Ontology-driven education: Teaching anatomy with intelligent 3D games on the web

Science.gov (United States)

Nilsen, Trond

Human anatomy is a challenging and intimidating subject whose understanding is essential to good medical practice, taught primarily using a combination of lectures and the dissection of human cadavers. Lectures are cheap and scalable, but do a poor job of teaching spatial understanding, whereas dissection lets students experience the body's interior first-hand, but is expensive, cannot be repeated, and is often imperfect. Educational games and online learning activities have the potential to supplement these teaching methods in a cheap and relatively effective way, but they are difficult for educators to customize for particular curricula and lack the tutoring support that human instructors provide. I present an approach to the creation of learning activities for anatomy called ontology-driven education, in which the Foundational Model of Anatomy, an ontological representation of knowledge about anatomy, is leveraged to generate educational content, model student knowledge, and support learning activities and games in a configurable web-based educational framework for anatomy.

Deep dissection: motivating students beyond rote learning in veterinary anatomy.

Science.gov (United States)

Cake, Martin A

2006-01-01

The profusion of descriptive, factual information in veterinary anatomy inevitably creates pressure on students to employ surface learning approaches and "rote learning." This phenomenon may contribute to negative perceptions of the relevance of anatomy as a discipline. Thus, encouraging deep learning outcomes will not only lead to greater satisfaction for both instructors and learners but may have the added effect of raising the profile of and respect for the discipline. Consideration of the literature reveals the broad scope of interventions required to motivate students to go beyond rote learning. While many of these are common to all disciplines (e.g., promoting active learning, making higher-order goals explicit, reducing content in favor of concepts, aligning assessment with outcomes), other factors are peculiar to anatomy, such as the benefits of incorporating clinical tidbits, "living anatomy," the anatomy museum, and dissection classes into a "learning context" that fosters deep approaches. Surprisingly, the 10 interventions discussed focus more on factors contributing to student perceptions of the course than on drastic changes to the anatomy course itself. This is because many traditional anatomy practices, such as dissection and museum-based classes, are eminently compatible with active, student-centered learning strategies and the adoption of deep learning approaches by veterinary students. Thus the key to encouraging, for example, dissection for deep learning ("deep dissection") lies more in student motivation, personal engagement, curriculum structure, and "learning context" than in the nature of the learning activity itself.

Near-Peer Teaching in an Anatomy Course with a Low Faculty-to-Student Ratio

Science.gov (United States)

Duran, Claudia Elisa Pamanes; Bahena, Eduardo Navarro; Rodriguez, Maria de los Angeles Garcia; Baca, Guillermo Jacobo; Uresti, Antonio Sanchez; Elizondo-Omana, Rodrigo Enrique; Lopez, Santos Guzman

2012-01-01

Near-peer teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. The goal of the present study is to describe the design and implementation of near-peer…

Human anatomy: let the students tell us how to teach.

Science.gov (United States)

Davis, Christopher R; Bates, Anthony S; Ellis, Harold; Roberts, Alice M

2014-01-01

Anatomy teaching methods have evolved as the medical undergraduate curriculum has modernized. Traditional teaching methods of dissection, prosection, tutorials and lectures are now supplemented by anatomical models and e-learning. Despite these changes, the preferences of medical students and anatomy faculty towards both traditional and contemporary teaching methods and tools are largely unknown. This study quantified medical student and anatomy faculty opinion on various aspects of anatomical teaching at the Department of Anatomy, University of Bristol, UK. A questionnaire was used to explore the perceived effectiveness of different anatomical teaching methods and tools among anatomy faculty (AF) and medical students in year one (Y1) and year two (Y2). A total of 370 preclinical medical students entered the study (76% response rate). Responses were quantified and intergroup comparisons were made. All students and AF were strongly in favor of access to cadaveric specimens and supported traditional methods of small-group teaching with medically qualified demonstrators. Other teaching methods, including e-learning, anatomical models and surgical videos, were considered useful educational tools. In several areas there was disharmony between the opinions of AF and medical students. This study emphasizes the importance of collecting student preferences to optimize teaching methods used in the undergraduate anatomy curriculum. © 2013 American Association of Anatomists.

An electronic instructor for gross anatomy dissection.

Science.gov (United States)

Josephson, Eleanor M; Moore, Larry J

2006-01-01

Gross anatomy is time consuming to teach and to learn. Because the process of dissection takes up so much student time, assistance in the form of an in-lab instructional DVD program might improve student performance. The DVD could be viewed with a portable device by individual dissection groups at their tables. Groups could dissect at their own pace, with access to step-by-step demonstrations and answers to frequently asked anatomical questions. We created an instructional DVD program demonstrating dissection of the canine ventral neck and thoracic limb. The effect on student exam scores of using the DVD versus not using it was measured in a controlled, two-sample study using incoming first-year veterinary students as volunteers. Volunteers were told the study was of two different dissection methods; the DVD was not specifically mentioned until after the students were separated into two groups (Blue/DVD group and Orange/No DVD group), and then only to volunteers in the Blue group. Except for the DVD, the two groups had the same resources. The difference in scores on an exam given after a single dissection period did not differ sufficiently to conclude that DVD use raised the mean score; however, 73% of the DVD group scored 60% or higher, while only 38% of the No DVD group scored 60% or higher. The difference in mean scores overall was 2.3 points out of a possible 49, suggesting that the DVD helped students, especially those with lower scores, to earn two to three more points than they would have otherwise.

