hierarchical context of Indonesia.

    Science.gov (United States)

    Claramita, Mora; Susilo, Astrid Pratidina; Kharismayekti, Manik; van Dalen, Jan; van der Vleuten, Cees

    2013-01-01

    A guide for a partnership style of doctor-patient communication tailored to a Southeast Asian culture was previously developed and validated. We introduced the guide to clinical teachers in Indonesia through a participatory approach. Evaluation was based on teachers' demonstrated comprehension and ability to teach the guide. Three junior researchers invited twelve senior clinical teachers to learn about the guide by writing a chapter on doctor-patient communication using their clinical expertise, reflections on the guide, and the international literature. A participatory study comprised of two cycles (producing first and second drafts of the chapters) was conducted over 18 months with guidance from researchers and written feedback from an expert in communication skills. Qualitative content-analysis was used to assess the content of the submitted chapters. The clinical teachers understood the concept of partnership style doctor-patient communication but demonstrated limited reflection on the Southeast Asian culture. Teachers had difficulty translating the guide into a written learning guide. However, teachers proposed an adapted guide with a simpler structure, tailored to their clinical environment characterized by high patient load and limited time for doctor-patient communications. The adapted guide was proof of the teachers' willingness to learn about a partnership style of doctor-patient communications. However, the process of introducing the guide was hindered by the wide power distance between participants throughout all aspects of the study, including communication between senior teachers and more junior researchers.

  3. Criticality Safety Lessons Learned in a Deactivation and Decommissioning Environment [A Guide for Facility and Project Managers

    Energy Technology Data Exchange (ETDEWEB)

    Nirider, L. Tom

    2003-08-06

    This document was designed as a reference and a primer for facility and project managers responsible for Deactivation and Decommissioning (D&D) processes in facilities containing significant inventories of fissionable materials. The document contains lessons learned and guidance for the development and management of criticality safety programs. It also contains information gleaned from occurrence reports, assessment reports, facility operations and management, NDA program reviews, criticality safety experts, and criticality safety evaluations. This information is designed to assist in the planning process and operational activities. Sufficient details are provided to allow the reader to understand the events, the lessons learned, and how to apply the information to present or planned D&D processes. Information is also provided on general lessons learned including criticality safety evaluations and criticality safety program requirements during D&D activities. The document also explores recent and past criticality accidents in operating facilities, and it extracts lessons learned pertinent to D&D activities. A reference section is included to provide additional information. This document does not address D&D lessons learned that are not pertinent to criticality safety.

  4. How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59.

    Science.gov (United States)

    Ten Cate, Th J; Kusurkar, Rashmi A; Williams, Geoffrey C

    2011-01-01

    Self-determination Theory (SDT), designed by Edward Deci and Richard Ryan, serves among the current major motivational theories in psychology. SDT research has been conducted in many areas, among which are education and health care, but its applications in medical education are rare. The potential of SDT to help understand processes in medical education justifies this Guide. SDT is explained in seven principles, one of which is the distinction of three innate psychological needs of human beings: for competence, for autonomy and for relatedness. Further, SDT elaborates how humans tend to internalise regulation of behaviour that initially has been external, in order to develop autonomous, self-determined behaviour. Implications of SDT for medical education are discussed with reference to preparation and selection, curriculum structure, classroom teaching, assessments and examinations, self-directed learning, clinical teaching, students as teachers and researchers, continuing professional development, faculty development and stress among trainees.

  5. A Data-Driven Voter Guide for U.S. Elections: Adapting Quantitative Measures of the Preferences and Priorities of Political Elites to Help Voters Learn About Candidates

    Directory of Open Access Journals (Sweden)

    Adam Bonica

    2016-11-01

    Full Text Available Internet-based voter advice applications have experienced tremendous growth across Europe in recent years but have yet to be widely adopted in the United States. By comparison, the candidate-centered U.S. electoral system, which routinely requires voters to consider dozens of candidates across a dizzying array of local, state, and federal offices each time they cast a ballot, introduces challenges of scale to the systematic provision of information. Only recently have methodological advances combined with the rapid growth in publicly available data on candidates and their supporters to bring a comprehensive data-driven voter guide within reach. This paper introduces a set of newly developed software tools for collecting, disambiguating, and merging large amounts of data on candidates and other political elites. It then demonstrates how statistical methods developed by political scientists to measure the preferences and expressed priorities of politicians can be adapted to help voters learn about candidates.

  6. The use of team-based, guided inquiry learning to overcome educational disadvantages in learning human physiology: a structural equation model.

    Science.gov (United States)

    Rathner, Joseph A; Byrne, Graeme

    2014-09-01

    The study of human bioscience is viewed as a crucial curriculum in allied health. Nevertheless, bioscience (and particularly physiology) is notoriously difficult for undergraduates, particularly academically disadvantaged students. So endemic are the high failure rates (particularly in nursing) that it has come to be known as "the human bioscience problem." In the present report, we describe the outcomes for individual success in studying first-year human physiology in a subject that emphasises team-based active learning as the major pedagogy for mastering subject learning outcomes. Structural equation modeling was used to develop a model of the impact team learning had on individual performance. Modeling was consistent with the idea that students with similar academic abilities (as determined by tertiary entrance rank) were advantaged (scored higher on individual assessment items) by working in strong teams (teams that scored higher in team-based assessments). Analysis of covariance revealed that students who studied the subject with active learning as the major mode of learning activities outperformed students who studied the subject using the traditional didactic teaching format (lectures and tutorials, P = 0.000). After adjustment for tertiary entrance rank (via analysis of covariance) on two individual tests (the final exam and a late-semester in-class test), individual student grades improved by 8% (95% confidence interval: 6-10%) and 12% (95% confidence interval: 10-14%) when students engaged in team-based active learning. These data quantitatively support the notion that weaker students working in strong teams can overcome their educational disadvantages. Copyright © 2014 The American Physiological Society.

  7. Benefits and Dynamics of Learning Gained through Volunteering: A Qualitative Exploration Guided by Seniors' Self-Defined Successful Aging

    Science.gov (United States)

    Chen, Li-Kuang

    2016-01-01

    Social participation is an important strategy in promoting successful aging. Although participating in volunteering has been proven to benefit older adults' health and well-being, we often ignore its role as a process of learning while helping others. The purpose of this study was to use the self-defined successful aging concept of seniors to…

  8. Embracing Your Inner "Guide on the Side": Using Neuroscience to Shift the Focus from Teaching to Learning

    Science.gov (United States)

    Foster, Mary K.; West, Bettina; Bell-Angus, Barbara

    2016-01-01

    This article explores the effect of incorporating the precepts of neuroscience in a social constructivist theory of learning on student performance in an introductory course in marketing. The authors delivered the pilot class in a flipped format because it facilitates including the neuroscience considerations of dual coding, working memory,…

  9. Maximising Intercultural Learning in Short Term International Placements: Findings Associated with Orientation Programs, Guided Reflection and Immersion

    Science.gov (United States)

    Campbell, Coral J. L.; Walta, Caroline

    2015-01-01

    Short-term international practicum experience is now a feature of many university education programs in Australia in an attempt to engage students with the growing multi-cultural aspects of Australian life. The stated purposes of such practicum experiences generally highlight intercultural learning, which is associated with the development of…

  10. Impact of Guided Reflection with Peers on the Development of Effective Problem Solving Strategies and Physics Learning

    Science.gov (United States)

    Mason, Andrew J.; Singh, Chandralekha

    2016-01-01

    Students must learn effective problem solving strategies in order to develop expertise in physics. Effective problem solving strategies include a conceptual analysis of the problem followed by planning of the solution, and then implementation, evaluation, and reflection upon the process. Research suggests that converting a problem from the initial…

  11. Guiding Age 10-11 Students to Notice the Salient Features of Physical Change Models in Chemistry Digital Learning Objects

    Science.gov (United States)

    Gustafson, Brenda; Mahaffy, Peter; Martin, Brian

    2015-01-01

    This paper focuses on one Grade 5 class (9 females; 9 males) who worked in student-pairs to view five digital learning object (DLO) lessons created by the authors and meant to introduce students to the nature of models, the particle nature of matter, and physical change. Specifically, the paper focuses on whether DLO design elements could assist…

  12. Using TQM/CQI Processes To Guide Development of Independent and Collaborative Learning in Two Levels of Baccalaureate Nursing Students.

    Science.gov (United States)

    Grant, LaVerne F.; Kelley, Jane H.; Northington, LaDonna; Barlow, Delores

    2002-01-01

    Junior and senior nursing students participated in collaborative learning projects developed using total quality management/continuous quality improvement processes. Seniors mentored and evaluated juniors. Feedback from 37 seniors and 53 juniors was predominantly positive; dissatisfaction centered on time issues and misunderstanding of project…

  13. Study guide for college algebra

    CERN Document Server

    Snow, James W; Shapiro, Arnold

    1981-01-01

    Study Guide for College Algebra is a supplemental material for the basic text, College Algebra. Its purpose is to make the learning of college algebra and trigonometry easier and enjoyable.The book provides detailed solutions to exercises found in the text. Students are encouraged to use the study guide as a learning tool during the duration of the course, a reviewer prior to an exam, a reference book, and as a quick overview before studying a section of the text. The Study Guide and Solutions Manual consists of four major components: basic concepts that should be learned from each unit, what

  14. Creating Interactive E-Books through Learning by Design: The Impacts of Guided Peer-Feedback on Students' Learning Achievements and Project Outcomes in Science Courses

    Science.gov (United States)

    Hwang, Gwo-Jen; Tu, Nien-Ting; Wang, Xiao-Ming

    2018-01-01

    With the rapid progress of technology, the popularity of tablet computers and the development of e-book applications have brought the use of e-books as a learning tool under the spotlight. In the meantime, the aim of school education lies not only in providing students with knowledge but also in encouraging them to construct knowledge actively.…

  15. CFEngine 3 Beginner's Guide

    CERN Document Server

    Rajneesh

    2011-01-01

    Part of Packt's Beginner's Guide series, this book guides you through setting up Cfengine to maximizing its potential. This book focuses on getting you through all the major learning points in a smooth, logical order. You'll also learn how to avoid some common pitfalls. If you are a System Administrator or Configuration manager with a growing infrastructure and if you are looking for a dependable tool to manage your infrastructure, then this book is for you. If your infrastructure is already big with hundreds and thousands of nodes and you are looking for a secure, versatile and stable configu

  16. Raspberry Pi user guide

    CERN Document Server

    Halfacree, Gareth

    2012-01-01

    Make the most out of the world’s first truly compact computer It's the size of a credit card, it can be charged like a smartphone, it runs on open-source Linux, and it holds the promise of bringing programming and playing to millions at low cost. And now you can learn how to use this amazing computer from its co-creator, Eben Upton, in Raspberry Pi User Guide. Cowritten with Gareth Halfacree, this guide gets you up and running on Raspberry Pi, whether you're an educator, hacker, hobbyist, or kid. Learn how to connect your Pi to other hardware, install software, write basic programs, an

  17. Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction.

    Science.gov (United States)

    Noroozi, Omid; Mulder, Martin

    2017-01-02

    This study aims to investigate the impacts of a digital learning module with guided peer feedback on students' domain-specific knowledge gain and their attitudinal change in the field of biotechnology and molecular life sciences. The extent to which the use of this module is appreciated by students is studied as well. A pre-test, post-test design was used with 203 students who were randomly assigned to groups of three. They were asked to work on the digital module with the aim of exploring various perspectives, and the "pros and cons" on the topic of "Genetically Modified Organisms (GMOs)." The results suggest that the module can be used to foster students' domain-specific knowledge gain and their attitudinal change. Furthermore, the module was evaluated positively in terms of students' motivation and satisfaction with the learning experiences. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):31-39, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.

  18. Neuroscience and education: an ideal partnership for producing evidence-based solutions to Guide 21(st) Century Learning.

    Science.gov (United States)

    Carew, Thomas J; Magsamen, Susan H

    2010-09-09

    Neuro-Education is a nascent discipline that seeks to blend the collective fields of neuroscience, psychology, cognitive science, and education to create a better understanding of how we learn and how this information can be used to create more effective teaching methods, curricula, and educational policy. Though still in its infancy as a research discipline, this initiative is already opening critical new dialog between teachers, administrators, parents, and brain scientists. 2010 Elsevier Inc. All rights reserved.

  19. WordEdge® A Career Mobility Guide to High Speed Dictionary-Based Electronic Learning and Testing

    Directory of Open Access Journals (Sweden)

    Robert Oliphant

    2009-01-01

    Full Text Available As Thomas Kuhn taught us, misery loves innovation even more than company. Small wonder our recession worriers — and who isn’t one these days, directly or indirectly? — are desperately looking for new and practical ways to increase their job mobility. Statistically considered, since most unskilled jobs are already filled, jobseekers from shrinking fields of employment are being advised to broaden their search to include entry level jobs in new high tech fields that are either stable or expanding, e.g., health care.Let’s grant that each high tech field has its own hands-on skills. But it’s also true that each field, e.g., plumbing, has its own high tech vocabulary which each candidate for employment is expected to know or learn, including correct pronunciation, very much like an aspiring restaurant server learning the complete menu by heart. Hence the desirability of acquiring preliminary mastery of an employment field’s high tech vocabulary well in ADVANCE of the first interview, not in a panicky last minute cram session. Until recently, the only way we could acquire a preliminary mastery of, say, health care terms was to take a course (inconvenient and expensive or to study a specific-field booklet (usually limited inscope. Today, however, our current partnership between print dictionaries and their electronic versions gives any job candidate quick access to an amazingly efficient learning tool for masteringa wide range of high tech vocabularies in current use. Here’s the why and how of our dictionary-based learning and testing route.

  20. Learning QlikView data visualization

    CERN Document Server

    Pover, Karl

    2013-01-01

    A practical and fast-paced guide that gives you all the information you need to start developing charts from your data.Learning QlikView Data Visualization is for anybody interested in performing powerful data analysis and crafting insightful data visualization, independent of any previous knowledge of QlikView. Experience with spreadsheet software will help you understand QlikView functions.

  1. Team Building. Baldor Electric Company. [Facilitator Guide and Participant Guide.

    Science.gov (United States)

    Saint Louis Community Coll., MO. Workplace Literacy Services Center.

    This document contains the facilitator and participant guides for a course in team building that was developed by a community college for a St. Louis (Missouri) electric company. The facilitator's guide contains the transparency masters, outlines, learning activities, questionnaires, and other handouts required for two course sessions. The first…

  2. iAd Production Beginner's Guide

    CERN Document Server

    Collier, Ben

    2012-01-01

    This beginner's guide focuses on getting you through all the major learning points in a smooth, logical order. You'll also see how to avoid some common pitfalls. This book is for brands, advertisers and developers who want to create compelling, emotive, iAd advertisements that generate revenue and increase brand awareness. You don't need previous experience of creating adverts or apps for iPhone and iPad, as you'll be taken through the entire process to make motion-rich, beautiful ads.

  3. Preservation of Essential Odor-Guided Behaviors and Odor-Based Reversal Learning after Targeting Adult Brain Serotonin Synthesis.

    Science.gov (United States)

    Carlson, Kaitlin S; Whitney, Meredith S; Gadziola, Marie A; Deneris, Evan S; Wesson, Daniel W

    2016-01-01

    The neurotransmitter serotonin (5-HT) is considered a powerful modulator of sensory system organization and function in a wide range of animals. The olfactory system is innervated by midbrain 5-HT neurons into both its primary and secondary odor-processing stages. Facilitated by this circuitry, 5-HT and its receptors modulate olfactory system function, including odor information input to the olfactory bulb. It is unknown, however, whether the olfactory system requires 5-HT for even its most basic behavioral functions. To address this question, we established a conditional genetic approach to specifically target adult brain tryptophan hydroxylase 2 ( Tph2 ), encoding the rate-limiting enzyme in brain 5-HT synthesis, and nearly eliminate 5-HT from the mouse forebrain. Using this novel model, we investigated the behavior of 5-HT-depleted mice during performance in an olfactory go/no-go task. Surprisingly, the near elimination of 5-HT from the forebrain, including the olfactory bulbs, had no detectable effect on the ability of mice to perform the odor-based task. Tph2 -targeted mice not only were able to learn the task, but also had levels of odor acuity similar to those of control mice when performing coarse odor discrimination. Both groups of mice spent similar amounts of time sampling odors during decision-making. Furthermore, odor reversal learning was identical between 5-HT-depleted and control mice. These results suggest that 5-HT neurotransmission is not necessary for the most essential aspects of olfaction, including odor learning, discrimination, and certain forms of cognitive flexibility.

  4. Muscle co-contraction patterns in robot-mediated force field learning to guide specific muscle group training.

    Science.gov (United States)

    Pizzamiglio, Sara; Desowska, Adela; Shojaii, Pegah; Taga, Myriam; Turner, Duncan L

    2017-01-01

    Muscle co-contraction is a strategy of increasing movement accuracy and stability employed in dealing with force perturbation of movement. It is often seen in neuropathological populations. The direction of movement influences the pattern of co-contraction, but not all movements are easily achievable for populations with motor deficits. Manipulating the direction of the force instead, may be a promising rehabilitation protocol to train movement with use of a co-contraction reduction strategy. Force field learning paradigms provide a well described procedure to evoke and test muscle co-contraction. The aim of this study was to test the muscle co-contraction pattern in a wide range of arm muscles in different force-field directions utilising a robot-mediated force field learning paradigm of motor adaptation. Forty-two participants volunteered to participate in a study utilising robot-mediated force field motor adaptation paradigm with a clockwise or counter-clockwise force field. Kinematics and surface electromyography (EMG) of eight arm muscles were measured. Both muscle activation and co-contraction was earlier and stronger in flexors in the clockwise condition and in extensors in the counter-clockwise condition. Manipulating the force field direction leads to changes in the pattern of muscle co-contraction.