Understanding Protein Synthesis: A Role-Play Approach in Large Undergraduate Human Anatomy and Physiology Classes

Science.gov (United States)

Sturges, Diana; Maurer, Trent W.; Cole, Oladipo

2009-01-01

This study investigated the effectiveness of role play in a large undergraduate science class. The targeted population consisted of 298 students enrolled in 2 sections of an undergraduate Human Anatomy and Physiology course taught by the same instructor. The section engaged in the role-play activity served as the study group, whereas the section…

An exploration of implications for the development of Pilates instructor system through identification of instructors’ difficulties

Science.gov (United States)

Roh, Su Yeon

2016-01-01

This study is aimed at exploring ideas for the development of Pilates instructor qualification system by identifying a range of difficulties Pilates instructors are experiencing. Open-ended questionnaires and semi-structured interviews were conducted to collect data before they were analyzed with inductive content analysis method. In consideration of the difficulties Pilates instructors experience during three qualification stages (before-during-after qualification education), three key categories were incorporated in the collected data: (1) lack of information on Pilates qualification system, (2) difficulties in understanding the human anatomy related with the diverse movements taught in Pilates classes and its application to Pilates practice, (3) need for professional development through retraining. Based on these findings, a need for rethinking the monitoring and evaluation process for Pilates qualification system and Pilates education in Korea was identified. In addition, we need to summarize and offer information on a range of Pilates qualifications. And the quality of Pilates instructor education program should be improved as well by proving them a range of teaching methods including microteaching, discussion-based lessons as well as reading and writing sessions and other necessary teaching media. PMID:27656634

Optical versus Virtual: Teaching Assistant Perceptions of the Use of Virtual Microscopy in an Undergraduate Human Anatomy Course

Science.gov (United States)

Collier, Larissa; Dunham, Stacey; Braun, Mark W.; O'Loughlin, Valerie Dean

2012-01-01

Many studies that evaluate the introduction of technology in the classroom focus on student performance and student evaluations. This study focuses on instructor evaluation of the introduction of virtual microscopy into an undergraduate anatomy class. Semi-structured interviews were conducted with graduate teaching assistants (TA) and analyzed…

What Anatomy Is Clinically Useful and When Should We Be Teaching It?

Science.gov (United States)

Leveritt, Simon; McKnight, Gerard; Edwards, Kimberley; Pratten, Margaret; Merrick, Deborah

2016-01-01

Anatomy teaching, once thought of as being the cornerstone of medical education, has undergone much change in the recent years. There is now growing concern for falling standards in medical graduates' anatomical knowledge, coupled with a reduction in teaching time and appropriately qualified teaching staff. With limited contact hours available to…

Improving gross anatomy learning using reciprocal peer teaching.

Science.gov (United States)

Manyama, Mange; Stafford, Renae; Mazyala, Erick; Lukanima, Anthony; Magele, Ndulu; Kidenya, Benson R; Kimwaga, Emmanuel; Msuya, Sifael; Kauki, Julius

2016-03-22

The use of cadavers in human anatomy teaching requires adequate number of anatomy instructors who can provide close supervision of the students. Most medical schools are facing challenges of lack of trained individuals to teach anatomy. Innovative techniques are therefore needed to impart adequate and relevant anatomical knowledge and skills. This study was conducted in order to evaluate the traditional teaching method and reciprocal peer teaching (RPT) method during anatomy dissection. Debriefing surveys were administered to the 227 first year medical students regarding merits, demerits and impact of both RPT and Traditional teaching experiences on student's preparedness prior to dissection, professionalism and communication skills. Out of this, 159 (70 %) completed the survey on traditional method while 148 (65.2 %) completed survey on RPT method. An observation tool for anatomy faculty was used to assess collaboration, professionalism and teaching skills among students. Student's scores on examinations done before introduction of RPT were compared with examinations scores after introduction of RPT. Our results show that the mean performance of students on objective examinations was significantly higher after introduction of RPT compared to the performance before introduction of RPT [63.7 ± 11.4 versus 58.6 ± 10, mean difference 5.1; 95 % CI = 4.0-6.3; p-value peers and faculty compared to 38 % for the tradition method. The majority of faculty reported that the learning environment of the dissection groups was very active learning during RPT sessions and that professionalism was observed by most students during discussions. Introduction of RPT in our anatomy dissection laboratory was generally beneficial to both students and faculty. Both objective (student performance) and subjective data indicate that RPT improved student's performance and had a positive learning experience impact. Our future plan is to continue RPT practice and continually

Learning styles and strategies preferences of Iranian medical students in gross anatomy courses and their correlations with gender.

Science.gov (United States)

Atlasi, Mohammad Ali; Moravveji, Alireza; Nikzad, Hossein; Mehrabadi, Vahid; Naderian, Homayoun

2017-12-01

The learning approaches can help anatomy teachers design a suitable curriculum in harmony with their students' learning styles. The research objective is to evaluate gross anatomy learning styles and strategies preferences of Iranian medical students at Kashan University of Medical Sciences (KAUMS). This cross-sectional questionnaire-based study was carried out on 237 Iranian medical students. The students answered questions on approaches to learning anatomy and expressed opinions about learning anatomy in medical curriculum. The data were analyzed to disclose statistically significant differences between male and female students. Iranian male and female students were interested in learning anatomy using notes, plastic models, pictures and diagrams, clinical context, dissection and prosection of cadavers; however, they rarely used cross-sectional images and web-based resources. Both groups of medical students used region and system in learning anatomy. However, there existed some striking differences, particularly in having difficulty in studying anatomy using cadaveric specimens, using books alone, and learning it in small groups. Male students were less interested in learning with cadavers than female counterparts. However, female students were more interested in learning anatomy in small groups. This study suggests that instructors should design gross anatomy curriculum based on limitations of using dissection of cadaver in Iranian universities, emphasis on the applied anatomy, and learning of gross anatomy in small groups.

14 CFR 121.412 - Qualifications: Flight instructors (airplane) and flight instructors (simulator).

Science.gov (United States)

2010-01-01

... (airplane) and flight instructors (simulator). 121.412 Section 121.412 Aeronautics and Space FEDERAL... OPERATIONS Training Program § 121.412 Qualifications: Flight instructors (airplane) and flight instructors (simulator). (a) For the purposes of this section and § 121.414: (1) A flight instructor (airplane) is a...

Developing and implementing an assessment method to evaluate a virtual canine anatomy program.

Science.gov (United States)

Linton, Andrea; Schoenfeld-Tacher, Regina; Whalen, L Ray

2005-01-01

A computer-based anatomy program, Virtual Canine Anatomy: The Head, was incorporated into a first-year veterinary dissection laboratory two years ago to address challenges inherent in the traditional pedagogical approach. The program uses specimen photographs, QuickTime Virtual Reality, and interactive features to help students study the dissection, osteology, and radiology of the canine head. Photographs of each phase of dissection are displayed in the program, along with dissection instructions. Students can click on anatomical structures in each photograph to highlight the selected structure and display a complete description of it. Related structures and views are accessible through hyperlinks. This study was designed to measure student and faculty attitudes toward the instructional software, to gauge its effect on student achievement, and to propose evaluation methodology and instrumentation for similar projects. Observations, interviews, focus groups, surveys, and test results were used for this assessment. Results suggest positive student and faculty attitudes toward the program. Students felt the program met their needs, increased their confidence and efficiency, and was easy to use. Both students and instructors felt the program was beneficial during dissection. There was no significant change in student achievement on course tests. Future research will measure the program's effect on student-instructor interactions.

Nasal Anatomy

Science.gov (United States)

... Caregivers Contact ARS HOME ANATOMY Nasal Anatomy Sinus Anatomy Nasal Physiology Nasal Endoscopy Skull Base Anatomy Virtual Anatomy Disclosure ... Size + - Home > ANATOMY > Nasal Anatomy Nasal Anatomy Sinus Anatomy Nasal Physiology Nasal Endoscopy Skull Base Anatomy Virtual Anatomy Disclosure ...

Sinus Anatomy

Science.gov (United States)

... Caregivers Contact ARS HOME ANATOMY Nasal Anatomy Sinus Anatomy Nasal Physiology Nasal Endoscopy Skull Base Anatomy Virtual Anatomy Disclosure ... Size + - Home > ANATOMY > Sinus Anatomy Nasal Anatomy Sinus Anatomy Nasal Physiology Nasal Endoscopy Skull Base Anatomy Virtual Anatomy Disclosure ...

Instructor Credibility across Disciplines: Identifying Students' Differentiated Expectations of Instructor Behaviors

Science.gov (United States)

Obermiller, Carl; Ruppert, Bryan; Atwood, April

2012-01-01

Business communication instructors can face a unique set of challenges to maintain their credibility with students. Communication plays an important role in the instructor-student relationship, and students judge instructors' ability to teach communication based on their ability to practice what they teach. The authors' empirical study shows that…

Instructor training

International Nuclear Information System (INIS)

Yuzhakov, A.Yu.

1995-01-01

A SAT-based Instructor Training Course was developed and implemented at NVTC. The duration of the initial course is 3 weeks and 2 weeks for annual refresher course. NVTC has had much experience with this Instructor Training Course generating the following lessons-learned: SAT implementation needs to be supported by plant management; age of instructors; developments of training materials and conducting training at the same time; knowledge and use of the PC; English language skills; social transitioning from the NPP to the TC; motivation; workplace environment and conditions

Instructor qualification for radiation safety training at a national laboratory

International Nuclear Information System (INIS)

Trinoskey, P.A.

1994-10-01

Prior to 1993, Health Physics Training (HPT) was conducted by the Lawrence Livermore National Laboratory (LLNL) health physics group. The job requirements specified a Masters Degree and experience. In fact, the majority of Health Physicists in the group were certified by the American Board of Health Physics. Under those circumstances, it was assumed that individuals in the group were technically qualified and the HPT instructor qualification stated that. In late 1993, the Health Physics Group at the LLNL was restructured and the training function was assigned to the training group. Additional requirements for training were mandated by the Department of Energy (DOE), which would necessitate increasing the existing training staff. With the need to hire, and the policy of reassignment of employees during downsizing, it was imperative that formal qualification standards be developed for technical knowledge. Qualification standards were in place for instructional capability. In drafting the new training qualifications for instructors, the requirements of a Certified Health Physicists had to be modified due to supply and demand. Additionally, for many of the performance-based training courses, registration by the National Registry of Radiation Protection Technologists is more desirable. Flexibility in qualification requirements has been incorporated to meet the reality of ongoing training and the compensation for desirable skills of individuals who may not meet all the criteria. The qualification requirements for an instructor rely on entry-level requirements and emphasis on goals (preferred) and continuing development of technical and instructional capabilities

The Military Instructor's Handbook

DEFF Research Database (Denmark)

Sjøstedt, Peter; Grønlund, Thomas

The Military Instructor's handbook was written for the basic professional training of instructors in the danish defence. The book describes the work of instructors and their areas of responsibility, and it offers guidance and direction on how to plan, conduct and evaluate learning activities...

Comparison of a gross anatomy laboratory to online anatomy software for teaching anatomy.

Science.gov (United States)

Mathiowetz, Virgil; Yu, Chih-Huang; Quake-Rapp, Cindee

2016-01-01

This study was designed to assess the grades, self-perceived learning, and satisfaction between occupational therapy students who used a gross anatomy laboratory versus online anatomy software (AnatomyTV) as tools to learn anatomy at a large public university and a satellite campus in the mid-western United States. The goal was to determine if equivalent learning outcomes could be achieved regardless of learning tool used. In addition, it was important to determine why students chose the gross anatomy laboratory over online AnatomyTV. A two group, post-test only design was used with data gathered at the end of the course. Primary outcomes were students' grades, self-perceived learning, and satisfaction. In addition, a survey was used to collect descriptive data. One cadaver prosection was available for every four students in the gross anatomy laboratory. AnatomyTV was available online through the university library. At the conclusion of the course, the gross anatomy laboratory group had significantly higher grade percentage, self-perceived learning, and satisfaction than the AnatomyTV group. However, the practical significance of the difference is debatable. The significantly greater time spent in gross anatomy laboratory during the laboratory portion of the course may have affected the study outcomes. In addition, some students may find the difference in (B+) versus (A-) grade as not practically significant. Further research needs to be conducted to identify what specific anatomy teaching resources are most effective beyond prosection for students without access to a gross anatomy laboratory. © 2015 American Association of Anatomists.