  5. Enhancing an Instructional Design Model for Virtual Reality-Based Learning

    Science.gov (United States)

    Chen, Chwen Jen; Teh, Chee Siong

    2013-01-01

    In order to effectively utilize the capabilities of virtual reality (VR) in supporting the desired learning outcomes, careful consideration in the design of instruction for VR learning is crucial. In line with this concern, previous work proposed an instructional design model that prescribes instructional methods to guide the design of VR-based…

  6. Effectiveness of hands-on tutoring and guided self-directed learning versus self-directed learning alone to educate critical care fellows on mechanical ventilation - a pilot project.

    Science.gov (United States)

    Ramar, Kannan; De Moraes, Alice Gallo; Selim, Bernardo; Holets, Steven; Oeckler, Richard

    2016-01-01

    Physicians require extensive training to achieve proficiency in mechanical ventilator (MV) management of the critically ill patients. Guided self-directed learning (GSDL) is usually the method used to learn. However, it is unclear if this is the most proficient approach to teaching mechanical ventilation to critical care fellows. We, therefore, investigated whether critical care fellows achieve higher scores on standardized testing and report higher satisfaction after participating in a hands-on tutorial combined with GSDL compared to self-directed learning alone. First-year Pulmonary and Critical Care Medicine (PCCM) fellows ( n =6) and Critical Care Internal Medicine (CCIM) ( n =8) fellows participated. Satisfaction was assessed using the Likert scale. MV knowledge assessment was performed by administering a standardized 25-question multiple choice pre- and posttest. For 2 weeks the CCIM fellows were exposed to GSDL, while the PCCM fellows received hands-on tutoring combined with GSDL. Ninety-three percentage (6 PCCM and 7 CCIM fellows, total of 13 fellows) completed all evaluations and were included in the final analysis. CCIM and PCCM fellows scored similarly in the pretest (64% vs. 52%, p =0.13). Following interventions, the posttest scores increased in both groups. However, no significant difference was observed based on the interventions (74% vs. 77%, p =0.39). The absolute improvement with the hands-on-tutoring and GSDL group was higher than GSDL alone (25% vs. 10%, p =0.07). Improved satisfaction scores were noted with hands-on tutoring. Hands-on tutoring combined with GSDL and GSDL alone were both associated with an improvement in posttest scores. Absolute improvement in test and satisfaction scores both trended higher in the hands-on tutorial group combined with GSDL group.

  7. Effectiveness of hands-on tutoring and guided self-directed learning versus self-directed learning alone to educate critical care fellows on mechanical ventilation – a pilot project

    Directory of Open Access Journals (Sweden)

    Kannan Ramar

    2016-09-01

    Full Text Available Background: Physicians require extensive training to achieve proficiency in mechanical ventilator (MV management of the critically ill patients. Guided self-directed learning (GSDL is usually the method used to learn. However, it is unclear if this is the most proficient approach to teaching mechanical ventilation to critical care fellows. We, therefore, investigated whether critical care fellows achieve higher scores on standardized testing and report higher satisfaction after participating in a hands-on tutorial combined with GSDL compared to self-directed learning alone. Methods: First-year Pulmonary and Critical Care Medicine (PCCM fellows (n=6 and Critical Care Internal Medicine (CCIM (n=8 fellows participated. Satisfaction was assessed using the Likert scale. MV knowledge assessment was performed by administering a standardized 25-question multiple choice pre- and posttest. For 2 weeks the CCIM fellows were exposed to GSDL, while the PCCM fellows received hands-on tutoring combined with GSDL. Results: Ninety-three percentage (6 PCCM and 7 CCIM fellows, total of 13 fellows completed all evaluations and were included in the final analysis. CCIM and PCCM fellows scored similarly in the pretest (64% vs. 52%, p=0.13. Following interventions, the posttest scores increased in both groups. However, no significant difference was observed based on the interventions (74% vs. 77%, p=0.39. The absolute improvement with the hands-on-tutoring and GSDL group was higher than GSDL alone (25% vs. 10%, p=0.07. Improved satisfaction scores were noted with hands-on tutoring. Conclusions: Hands-on tutoring combined with GSDL and GSDL alone were both associated with an improvement in posttest scores. Absolute improvement in test and satisfaction scores both trended higher in the hands-on tutorial group combined with GSDL group.

  8. Neutron guide

    Science.gov (United States)

    Greene, Geoffrey L.

    1999-01-01

    A neutron guide in which lengths of cylindrical glass tubing have rectangular glass plates properly dimensioned to allow insertion into the cylindrical glass tubing so that a sealed geometrically precise polygonal cross-section is formed in the cylindrical glass tubing. The neutron guide provides easier alignment between adjacent sections than do the neutron guides of the prior art.

  9. Abbreviated guide pneumatic conveying design guide

    CERN Document Server

    Mills, David

    1990-01-01

    Abbreviated Guide: Pneumatic Conveying Design Guide describes the selection, design, and specification of conventional pneumatic conveying systems. The design procedure uses previous test data on the materials to be conveyed. The book also discusses system economics, operating costs, the choice of appropriate components or systems, system control, and system flexibility. The design system involves the type of conveying system for installation, the pipeline parameters, and also the plant components. System selection covers the properties of the material to be conveyed, plant layout, material pr

  10. South Carolina Guide for Introduction to Marketing.

    Science.gov (United States)

    Vaughan, Ellen C.; Elliott, Ronald T.

    This introduction to marketing guide addresses the three domains of learning: psychomotor, cognitive, and affective. The guide contains suggestions for specific classroom activities for each domain. Each unit or task in this guide contains a competency statement followed by performance objectives, job-relevant instructional activities,…

  11. Careers Going Global. Curriculum Resource Guide.

    Science.gov (United States)

    Partridge, Chrystal L.; And Others

    This guide contains 164 suggested learning activities that are designed for use in helping middle and high school students learn to think in global terms rather than in terms of city, state, and national boundaries. The guide's organization and framework are based on 5th- through 12th-grade social studies, geography, language arts, mathematics,…

  12. Cassandra the definitive guide

    CERN Document Server

    Hewitt, Eben

    2011-01-01

    What could you do with data if scalability wasn't a problem? With this hands-on guide, you'll learn how Apache Cassandra handles hundreds of terabytes of data while remaining highly available across multiple data centers -- capabilities that have attracted Facebook, Twitter, and other data-intensive companies. Cassandra: The Definitive Guide provides the technical details and practical examples you need to assess this database management system and put it to work in a production environment. Author Eben Hewitt demonstrates the advantages of Cassandra's nonrelational design, and pays special

  13. "Re"storying the Present by "Re"visiting the Past: Unexpected Moments of Discovery and Illumination through Museum Learning

    Science.gov (United States)

    Kawalilak, Colleen; Groen, Janet

    2016-01-01

    Two adult educators, guided by autoethnography as methodology, share the restorying of their own lifelong learning narratives and unexpected insights gained from having experienced the powerful potential of museum learning and culture. Having previously regarded museum visits as an experience that primarily tapped the intellectual, cognitive…

  14. Pilot study of a cluster randomised trial of a guided e-learning health promotion intervention for managers based on management standards for the improvement of employee well-being and reduction of sickness absence: GEM Study.

    Science.gov (United States)

    Stansfeld, Stephen A; Kerry, Sally; Chandola, Tarani; Russell, Jill; Berney, Lee; Hounsome, Natalia; Lanz, Doris; Costelloe, Céire; Smuk, Melanie; Bhui, Kamaldeep

    2015-10-26

    To investigate the feasibility of recruitment, adherence and likely effectiveness of an e-learning intervention for managers to improve employees' well-being and reduce sickness absence. The GEM Study (guided e-learning for managers) was a mixed methods pilot cluster randomised trial. Employees were recruited from four mental health services prior to randomising three services to the intervention and one to no-intervention control. Intervention managers received a facilitated e-learning programme on work-related stress. Main outcomes were Warwick Edinburgh Mental Wellbeing Scale (WEMWBS), 12-item GHQ and sickness absence sickness absence (n=393) showed no evidence of effect. There were no effects on GHQ score or work characteristics. Online quiz knowledge scores increased across the study in adherent managers. Qualitative data provided a rich picture of the context within which the intervention took place and managers' and employees' experiences of it. A small benefit from the intervention on well-being was explained by the mixed methods approach, implicating a low intervention uptake by managers and suggesting that education alone may be insufficient. A full trial of the guided e-learning intervention and economic evaluation is feasible. Future research should include more active encouragement of manager motivation, reflection and behaviour change. ISRCTN58661009. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  15. Closure The Definitive Guide

    CERN Document Server

    Bolin, Michael

    2010-01-01

    If you're ready to use Closure to build rich web applications with JavaScript, this hands-on guide has precisely what you need to learn this suite of tools in depth. Closure makes it easy for experienced JavaScript developers to write and maintain large and complex codebases -- as Google has demonstrated by using Closure with Gmail, Google Docs, and Google Maps. Author and Closure contributor Michael Bolin has included numerous code examples and best practices, as well as valuable information not available publicly until now. You'll learn all about Closure's Library, Compiler, Templates, tes

  16. The effectiveness of manual-guided, problem-solving-based self-learning programme for family caregivers of people with recent-onset psychosis: A randomised controlled trial with 6-month follow-up.

    Science.gov (United States)

    Chien, Wai Tong; Yip, Annie L K; Liu, Justina Y W; McMaster, Terry W

    2016-07-01

    Family intervention for psychotic disorders is an integral part of psychiatric treatment with positive effects on patients' mental state and relapse rate. However, the effect of such family-based intervention on caregivers' psychological distress and well-being, especially in non-Western countries, has received comparatively much less attention. To test the effects of guided problem-solving-based manual-guided self-learning programme for family caregivers of adults with recent-onset psychosis over a 6-month period of follow-up, when compared with those in usual family support service. A single-centre randomised controlled trial, which was registered at ClinicalTrials.gov (NCT02391649), with a repeated-measures, two-arm (parallel-group) design. One main psychiatric outpatient clinic in the New Territories of Hong Kong. A random sample of 116 family caregiverss of adult outpatients with recent-onset psychosis. Following pre-test measurement, caregivers were assigned randomly to one of two study groups: a 5-month self-help, problem-solving-based manual-guided self-learning (or bibliotherapy) programme (in addition to usual care), or usual family support service only. Varieties of patient and caregiver health outcomes were assessed and compared at baseline and at 1-week and 6-month post-intervention. One hundred and eleven (96%) caregivers completed the 6-month follow-up (two post-tests); 55 of them (95%) completed ≥4 modules and attended ≥2 review sessions (i.e., 75% of the intervention). The family participants' mean age was about 38 years and over 64% of them were female and patient's parent or spouse. Multivariate analyses of variance indicated that the manual-guided self-learning group reported significantly greater improvements than the usual care group in family burden [F(1,110)=6.21, p=0.006] and caregiving experience [F(1,110)=6.88, p=0.0004], and patients' psychotic symptoms [F(1,110)=6.25, p=0.0003], functioning [F(1,110)=7.01, p=0.0005] and number of

  17. Learning to Attend to Precision: The Impact of Micro-Teaching Guided by Expert Secondary Mathematics Teachers on Pre-Service Teachers' Teaching Practice

    Science.gov (United States)

    Cheng, Jing

    2017-01-01

    Micro-teaching at universities and student teaching in secondary schools are standard forms of practice training for pre-service mathematics teachers in Chinese university teacher education programs. The former is guided by university professors, and the latter is guided by school teachers. In recent years, a special kind of micro-teaching…

  18. HBR guides

    CERN Document Server

    Duarte, Nancy; Dillon, Karen

    2015-01-01

    Master your most pressing professional challenges with this seven-volume set that collects the smartest best practices from leading experts all in one place. "HBR Guide to Better Business Writing" and "HBR Guide to Persuasive Presentations" help you perfect your communication skills; "HBR Guide to Managing Up and Across" and "HBR Guide to Office Politics" show you how to build the best professional relationships; "HBR Guide to Finance Basics for Managers" is the one book you'll ever need to teach you about the numbers; "HBR Guide to Project Management" addresses tough questions such as how to manage stakeholder expectations and how to manage uncertainty in a complex project; and "HBR Guide to Getting the Right Work Done" goes beyond basic productivity tips to teach you how to prioritize and focus on your work. This specially priced set of the most popular books in the series makes a perfect gift for aspiring leaders looking for trusted advice. Arm yourself with the advice you need to succeed on the job, from ...

  19. Learning Disabilities and ADHD

    Science.gov (United States)

    ... trouble putting their thoughts on paper Leave sentences unfinished or leave out words Auditory Processing Disorder Also ... trained to guide your learning in ways that work best for you. One way kids with learning ...

  20. Guide to Academic Research Career Development.

    Science.gov (United States)

    Gail Neely, J; Smith, Richard J; Graboyes, Evan M; Paniello, Randal C; Paul Gubbels, Samuel

    2016-02-01

    Development of an academic career easily follows a clinical course for which there are multiple role models; however, development of an academic research career involves few role models, and rarely do instructional guides reach out to the new faculty. The purpose of this article is to present the cumulative experiences of previously and currently funded authors to serve as a guide to young as well as older faculty for developing their research careers. Cumulative experiences of research-dedicated faculty. This article is the result of lessons learned from developing a Triological Society National Physician-Scientist Program and Network, as well as the cumulative experiences of the authors. Table I illustrates key elements in developing a serious research career. Table II records the career courses of five surgeon-scientists, highlighting the continued theme focus with theme-specific publications and progressive grants. These cumulative experiences have face validity but have not been objectively tested. The value added is a composite of 50 years of experiences from authors committed to research career development for themselves and others. Crucial elements in developing a research career are a desire for and commitment to high-quality research, a focus on an overall theme of progressive hypothesis-driven investigations, research guidance, a willingness to spend the time required, and an ability to learn from and withstand failure. 5.

  1. Placental complications after a previous cesarean section

    OpenAIRE

    Milošević Jelena; Lilić Vekoslav; Tasić Marija; Radović-Janošević Dragana; Stefanović Milan; Antić Vladimir

    2009-01-01

    Introduction The incidence of cesarean section has been rising in the past 50 years. With the increased number of cesarean sections, the number of pregnancies with the previous cesarean section rises as well. The aim of this study was to establish the influence of the previous cesarean section on the development of placental complications: placenta previa, placental abruption and placenta accreta, as well as to determine the influence of the number of previous cesarean sections on the complic...

  2. Domain general learning: infants use social and non-social cues when learning object statistics

    Directory of Open Access Journals (Sweden)

    Ryan A. Barry

    2015-05-01

    Full Text Available Previous research has shown that infants can learn from social cues. But is a social cue more effective at directing learning than a non-social cue? This study investigated whether 9-month-old infants (N=55 could learn a visual statistical regularity in the presence of a distracting visual sequence when attention was directed by either a social cue (a person or a non-social cue (a rectangle. The results show that both social and non-social cues can guide infants’ attention to a visual shape sequence (and away from a distracting sequence. The social cue more effectively directed attention than the non-social cue during the learning phase, but the social cue did not result in significantly stronger learning than the non-social cue. The findings suggest that domain general attention mechanisms allow for the comparable learning seen in both conditions.

  3. How do guide dogs of blind owners and pet dogs of sighted owners (Canis familiaris) ask their owners for food?

    Science.gov (United States)

    Gaunet, Florence

    2008-07-01

    Although there are some indications that dogs (Canis familiaris) use the eyes of humans as a cue during human-dog interactions, the exact conditions under which this holds true are unclear. Analysing whether the interactive modalities of guide dogs and pet dogs differ when they interact with their blind, and sighted owners, respectively, is one way to tackle this problem; more specifically, it allows examining the effect of the visual status of the owner. The interactive behaviours of dogs were recorded when the dogs were prevented from accessing food that they had previously learned to access. A novel audible behaviour was observed: dogs licked their mouths sonorously. Data analyses showed that the guide dogs performed this behaviour longer and more frequently than the pet dogs; seven of the nine guide dogs and two of the nine pet dogs displayed this behaviour. However, gazing at the container where the food was and gazing at the owner (with or without sonorous mouth licking), gaze alternation between the container and the owner, vocalisation and contact with the owner did not differ between groups. Together, the results suggest that there is no overall distinction between guide and pet dogs in exploratory, learning and motivational behaviours and in their understanding of their owner's attentional state, i.e. guide dogs do not understand that their owner cannot see (them). However, results show that guide dogs are subject to incidental learning and suggest that they supplemented their way to trigger their owners' attention with a new distal cue.

  4. Preoperative screening: value of previous tests.

    Science.gov (United States)

    Macpherson, D S; Snow, R; Lofgren, R P

    1990-12-15

    To determine the frequency of tests done in the year before elective surgery that might substitute for preoperative screening tests and to determine the frequency of test results that change from a normal value to a value likely to alter perioperative management. Retrospective cohort analysis of computerized laboratory data (complete blood count, sodium, potassium, and creatinine levels, prothrombin time, and partial thromboplastin time). Urban tertiary care Veterans Affairs Hospital. Consecutive sample of 1109 patients who had elective surgery in 1988. At admission, 7549 preoperative tests were done, 47% of which duplicated tests performed in the previous year. Of 3096 previous results that were normal as defined by hospital reference range and done closest to the time of but before admission (median interval, 2 months), 13 (0.4%; 95% CI, 0.2% to 0.7%), repeat values were outside a range considered acceptable for surgery. Most of the abnormalities were predictable from the patient's history, and most were not noted in the medical record. Of 461 previous tests that were abnormal, 78 (17%; CI, 13% to 20%) repeat values at admission were outside a range considered acceptable for surgery (P less than 0.001, frequency of clinically important abnormalities of patients with normal previous results with those with abnormal previous results). Physicians evaluating patients preoperatively could safely substitute the previous test results analyzed in this study for preoperative screening tests if the previous tests are normal and no obvious indication for retesting is present.