Personalized instructor responses to guided student reflections: Analysis of two instructors' perspectives and practices

Science.gov (United States)

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

2017-11-01

One way to foster a supportive culture in physics departments is for instructors to provide students with personal attention regarding their academic difficulties. To this end, we have developed the Guided Reflection Form (GRF), an online tool that facilitates student reflections and personalized instructor responses. In the present work, we report on the experiences and practices of two instructors who used the GRF in an introductory physics lab course. Our analysis draws on two sources of data: (i) post-semester interviews with both instructors and (ii) the instructors' written responses to 134 student reflections. Interviews focused on the instructors' perceptions about the goals and framing of the GRF activity, and characteristics of good or bad feedback. Their GRF responses were analyzed for the presence of up to six types of statement: encouraging statements, normalizing statements, empathizing statements, strategy suggestions, resource suggestions, and feedback to the student on the structure of students' reflections. We find that both instructors used all six response types, in alignment with their perceptions of what counts as good feedback. In addition, although each instructor had their own unique feedback style, both instructors' feedback practices were compatible with two principles for effective feedback: praise should focus on effort, express confidence in students' abilities, and be sincere; and process-level feedback should be specific and strategy-oriented. This exploratory qualitative investigation demonstrates that the GRF can serve as a mechanism for instructors to pay personal attention to their students. In addition, it opens the door to future work about the impact of the GRF on student-teacher interactions.

Improvements in anatomy knowledge when utilizing a novel cyclical "Observe-Reflect-Draw-Edit-Repeat" learning process.

Science.gov (United States)

Backhouse, Mark; Fitzpatrick, Michael; Hutchinson, Joseph; Thandi, Charankumal S; Keenan, Iain D

2017-01-01

Innovative educational strategies can provide variety and enhance student learning while addressing complex logistical and financial issues facing modern anatomy education. Observe-Reflect-Draw-Edit-Repeat (ORDER), a novel cyclical artistic process, has been designed based on cognitivist and constructivist learning theories, and on processes of critical observation, reflection and drawing in anatomy learning. ORDER was initially investigated in the context of a compulsory first year surface anatomy practical (ORDER-SAP) at a United Kingdom medical school in which a cross-over trial with pre-post anatomy knowledge testing was utilized and student perceptions were identified. Despite positive perceptions of ORDER-SAP, medical student (n = 154) pre-post knowledge test scores were significantly greater (P learning methods (3.26, SD = ±2.25) than with ORDER-SAP (2.17, ±2.30). Based on these findings, ORDER was modified and evaluated in the context of an optional self-directed gross anatomy online interactive tutorial (ORDER-IT) for participating first year medical students (n = 55). Student performance was significantly greater (P  0.05) to those students without these characteristics. These findings will be of value to anatomy instructors seeking to engage students from diverse learning backgrounds in a research-led, innovative, time and cost-effective learning method, in the context of contrasting learning environments. Anat Sci Educ 10: 7-22. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Student perceptions and effectiveness of an innovative learning tool: Anatomy Glove Learning System.

Science.gov (United States)

Lisk, Kristina; McKee, Pat; Baskwill, Amanda; Agur, Anne M R

2015-01-01

A trend in anatomical education is the development of alternative pedagogical approaches to replace or complement experiences in a cadaver laboratory; however, empirical evidence on their effectiveness is often not reported. This study aimed to evaluate the effectiveness of Anatomy Glove Learning System (AGLS), which enables students to learn the relationship between hand structure and function by drawing the structures onto a worn glove with imprinted bones. Massage therapy students (n = 73) were allocated into two groups and drew muscles onto either: (1) the glove using AGLS instructional videos (3D group); or (2) paper with palmar/dorsal views of hand bones during an instructor-guided activity (2D group). A self-confidence measure and knowledge test were completed before, immediately after, and one-week following the learning conditions. Self-confidence of hand anatomy in the 3D group gradually increased (3.2/10, 4.7/10, and 4.8/10), whereas self-confidence in the 2D group began to decline one-week later (3.2/10, 4.4/10, and 3.9/10). Knowledge of hand anatomy improved in both groups immediately after learning, (P learning tool (mean = 8.6 ± 2.2). This study provides evidence demonstrating that AGLS and the traditional 2D learning approach are equally effective in promoting students' self-confidence and knowledge of hand anatomy. © 2014 American Association of Anatomists.

Comparison of a Gross Anatomy Laboratory to Online Anatomy Software for Teaching Anatomy

Science.gov (United States)

Mathiowetz, Virgil; Yu, Chih-Huang; Quake-Rapp, Cindee

2016-01-01

This study was designed to assess the grades, self-perceived learning, and satisfaction between occupational therapy students who used a gross anatomy laboratory versus online anatomy software (AnatomyTV) as tools to learn anatomy at a large public university and a satellite campus in the mid-western United States. The goal was to determine if…

The Digestive System [and] Instructor's Guide. Instructional Materials in Anatomy and Physiology for Pennsylvania Health Occupations Programs.

Science.gov (United States)

National Evaluation Systems, Inc., Amherst, MA.

This instructional modular unit wlth instructor's guide provides materials on important aspects of one of the major systems of the human body--the digestive system. Its purpose is to introduce the student to the structures and functions of the human digestive system--and the interrelationships of the two--and to familiarize the student with some…

We are what we do: Examining learner-generated content in the anatomy laboratory through the lens of activity theory.

Science.gov (United States)

Doubleday, Alison F; Wille, Sarah J

2014-01-01

Video and photography are often used for delivering content within the anatomical sciences. However, instructors typically produce these resources to provide instructional or procedural information. Although the benefits of learner-generated content have been explored within educational research, virtually no studies have investigated the use of learner-generated video and photograph content within anatomy dissection laboratories. This study outlines an activity involving learner-generated video diaries and learner-generated photograph assignments produced during anatomy laboratory sessions. The learner-generated photographs and videos provided instructors with a means of formative assessment and allowed instructors to identify evidence of collaborative behavior in the laboratory. Student questionnaires (n = 21) and interviews (n = 5), as well as in-class observations, were conducted to examine student perspectives on the laboratory activities. The quantitative and qualitative data were examined using the framework of activity theory to identify contradictions between student expectations of, and engagement with, the activity and the actual experiences of the students. Results indicate that learner-generated photograph and video content can act as a rich source of data on student learning processes and can be used for formative assessment, for observing collaborative behavior, and as a starting point for class discussions. This study stresses the idea that technology choice for activities must align with instructional goals. This research also highlights the utility of activity theory as a framework for assessing classroom and laboratory activities, demonstrating that this approach can guide the development of laboratory activities. © 2014 American Association of Anatomists.

Effects of Instructor Attractiveness on Learning.

Science.gov (United States)

Westfall, Richard; Millar, Murray; Walsh, Mandy

2016-01-01

Although a considerable body of research has examined the impact of student attractiveness on instructors, little attention has been given to the influence of instructor attractiveness on students. This study tested the hypothesis that persons would perform significantly better on a learning task when they perceived their instructor to be high in physical attractiveness. To test the hypothesis, participants listened to an audio lecture while viewing a photograph of instructor. The photograph depicted either a physically attractive instructor or a less attractive instructor. Following the lecture, participants completed a forced choice recognition task covering material from the lecture. Consistent with the predictions; attractive instructors were associated with more learning. Finally, we replicated previous findings demonstrating the role attractiveness plays in person perception.

Competency profile of Fitness Instructor

OpenAIRE

Peterová, Marta

2011-01-01

Title: COMPETENCY PROFILE OF FITNESS INSTRUCTOR Objectives: The aim of this work is to find out competencies of fitness instructor and make a competency profile, containing competencies, which are important for excellent fitness instructor. Methods: I applied the method of interview and the method of research in my thesis. The interview was used to make a list of competencies of fitness instructor. The research was applied in the final part of making competency profile, for an attestation of ...

How useful is YouTube in learning heart anatomy?

Science.gov (United States)

Raikos, Athanasios; Waidyasekara, Pasan

2014-01-01

Nowadays more and more modern medical degree programs focus on self-directed and problem-based learning. That requires students to search for high quality and easy to retrieve online resources. YouTube is an emerging platform for learning human anatomy due to easy access and being a free service. The purpose of this study is to make a quantitative and qualitative analysis of the available human heart anatomy videos on YouTube. Using the search engine of the platform we searched for relevant videos using various keywords. Videos with irrelevant content, animal tissue, non-English language, no sound, duplicates, and physiology focused were excluded from further elaboration. The initial search retrieved 55,525 videos, whereas only 294 qualified for further analysis. A unique scoring system was used to assess the anatomical quality and details, general quality, and the general data for each video. Our results indicate that the human heart anatomy videos available on YouTube conveyed our anatomical criteria poorly, whereas the general quality scoring found borderline. Students should be selective when looking up on public video databases as it can prove challenging, time consuming, and the anatomical information may be misleading due to absence of content review. Anatomists and institutions are encouraged to prepare and endorse good quality material and make them available online for the students. The scoring rubric used in the study comprises a valuable tool to faculty members for quality evaluation of heart anatomy videos available on social media platforms. Copyright © 2013 American Association of Anatomists.

Training of OJT instructors

International Nuclear Information System (INIS)

Wiggin, N.A.

1987-01-01

OJT (on-the-job) instructor training needs to include several important elements. They need to provide OJT instructors with the policies and procedures for conducting and documenting the training; they need to acquaint them with performance objectives and train them to measure performance against these objectives; but most of all they need to teach them how to demonstrate a manipulative skill at the level of the objective, for this is the most likely single teaching method that the OJT instructor will use. This teaching skill consists of several discrete elements, all of which can be taught and learned. Finally, the OJT instructor needs to know how to create a job performance measure to assess the achievement of the learners. This paper describes such a training program

Influence of the wording of evaluation items on outcome-based evaluation results for large-group teaching in anatomy, biochemistry and legal medicine.

Science.gov (United States)

Anders, Sven; Pyka, Katharina; Mueller, Tjark; von Streinbuechel, Nicole; Raupach, Tobias

2016-11-01

Student learning outcome is an important dimension of teaching quality in undergraduate medical education. Measuring an increase in knowledge during teaching requires repetitive objective testing which is usually not feasible. As an alternative, student learning outcome can be calculated from student self-ratings. Comparative self-assessment (CSA) gain reflects the performance difference before and after teaching, adjusted for initial knowledge. It has been shown to be a valid proxy measure of actual learning outcome derived from objective tests. However, student self-ratings are prone to a number of confounding factors. In the context of outcome-based evaluation, the wording of self-rating items is crucial to the validity of evaluation results. This randomized trial assessed whether including qualifiers in these statements impacts on student ratings and CSA gain. First-year medical students self-rated their initial (then-test) and final (post-test) knowledge for lectures in anatomy, biochemistry and legal medicine, respectively, and 659 questionnaires were retrieved. Six-point scales were used for self-ratings with 1 being the most positive option. Qualifier use did not affect then-test ratings but was associated with slightly less favorable post-test ratings. Consecutively, mean CSA gain was smaller for items containing qualifiers than for items lacking qualifiers (50.6±15.0% vs. 56.3±14.6%, p=0.079). The effect was more pronounced (Cohen's d=0.82) for items related to anatomy. In order to increase fairness of outcome-based evaluation and increase the comparability of CSA gain data across subjects, medical educators should agree on a consistent approach (qualifiers for all items or no qualifiers at all) when drafting self-rating statements for outcome-based evaluation. Copyright © 2016 Elsevier GmbH. All rights reserved.

Advance organizers in a gross anatomy dissection course and their effects on academic achievement.