  5. Sensor Characteristics Reference Guide

    Energy Technology Data Exchange (ETDEWEB)

    Cree, Johnathan V.; Dansu, A.; Fuhr, P.; Lanzisera, Steven M.; McIntyre, T.; Muehleisen, Ralph T.; Starke, M.; Banerjee, Pranab; Kuruganti, T.; Castello, C.

    2013-04-01

    The Buildings Technologies Office (BTO), within the U.S. Department of Energy (DOE), Office of Energy Efficiency and Renewable Energy (EERE), is initiating a new program in Sensor and Controls. The vision of this program is: • Buildings operating automatically and continuously at peak energy efficiency over their lifetimes and interoperating effectively with the electric power grid. • Buildings that are self-configuring, self-commissioning, self-learning, self-diagnosing, self-healing, and self-transacting to enable continuous peak performance. • Lower overall building operating costs and higher asset valuation. The overarching goal is to capture 30% energy savings by enhanced management of energy consuming assets and systems through development of cost-effective sensors and controls. One step in achieving this vision is the publication of this Sensor Characteristics Reference Guide. The purpose of the guide is to inform building owners and operators of the current status, capabilities, and limitations of sensor technologies. It is hoped that this guide will aid in the design and procurement process and result in successful implementation of building sensor and control systems. DOE will also use this guide to identify research priorities, develop future specifications for potential market adoption, and provide market clarity through unbiased information

  6. Guide device

    International Nuclear Information System (INIS)

    Brammer, C.M. Jr.

    1977-01-01

    Disclosed is a fuel handling guide tube centering device for use in nuclear reactors during fuel assembly handling operations. The device comprises an outer ring secured to the flange of a nuclear reactor pressure vessel, a rotatable table rotatably coupled to the outer ring, and a plurality of openings through the table. Truncated locating cones are positioned in each of the openings in the table, and the locating cones center the guide tube during fuel handling operations. The openings in the table are located such that each fuel assembly in the nuclear core may be aligned with one of the openings by a suitable rotation of the table. The locating cones thereby provide alignment between the fuel handling mechanism located in the guide tube and the individual fuel assemblies of the cone. The need for a device to provide alignment is especially critical for floating nuclear power plants, where wave motion may exist during fuel handling operations. 5 claims, 4 figures

  7. Guide to Choosing Stroke Rehabilitation Services

    Science.gov (United States)

    National Stroke Association’s Guide to Choosing Stroke Rehabilitation Services Rehabilitation, often referred to as rehab, is an important part of stroke recovery. Through rehab, you:  Re-learn basic skills such ...

  8. Automatic electromagnetic valve for previous vacuum

    International Nuclear Information System (INIS)

    Granados, C. E.; Martin, F.

    1959-01-01

    A valve which permits the maintenance of an installation vacuum when electric current fails is described. It also lets the air in the previous vacuum bomb to prevent the oil ascending in the vacuum tubes. (Author)

  9. The Teacher's Guide to Restorative Classroom Discipline

    Science.gov (United States)

    Meyer, Luanna H.; Evans, Ian M.

    2012-01-01

    With restorative discipline, schools move beyond punitive approaches to shared expectations for learning and behavior. Used together with "The School Leader's Guide to Restorative Discipline," this teacher's guide shows how to create a welcoming and responsible community within your classroom, contributing to a consistent, schoolwide approach to…

  10. Guided Metacognition in Instrumental Practice

    Science.gov (United States)

    Hart, John T., Jr.

    2014-01-01

    Ensemble directors have a special interest in helping students learn to practice effectively. Practice is also an essential component of musical development. Music educators need to both teach effective practice strategies and guide students toward meaningful, thoughtful practice. Metacognition strategies are one way to accomplish this. Current…

  11. BEHAVIOR OF MEALWORMS, TEACHER'S GUIDE.

    Science.gov (United States)

    Elementary Science Study, Newton, MA.

    THIS TEACHER'S GUIDE IS DESIGNED FOR USE WITH AN ELEMENTARY SCIENCE STUDY UNIT, THE "BEHAVIOR OF MEALWORMS." BY MAKING CAREFUL OBSERVATIONS AND PERFORMING SIMPLE EXPERIMENTS, THE CHILDREN LEARN HOW TO APPROACH A PROBLEM, HOW TO INTERPRET AND EVALUATE DATA, AND, IN GENERAL, HOW TO CONDUCT A SCIENTIFIC INVESTIGATION. THE MATERIALS HAVE…

  12. Using the Context, Input, Process, and Product Evaluation Model (CIPP) as a Comprehensive Framework to Guide the Planning, Implementation, and Assessment of Service-Learning Programs

    Science.gov (United States)

    Zhang, Guili; Zeller, Nancy; Griffith, Robin; Metcalf, Debbie; Williams, Jennifer; Shea, Christine; Misulis, Katherine

    2011-01-01

    Planning, implementing, and assessing a service-learning project can be a complex task because service-learning projects often involve multiple constituencies and aim to meet both the needs of service providers and community partners. In this article, Stufflebeam's Context, Input, Process, and Product (CIPP) evaluation model is recommended as a…

  13. What does good look like? A guide for observing in services for people\\ud with learning disabilities and/or autism

    OpenAIRE

    Beadle-Brown, Julie; Murphy, Bev; Positive Behaviour Support Academy; Mencap

    2016-01-01

    This resource provides an overview of what good support looks like in services for people with learning disabilities and/or autism. The definition of “good” is based on both research and good practice and emphasises the nature and quality of the support needed to ensure good quality of life outcomes for people with learning disabilities and/or autism.

  14. A systematic review of the relationship between patient mix and learning in work-based clinical settings. A BEME systematic review: BEME Guide No. 24

    NARCIS (Netherlands)

    Jong, J. de; Visser, M. de; Dijk, N. van; Vleuten, C.P.M. van der; Waard, M. de

    2013-01-01

    Background: Clinical workplace-based learning has been the means to becoming a medical professional for many years. The importance of an adequate patient mix, as defined by the number of patients and the types of medical problems, for an optimal learning process is based on educational theory and

  15. A systematic review of the relationship between patient mix and learning in work-based clinical settings. A BEME systematic review: BEME Guide No. 24

    NARCIS (Netherlands)

    de Jong, Jip; Visser, Mechteld; van Dijk, Nynke; van der Vleuten, Cees; Wieringa-de Waard, Margreet

    2013-01-01

    Clinical workplace-based learning has been the means to becoming a medical professional for many years. The importance of an adequate patient mix, as defined by the number of patients and the types of medical problems, for an optimal learning process is based on educational theory and recognised by

  16. Concomitant and previous osteoporotic vertebral fractures.

    Science.gov (United States)

    Lenski, Markus; Büser, Natalie; Scherer, Michael

    2017-04-01

    Background and purpose - Patients with osteoporosis who present with an acute onset of back pain often have multiple fractures on plain radiographs. Differentiation of an acute osteoporotic vertebral fracture (AOVF) from previous fractures is difficult. The aim of this study was to investigate the incidence of concomitant AOVFs and previous OVFs in patients with symptomatic AOVFs, and to identify risk factors for concomitant AOVFs. Patients and methods - This was a prospective epidemiological study based on the Registry of Pathological Osteoporotic Vertebral Fractures (REPAPORA) with 1,005 patients and 2,874 osteoporotic vertebral fractures, which has been running since February 1, 2006. Concomitant fractures are defined as at least 2 acute short-tau inversion recovery (STIR-) positive vertebral fractures that happen concomitantly. A previous fracture is a STIR-negative fracture at the time of initial diagnostics. Logistic regression was used to examine the influence of various variables on the incidence of concomitant fractures. Results - More than 99% of osteoporotic vertebral fractures occurred in the thoracic and lumbar spine. The incidence of concomitant fractures at the time of first patient contact was 26% and that of previous fractures was 60%. The odds ratio (OR) for concomitant fractures decreased with a higher number of previous fractures (OR =0.86; p = 0.03) and higher dual-energy X-ray absorptiometry T-score (OR =0.72; p = 0.003). Interpretation - Concomitant and previous osteoporotic vertebral fractures are common. Risk factors for concomitant fractures are a low T-score and a low number of previous vertebral fractures in cases of osteoporotic vertebral fracture. An MRI scan of the the complete thoracic and lumbar spine with STIR sequence reduces the risk of under-diagnosis and under-treatment.

  17. Factores socioacadémicos, estilo de aprendizaje, nivel intelectual y su relación con el rendimiento académico previo de médicos internos de pregrado Socioacademic factors, style of learning, intellectual level and their relationship with the previous academic yield of medical students

    Directory of Open Access Journals (Sweden)

    J.L. Padierna-Luna

    2009-06-01

    Full Text Available Introducción. El aprendizaje es una actividad compleja, en la que intervienen factores individuales, sociales-culturales y académicos. Objetivo. Describir factores socioacadémicos, estilos de aprendizaje, nivel intelectual y su relación con el rendimiento académico previo (promedio de los médicos internos de pregrado (MIP. Sujetos y métodos. Se realizó una encuesta transversal analítica a MIP aplicando tres cuestionarios: datos socioacadémicos, cuestionario CHAEA (estilos de aprendizaje y test de Raven para adultos (nivel intelectual. La muestra incluyó 174 alumnos procedentes de nueve universidades, tres privadas (n = 43; 24,7% y seis públicas (n = 131; 75,29%. Se utilizó estadística descriptiva y regresión múltiple para establecer asociaciones entre variables. Resultados y conclusiones. Predominó el género femenino, con el 59,2% (n = 103, frente al masculino, con el 40,8% (n = 71. El promedio de edad fue de 23,63 años, con un rango de 21 a 33. No hubo diferencias significativas de género en el rendimiento previo (8,21 frente a 8,25. Se midió la relación entre los factores socioacadémicos, estilos de aprendizaje y nivel intelectual con el rendimiento académico, con un intervalo de confianza del 95%. De los datos socioacadémicos, sólo la edad se relaciona inversamente con el rendimiento, con r = 0,2 y p Introduction. The learning is a complex activity, in that takes part individual factors, social and academic factors, among others. Aim. To describe socioacademic factors, styles of learning (SL, intellectual level (IL and its relation with previous academic yield (academic average of the Pre-degree interns (PDI. Subjects and methods. A cross-sectional and analytic survey to PDI was applied with three questionnaires: socioacademic data, adult questionnaire CHAEA (SL and test Raven (IL. The sample included 174 students coming from nine universities, three private (n = 43; 24.7% and six public (n = 131; 75.29%. It was used

  18. Uterine rupture without previous caesarean delivery

    DEFF Research Database (Denmark)

    Thisted, Dorthe L. A.; H. Mortensen, Laust; Krebs, Lone

    2015-01-01

    OBJECTIVE: To determine incidence and patient characteristics of women with uterine rupture during singleton births at term without a previous caesarean delivery. STUDY DESIGN: Population based cohort study. Women with term singleton birth, no record of previous caesarean delivery and planned...... vaginal delivery (n=611,803) were identified in the Danish Medical Birth Registry (1997-2008). Medical records from women recorded with uterine rupture during labour were reviewed to ascertain events of complete uterine rupture. Relative Risk (RR) and adjusted Relative Risk Ratio (aRR) of complete uterine...... rupture with 95% confidence intervals (95% CI) were ascertained according to characteristics of the women and of the delivery. RESULTS: We identified 20 cases with complete uterine rupture. The incidence of complete uterine rupture among women without previous caesarean delivery was about 3...

  19. Chain-wide learning for inclusive agrifood market development : a guide to multi-stakeholder processes for linking small-scale producers to modern markets

    NARCIS (Netherlands)

    Vermeulen, S.; Woodhill, A.J.; Proctor, F.; Delnoye, R.

    2008-01-01

    This guide provides a set of concepts and analytical tools for finding ways to better link small-scale producers to the modern markets associated with today’s largescale supermarket retail and wholesale operations. It is has been developed through iterative testing with partners in several

  20. Raza de Tesoros. Programa de Lectura y Ensenanza del Lenguaje, Unidad B. Guia para el Maestro (Race of Treasures. Reading and Language Learning Program, Unit B. Teacher's Guide).

    Science.gov (United States)

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    This is the teacher's guide accompanying a reader and a workbook that are part of an ungraded language arts and reading program that can be used in classes from upper elementary through high school. The program is designed around reading selections which present aspects of history, culture, and present-day experiences of special relevance to the…

  1. Escaparate. Programa de lectura y ensenanza del lenguaje, Unidad C. Guia Para El Maestro (Show Window. Reading and Language Learning Program, Unit C. Teacher's Guide).

    Science.gov (United States)

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    Instructions for use of "Escaparate," the third of eight Spanish reading and language instruction units developed by Edgewood School District's Bilingual Program, San Antonio, Texas, are given in this teacher guide. Originally intended for grades four through six, the program may be used from fourth grade to secondary school in Spanish reading and…

  2. Determination of Fe Content of Some Food Items by Flame Atomic Absorption Spectroscopy (FAAS): A Guided-Inquiry Learning Experience in Instrumental Analysis Laboratory

    Science.gov (United States)

    Fakayode, Sayo O.; King, Angela G.; Yakubu, Mamudu; Mohammed, Abdul K.; Pollard, David A.

    2012-01-01

    This article presents a guided-inquiry (GI) hands-on determination of Fe in food samples including plantains, spinach, lima beans, oatmeal, Frosted Flakes cereal (generic), tilapia fish, and chicken using flame atomic absorption spectroscopy (FAAS). The utility of the GI experiment, which is part of an instrumental analysis laboratory course,…

  3. Android NDK Beginner's Guide

    CERN Document Server

    Ratabouil, Sylvain

    2012-01-01

    This beginner's guide focuses on getting you through all the major learning points in a smooth, logical order. You'll also see how to avoid some common pitfalls. Are you an Android Java programmer who needs more performance? Are you a C/C++ developer who doesn't want to bother with Java stuff and its out-of-control garbage collector? Do you want to create fast intensive multimedia applications or games? Answer yes to any of the above and this book is for you. With some general knowledge of C/C++ development, you will be able to dive head first into native Android development.

  4. Hadoop The Definitive Guide

    CERN Document Server

    White, Tom

    2009-01-01

    Hadoop: The Definitive Guide helps you harness the power of your data. Ideal for processing large datasets, the Apache Hadoop framework is an open source implementation of the MapReduce algorithm on which Google built its empire. This comprehensive resource demonstrates how to use Hadoop to build reliable, scalable, distributed systems: programmers will find details for analyzing large datasets, and administrators will learn how to set up and run Hadoop clusters. Complete with case studies that illustrate how Hadoop solves specific problems, this book helps you: Use the Hadoop Distributed

  5. CISSP Study Guide

    CERN Document Server

    Conrad, Eric; Feldman, Joshua

    2010-01-01

    The CISSP Study Guide is aligned to cover all of the material included in the exam, complete with special attention to recent updates. The 10 domains are covered completely and as concisely as possible with an eye to passing the exam thr first time. Each of the 10 domains has its own chapter that includes specially-designed pedagogy to aid you in passing the exam. Clearly Stated Exam Objectives Unique Terms / Definitions Exam Warnings Helpful Notes Learning By Example Stepped Chapter Ending Questions Self Test Appendix Detailed Glossary Web Site (htt

  6. qooxdoo Beginner's Guide

    CERN Document Server

    Raffi, Mohamed

    2011-01-01

    This is a Packt beginner's guide. The unique style of the book is to set the requirements for an application, Team Twitter, in the first chapter and apply the concepts in the application as you learn in the following chapters. When you complete this book, you would have developed a complete application. Although the scope of this book is only on the Qooxdoo framework, which is a client side framework, we have explained how to set up one of the RPC servers and demonstrated the end to end application in the Team Twitter. This book is intended for the client side developers who design and develop

  7. RTF Pocket Guide

    CERN Document Server

    Burke, Sean

    2008-01-01

    Rich Text Format, or RTF, is the internal markup language used by Microsoft Word and understood by dozens of other word processors. RTF is a universal file format that pervades practically every desktop. Because RTF is text, it's much easier to generate and process than binary .doc files. Any programmer working with word processing documents needs to learn enough RTF to get around, whether it's to format text for Word (or almost any other word processor), to make global changes to an existing document, or to convert Word files to (or from) another format. RTF Pocket Guide is a concise and e

  8. INTRODUCTION Previous reports have documented a high ...

    African Journals Online (AJOL)

    pregnancy if they were married, educated, had dental insurance, previously used dental services when not pregnant, or had knowledge about the possible connection between oral health and pregnancy outcome8. The purpose of this study was to explore the factors determining good oral hygiene among pregnant women ...

  9. Empowerment perceptions of educational managers from previously ...

    African Journals Online (AJOL)

    The perceptions of educational manag ers from previously disadvantaged primary and high schools in the Nelson Mandela Metropole regarding the issue of empowerment are outlined and the perceptions of educational managers in terms of various aspects of empowerment at different levels reflected. A literature study ...

  10. Management of choledocholithiasis after previous gastrectomy.

    Science.gov (United States)

    Anwer, S; Egan, R; Cross, N; Guru Naidu, S; Somasekar, K

    2017-09-01

    Common bile duct stones in patients with a previous gastrectomy can be a technical challenge because of the altered anatomy. This paper presents the successful management of two such patients using non-traditional techniques as conventional endoscopic retrograde cholangiopancreatography was not possible.

  11. Laboratory Grouping Based on Previous Courses.

    Science.gov (United States)

    Doemling, Donald B.; Bowman, Douglas C.