Science.gov (United States)

Chung, Eun-Kyung; Nam, Kwang-Il; Oh, Sun-A; Han, Eui-Ryoung; Woo, Young-Jong; Hitchcock, Maurice A

2013-04-01

We presented two kinds of advance organizers (AOs), video clips and prosection, for a gross anatomy dissection course and compared their effects on academic achievement and student perception of the learning experience. In total, 141 students at Chonnam National University Medical School were randomly assigned to two groups: Group 1 (n = 70) was provided with video clips AO, whereas Group 2 (n = 71) was provided with prosection AO, the use of cadaveric specimens dissected by the course instructor. Student self-assessment scores regarding the learning objectives of upper limb anatomy improved significantly in both groups. Academic achievement scores in Group 2 were significantly higher than those in Group 1, although the self-assessment scores were not significantly different between the groups. Additionally, students in Group 2 responded significantly more positively to the statements about perception of the learning experience such as helping them understand the course content and concepts, decreasing anxiety about the dissection course, and participating actively in the dissection. It would seem that the application of prosection as an AO improved academic achievement and increased student engagement and satisfaction. This study will contribute to designing effective AOs and developing a teaching and learning strategy for a gross anatomy dissection course. Copyright © 2012 Wiley Periodicals, Inc.

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator

DEFF Research Database (Denmark)

Strandbygaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde

2013-01-01

% vs 49%; P = 0.004). Men used less time (in minutes) than women (P = 0.037), but no sex difference was observed for repetitions (P = 0.20). Participants in the intervention group had higher self-perception regarding surgical skills after the trial (P = 0.011). CONCLUSIONS:: Instructor feedback...... increases the efficiency when training a complex operational task on a virtual reality simulator; time and repetitions used to achieve a predefined proficiency level were significantly reduced in the group that received instructor feedback compared with the control group. Trial registration number: NCT......OBJECTIVE:: To investigate the impact of instructor feedback versus no instructor feedback when training a complex operational task on a laparoscopic virtual reality simulator. BACKGROUND:: Simulators are now widely accepted as a training tool, but there is insufficient knowledge about how much...

Larynx Anatomy

Science.gov (United States)

... e.g. -historical Searches are case-insensitive Larynx Anatomy Add to My Pictures View /Download : Small: 648x576 ... View Download Large: 2700x2400 View Download Title: Larynx Anatomy Description: Anatomy of the larynx; drawing shows the ...

Vulva Anatomy

Science.gov (United States)

... e.g. -historical Searches are case-insensitive Vulva Anatomy Add to My Pictures View /Download : Small: 720x634 ... View Download Large: 3000x2640 View Download Title: Vulva Anatomy Description: Anatomy of the vulva; drawing shows the ...

Pharynx Anatomy

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... e.g. -historical Searches are case-insensitive Pharynx Anatomy Add to My Pictures View /Download : Small: 720x576 ... View Download Large: 3000x2400 View Download Title: Pharynx Anatomy Description: Anatomy of the pharynx; drawing shows the ...

14 CFR 91.1095 - Initial and transition training and checking: Flight instructors (aircraft), flight instructors...

Science.gov (United States)

2010-01-01

... instructor certificate— (i) The fundamental principles of the teaching-learning process; (ii) Teaching... Management § 91.1095 Initial and transition training and checking: Flight instructors (aircraft), flight...

A new system to reduce formaldehyde levels improves safety conditions during gross veterinary anatomy learning.

Science.gov (United States)

Nacher, Víctor; Llombart, Cristina; Carretero, Ana; Navarro, Marc; Ysern, Pere; Calero, Sebastián; Fígols, Enric; Ruberte, Jesús

2007-01-01

Dissection is a very useful method of learning veterinary anatomy. However, formaldehyde, which is widely used to preserve cadavers, is an irritant, and it has recently been classified as a carcinogen. In 1997, the Instituto Nacional de Seguridad e Higiene en el Trabajo [National Institute of Workplace Security and Hygiene] found that the levels of formaldehyde in our dissection room were above the threshold limit values. Unfortunately, no optimal substitute for formaldehyde is currently available. Therefore, we designed a new ventilation system that combines slow propulsion of fresh air from above the dissection table and rapid aspiration of polluted air from the perimeter. Formaldehyde measurements performed in 2004, after the introduction of this new system into our dissection laboratory, showed a dramatic reduction (about tenfold, or 0.03 ppm). A suitable propelling/aspirating air system successfully reduces the concentration of formaldehyde in the dissection room, significantly improving safety conditions for students, instructors, and technical staff during gross anatomy learning.

Changing Instructor's Roles in Virtual Worlds

Science.gov (United States)

Berge, Zane L.

2008-01-01

Berge's Instructor's Roles Model categorized the instructor's roles as pedagogical, social, managerial, and technical. Developed more than a decade ago, this model described changing roles for instructors as they transitioned from in-person classrooms to teaching online. Today, as virtual worlds emerge and are being used as educational platforms,…

Hand Anatomy

Science.gov (United States)

... All Topics A-Z Videos Infographics Symptom Picker Anatomy Bones Joints Muscles Nerves Vessels Tendons About Hand Surgery What is ... Hand Therapist? Media Find a Hand Surgeon Home Anatomy Bones Joints Muscles Nerves Vessels Tendons Anatomy The upper extremity is ...

The place of surface anatomy in the medical literature and undergraduate anatomy textbooks.

Science.gov (United States)

Azer, Samy A

2013-01-01

The aims of this review were to examine the place of surface anatomy in the medical literature, particularly the methods and approaches used in teaching surface and living anatomy and assess commonly used anatomy textbooks in regard to their surface anatomy contents. PubMed and MEDLINE databases were searched using the following keywords "surface anatomy," "living anatomy," "teaching surface anatomy," "bony landmarks," "peer examination" and "dermatomes". The percentage of pages covering surface anatomy in each textbook was calculated as well as the number of images covering surface anatomy. Clarity, quality and adequacy of surface anatomy contents was also examined. The search identified 22 research papers addressing methods used in teaching surface anatomy, 31 papers that can help in the improvement of surface anatomy curriculum, and 12 anatomy textbooks. These teaching methods included: body painting, peer volunteer surface anatomy, use of a living anatomy model, real time ultrasound, virtual (visible) human dissector (VHD), full body digital x-ray of cadavers (Lodox(®) Statscan(®) images) combined with palpating landmarks on peers and the cadaver, as well as the use of collaborative, contextual and self-directed learning. Nineteen of these studies were published in the period from 2006 to 2013. The 31 papers covered evidence-based and clinically-applied surface anatomy. The percentage of surface anatomy in textbooks' contents ranged from 0 to 6.2 with an average of 3.4%. The number of medical illustrations on surface anatomy varied from 0 to 135. In conclusion, although there has been a progressive increase in publications addressing methods used in teaching surface anatomy over the last six to seven years, most anatomy textbooks do not provide students with adequate information about surface anatomy. Only three textbooks provided a solid explanation and foundation of understanding surface anatomy. © 2013 American Association of Anatomists.

17 CFR 240.3b-8 - Definitions of “Qualified OTC Market Maker, Qualified Third Market Maker” and “Qualified Block...

Science.gov (United States)

2010-04-01

... Market Maker, Qualified Third Market Makerâ and âQualified Block Positionerâ. 240.3b-8 Section 240.3b-8... “Qualified Block Positioner”. For the purposes of Regulation U under the Act (12 CFR part 221): (a) The term... inventory turnover in such security. (c) The term Qualified Block Positioner means a dealer who (1) is a...

Developing and maintaining instructor capabilities

International Nuclear Information System (INIS)

Flynn, W.P.; Smith, G.

1985-01-01

The New York Power Authority, after surveying available courses, decided to develop an in-house instructor training program. Following the principles of the Systems Approach to Training the course embodied the results of a job analysis resulting in a program containing instruction in Educational Philosophy, the Systems Approach to Training, Methods and Media, and Testing. The course content is covered through classroom instruction, on-the-job training, instructor evaluations, and assignments. Instructors completing the program continue to maintain skills with inservice training

An exploration of implications for the development of Pilates instructor system through identification of instructors? difficulties

OpenAIRE

Roh, Su Yeon

2016-01-01

This study is aimed at exploring ideas for the development of Pilates instructor qualification system by identifying a range of difficulties Pilates instructors are experiencing. Open-ended questionnaires and semi-structured interviews were conducted to collect data before they were analyzed with inductive content analysis method. In consideration of the difficulties Pilates instructors experience during three qualification stages (before-during-after qualification education), three key categ...

Liability exposure for surgical robotics instructors.

Science.gov (United States)

Lee, Yu L; Kilic, Gokhan; Phelps, John Y

2012-01-01

Surgical robotics instructors provide an essential service in improving the competency of novice gynecologic surgeons learning robotic surgery and advancing surgical skills on behalf of patients. However, despite best intentions, robotics instructors and the gynecologists who use their services expose themselves to liability. The fear of litigation in the event of a surgical complication may reduce the availability and utility of robotics instructors. A better understanding of the principles of duty of care and the physician-patient relationship, and their potential applicability in a court of law likely will help to dismantle some concerns and uncertainties about liability. This commentary is not meant to discourage current and future surgical instructors but to raise awareness of liability issues among robotics instructors and their students and to recommend certain preventive measures to curb potential liability risks. Published by Elsevier Inc.

A CERN fireman is an instructor for French-speaking Switzerland

CERN Document Server

Alizée Dauvergne

2010-01-01

Davide Pagnani, a team leader in the CERN Fire Brigade, is a Swiss Federal expert and instructor in the field of interventions involving radioactivity. Firemen from throughout the French-speaking part of Switzerland come to CERN for training exercises supervised by Davide.   Training on the radiation protection techniques.   Before joining the CERN Fire Brigade, Davide Pagnani studied in Rome to be a radiation protection technician working in control rooms. Since joining, he has specialised in interventions in incidents involving radioactive materials. "The CERN firemen are trained in this type of work. If there is a radioactive leak, special measures are needed to protect the firemen, bystanders and the environment", says Davide. The training of qualified firemen in radiation protection is organised in collaboration with the Radiation Protection Group of CERN's Occupational Health and Safety and Environmental Protection Unit (HSE). "I have been collaboratin...

Integer anatomy

Energy Technology Data Exchange (ETDEWEB)

Doolittle, R. [ONR, Arlington, VA (United States)

1994-11-15

The title integer anatomy is intended to convey the idea of a systematic method for displaying the prime decomposition of the integers. Just as the biological study of anatomy does not teach us all things about behavior of species neither would we expect to learn everything about the number theory from a study of its anatomy. But, some number-theoretic theorems are illustrated by inspection of integer anatomy, which tend to validate the underlying structure and the form as developed and displayed in this treatise. The first statement to be made in this development is: the way structure of the natural numbers is displayed depends upon the allowed operations.

Statistics Anxiety and Instructor Immediacy

Science.gov (United States)

Williams, Amanda S.

2010-01-01

The purpose of this study was to investigate the relationship between instructor immediacy and statistics anxiety. It was predicted that students receiving immediacy would report lower levels of statistics anxiety. Using a pretest-posttest-control group design, immediacy was measured using the Instructor Immediacy scale. Statistics anxiety was…

Consultative Instructor Supervision and Evaluation

Science.gov (United States)

Lee, William W.

2010-01-01

Organizations vary greatly in how they monitor training instructors. The methods used in monitoring vary greatly. This article presents a systematic process for improving instructor skills that result in better teaching and better learning, which results in better-prepared employees for the workforce. The consultative supervision and evaluation…

NRC's object-oriented simulator instructor station

International Nuclear Information System (INIS)

Griffin, J.I.; Griffin, J.P.