    1981-01-01

    In a five-year study, second-year human physiology students were grouped for laboratory according to previous physiology and laboratory experience. No significant differences in course or board examination performance were found, though correlations were found between predental grade-point averages and grouping. (MSE)

  12. New librarianship field guide

    CERN Document Server

    Lankes, R David

    2016-01-01

    This book offers a guide for librarians who see their profession as a chance to make a positive difference in their communities -- librarians who recognize that it is no longer enough to stand behind a desk waiting to serve. R. David Lankes, author of "The Atlas of New Librarianship," reminds librarians of their mission: to improve society by facilitating knowledge creation in their communities. In this book, he provides tools, arguments, resources, and ideas for fulfilling this mission. Librarians will be prepared to become radical positive change agents in their communities, and other readers will learn to understand libraries in a new way. The librarians of Ferguson, Missouri, famously became positive change agents in August 2014 when they opened library doors when schools were closed because of civil unrest after the shooting of an unarmed teen by police. Working with other local organizations, they provided children and their parents a space for learning, lunch, and peace. But other libraries serve othe...

  13. Packet Guide to Routing and Switching

    CERN Document Server

    Hartpence, Bruce

    2011-01-01

    Go beyond layer 2 broadcast domains with this in-depth tour of advanced link and internetwork layer protocols, and learn how they enable you to expand to larger topologies. An ideal follow-up to Packet Guide to Core Network Protocols, this concise guide dissects several of these protocols to explain their structure and operation. This isn't a book on packet theory. Author Bruce Hartpence built topologies in a lab as he wrote this guide, and each chapter includes several packet captures. You'll learn about protocol classification, static vs. dynamic topologies, and reasons for installing a pa

  14. A qualitative case study of LifeGuide: users' experiences of software for developing Internet-based behaviour change interventions.

    Science.gov (United States)

    Williams, Sarah; Yardley, Lucy; Wills, Gary B

    2013-03-01

    Previously, behavioural scientists seeking to create Internet-based behaviour change interventions have had to rely on computer scientists to actually develop and modify web interventions. The LifeGuide software was designed to enable behavioural researchers to develop and adapt Internet-based behavioural interventions themselves. This article reports a qualitative case study of users' experiences and perceptions of the LifeGuide software. The aim was to explore users' experiences and their perceptions of the benefits and limitations of this approach to intervention development. Twenty LifeGuide users took part in semi-structured interviews and one provided feedback via email. Thematic analysis identified three overarching themes: 'Recognising LifeGuide's potential', 'I'm not a programmer' and 'Knowledge sharing - the future of LifeGuide'. Users valued LifeGuide's potential to allow them to flexibly develop and modify interventions at little cost. However, users noted that their lack of programming experience meant that they needed to learn new skills for using the software, and they varied in the extent to which they felt able to develop interventions without any input from programmers. Respondents saw the potential of using the LifeGuide Community Website to share technical support and examples of intervention components to support their use of LifeGuide.

  15. Peer-Led Guided in Calculus at University of South Florida

    Science.gov (United States)

    Bénéteau, Catherine; Fox, Gordon; Xu, Xiaoying; Lewis, Jennifer E.; Ramachandran, Kandethody; Campbell, Scott; Holcomb, John

    2016-01-01

    This paper describes the development of a Peer-Led Guided Inquiry (PLGI) program for teaching calculus at the University of South Florida. This approach uses the POGIL (Process Oriented Guided Inquiry Learning) teaching strategy and the small group learning model PLTL (Peer-Led Team Learning). The developed materials used a learning cycle based on…

  16. Previously unknown organomagnesium compounds in astrochemical context

    OpenAIRE

    Ruf, Alexander

    2018-01-01

    We describe the detection of dihydroxymagnesium carboxylates (CHOMg) in astrochemical context. CHOMg was detected in meteorites via ultrahigh-resolving chemical analytics and represents a novel, previously unreported chemical class. Thus, chemical stability was probed via quantum chemical computations, in combination with experimental fragmentation techniques. Results propose the putative formation of green-chemical OH-Grignard-type molecules and triggered fundamental questions within chemica...

  17. [Placental complications after a previous cesarean section].

    Science.gov (United States)

    Milosević, Jelena; Lilić, Vekoslav; Tasić, Marija; Radović-Janosević, Dragana; Stefanović, Milan; Antić, Vladimir

    2009-01-01

    The incidence of cesarean section has been rising in the past 50 years. With the increased number of cesarean sections, the number of pregnancies with the previous cesarean section rises as well. The aim of this study was to establish the influence of the previous cesarean section on the development of placental complications: placenta previa, placental abruption and placenta accreta, as well as to determine the influence of the number of previous cesarean sections on the complication development. The research was conducted at the Clinic of Gynecology and Obstetrics in Nis covering 10-year-period (from 1995 to 2005) with 32358 deliveries, 1280 deliveries after a previous cesarean section, 131 cases of placenta previa and 118 cases of placental abruption. The experimental groups was presented by the cases of placenta previa or placental abruption with prior cesarean section in obstetrics history, opposite to the control group having the same conditions but without a cesarean section in medical history. The incidence of placenta previa in the control group was 0.33%, opposite to the 1.86% incidence after one cesarean section (pcesarean sections and as high as 14.28% after three cesarean sections in obstetric history. Placental abruption was recorded as placental complication in 0.33% pregnancies in the control group, while its incidence was 1.02% after one cesarean section (pcesarean sections. The difference in the incidence of intrapartal hysterectomy between the group with prior cesarean section (0.86%) and without it (0.006%) shows a high statistical significance (pcesarean section is an important risk factor for the development of placental complications.

  18. The PLAN Classroom. A Guide for Consultants.

    Science.gov (United States)

    1969

    This document is a guide for consultants observing teacher behavior, its effects on students, and learning environment conditions in a PLAN (Program for Learning in Accordance with Needs) classroom. (Appended are a series of 27 questions and answers which describe PLAN, an individualized, computer-assisted instructional system initially operating…

  19. Tic Tac Toe Math. Instructional Guide.

    Science.gov (United States)

    Cooper, Richard

    This instructional guide and set of three companion workbooks are intended for use in an arithmetic course based on the Tic Tac Toe method of addition and multiplication, which is an alternative means of learning to add and multiply that was developed for students whose learning disabilities (including difficulty in distinguishing left from right…

  20. Topography-guided laser in situ keratomileusis (TOPOLINK) to correct irregular astigmatism after previous refractive surgery.

    Science.gov (United States)

    Alió, Jorge L; Belda, Jose I; Osman, Amr A; Shalaby, Ahmad M M

    2003-01-01

    To assess whether topography-driven laser in situ keratomileusis (LASIK) can correct induced corneal irregular astigmatism. A prospective non-comparative case series of 41 eyes (38 patients) with irregular astigmatism following corneal refractive surgery, included two groups: Group 1 (26 eyes) with a defined topographic pattern and Group 2 (15 eyes) with no pattern. Ablation was performed using the Technolas 217C excimer laser with a software ablation program (TOPOLINK) based on corneal topography. Uncorrected and best spectacle-corrected visual acuity, manifest and cycloplegic refraction, corneal topography, superficial corneal surface quality, and image distortion were measured. At 6 months follow-up in Group 1 eyes (defined topographic pattern) mean preoperative BSCVA improved from 0.16 +/- 0.11 LogMAR (0.4 to 0) to 0.09 +/- 0.10 LogMAR (0.2 to 0) (P = .001) (safety index of 1.1). In Group 2 eyes (no pattern), mean preoperative BSCVA was 0.18 +/- 0.11 LogMAR (0.4 to 0), similar to the postoperative BSCVA of 0.17 +/- 0.10 LogMAR (0.3 to 0) (safety index of 0.98). Mean postoperative UCVA was > or = 0.3 LogMAR in 25 eyes (96.2%) in Group 1 (efficacy index of 0.8) and 7 eyes (46.6%) in Group 2 (efficacy index of 0.5). Both superficial corneal surface quality and image distortion significantly improved in Group 1; there were no significant changes in Group 2. We reoperated nine eyes (21.9%). Topographic-assisted LASIK was helpful in selected cases where irregular astigmatism showed a pattern. It was ineffective in undefined irregular astigmatism. Partial correction of the irregularity and regression of the obtained effect was common.

  1. GNS3 network simulation guide

    CERN Document Server

    Welsh, Chris

    2013-01-01

    GNS3 Network Simulation Guide is an easy-to-follow yet comprehensive guide which is written in a tutorial format helping you grasp all the things you need for accomplishing your certification or simulation goal. If you are a networking professional who wants to learn how to simulate networks using GNS3, this book is ideal for you. The introductory examples within the book only require minimal networking knowledge, but as the book progresses onto more advanced topics, users will require knowledge of TCP/IP and routing.

  2. Study guide for college algebra and trigonometry

    CERN Document Server

    Snow, James W; Shapiro, Arnold

    1981-01-01

    Study Guide for College Algebra and Trigonometry is a supplement material to the basic text, College Algebra and Trigonometry. It is written to assist the student in learning mathematics effectively.The book provides detailed solutions to exercises found in the text. Students are encouraged to use these solutions to find a way to approach a problem. The Study Guide and Solutions Manual consists of four major components: basic concepts that should be learned from each unit, what was learned upon completion of each unit, solutions to selected problems, and a short chapter quiz, including the ans

  3. Reviews Book: Visible Learning Book: Getting to Grips with Graphs Book: A Teacher's Guide to Classroom Research Book: Relativity: A Graphic Guide Book: The Last Man Who Knew Everything Game: Planet Quest Equipment: Minoru 3D Web Camera Equipment: Throwies Equipment: Go Science Optics Kit Web Watch

    Science.gov (United States)

    2009-05-01

    WE RECOMMEND Visible Learning A compilation of more than 800 meta-analyses of achievement A Teacher's Guide to Classroom Research A useful aid for teachers who want to improve standards in class The Last Man Who Knew Everything This biography of Thomas Young is a 'lucid account' of his life Novo Minoru 3D Web Camera Welcome a mini alien to your classroom for fun 3D lessons WORTH A LOOK Getting to Grips with Graphs A useful collection of worksheets for teaching about graphs Relativity: A Graphic Guide This book works best as a supplementary text on relativity Planet Quest A space board game that will engage younger children Throwies Make a torch and liven up lessons on conductors and insulators Go Science Optics Kit Do-it-yourself optics kit should be priced a little lower WEB WATCH This month we take a look at NASA's technology and education web pages, which offer a great selection of space-related topics and activities for young scientists

  4. Excel 2016 for educational and psychological statistics a guide to solving practical problems

    CERN Document Server

    Quirk, Thomas J

    2016-01-01

    This book shows the capabilities of Microsoft Excel in teaching educational and psychological statistics effectively. Similar to the previously published Excel 2013 for Educational and Psychological Statistics, this book is a step-by-step exercise-driven guide for students and practitioners who need to master Excel to solve practical education and psychology problems. If understanding statistics isn’t your strongest suit, you are not especially mathematically-inclined, or if you are wary of computers, this is the right book for you. Excel, a widely available computer program for students and managers, is also an effective teaching and learning tool for quantitative analyses in education and psychology courses. Its powerful computational ability and graphical functions make learning statistics much easier than in years past. However, Excel 2016 for Educational and Psychological Statistics: A Guide to Solving Practical Problems is the first book to capitalize on these improvements by teaching students and man...

  5. Excel 2016 for human resource management statistics a guide to solving practical problems

    CERN Document Server

    Quirk, Thomas J

    2016-01-01

    This book shows the capabilities of Microsoft Excel in teaching human resource management statistics effectively. Similar to the previously published Excel 2013 for Human Resource Management Statistics, this book is a step-by-step exercise-driven guide for students and practitioners who need to master Excel to solve practical human resource management problems. If understanding statistics isn’t your strongest suit, you are not especially mathematically-inclined, or if you are wary of computers, this is the right book for you. Excel, a widely available computer program for students and managers, is also an effective teaching and learning tool for quantitative analyses in human resource management courses. Its powerful computational ability and graphical functions make learning statistics much easier than in years past. However, Excel 2016 for Human Resource Management Statistics: A Guide to Solving Practical Problems is the first book to capitalize on these improvements by teaching students and managers how ...

  6. Excel 2013 for health services management statistics a guide to solving practical problems

    CERN Document Server

    Quirk, Thomas J

    2016-01-01

    This book shows the capabilities of Microsoft Excel to teach health services management statistics effectively. Similar to the previously published Excel 2010 for Health Services Management Statistics, this book is a step-by-step exercise-driven guide for students and practitioners who need to master Excel to solve practical health services management problems. If understanding statistics isn’t your strongest suit, you are not especially mathematically-inclined, or if you are wary of computers, this is the right book for you. Excel, a widely available computer program for students and managers, is also an effective teaching and learning tool for quantitative analyses in health services management courses. Its powerful computational ability and graphical functions make learning statistics much easier than in years past. However, Excel 2013 for Health Services Management Statistics: A Guide to Solving Practical Problems is the first book to capitalize on these improvements by teaching students and managers ho...

  7. Excel 2013 for human resource management statistics a guide to solving practical problems

    CERN Document Server

    Quirk, Thomas J

    2016-01-01

    This book shows how Microsoft Excel is able to teach human resource management statistics effectively. Similar to the previously published Excel 2010 for Human Resource Management Statistics, it is a step-by-step exercise-driven guide for students and practitioners who need to master Excel to solve practical human resource management problems. If understanding statistics isn’t your strongest suit, you are not especially mathematically-inclined, or if you are wary of computers, this is the right book for you. Excel, a widely available computer program for students and managers, is also an effective teaching and learning tool for quantitative analyses in human resource management courses. Its powerful computational ability and graphical functions make learning statistics much easier than in years past. However, Excel 2013 for Human Resource Management Statistics: A Guide to Solving Practical Problems is the first book to capitalize on these improvements by teaching students and managers how to apply Excel to ...

  8. Excel 2016 for engineering statistics a guide to solving practical problems

    CERN Document Server

    Quirk, Thomas J

    2016-01-01

    This book shows the capabilities of Microsoft Excel in teaching engineering statistics effectively. Similar to the previously published Excel 2013 for Engineering Statistics, this book is a step-by-step exercise-driven guide for students and practitioners who need to master Excel to solve practical engineering problems. If understanding statistics isn’t your strongest suit, you are not especially mathematically-inclined, or if you are wary of computers, this is the right book for you. Excel, a widely available computer program for students and managers, is also an effective teaching and learning tool for quantitative analyses in engineering courses. Its powerful computational ability and graphical functions make learning statistics much easier than in years past. However,Excel 2016 for Engineering Statistics: A Guide to Solving Practical Problems is the first book to capitalize on these improvements by teaching students and managers how to apply Excel to statistical techniques necessary in their courses and...

  9. Excel 2016 for business statistics a guide to solving practical problems

    CERN Document Server

    Quirk, Thomas J

    2016-01-01

    This book shows the capabilities of Microsoft Excel in teaching business statistics effectively. Similar to the previously published Excel 2010 for Business Statistics, this book is a step-by-step exercise-driven guide for students and practitioners who need to master Excel to solve practical business problems. If understanding statistics isn’t your strongest suit, you are not especially mathematically-inclined, or if you are wary of computers, this is the right book for you. Excel, a widely available computer program for students and managers, is also an effective teaching and learning tool for quantitative analyses in business courses. Its powerful computational ability and graphical functions make learning statistics much easier than in years past. However, Excel 2016 for Business Statistics: A Guide to Solving Practical Problems is the first book to capitalize on these improvements by teaching students and managers how to apply Excel to statistical techniques necessary in their courses and work. Each ch...

  10. Excel 2016 for health services management statistics a guide to solving problems

    CERN Document Server

    Quirk, Thomas J

    2016-01-01

    This book shows the capabilities of Microsoft Excel in teaching health services management statistics effectively. Similar to the previously published Excel 2013 for Health Services Management Statistics, this book is a step-by-step exercise-driven guide for students and practitioners who need to master Excel to solve practical health service management problems. If understanding statistics isn’t your strongest suit, you are not especially mathematically-inclined, or if you are wary of computers, this is the right book for you. Excel, a widely available computer program for students and managers, is also an effective teaching and learning tool for quantitative analyses in health service courses. Its powerful computational ability and graphical functions make learning statistics much easier than in years past. However, Excel 2016 for Health Services Management Statistics: A Guide to Solving Practical Problems is the first book to capitalize on these improvements by teaching students and managers how to apply...

  11. Excel 2013 for physical sciences statistics a guide to solving practical problems

    CERN Document Server

    Quirk, Thomas J; Horton, Howard F

    2016-01-01

    This book shows the capabilities of Microsoft Excel in teaching physical sciences statistics effectively. Similar to the previously published Excel 2010 for Physical Sciences Statistics, this book is a step-by-step exercise-driven guide for students and practitioners who need to master Excel to solve practical science problems. If understanding statistics isn’t your strongest suit, you are not especially mathematically-inclined, or if you are wary of computers, this is the right book for you. Excel, a widely available computer program for students and managers, is also an effective teaching and learning tool for quantitative analyses in science courses. Its powerful computational ability and graphical functions make learning statistics much easier than in years past. However, Excel 2013 for Physical Sciences Statistics: A Guide to Solving Practical Problems is the first book to capitalize on these improvements by teaching students and managers how to apply Excel to statistical techniques necessary in their ...

  12. Excel 2016 for social science statistics a guide to solving practical problems

    CERN Document Server

    Quirk, Thomas J

    2016-01-01

    This book shows the capabilities of Microsoft Excel in teaching social science statistics effectively. Similar to the previously published Excel 2013 for Social Sciences Statistics, this book is a step-by-step exercise-driven guide for students and practitioners who need to master Excel to solve practical social science problems. If understanding statistics isn’t your strongest suit, you are not especially mathematically-inclined, or if you are wary of computers, this is the right book for you. Excel, a widely available computer program for students and managers, is also an effective teaching and learning tool for quantitative analyses in social science courses. Its powerful computational ability and graphical functions make learning statistics much easier than in years past. However, Excel 2016 for Social Science Statistics: A Guide to Solving Practical Problems is the first book to capitalize on these improvements by teaching students and managers how to apply Excel to statistical techniques necessary in ...

  13. Specifications for human factors guiding documents

    International Nuclear Information System (INIS)

    Rhodes, W.; Szlapetis, I.; MacGregor, C.

    1995-04-01

    This report specifies the content, function and appearance of three proposed human factors guiding documents to be used by the Atomic Energy Control board and its licensees. These three guiding documents, to be developed at a later date, are: (a) Human Factors Process Guide; (b) Human Factors Activities Guide; and (c) Human Factors Design Integration Guide. The specifications were developed by examining the best documents as identified in a previous contract with the AECB (Review of Human Factors Guidelines and Methods by W. Rhodes, I. Szlapetis et al. 1992), and a brief literature review. The best features and content were selected from existing documents and used to develop specifications for the guiding documents. The developer of the actual guides would use these specifications to produce comprehensive and consolidated documents at a later date. (author). 128 ref., 7 figs

  14. For a Child, Life is a Creative Adventure: Supporting Development and Learning through Art, Music, Movement, and Dialogue. A Guide for Parents and Professionals. = Para los ninos, la vida es una aventura creativa: Como estimular el desarrollo y el aprendizaje por medio de las artes visuales, la musica, el movimiento y el dialogo. Guia para padres de familia y profesionales.

    Science.gov (United States)

    Cohen, Elena

    Recognizing that creativity facilitates children's learning and development, the Head Start Program Performance Standards require Head Start programs to include opportunities for creative self-expression. This guide with accompanying videotape, both in English- and Spanish- language versions, encourages and assists adults to support children's…

  15. Books average previous decade of economic misery.

    Science.gov (United States)

    Bentley, R Alexander; Acerbi, Alberto; Ormerod, Paul; Lampos, Vasileios

    2014-01-01

    For the 20(th) century since the Depression, we find a strong correlation between a 'literary misery index' derived from English language books and a moving average of the previous decade of the annual U.S. economic misery index, which is the sum of inflation and unemployment rates. We find a peak in the goodness of fit at 11 years for the moving average. The fit between the two misery indices holds when using different techniques to measure the literary misery index, and this fit is significantly better than other possible correlations with different emotion indices. To check the robustness of the results, we also analysed books written in German language and obtained very similar correlations with the German economic misery index. The results suggest that millions of books published every year average the authors' shared economic experiences over the past decade.

  16. Induced vaginal birth after previous caesarean section

    Directory of Open Access Journals (Sweden)

    Akylbek Tussupkaliyev

    2016-11-01

    Full Text Available Introduction The rate of operative birth by Caesarean section is constantly rising. In Kazakhstan, it reaches 27 per cent. Research data confirm that the percentage of successful vaginal births after previous Caesarean section is 50–70 per cent. How safe the induction of vaginal birth after Caesarean (VBAC remains unclear. Methodology The studied techniques of labour induction were amniotomy of the foetal bladder with the vulsellum ramus, intravaginal administration of E1 prostaglandin (Misoprostol, and intravenous infusion of Oxytocin-Richter. The assessment of rediness of parturient canals was conducted by Bishop’s score; the labour course was assessed by a partogram. The effectiveness of labour induction techniques was assessed by the number of administered doses, the time of onset of regular labour, the course of labour and the postpartum period and the presence of complications, and the course of the early neonatal period, which implied the assessment of the child’s condition, described in the newborn development record. The foetus was assessed by medical ultrasound and antenatal and intranatal cardiotocography (CTG. Obtained results were analysed with SAS statistical processing software. Results The overall percentage of successful births with intravaginal administration of Misoprostol was 93 per cent (83 of cases. This percentage was higher than in the amniotomy group (relative risk (RR 11.7 and was similar to the oxytocin group (RR 0.83. Amniotomy was effective in 54 per cent (39 of cases, when it induced regular labour. Intravenous oxytocin infusion was effective in 94 per cent (89 of cases. This percentage was higher than that with amniotomy (RR 12.5. Conclusions The success of vaginal delivery after previous Caesarean section can be achieved in almost 70 per cent of cases. At that, labour induction does not decrease this indicator and remains within population boundaries.

  17. Animal-Assisted Literacy Instruction for Students with Identified Learning Disabilities: Examining the Effects of Incorporating a Therapy Dog into Guided Oral Reading Sessions

    Science.gov (United States)

    Treat, Wendy Abigail

    2013-01-01

    Literacy acquisition is imperative to successful academic progress and to successful participation in our society. Students with identified learning disabilities are often among those who struggle to acquire literacy skills. The following dissertation shares the results of a reading intervention study in which nine students with identified…

  18. Alianza para el Aprendizaje: Una guia de actividades educativas para familias (Alliance for Learning: A Guide of Educational Activities for Families).

    Science.gov (United States)

    Carr, Phil

    This Spanish-language publication condenses the information in the Alliance for Learning series. The publication is intended principally for families with preschool or primary grade children, although the material can be used with older children. The sections of the publication address various themes and present activities that parents can do with…

  19. El Arte de Aprender: Una Aventura Cooperativa. Un guia de recursos para trabajar con ninos jovenes. (Learning: A Cooperative Adventure. A Resource Guide for Working with Young Children.)

    Science.gov (United States)

    Arizona State Dept. of Education, Phoenix.

    Due to the large numbers of children from Spanish-speaking homes, many districts send both English and Spanish written communication to parents and community members. Therefore this booklet, a Spanish translation of "Learning: A Cooperative Adventure" (ED 119 868), was prepared to provide parents and preschool and kindergarten staff members with…

  20. Asterisk The Definitive Guide

    CERN Document Server

    Madsen, Leif; Bryant, Russell

    2011-01-01

    Design a complete VoIP or analog PBX with Asterisk, even if you have no previous Asterisk experience and only basic telecommunications knowledge. This bestselling guide makes it easy, with a detailed roadmap to installing, configuring, and integrating this open source software into your existing phone system. Ideal for Linux administrators, developers, and power users, this book shows you how to write a basic dialplan step by step, and quickly brings you up to speed on the latest Asterisk features in version 1.8. Integrate Asterisk with analog, VoIP, and digital telephony systemsBuild a simp

  1. One-Time Treatment for Incidental Vocabulary Learning: Call for Discontinuation. A Commentary on Ali Karakas and Arif Sariçoban's "The Impact of Watching Subtitled Animated Cartoons on Incidental Vocabulary Learning of ELT Students"

    Science.gov (United States)

    Bogdanov, Stan

    2013-01-01

    Incidental vocabulary learning has attracted a great deal of attention in ELT research. However, it is important that teacher and researcher exploitation of vocabulary developments be guided by more than replication of previous research designs. For conclusions based on empirical research to be valid, it is important to be clear about exactly what…

  2. Storytelling: A Guided Reflection Activity.

    Science.gov (United States)

    Wheeler, Pamela L; Butell, Sue S; Epeneter, Beverly Jean; Langford, Cheryl Anne; Taylor, Jana Doughty

    2016-03-01

    Reflective practice is a mode of inquiry in the authors' baccalaureate nursing program. To increase students' ability to "think like a nurse," the Reflective Practice Storytelling Guide was developed to facilitate discussion during weekly clinical seminars in the students' final clinical course. To evaluate the effectiveness of this guided activity, students were asked to provide feedback to specific questions following each seminar when the reflective presence activity was utilized. Common themes emerged from the storytellers and the members of the group. Themes identified in the responses of the storytellers included role development and formation and the value of team support. Learning themes that emerged from the participants included communication, teamwork, clinical judgment, patient-centered care, use of resources, ethical and legal parameters in practice, and patient safety. Utilizing a guided reflection activity resulted in the students experiencing a broader, deeper understanding of reflective professional practice. Copyright 2016, SLACK Incorporated.

  3. Using assessment as a guide in teaching for understanding: A case study of a middle school science class learning about sound

    Science.gov (United States)

    Treagust, David F.; Jacobowitz, Roberta; Gallagher, James L.; Parker, Joyce

    2001-03-01

    The incorporation of assessment practices embedded in instruction is critical in addressing both researchers' and practitioners' concerns about ways to improve teaching and learning in science for understanding. This article, the result of such concerns, examines the work of one teacher who taught a topic of sound to grade 8 students over a period of three weeks. Using an interpretive research methodology, the findings of the study are presented as five assertions. The research showed that ongoing embedded assessment was used by the teacher to inform her teaching, that nearly every activity had an assessment component integrated into it, that students had a wide range of opportunities to express their knowledge and understanding through writing tasks and oral questioning, and that individual students responded to and benefited from the different assessment techniques in various ways. The article concludes with discussion about the current reforms, which support the notion that the integration of teaching with assessment does lead to improvement of science learning.

  4. Value-Added Clinical Systems Learning Roles for Medical Students That Transform Education and Health: A Guide for Building Partnerships Between Medical Schools and Health Systems.

    Science.gov (United States)

    Gonzalo, Jed D; Lucey, Catherine; Wolpaw, Terry; Chang, Anna

    2017-05-01

    To ensure physician readiness for practice and leadership in changing health systems, an emerging three-pillar framework for undergraduate medical education integrates the biomedical and clinical sciences with health systems science, which includes population health, health care policy, and interprofessional teamwork. However, the partnerships between medical schools and health systems that are commonplace today use health systems as a substrate for learning. Educators need to transform the relationship between medical schools and health systems. One opportunity is the design of authentic workplace roles for medical students to add relevance to medical education and patient care. Based on the experiences at two U.S. medical schools, the authors describe principles and strategies for meaningful medical school-health system partnerships to engage students in value-added clinical systems learning roles. In 2013, the schools began large-scale efforts to develop novel required longitudinal, authentic health systems science curricula in classrooms and workplaces for all first-year students. In designing the new medical school-health system partnerships, the authors combined two models in an intersecting manner-Kotter's change management and Kern's curriculum development steps. Mapped to this framework, they recommend strategies for building mutually beneficial medical school-health system partnerships, including developing a shared vision and strategy and identifying learning goals and objectives; empowering broad-based action and overcoming barriers in implementation; and generating short-term wins in implementation. Applying this framework can lead to value-added clinical systems learning roles for students, meaningful medical school-health system partnerships, and a generation of future physicians prepared to lead health systems change.

  5. Undergraduate technical skills training guided by student tutors--analysis of tutors' attitudes, tutees' acceptance and learning progress in an innovative teaching model.

    Science.gov (United States)

    Weyrich, Peter; Schrauth, Markus; Kraus, Bernd; Habermehl, Daniel; Netzhammer, Nicolai; Zipfel, Stephan; Jünger, Jana; Riessen, Reimer; Nikendei, Christoph

    2008-04-09

    Skills labs provide a sheltered learning environment. As close supervision and individual feedback were proven to be important in ensuring effective skills training, we implemented a cross-year peer tutor system in our skills lab of internal medicine that allowed intense training sessions with small learning groups (3-4 students) taught by one student tutor. The expectations, experiences and criticisms of peer tutors regarding the tutor system for undergraduate skills lab training were investigated in the context of a focus group. In addition, tutees' acceptance of this learning model and of their student tutors was evaluated by means of a pre/post web-based survey. 14 voluntary senior students were intensely prepared by consultants for their peer tutor activity. 127 students participated in the project, 66.9% of which responded to the web-based survey (23 topics with help of 6-point Likert scale + free comments). Acceptance was very high (5.69 +/- 0.07, mean +/- SEM), and self-confidence ratings increased significantly after the intervention for each of the trained skills (average 1.96 +/- 0.08, all p technical clinical skills training is feasible and widely accepted among tutees, provided that the tutors receive sufficient training and supervision.

  6. The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21.

    Science.gov (United States)

    Nelson, Cody; Hartling, Lisa; Campbell, Sandra; Oswald, Anna E

    2012-01-01

    Audience response systems (ARS) represent one approach to make classroom learning more active. Although ARS may have pedagogical value, their impact is still unclear. This systematic review aims to examine the effect of ARS on learning outcomes in health professions education. After a comprehensive literature search, two reviewers completed title screening, full-text review and quality assessment of comparative studies in health professions education. Qualitative synthesis and meta-analysis of immediate and longer term knowledge scores were conducted. Twenty-one of 1013 titles were included. Most studies evaluated ARS in lectures (20 studies) and in undergraduates (14 studies). Fourteen studies reported statistically significant improvement in knowledge scores with ARS. Meta-analysis showed greater differences with non-randomised study design. Qualitative synthesis showed greater differences with non-interactive teaching comparators and in postgraduates. Six of 21 studies reported student reaction; 5 favoured ARS while 1 had mixed results. This review provides some evidence to suggest the effectiveness of ARS in improving learning outcomes. These findings are more striking when ARS teaching is compared to non-interactive sessions and when non-randomised study designs are used. This review highlights the importance of having high quality studies with balanced comparators available to those making curricular decisions.

  7. Strategic Resource Use for Learning: A Self-Administered Intervention That Guides Self-Reflection on Effective Resource Use Enhances Academic Performance.

    Science.gov (United States)

    Chen, Patricia; Chavez, Omar; Ong, Desmond C; Gunderson, Brenda

    2017-06-01

    Many educational policies provide learners with more resources (e.g., new learning activities, study materials, or technologies), but less often do they address whether students are using these resources effectively. We hypothesized that making students more self-reflective about how they should approach their learning with the resources available to them would improve their class performance. We designed a novel Strategic Resource Use intervention that students could self-administer online and tested its effects in two cohorts of a college-level introductory statistics class. Before each exam, students randomly assigned to the treatment condition strategized about which academic resources they would use for studying, why each resource would be useful, and how they would use their resources. Students randomly assigned to the treatment condition reported being more self-reflective about their learning throughout the class, used their resources more effectively, and outperformed students in the control condition by an average of one third of a letter grade in the class.

  8. Defining the learning curve for multiparametric magnetic resonance imaging (MRI) of the prostate using MRI-transrectal ultrasonography (TRUS) fusion-guided transperineal prostate biopsies as a validation tool.

    Science.gov (United States)

    Gaziev, Gabriele; Wadhwa, Karan; Barrett, Tristan; Koo, Brendan C; Gallagher, Ferdia A; Serrao, Eva; Frey, Julia; Seidenader, Jonas; Carmona, Lina; Warren, Anne; Gnanapragasam, Vincent; Doble, Andrew; Kastner, Christof

    2016-01-01

    To determine the accuracy of multiparametric magnetic resonance imaging (mpMRI) during the learning curve of radiologists using MRI targeted, transrectal ultrasonography (TRUS) guided transperineal fusion biopsy (MTTP) for validation. Prospective data on 340 men who underwent mpMRI (T2-weighted and diffusion-weighted MRI) followed by MTTP prostate biopsy, was collected according to Ginsburg Study Group and Standards for Reporting of Diagnostic Accuracy standards. MRI data were reported by two experienced radiologists and scored on a Likert scale. Biopsies were performed by consultant urologists not 'blinded' to the MRI result and men had both targeted and systematic sector biopsies, which were reviewed by a dedicated uropathologist. The cohorts were divided into groups representing five consecutive time intervals in the study. Sensitivity and specificity of positive MRI reports, prostate cancer detection by positive MRI, distribution of significant Gleason score and negative MRI with false negative for prostate cancer were calculated. Data were sequentially analysed and the learning curve was determined by comparing the first and last group. We detected a positive mpMRI in 64 patients from Group A (91%) and 52 patients from Group E (74%). The prostate cancer detection rate on mpMRI increased from 42% (27/64) in Group A to 81% (42/52) in Group E (P Gleason 3+3) was 88.9% in Group E compared with 66.6% in Group A. We demonstrate an improvement in detection of prostate cancer for MRI reporting over time, suggesting a learning curve for the technique. With an improved negative predictive value for significant cancer, decision for biopsy should be based on patient/surgeon factors and risk attributes alongside the MRI findings. © 2014 The Authors BJU International © 2014 BJU International Published by John Wiley & Sons Ltd.

  9. Using IMS Learning Design to model collaborative learning activities

    NARCIS (Netherlands)

    Tattersall, Colin

    2006-01-01

    IMS Learning Design provides a counter to the trend towards designing for lone-learners reading from screens. It guides staff and educational developers to start not with content, but with learning activities and the achievement of learning objectives. It recognises that learning can happen without

  10. TestNG beginner's guide

    CERN Document Server

    Menon, Varun

    2013-01-01

    This book is written in a friendly, beginner's guide style with plenty of step-by-step instructions with appropriate examples.This book is great for developers and testers who are new to TestNg and want to learn how to use TestNG for writing their application as well as functional tests. This book assumes that you have experience in Java and OOPs concepts and have worked with certain IDE.

  11. SharePoint User's Guide

    CERN Document Server

    Corporation, Infusion Development

    2009-01-01

    This straightforward guide shows SharePoint users how to create and use web sites for sharing and collaboration. Learn to use the document and picture libraries for adding and editing content, add discussion boards and surveys, receive alerts when documents and information have been added or changed, and enhance security. Designed to help you find answers quickly, the book shows how to make the most of SharePoint for productivity and collaboration.

  12. A basic guide to investing.

    Science.gov (United States)

    Smith, Michael C

    2006-03-01

    Today's investors have many choices. From seemingly simple investments, such as stocks, bonds and cash, to more complicated option strategies, there is a dizzying array of investment vehicles that can leave even the most seasoned investor a bit confused. In discussions with our clients, one common thread is the desire to learn more about the various types of investments available. Following is a basic guide to the most common investments and the risks inherent in those choices.

  13. Rapid guiding center calculations

    International Nuclear Information System (INIS)

    White, R.B.

    1995-04-01

    Premature loss of high energy particles, and in particular fusion alpha particles, is very deleterious in a fusion reactor. Because of this it is necessary to make long-time simulations, on the order of the alpha particle slowing down time, with a number of test particles sufficient to give predictions with reasonable statistical accuracy. Furthermore it is desirable to do this for a large number of equilibria with different characteristic magnetic field ripple, to best optimize engineering designs. In addition, modification of the particle distribution due to magnetohydrodynamic (MHD) modes such as the saw tooth mode present in the plasma can be important, and this effect requires additional simulation. Thus the large number of necessary simulations means any increase of computing speed in guiding center codes is an important improvement in predictive capability. Previous guiding center codes using numerical equilibria such as ORBIT evaluated the local field strength and ripple magnitude using Lagrangian interpolation on a grid. Evaluation of these quantities four times per time step (using a fourth order Runge-Kutta routine) constitutes the major computational effort of the code. In the present work the authors represent the field quantities through an expansion in terms of pseudo-cartesian coordinates formed from the magnetic coordinates. The simplicity of the representation gives four important advantages over previous methods

  14. Development of a Postnatal Educational Program for Breastfeeding Mothers in Community Settings: Intervention Mapping a useful guide

    DEFF Research Database (Denmark)

    Kronborg, Hanne; Kok, Gerjo

    2011-01-01

    in producing enough milk, and handle breastfeeding problems. Theory-based methods—such as individualization, skills training with guided practice, reattribution, planning coping responses, and mobilizing social support—were built into a health visitor–delivered program. An 18-hour training course addressed...... most often occurred in the first weeks among mothers with low selfefficacy, low confidence, or limited previous breastfeeding experience. Besides learning effective breastfeeding techniques, mothers needed to learn how to recognize their baby’s cues, let the baby regulate meals, gain confidence...

  15. Guiding Professional Life-long Learning Projects: The Case of an Immersive Blended Learning Certificate | Accompagner des projets professionnels en formation continue : le cas d’un certificat de formation hybride et immersive

    Directory of Open Access Journals (Sweden)

    Kalliopi Benetos

    2015-11-01

    Full Text Available This case study presents a blended learning study program offered as a continuing education certificate of advanced studies for post-secondary educators and training professionals in the private, non-governmental, and public sectors. This accredited certificate program is unique in that it allows participants to propose and develop their own practical pedagogical projects. Another distinguishing characteristic is that it is offered in blended learning mode, i.e., alternating face-to-face phases with tutored distance learning phases. The pedagogical team includes one professor and one coordinator who supervise the entire program, as well as external instructors who provide individually tailored consulting on participants’ projects. During their studies, participants experience first-hand, the techno-pedagogical solutions proposed through their implementation within the program.

  16. Undergraduate technical skills training guided by student tutors – Analysis of tutors' attitudes, tutees' acceptance and learning progress in an innovative teaching model

    Science.gov (United States)

    Weyrich, Peter; Schrauth, Markus; Kraus, Bernd; Habermehl, Daniel; Netzhammer, Nicolai; Zipfel, Stephan; Jünger, Jana; Riessen, Reimer; Nikendei, Christoph

    2008-01-01

    Background Skills labs provide a sheltered learning environment. As close supervision and individual feedback were proven to be important in ensuring effective skills training, we implemented a cross-year peer tutor system in our skills lab of internal medicine that allowed intense training sessions with small learning groups (3–4 students) taught by one student tutor. Methods The expectations, experiences and criticisms of peer tutors regarding the tutor system for undergraduate skills lab training were investigated in the context of a focus group. In addition, tutees' acceptance of this learning model and of their student tutors was evaluated by means of a pre/post web-based survey. Results 14 voluntary senior students were intensely prepared by consultants for their peer tutor activity. 127 students participated in the project, 66.9% of which responded to the web-based survey (23 topics with help of 6-point Likert scale + free comments). Acceptance was very high (5.69 ± 0.07, mean ± SEM), and self-confidence ratings increased significantly after the intervention for each of the trained skills (average 1.96 ± 0.08, all p skills training to be provided by faculty staff only. Focus group analyses with tutors revealed 18 different topics, including profit in personal knowledge and personal satisfaction through teaching activities. The ratio of 1:4 tutor/tutees was regarded to be very beneficial for effective feedback, and the personalized online evaluation by tutees to be a strong motivator and helpful for further improvements. The tutors ascribed great importance to the continuous availability of a contact doctor in case of uncertainties. Conclusion This study demonstrates that peer teaching in undergraduate technical clinical skills training is feasible and widely accepted among tutees, provided that the tutors receive sufficient training and supervision. PMID:18400106

  17. "Family Guides" to Timely Topics in Space Science

    Science.gov (United States)

    Morrow, C.; McLain, B.; Wilkerson, A.; Garvin-Doxas, K.; Dyches, P.

    We have undertaken the development, field testing, and dissemination of a new series of ``Family Guides'' on timely topics of notable interest in space science and astronomy. Each Guide includes an innovative collection of puzzles, pictures, poetry, and projects, all designed to stimulate enjoyable co-learning, inquiry-based experiences between kids aged 6-12 and the caring adults in their lives. The Guides are primarily intended for use in informal educational settings, including at home, with after-school programs, in youth groups, and in programs for children, school-groups, or families that are conducted in museums, planetariums, and nature centers. We are learning that classroom teachers also express interest in the Guide's activities as a means to engage students attention toward more formal lessons. The Guides endeavor to be accessible to those who are not familiar with astronomy. They provide background on questions commonly asked by children. The interactive activities challenge common misconceptions. The Guides' also coach adults how to lead inquiry with kids instead of telling or prescribing answers. The Guides' resource sections provide leads to more information and additional products related to family learning. We released the field test version of the Family Guide to the Sun in late summer 2003. In January 2004 we released the field test version of the Family Guide to Mars in time for use with educational programs associated with the Mars Exploration Rover landings. We are in the planning stages for a Family Guide to Saturn and for a Family Guide to the Search for Life Elsewhere. These later Guides will build on the base of understanding we construct from the field testing of the earlier Guides. This paper will provide details of the Guides' contents as well as results from field testing in various educational settings. We are proposing for funds to translate the Family Guide to Mars and the Family Guide the Sun into both French and Spanish.

  18. Retrofit Best Practices Guide

    Energy Technology Data Exchange (ETDEWEB)

    Stovall, T.K.

    2004-01-13

    Few people add siding or change their windows just to reduce their energy bills. But whatever your reasons for retrofitting your home, this will be an important opportunity to improve your home's energy efficiency. Not only will this reduce your utility bills, it will also improve your comfort level and improve our environment. Retrofitting your house is a big deal, and you shouldn't underestimate the effort that will be required to plan the job properly. The energy conservation rewards can be great, but there are also pitfalls that you'll want to avoid. That's what this Best Practices Guide is all about. We can't cover all the issues in these few pages, but we'll tell you some things you need to know if you're changing your siding or windows, and tell you where to learn more about other changes you may want to make to your house. What exactly is a ''best practice''? To put this guide together, we've tested products, talked to contractors and manufacturers, and reviewed the results from a large number of house retrofits. Of course, ''best'' will vary according to the situation. That's why you must start with a careful examination of your house and its existing condition.

  19. The Effect of Learning Type and Avatar Similarity on Learning Outcomes in Educational Video Games

    Science.gov (United States)

    Lewis, Melissa L.

    2009-01-01

    Two theories guide two very different ideas about learning. Social cognitive theory (Bandura, 1977, 1989) places the greater emphasis on observational learning, or learning by watching a model produce a behavior before doing it oneself. Other researchers purport that experiential learning, or learning by doing, results in stronger learning (Kolb,…

  20. Learning Python testing

    CERN Document Server

    Arbuckle, Daniel

    2014-01-01

    This book is ideal if you want to learn about the testing disciplines and automated testing tools from a hands-on, conversational guide. You should already know Python and be comfortable with Python 3.

  1. Point Topography and Within-Session Learning Are Important Predictors of Pet Dogs’ (Canis lupus familiaris Performance on Human Guided Tasks

    Directory of Open Access Journals (Sweden)

    Dorey, Nicole R.

    2013-07-01

    Full Text Available Pet domestic dogs (Canis lupus familiaris are generally considered successful on object choice tasks, reliably following human points to a target. However, defining the specific topography of the point types utilized and assessing the potential for dogs to generalize their responses across similar point types has received little attention. In Experiment 1, we assessed pet dogs’ performance on an object choice task utilizing nine different point types that varied across the dimensions of movement, duration, and distance. These dimensions reliably predicted the performance of pet dogs on this task. In Experiment 2, pet dogs presented with nine different point types in the order of increasing difficulty performed better on more difficult point types than both naive dogs and dogs experiencing the nine points in the order of decreasing difficulty. In Experiment 3, we manipulated the attentional state of the experimenter (as in perspective taking studies and found that human orientation was not a strong predictor of performance on pointing tasks. The results of this study indicate that dogs do not reliably follow all point types without additional training or experience. Furthermore, dogs appear to continuously learn about the dimensions of human points, adjusting their behavior accordingly, even over the course of experimental testing. These findings bring claims of pet dogs’ spontaneous success on pointing tasks into question. The ability to learn about, and respond flexibly to, human gestures may benefit pet dogs living in human homes more than a spontaneous responsiveness to specific gesture types.

  2. The dynamic nature of systems consolidation: Stress during learning as a switch guiding the rate of the hippocampal dependency and memory quality.

    Science.gov (United States)

    Pedraza, Lizeth K; Sierra, Rodrigo O; Boos, Flávia Z; Haubrich, Josué; Quillfeldt, Jorge A; Alvares, Lucas de Oliveira

    2016-03-01

    Memory fades over time, becoming more schematic or abstract. The loss of contextual detail in memory may reflect a time-dependent change in the brain structures supporting memory. It has been well established that contextual fear memory relies on the hippocampus for expression shortly after learning, but it becomes hippocampus-independent at a later time point, a process called systems consolidation. This time-dependent process correlates with the loss of memory precision. Here, we investigated whether training intensity predicts the gradual decay of hippocampal dependency to retrieve memory, and the quality of the contextual memory representation over time. We have found that training intensity modulates the progressive decay of hippocampal dependency and memory precision. Strong training intensity accelerates systems consolidation and memory generalization in a remarkable timeframe match. The mechanisms underpinning such process are triggered by glucocorticoid and noradrenaline released during training. These results suggest that the stress levels during emotional learning act as a switch, determining the fate of memory quality. Moderate stress will create a detailed memory, whereas a highly stressful training will develop a generic gist-like memory. © 2015 Wiley Periodicals, Inc.

  3. COATING ALTERNATIVES GUIDE (CAGE) USER'S GUIDE

    Science.gov (United States)

    The guide provides instructions for using the Coating Alternatives GuidE (CAGE) software program, version 1.0. It assumes that the user is familiar with the fundamentals of operating an IBM-compatible personal computer (PC) under the Microsoft disk operating system (MS-DOS). CAGE...

  4. Sarah palin's expert guide to good grammar what you can learn from someone who doesn't know right from write

    CERN Document Server

    Baranick, Jenny

    2017-01-01

    A hilarious, informative guide to language and grammar inspired by America's favorite maverick. It would seem to go without saying that a strong understanding of how to use language properly and effectively is a requisite for success in the 21st century. And yet, increasingly even some of America's most prominent public figures and leaders seem to have only the most tenuous grasp of how to put together a coherent sentence or paragraph. No individual could be more representative of this unfortunate national tendency than Sarah Palin—the former Governor of Alaska, Fox News pundit, and now campaign surrogate for Donald Trump (another public figure with only a passing familiarity with how to use the English language). Time and again, Ms. Palin finds ways to bungle basic tenets of vocabulary, syntax, and grammar, often giving speeches or interviews that upon reexamination read more like the drunken ravings of someone unhinged. But it is for this very reason that Ms. Palin can be a great example for all Americans....

  5. Rates of induced abortion in Denmark according to age, previous births and previous abortions

    Directory of Open Access Journals (Sweden)

    Marie-Louise H. Hansen

    2009-11-01

    Full Text Available Background: Whereas the effects of various socio-demographic determinants on a woman's risk of having an abortion are relatively well-documented, less attention has been given to the effect of previous abortions and births. Objective: To study the effect of previous abortions and births on Danish women's risk of an abortion, in addition to a number of demographic and personal characteristics. Data and methods: From the Fertility of Women and Couples Dataset we obtained data on the number of live births and induced abortions by year (1981-2001, age (16-39, county of residence and marital status. Logistic regression analysis was used to estimate the influence of the explanatory variables on the probability of having an abortion in a relevant year. Main findings and conclusion: A woman's risk of having an abortion increases with the number of previous births and previous abortions. Some interactions were was found in the way a woman's risk of abortion varies with calendar year, age and parity. The risk of an abortion for women with no children decreases while the risk of an abortion for women with children increases over time. Furthermore, the risk of an abortion decreases with age, but relatively more so for women with children compared to childless women. Trends for teenagers are discussed in a separate section.

  6. Using a Theory-Guided Learning Collaborative Model to Improve Implementation of EBPs in a State Children's Mental Health System: A Pilot Study.

    Science.gov (United States)

    Nadeem, Erum; Weiss, Dara; Olin, S Serene; Hoagwood, Kimberly E; Horwitz, Sarah M

    2016-11-01

    Learning collaboratives (LCs) are used widely to promote implementation of evidence-based practices. However, there has been limited research on the effectiveness of LCs and models vary widely in their structure, focus and components. The goal of the present study was to develop and field test a theory-based LC model to augment a state-led, evidence-based training program for clinicians providing mental health services to children. Analysis of implementation outcomes contrasted LC sites to matched comparison sites that participated in the clinical training program alone. Results suggested that clinicians from sites participating in the LC were more highly engaged in the state-led clinical training program and were more likely to complete program requirements.

  7. Using a Theory-guided Learning Collaborative Model to Improve Implementation of EBPs in a State Children’s Mental Health System: A Pilot Study

    Science.gov (United States)

    Nadeem, Erum; Weiss, Dara; Olin, S. Serene; Hoagwood, Kimberly E.; Horwitz, Sarah M.

    2016-01-01

    Learning collaboratives (LCs) are used widely to promote implementation of evidence-based practices (EBPs). However, there has been limited research on the effectiveness of LCs and models vary widely in their structure, focus and components. The goal of the present study was to develop and field test a theory-based LC model to augment a state-led, evidence-based training program for clinicians providing mental health services to children. Analysis of implementation outcomes contrasted LC sites to matched comparison sites that participated in the clinical training program alone. Results suggested that clinicians from sites participating in the LC were more highly engaged in the state-led clinical training program and were more likely to complete program requirements. PMID:27167744

  8. Recent advances in endoscopic ultrasonography-guided biliary interventions

    Science.gov (United States)

    Kawakubo, Kazumichi; Kawakami, Hiroshi; Kuwatani, Masaki; Haba, Shin; Kawahata, Shuhei; Abe, Yoko; Kubota, Yoshimasa; Kubo, Kimitoshi; Isayama, Hiroyuki; Sakamoto, Naoya

    2015-01-01

    Interventional endoscopic ultrasonography (EUS) based on EUS-guided fine-needle aspiration has rapidly spread as a minimally invasive procedure. Especially in patients with failed endoscopic retrograde cholangiopancreatography, EUS-guided biliary intervention is reported to be useful as salvage therapy. EUS-guided biliary interventions are carried out using three techniques: EUS-guided bilioenteric anastomosis, EUS-guided rendezvous procedure, and EUS-guided antegrade treatment. Although interventional EUS is not yet a standardized procedure, there have been recent advances in this field that address various biliary diseases. Here, we summarize the indications, techniques, clinical results of previous studies, and future perspectives. PMID:26327757

  9. The educational effects of portfolios on undergraduate student learning: a Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11.

    Science.gov (United States)

    Buckley, Sharon; Coleman, Jamie; Davison, Ian; Khan, Khalid S; Zamora, Javier; Malick, Sadia; Morley, David; Pollard, David; Ashcroft, Tamasine; Popovic, Celia; Sayers, Jayne

    2009-04-01

    In recent years, the use of portfolios as learning and assessment tools has become more widespread across the range of health professions. Whilst a growing body of literature has accompanied these trends, there is no clear collated summary of the evidence for the educational effects of the use of portfolios in undergraduate education. This systematic review is the result of our work to provide such a summary. We developed a protocol based on the recommendations of the Best Evidence Medical Education (BEME) collaboration. Citations retrieved by electronic searches of 10 databases were assessed against pre-defined inclusion/exclusion criteria by two independent reviewers and full texts of potentially relevant articles were obtained. Studies were identified for inclusion in the review by examination of full text articles by two independent reviewers. At all stages, discrepancies were resolved by consensus. Data relating to characteristics of the student population, intervention, outcome measures, student design and outcomes were collected using a piloted data extraction form. Each study was assessed against 11 quality indicators designed to provide information about how well it was designed and conducted; and against the Kirkpatrick hierarchy as modified for educational settings. Comparisons between different groups were carried out using the Kruskal-Wallis test (non-parametric ANOVA) or the Mann-Whitney U test as appropriate. Electronic searches yielded 2,348 citations. A further 23 citations were obtained by hand searching of reference lists. About 554 full articles were retrieved and assessed against our inclusion criteria. Of the 69 studies included in our review, 18 were from medicine, 32 from nursing and 19 from other allied health professions, including dentistry, physiotherapy and radiography. In all professional groups, portfolios were used mainly in the clinical setting, completion was compulsory, reflection required and assessment (either formative

  10. An exploration of counterfeit medicine surveillance strategies guided by geospatial analysis: lessons learned from counterfeit Avastin detection in the US drug supply chain.

    Science.gov (United States)

    Cuomo, Raphael E; Mackey, Tim K

    2014-12-02

    To explore healthcare policy and system improvements that would more proactively respond to future penetration of counterfeit cancer medications in the USA drug supply chain using geospatial analysis. A statistical and geospatial analysis of areas that received notices from the Food and Drug Administration (FDA) about the possibility of counterfeit Avastin penetrating the US drug supply chain. Data from FDA warning notices were compared to data from 44 demographic variables available from the US Census Bureau via correlation, means testing and geospatial visualisation. Results were interpreted in light of existing literature in order to recommend improvements to surveillance of counterfeit medicines. This study analysed 791 distinct healthcare provider addresses that received FDA warning notices across 30,431 zip codes in the USA. Statistical outputs were Pearson's correlation coefficients and t values. Geospatial outputs were cartographic visualisations. These data were used to generate the overarching study outcome, which was a recommendation for a strategy for drug safety surveillance congruent with existing literature on counterfeit medication. Zip codes with greater numbers of individuals age 65+ and greater numbers of ethnic white individuals were most correlated with receipt of a counterfeit Avastin notice. Geospatial visualisations designed in conjunction with statistical analysis of demographic variables appeared more capable of suggesting areas and populations that may be at risk for undetected counterfeit Avastin penetration. This study suggests that dual incorporation of statistical and geospatial analysis in surveillance of counterfeit medicine may be helpful in guiding efforts to prevent, detect and visualise counterfeit medicines penetrations in the US drug supply chain and other settings. Importantly, the information generated by these analyses could be utilised to identify at-risk populations associated with demographic characteristics

  11. Congruency sequence effects are driven by previous-trial congruency, not previous-trial response conflict

    OpenAIRE

    Weissman, Daniel H.; Carp, Joshua

    2013-01-01

    Congruency effects in distracter interference tasks are often smaller after incongruent trials than after congruent trials. However, the sources of such congruency sequence effects (CSEs) are controversial. The conflict monitoring model of cognitive control links CSEs to the detection and resolution of response conflict. In contrast, competing theories attribute CSEs to attentional or affective processes that vary with previous-trial congruency (incongruent vs. congruent). The present study s...

  12. Manual on panoramic gamma irradiators (categories 2 and 4). Incorporating: Applications guide, procedures guide, basics guide

    International Nuclear Information System (INIS)

    1996-01-01

    The document is the first revision of a previous one published in 1993 to provide guidance on the safe use and regulation of self-contained gamma irradiators (Co-60 or Cs-137 sources) in different fields of application. It includes three parts: Applications Guide, which describes the main applications of self-contained gamma irradiators, the type of equipment, including safety systems, operation and maintenance, and how to deal with incidents. Procedures Guide, which gives step by step instructions on how to carry out the practice. Basics Guide, which explains the fundamentals of radiation, the system of units, interaction of radiation with matter radiation detection, etc. The manual is aimed primarily at persons handling such radiation sources on a daily routine basis, as well as at the competent authorities for training of workers in radiation protection or for setting up local radiation protection rules

  13. Block Play and Mathematics Learning in Preschool: The Effects of Building Complexity, Peer and Teacher Interactions in the Block Area, and Replica Play Materials

    Science.gov (United States)

    Trawick-Smith, Jeffrey; Swaminathan, Sudha; Baton, Brooke; Danieluk, Courtney; Marsh, Samantha; Szarwacki, Monika

    2017-01-01

    Block play has been included in early childhood classrooms for over a century, yet few studies have examined its effects on learning. Several previous investigations indicate that the complexity of block building is associated with math ability, but these studies were often conducted in adult-guided, laboratory settings. In the present…

  14. Image guided prostate cancer treatments

    Energy Technology Data Exchange (ETDEWEB)

    Bard, Robert L. [Bard Cancer Center, Biofoundation for Angiogenesis Research and Development, New York, NY (United States); Fuetterer, Jurgen J. [Radboud Univ. Nijmegen, Medical Centre (Netherlands). Dept. of Radiology; Sperling, Dan (ed.) [Sperling Prostate Center, Alpha 3TMRI, New York, NY (United States)

    2014-07-01

    Systematic overview of the application of ultrasound and MRI in the diagnosis and treatment of diseases of the lower urinary tract. Detailed information on image-guided therapies, including focused ultrasound, photodynamic therapy, and microwave and laser ablation. Numerous high-quality illustrations based on high-end equipment. Represents the state of the art in Non Invasive Imaging and Minimally Invasive Ablation Treatment (MIAT). Image-Guided Prostate Cancer Treatments is a comprehensive reference and practical guide on the technology and application of ultrasound and MRI in the male pelvis, with special attention to the prostate. The book is organized into three main sections, the first of which is devoted to general aspects of imaging and image-guided treatments. The second section provides a systematic overview of the application of ultrasound and MRI to the diagnosis and treatment of diseases of the lower urinary tract. Performance of the ultrasound and MRI studies is explained, and the normal and abnormal pathological anatomy is reviewed. Correlation with the ultrasound in the same plane is provided to assist in understanding the MRI sequences. Biopsy and interventional procedures, ultrasound-MRI fusion techniques, and image-guided therapies, including focused ultrasound, photodynamic therapy, microwave and laser ablation, are all fully covered. The third section focuses on securing treatment effectiveness and the use of follow-up imaging to ensure therapeutic success and detect tumor recurrence at an early stage, which is vital given that prompt focal treatment of recurrence is very successful. Here, particular attention is paid to the role of Doppler ultrasound and DCE-MRI technologies. This book, containing a wealth of high-quality illustrations based on high-end equipment, will acquaint beginners with the basics of prostate ultrasound and MRI, while more advanced practitioners will learn new skills, means of avoiding pitfalls, and ways of effectively

  15. Irrlicht 17 Realtime 3D Engine Beginner's Guide

    CERN Document Server

    Stein, Johannes

    2011-01-01

    A beginner's guide with plenty of screenshots and explained code. If you have C++ skills and are interested in learning Irrlicht, this book is for you. Absolutely no knowledge of Irrlicht is necessary for you to follow this book!

  16. A single robotic session that guides or increases movement error in survivors post-chronic stroke: which intervention is best to boost the learning of a timing task?

    Science.gov (United States)

    Bouchard, Amy E; Corriveau, Hélène; Milot, Marie-Hélène

    2017-08-01

    Timing deficits can have a negative impact on the lives of survivors post-chronic stroke. Studies evaluating ways to improve timing post stroke are scarce. The goal of the study was to evaluate the impact of a single session of haptic guidance (HG) and error amplification (EA) robotic training interventions on the improvement of post-stroke timing accuracy. Thirty-four survivors post-chronic stroke were randomly assigned to HG or EA. Participants played a computerized pinball-like game with their affected hand positioned in a robot that either helped them perform better (HG) or worse (EA) during the task. A baseline and retention phase preceded and followed HG and EA, respectively, in order to assess their efficiency at improving absolute timing errors. The impact of the side of the stroke lesion on the participants' performance during the timing task was also explored for each training group. An improvement in timing performance was only noted following HG (8.9 ± 4.9 ms versus 7.8 ± 5.3 ms, p = 0.032). Moreover, for the EA group only, participants with a left-sided stroke lesion showed a worsening in performance as compared to those with a right-sided stroke lesion (p = 0.001). Helping survivors post-chronic stroke perform a timing-based task is beneficial to learning. Future studies should explore longer and more frequent HG training sessions in order to further promote post stroke motor recovery. Implications for Rehabilitation Timing is crucial for the accomplishment of daily tasks. The number of studies dedicated to improving timing is scarce in the literature, even though timing deficits are common post stroke. This innovative study evaluated the impact of a single session of haptic guidance-HG and error amplification-EA robotic training interventions on improvements in timing accuracy among survivors post chronic stroke. HG robotic training improves timing accuracy more than EA among survivors post chronic stroke.

  17. HBR guide to project management

    CERN Document Server

    Harvard Business Review

    2013-01-01

    MEET YOUR GOALS—ON TIME AND ON BUDGET. How do you rein in the scope of your project when you’ve got a group of demanding stakeholders breathing down your neck? And map out a schedule everyone can stick to? And motivate team members who have competing demands on their time and attention? Whether you’re managing your first project or just tired of improvising, this guide will give you the tools and confidence you need to define smart goals, meet them, and capture lessons learned so future projects go even more smoothly. The HBR Guide to Project Management will help you: • Build a strong, focused team • Break major objectives into manageable tasks • Create a schedule that keeps all the moving parts under control • Monitor progress toward your goals • Manage stakeholders’ expectations • Wrap up your project and gauge its success

  18. VOCABULARY GUIDE OF COGNATE WORDS IN SPANISH AND ENGLISH.

    Science.gov (United States)

    KRIPPNER, STANLEY

    A VOCABULARY GUIDE OF COGNATE WORDS IN ENGLISH AND SPANISH IS PRESENTED. THE VALUE OF THE GUIDE RESTS ON THE ASSUMPTIONS THAT THE LEARNING OF SIMILAR WORDS IN BOTH LANGUAGES COULD CHANGE SPANISH-SPEAKING AMERICAN PUPILS' NEGATIVE ATTITUDE ABOUT ENGLISH AS WELL AS INCREASE THEIR VOCABULARY. WORDS IN THE "VELAZQUEZ SPANISH AND ENGLISH DICTIONARY" OF…

  19. DEVELOPMENT OF VISUALLY GUIDED BEHAVIOR REQUIRES ORIENTED CONTOURS

    NARCIS (Netherlands)

    BRENNER, E; CORNELISSEN, FW

    1992-01-01

    Kittens do not learn to use visual information to guide their behaviour if they are deprived of the optic flow that accompanies their own movements. We show that the optic flow that is required for developing visually guided behaviour is derived from changes in contour orientations, rather than from

  20. Education & Recycling: Educator's Waste Management Resource and Activity Guide 1994.

    Science.gov (United States)

    California State Dept. of Conservation. Sacramento. Div. of Recycling.

    This activity guide for grades K-12 reinforces the concepts of recycling, reducing, and reusing through a series of youth-oriented activities. The guide incorporates a video-based activity, multiple session classroom activities, and activities requiring group participation and student conducted research. Constructivist learning theory was…

  1. Water Quality Indicators Guide [and Teacher's Handbook]: Surface Waters.

    Science.gov (United States)

    Terrell, Charles R.; Perfetti, Patricia Bytnar

    This guide aids in finding water quality solutions to problems from sediment, animal wastes, nutrients, pesticides, and salts. The guide allows users to learn the fundamental concepts of water quality assessment by extracting basic tenets from geology, hydrology, biology, ecology, and wastewater treatment. An introduction and eight chapters are…

  2. The Integration of Personal Learning Environments & Open Network Learning Environments

    Science.gov (United States)

    Tu, Chih-Hsiung; Sujo-Montes, Laura; Yen, Cherng-Jyh; Chan, Junn-Yih; Blocher, Michael

    2012-01-01

    Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web 2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments; and allows learners to engage in social networking and collaborating activities. Advanced…

  3. Health/Cosmetology. Career Education Guide.

    Science.gov (United States)

    Dependents Schools (DOD), Washington, DC. European Area.

    The curriculum guide is designed to provide students with realistic training in theory and practice within the secondary educational framework and prepare them for entry into an occupation or continuing postsecondary education. The learning modules are grouped into branches pertaining to the broad categories of health services and cosmetology.…

  4. Shelterwood Teacher's Guide: Discovering the Forest.

    Science.gov (United States)

    Markowsky, Judy Kellogg

    This teacher's guide explores forest diversity, from learning about different kind of trees to understanding how the layers in a forest provide habitat for all kinds of animals and insects. Each chapter offers useful introductory material and clear objectives, followed by fun activities that encourage exploration while teaching important skills.…

  5. PhoneGap 3 beginner's guide

    CERN Document Server

    Natili, Giorgio

    2013-01-01

    Written in a friendly, example-driven Beginner's Guide format, there are plenty of step-by-step instructions to help you get started with PhoneGap.If you are a web developer or mobile application developer interested in an examples-based approach to learning mobile application development basics with PhoneGap, then this book is for you.

  6. English Spanish Contrasts. A Guide for Teachers.

    Science.gov (United States)

    Orozco, Cecilio

    A guide for using language contrasts to understand and teach pronunciation differences in English and Spanish proposes that all languages are learned in basically the same order, phonetics (listening and speaking) and graphemics (reading and writing). Language can be broken down so that understandable elements (phonology, morphology, syntax, and…

  7. Learning scikit-learn machine learning in Python

    CERN Document Server

    Garreta, Raúl

    2013-01-01

    The book adopts a tutorial-based approach to introduce the user to Scikit-learn.If you are a programmer who wants to explore machine learning and data-based methods to build intelligent applications and enhance your programming skills, this the book for you. No previous experience with machine-learning algorithms is required.

  8. Experiential Learning Theory as One of the Foundations of Adult Learning Practice Worldwide

    Science.gov (United States)

    Dernova, Maiya

    2015-01-01

    The paper presents the analysis of existing theory, assumptions, and models of adult experiential learning. The experiential learning is a learning based on a learning cycle guided by the dual dialectics of action-reflection and experience-abstraction. It defines learning as a process of knowledge creation through experience transformation, so…

  9. TOGAF 9 foundation study guide preparation for the TOGAF 9 part 1 examination

    CERN Document Server

    Harrison, Rachel

    2013-01-01

    This title is a Study Guide for Togaf® 9 Foundation. It gives an overview of every learning objective for the Togaf 9 Foundation Syllabus and in-depth coverage on preparing and taking the Togaf 9 Part 1 Examination. It is specifically designed to help individuals prepare for certification. This Study Guide is excellent material for: * Individuals who require a basic understanding of Togaf 9; * Professionals who are working in roles associated with an architecture project such as those responsible for planning, execution, development, delivery, and operation; * Architects who are looking for a first introduction to Togaf 9; * Architects who want to achieve Level 2 certification in a stepwise manner and have not previously qualified as Togaf 8 Certified. A prior knowledge of enterprise architecture is advantageous but not required.

  10. Cortical electrophysiological network dynamics of feedback learning

    NARCIS (Netherlands)

    Cohen, M.X.; Wilmes, K.A.; van de Vijver, I.

    2011-01-01

    Understanding the neurophysiological mechanisms of learning is important for both fundamental and clinical neuroscience. We present a neurophysiologically inspired framework for understanding cortical mechanisms of feedback-guided learning. This framework is based on dynamic changes in systems-level

  11. Improved Variational Guiding of Smoke Animations

    DEFF Research Database (Denmark)

    Nielsen, Michael Bang; Christensen, Brian Bunch

    2010-01-01

    Smoke animations are hard to art-direct because simple changes in parameters such as simulation resolution often lead to unpredictable changes in the final result. Previous work has addressed this problem with a guiding approach which couples low-resolution simulations - that exhibit the desired......, and employing time-dependent guiding is expensive because the matrix of the resulting set of equations needs to be recomputed at every iteration. We propose an improved mathematical model for Eulerianbased simulations which is better suited for dynamic, time-dependent guiding of smoke animations through a novel...

  12. Measure Guideline: Guide to Attic Air Sealing

    Energy Technology Data Exchange (ETDEWEB)

    Lstiburek, Joseph [Building Science Corporation, Westford, MA (United States)

    2014-09-01

    The purpose of this measure guideline is to provide information and recommendations for the preparation work necessary prior to adding attic insulation. Even though the purpose of this guide is to save energy, health, safety, and durability should not be compromised by energy efficiency. Accordingly, combustion safety and ventilation for indoor air quality are addressed first. Durability and attic ventilation then follow. Finally, to maximize energy savings, air sealing is completed prior to insulating. The guide is intended for home remodelers, builders, insulation contractors, mechanical contractors, general contractors who have previously done remodeling and homeowners as a guide to the work that needs to be done.

  13. Lifelong Learning: Capabilities and Aspirations

    Science.gov (United States)

    Ilieva-Trichkova, Petya

    2016-01-01

    The present paper discusses the potential of the capability approach in conceptualizing and understanding lifelong learning as an agency process, and explores its capacity to guide empirical studies on lifelong learning. It uses data for 20 countries from the Adult Education Survey (2007; 2011) and focuses on aspirations for lifelong learning. The…

  14. COLLABORATIVE GUIDE: A REEF MANAGER'S GUIDE TO ...

    Science.gov (United States)

    Innovative strategies to conserve the world's coral reefs are included in a new guide released today by NOAA, and the Australian Great Barrier Reef Marine Park Authority, with author contributions from a variety of international partners from government agencies, non-governmental organizations, and academic institutions. Referred to as A Reef Manager's Guide to Coral Bleaching, the guide will provide coral reef managers with the latest scientific information on the causes of coral bleaching and new management strategies for responding to this significant threat to coral reef ecosystems. Innovative strategies to conserve the world's coral reefs are included in a new guide released today by NOAA, and the Australian Great Barrier Reef Marine Park Authority, with author contributions from a variety of international partners from government agencies, non-governmental organizations, and academic institutions. Dr. Jordan West, of the National Center for Environmental Assessment, was a major contributor to the guide. Referred to as

  15. Guided Expectations: A Case Study of a Sound Collage Audio Guide

    DEFF Research Database (Denmark)

    Laursen, Ditte

    according to personal interest, and a conflict between the expectation of a learning experience rather than an aesthetic experience. Results indicate that most visitors are able to make sense of the guide and to use it successfully, in different ways, to enrich their visit. Evaluation also shows...... of the exhibition, emphasizing visitors' agency and authorship. The paper reports on a number of strategies developed by visitors when experiencing an unfamiliar guide structure. These strategies reflect both a conflict between the initial expectation of guided instruction and the freedom of making choices...

  16. Manual on brachytherapy. Incorporating: Applications guide, procedures guide, basics guide

    International Nuclear Information System (INIS)

    1992-01-01

    In addition to a basic guide to the principles of the production of ionizing radiation and to methods of radiation protection and dosimetry, this booklet includes information about radiation protection procedures for brachytherapy

  17. Quick Guide to Flash Catalyst

    CERN Document Server

    Elmansy, Rafiq

    2011-01-01

    How do you transform user interface designs created in Photoshop or Illustrator into interactive web pages? It's easier than you think. This guide shows you how to use Adobe Flash Catalyst to create interactive UIs and website wireframes for Rich Internet Applications-without writing a single line of code. Ideal for web designers, this book introduces Flash Catalyst basics with detailed step-by-step instructions and screenshots that illustrate every part of the process. You'll learn hands-on how to turn your static design or artwork into working user interfaces that can be implemented in Fla

  18. NET 40 Generics Beginner's Guide

    CERN Document Server

    Mukherjee, Sudipta

    2012-01-01

    This is a concise, practical guide that will help you learn Generics in .NET, with lots of real world and fun-to-build examples and clear explanations. It is packed with screenshots to aid your understanding of the process. This book is aimed at beginners in Generics. It assumes some working knowledge of C# , but it isn't mandatory. The following would get the most use out of the book: Newbie C# developers struggling with Generics. Experienced C++ and Java Programmers who are migrating to C# and looking for an alternative to other generic frameworks like STL and JCF would find this book handy.

  19. The role of qualitative research in adding value to a randomised controlled trial: lessons from a pilot study of a guided e-learning intervention for managers to improve employee wellbeing and reduce sickness absence.

    Science.gov (United States)

    Russell, Jill; Berney, Lee; Stansfeld, Stephen; Lanz, Doris; Kerry, Sally; Chandola, Tarani; Bhui, Kamaldeep

    2016-08-09

    Despite the growing popularity of mixed-methods studies and considerable emphasis on the potential value of qualitative research to the trial endeavour, there remains a dearth of published studies reporting on actual contribution. This paper presents a critically reflective account of our experience of the actual value of undertaking qualitative research alongside a pilot cluster randomised controlled trial of a guided e-learning intervention for managers in an NHS Mental Health Trust to improve employee wellbeing and reduce sickness absence. For the qualitative study we undertook 36 in-depth interviews with key informants, managers and employees. We observed and took in-depth field notes of 10 meetings involving managers and employees at the Trust, and the two qualitative researchers acted as participant observers at steering committee and monthly research team meetings. We adopted a narrative methodological orientation alongside a thematic approach to data analysis, eliciting a rich account of the complexities of managing stress at work. We identified two key overarching roles played by the qualitative research: 'problematising' and 'contextualising'. Specifically, the qualitative data revealed and challenged assumptions embedded in the trial about the nature of the learning process, and exposed the slippery and contested nature of abstracted variables, on which a trial depends. The qualitative data challenged the trial's logic model, and provided a rich understanding of the context within which the trial and intervention took place. While acknowledging the ever-present tension in mixed-methods research between the requirements of quantitative research to represent the social world as abstracted variables, and the goal of qualitative research to explore and document the complexity of social phenomena, we adopted a pragmatic position that enabled us to engage with this tension in a productive and partially integrative way. Our critically reflective account of the

  20. Learning Perforce SCM

    CERN Document Server

    Cowham, Robert

    2013-01-01

    Learning Perforce SCM is written in a friendly and practical style with a focus on getting you started with Perforce efficiently and effectively. The book provides plenty of examples and screenshots to guide you through the process of learning.""Learning Perforce SCM"" is for anyone who wants to know how to adeptly manage software development activities using Perforce. Experience with other version control tools is a plus but is not required.

  1. Hearing aid user guides: suitability for older adults.

    Science.gov (United States)

    Caposecco, Andrea; Hickson, Louise; Meyer, Carly

    2014-02-01

    The aim of this study was to analyse the content, design, and readability of printed hearing aid user guides to determine their suitability for older adults, who are the main users of hearing aids. Hearing aid user guides were assessed using four readability formulae and a standardized tool to assess content and design (SAM - Suitability Assessment of Materials). A sample of 36 hearing aid user guides (four user guides from nine different hearing aid manufacturers) were analysed. Sixty nine percent of user guides were rated 'not suitable' and 31% were rated 'adequate' for their suitability. Many scored poorly for scope, vocabulary, aspects of layout and typography, and learning stimulation and motivation. The mean reading grade level for all user guides was grade 9.6 which is too high for older adults. The content, design, and readability of hearing aid user guides are not optimal for older adults and thus may serve as a barrier to successful hearing aid outcomes for this population.

  2. Electromagnetic ultrasonic guided waves

    CERN Document Server

    Huang, Songling; Li, Weibin; Wang, Qing

    2016-01-01

    This book introduces the fundamental theory of electromagnetic ultrasonic guided waves, together with its applications. It includes the dispersion characteristics and matching theory of guided waves; the mechanism of production and theoretical model of electromagnetic ultrasonic guided waves; the effect mechanism between guided waves and defects; the simulation method for the entire process of electromagnetic ultrasonic guided wave propagation; electromagnetic ultrasonic thickness measurement; pipeline axial guided wave defect detection; and electromagnetic ultrasonic guided wave detection of gas pipeline cracks. This theory and findings on applications draw on the author’s intensive research over the past eight years. The book can be used for nondestructive testing technology and as an engineering reference work. The specific implementation of the electromagnetic ultrasonic guided wave system presented here will also be of value for other nondestructive test developers.

  3. Visualizing guided tours

    DEFF Research Database (Denmark)

    Poulsen, Signe Herbers; Fjord-Larsen, Mads; Hansen, Frank Allan

    This paper identifies several problems with navigating and visualizing guided tours in traditional hypermedia systems. We discuss solutions to these problems, including the representation of guided tours as 3D metro maps with content preview. Issues regarding navigation and disorientation...

  4. Machine learning with R

    CERN Document Server

    Lantz, Brett

    2013-01-01

    Written as a tutorial to explore and understand the power of R for machine learning. This practical guide that covers all of the need to know topics in a very systematic way. For each machine learning approach, each step in the process is detailed, from preparing the data for analysis to evaluating the results. These steps will build the knowledge you need to apply them to your own data science tasks.Intended for those who want to learn how to use R's machine learning capabilities and gain insight from your data. Perhaps you already know a bit about machine learning, but have never used R; or

  5. Agile practice guide (English)

    CERN Document Server

    2017-01-01

    This practice guide provides guidance on when, where, and how to apply agile approaches and provides practical tools for practitioners and organizations wanting to increase agility. This practice guide is aligned with other PMI standards, including A Guide to the Project Management Body of Knowledge (PMBOK® Guide) - Sixth Edition, and was developed as the result of collaboration between the Project Management Institute and the Agile Alliance.

  6. Experiential learning improves the learning and retention of endotracheal intubation.

    Science.gov (United States)

    Ti, Lian K; Chen, Fun-Gee; Tan, Gee-Mei; Tan, Wah-Tze; Tan, Jacqueline M J; Shen, Liang; Goy, Raymond W L

    2009-07-01

    Simulators provide an effective platform for the learning of clinical motor skills such as endotracheal intubation, although the optimal learning technique remains unidentified. We hypothesised that, for novices, experiential learning would improve the learning and retention of endotracheal intubation compared with guided learning. Year 4 medical students were randomised to either guided or experiential learning. Students in the guided group were taught using the conventional step-by-step technique. Students in the experiential group had to work out the correct technique for intubation on their own. Both groups had further opportunities to intubate manikins and patients during their postings. The students were recalled 3, 6, 9 and 12 months later, and their intubation skills assessed in four major categories: equipment preparation; intubation technique; successful intubation, and placement confirmation. A total of 210 students (107 guided, 103 experiential) participated in the study. At 3 months, 64.5% of the students in the experiential group successfully intubated the manikin, compared with 36.9% in the guided group (P experiential group also had higher overall scores, signifying quality of intubation attempts, at 3 months (79% versus 70%; P experiential group at 12 months. Success rates improved with time, reaching 86% at 12 months. Novices learned and retained the skill of endotracheal intubation better with experiential learning. This study suggests that experiential learning should be adopted for the teaching of endotracheal intubation and that refresher tuition at 3-monthly intervals will prevent the decay of this skill in infrequent users.

  7. Managerial Accounting. Study Guide.

    Science.gov (United States)

    Plachta, Leonard E.

    This self-instructional study guide is part of the materials for a college-level programmed course in managerial accounting. The study guide is intended for use by students in conjuction with a separate textbook, Horngren's "Accounting for Management Control: An Introduction," and a workbook, Curry's "Student Guide to Accounting for Management…

  8. Learning "While" Working: Success Stories on Workplace Learning in Europe

    Science.gov (United States)

    Lardinois, Rocio

    2011-01-01

    Cedefop's report "Learning while working: success stories on workplace learning in Europe" presents an overview of key trends in adult learning in the workplace. It takes stock of previous research carried out by Cedefop between 2003 and 2010 on key topics for adult learning: governance and the learning regions; social partner roles in…

  9. Ultrasound-Guided Breast Biopsy

    Science.gov (United States)

    ... Physician Resources Professions Site Index A-Z Ultrasound-Guided Breast Biopsy An ultrasound-guided breast biopsy uses ... of Ultrasound-Guided Breast Biopsy? What is Ultrasound-Guided Breast Biopsy? Lumps or abnormalities in the breast ...

  10. The Heuristic Method, Precursor of Guided Inquiry: Henry Armstrong and British Girls' Schools, 1890-1920

    Science.gov (United States)

    Rayner-Canham, Geoff; Rayner-Canham, Marelene

    2015-01-01

    Though guided-inquiry learning, discovery learning, student-centered learning, and problem-based learning are commonly believed to be recent new approaches to the teaching of chemistry, in fact, the concept dates back to the late 19th century. Here, we will show that it was the British chemist, Henry Armstrong, who pioneered this technique,…

  11. Agile practice guide

    CERN Document Server

    2017-01-01

    Agile Practice Guide – First Edition has been developed as a resource to understand, evaluate, and use agile and hybrid agile approaches. This practice guide provides guidance on when, where, and how to apply agile approaches and provides practical tools for practitioners and organizations wanting to increase agility. This practice guide is aligned with other PMI standards, including A Guide to the Project Management Body of Knowledge (PMBOK® Guide) – Sixth Edition, and was developed as the result of collaboration between the Project Management Institute and the Agile Alliance.

  12. [Ultrasound-guided peripheral catheterization].

    Science.gov (United States)

    Salleras-Duran, Laia; Fuentes-Pumarola, Concepció

    2016-01-01

    Peripheral catheterization is a technique that can be difficult in some patients. Some studies have recently described the use of ultrasound to guide the venous catheterization. To describe the success rate, time required, complications of ultrasound-guided peripheral venous catheterization. and patients and professionals satisfaction The search was performed in databases (Medline-PubMed, Cochrane Library, CINAHL and Cuiden Plus) for studies published about ultrasound-guided peripheral venous catheterization performed on patients that provided results on the success of the technique, complications, time used, patient satisfaction and the type of professional who performed the technique. A total of 21 studies were included. Most of them get a higher success rate 80% in the catheterization ecoguide and time it is not higher than the traditional technique. The Technical complications analyzed were arterial puncture rates and lower nerve 10%. In all studies measuring and comparing patient satisfaction in the art ecoguide is greater. Various professional groups perform the technique. The use of ultrasound for peripheral pipes has a high success rate, complications are rare and the time used is similar to that of the traditional technique. The technique of inserting catheters through ultrasound may be learned by any professional group performing venipuncture. Finally, it gets underscores the high patient satisfaction with the use of this technique. Copyright © 2015 Elsevier España, S.L.U. All rights reserved.

  13. Mathematics for physicists and engineers fundamentals and interactive study guide

    CERN Document Server

    Weltner, Klaus; Weber, Wolfgang J; Schuster, Peter; Grosjean, Jean

    2014-01-01

    This textbook offers an accessible and highly approved approach which is characterized by the combination of the textbook with a detailed study guide available online at our repository extras.springer.com. This study guide divides the whole learning task into small units which the student is very likely to master successfully. Thus he or she is asked to read and study a limited section of the textbook and to return to the study guide afterwards. Working with the study guide his or her learning results are controlled, monitored and deepened by graded questions, exercises, repetitions and finally by problems and applications of the content studied. Since the degree of difficulties is slowly rising the students gain confidence and experience their own progress in mathematical competence thus fostering motivation. Furthermore in case of learning difficulties he or she is given supplementary explanations and in case of individual needs supplementary exercises and applications. So the sequence of the studies is ind...

  14. Learning to care for older patients: hospitals and nursing homes as learning environments.

    Science.gov (United States)

    Huls, Marije; de Rooij, Sophia E; Diepstraten, Annemie; Koopmans, Raymond; Helmich, Esther

    2015-03-01

    A significant challenge facing health care is the ageing of the population, which calls for a major response in medical education. Most clinical learning takes place within hospitals, but nursing homes may also represent suitable learning environments in which students can gain competencies in geriatric medicine. This study explores what students perceive as the main learning outcomes of a geriatric medicine clerkship in a hospital or a nursing home, and explicitly addresses factors that may stimulate or hamper the learning process. This qualitative study falls within a constructivist paradigm: it draws on socio-cultural learning theory and is guided by the principles of constructivist grounded theory. There were two phases of data collection. Firstly, a maximum variation sample of 68 students completed a worksheet, giving brief written answers on questions regarding their geriatric medicine clerkships. Secondly, focus group discussions were conducted with 19 purposively sampled students. We used template analysis, iteratively cycling between data collection and analysis, using a constant comparative process. Students described a broad range of learning outcomes and formative experiences that were largely distinct from their learning in previous clerkships with regard to specific geriatric knowledge, deliberate decision making, end-of-life care, interprofessional collaboration and communication. According to students, the nursing home differed from the hospital in three aspects: interprofessional collaboration was more prominent; the lower resources available in nursing homes stimulated students to be creative, and students reported having greater autonomy in nursing homes compared with the more extensive educational guidance provided in hospitals. In both hospitals and nursing homes, students not only learn to care for older patients, but also describe various broader learning outcomes necessary to become good doctors. The results of our study, in particular the

  15. A Self-Assessment Guide for Resident Teaching Experiences.

    Science.gov (United States)

    Engle, Janet P; Franks, Amy M; Ashjian, Emily; Bingham, Angela L; Burke, John M; Erstad, Brian L; Haines, Seena L; Hilaire, Michelle L; Rager, Michelle L; Wienbar, Rebecca

    2016-06-01

    The 2015 American College of Clinical Pharmacy (ACCP) Educational Affairs Committee was charged with developing a self-assessment guide for residency programs to quantitatively and qualitatively evaluate the outcomes of resident teaching curricula. After extensively reviewing the literature, the committee developed assessment rubrics modeled after the 2013 ACCP white paper titled "Guidelines for Resident Teaching Experiences" and the revised American Society of Health-System Pharmacists (ASHP) 2014 accreditation standards for PGY1 residencies, which place greater emphasis on the teaching and learning curriculum (TLC) than the previous accreditation standards. The self-assessment guide developed by the present committee can serve as an assessment tool for both basic and expanded TLCs. It provides the criteria for program goals, mentoring, directed readings with topic discussions, teaching experiences, and assessment methodology. For an expanded TLC, the committee has provided additional guidance on developing a teaching philosophy, becoming involved in interactive seminars, expanding teaching experiences, developing courses, and serving on academic committees. All the guidelines listed in the present paper use the measures "not present," "developing," and "well developed" so that residency program directors can self-assess along the continuum and identify areas of excellence and areas for improvement. Residency program directors should consider using this new assessment tool to measure program quality and outcomes of residency teaching experiences. Results of the assessment will help residency programs focus on areas within the TLC that will potentially benefit from additional attention and possible modification. © 2016 Pharmacotherapy Publications, Inc.

  16. Guided Learning Applied to Optical Mineralogy

    Science.gov (United States)

    Driver, S. C.; Hunter, W. R.

    1975-01-01

    Describes an individual programmed study method used in a second year Geology course at the University of Melbourne. Outlines the criteria that make this instructional style useful and presents the student questionnaire used to evaluate the course. (GS)

  17. Understanding the guiding of kinesin/microtubule-based microtransporters in microfabricated tracks.

    Science.gov (United States)

    Ishigure, Yuki; Nitta, Takahiro

    2014-10-14

    Microtransporters using cargo-laden microtubules propelled by kinesin motors are attractive for numerous applications in nanotechnology. To improve the efficiency of transport, the movement of microtubules must be guided by microfabricated tracks. However, the mechanisms of the guiding methods used are not fully understood. Here, using computer simulation, we systematically studied the guiding of such microtransporters by three different types of guiding methods: a chemical boundary, a physical barrier, and their combination. The simulation reproduced the probabilities of guiding previously observed experimentally for the three methods. Moreover, the simulation provided further insight into the mechanisms of guiding, which overturn previous assumptions and models.

  18. Language Learning and MUDs: and Overview.

    Directory of Open Access Journals (Sweden)

    Rosa Macarro Asensio.

    2008-06-01

    Full Text Available This article shows the potential of MUDs in Language Learning Acquisition. At the same time, it intends to serve as an introduction to these nonprofit virtual environments so that those who have never been in a MUD could be able to discover and explore these virtual text worlds in the future. It starts with a brief definition and history of these computer environments, together with some comments and ideas found in previous studies. The article continues to enumerate the several features that make MUDs ideal spaces for language learning, ending with an introductory guide to use a specific MUD, NannyMUD. It also includes extra information to access this and other similar worlds.

  19. JavaScript The Definitive Guide

    CERN Document Server

    Flanagan, David

    2011-01-01

    Since 1996, JavaScript: The Definitive Guide has been the bible for JavaScript programmers-a programmer's guide and comprehensive reference to the core language and to the client-side JavaScript APIs defined by web browsers. The 6th edition covers HTML5 and ECMAScript 5. Many chapters have been completely rewritten to bring them in line with today's best web development practices. New chapters in this edition document jQuery and server side JavaScript. It's recommended for experienced programmers who want to learn the programming language of the Web, and for current JavaScript programmers wh

  20. Mac OS X Snow Leopard pocket guide

    CERN Document Server

    Seiblod, Chris

    2009-01-01

    Whether you're new to the Mac or a longtime user, this handy book is the quickest way to get up to speed on Snow Leopard. Packed with concise information in an easy-to-read format, Mac OS X Snow Leopard Pocket Guide covers what you need to know and is an ideal resource for problem-solving on the fly. This book goes right to the heart of Snow Leopard, with details on system preferences, built-in applications, and utilities. You'll also find configuration tips, keyboard shortcuts, guides for troubleshooting, lots of step-by-step instructions, and more. Learn about new features and changes s