1995-06-01

As part of a comprehensive simulator upgrade program, the simulator computer systems associated with the Nuclear Regulatory Commission's (NRC) nuclear power plant simulators were replaced. Because the original instructor stations for two of the simulators were dependent on the original computer equipment, it was necessary to develop and implement new instructor stations. This report describes the Macintosh-based Instructor Stations developed by NRC engineers for the General Electric (GE) and Babcock and Wilcox (B and W) simulators

Instructor-Student Rapport in Taiwan ESL Classrooms

Directory of Open Access Journals (Sweden)

Nathan G. Webb

2014-09-01

Full Text Available Positive relationships between instructors and students are critical to effective learning in the classroom. Rooted in the Scholarship of Teaching and Learning (SoTL, and centered at the crossroads of interpersonal communication and instructional communication (Affective Learning Model, this study examines how instructors in a Taiwan ESL school build relationships with Taiwanese students. Instructors were interviewed regarding the behaviors they use to build rapport with their students. Results show that instructors build rapport with their students using several specific techniques: uncommonly attentive behaviors, common grounding behaviors, courteous behaviors, connecting behavior, information sharing behavior, a balancing of connection and authority, adaptation of rapport to student level, and provision of a respite to norms. The findings provide specific examples of how instructors can build rapport in intercultural classrooms.

Anatomy of the cerebellopontine angle; Anatomie des Kleinhirnbrueckenwinkels

Energy Technology Data Exchange (ETDEWEB)

Grunwald, I.Q.; Papanagiotou, P.; Politi, M.; Reith, W. [Universitaetsklinikum des Saarlandes, Homburg/Saar (Germany). Klinik fuer Diagnostische und Interventionelle Neuroradiologie; Nabhan, A. [Universitaetsklinikum des Saarlandes, Homburg/Saar (Germany). Neurochirurgische Klinik

2006-03-15

The cerebellopontine angle (CPA) is an anatomically complex region of the brain. In this article we describe the anatomy of the CPA cisterns, of the internal auditory canal, the topography of the cerebellum and brainstem, and the neurovascular structures of this area. (orig.) [German] Der Kleinhirnbrueckenwinkel ist eine umschriebene anatomische Region. Im diesem Artikel werden die Subarachnoidalraeume im Kleinhirnbrueckenwinkel, die Anatomie der Felsenbeinflaeche, Anatomie und Topographie des Kleinhirns und des Hirnstamms, die arteriellen Beziehungen und venoese Drainage des Kleinhirnbrueckenwinkels besprochen. (orig.)

Thymus Gland Anatomy

Science.gov (United States)

... historical Searches are case-insensitive Thymus Gland, Adult, Anatomy Add to My Pictures View /Download : Small: 720x576 ... Large: 3000x2400 View Download Title: Thymus Gland, Adult, Anatomy Description: Anatomy of the thymus gland; drawing shows ...

Normal Pancreas Anatomy

Science.gov (United States)

... hyphen, e.g. -historical Searches are case-insensitive Pancreas Anatomy Add to My Pictures View /Download : Small: ... 1586x1534 View Download Large: 3172x3068 View Download Title: Pancreas Anatomy Description: Anatomy of the pancreas; drawing shows ...

Instructor and student knowledge of study strategies.

Science.gov (United States)

Morehead, Kayla; Rhodes, Matthew G; DeLozier, Sarah

2016-01-01

Students' self-reported study skills and beliefs are often inconsistent with empirically supported (ES) study strategies. However, little is known regarding instructors' beliefs about study skills and if such beliefs differ from those of students. In the current study, we surveyed college students' and instructors' knowledge of study strategies and had both groups evaluate the efficacy of learning strategies described in six learning scenarios. Results from the survey indicated that students frequently reported engaging in methods of studying that were not optimal for learning. Instructors' responses to the survey indicated that they endorsed a number of effective study skills but also held several beliefs inconsistent with research in learning and memory (e.g., learning styles). Further, results from the learning scenarios measure indicated that instructors were moderately more likely than students to endorse ES learning strategies. Collectively, these data suggest that instructors exhibited better knowledge of effective study skills than students, although the difference was small. We discuss several notable findings and argue for the improvement of both students' and instructors' study skill knowledge.

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator: a randomized trial.

Science.gov (United States)

Strandbygaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde; Winkel, Per; Larsen, Christian Rifbjerg; Ringsted, Charlotte; Gluud, Christian; Grantcharov, Teodor; Ottesen, Bent; Sorensen, Jette Led

2013-05-01

To investigate the impact of instructor feedback versus no instructor feedback when training a complex operational task on a laparoscopic virtual reality simulator. : Simulators are now widely accepted as a training tool, but there is insufficient knowledge about how much feedback is necessary, which is useful for sustainable implementation. A randomized trial complying with CONSORT Statement. All participants had to reach a predefined proficiency level for a complex operational task on a virtual reality simulator. The intervention group received standardized instructor feedback a maximum of 3 times. The control group did not receive instructor feedback. Participants were senior medical students without prior laparoscopic experience (n = 99). Outcome measures were time, repetitions, and performance score to reach a predefined proficiency level. Furthermore, influence of sex and perception of own surgical skills were examined. Time (in minutes) and repetitions were reduced in the intervention group (162 vs 342 minutes; P less time (in minutes) than women (P = 0.037), but no sex difference was observed for repetitions (P = 0.20). Participants in the intervention group had higher self-perception regarding surgical skills after the trial (P = 0.011). Instructor feedback increases the efficiency when training a complex operational task on a virtual reality simulator; time and repetitions used to achieve a predefined proficiency level were significantly reduced in the group that received instructor feedback compared with the control group. NCT01497782.

Machine Accounting. An Instructor's Guide.

Science.gov (United States)

Gould, E. Noah, Ed.

Designed to prepare students to operate the types of accounting machines used in many medium-sized businesses, this instructor's guide presents a full-year high school course in machine accounting covering 120 hours of instruction. An introduction for the instructor suggests how to adapt the guide to present a 60-hour module which would be…

Instructor Misbehavior and Forgiveness: An Examination of Student Communicative Outcomes in the Aftermath of Instructor Misbehavior

Science.gov (United States)

Vallade, Jessalyn I.; Malachowski, Colleen M.

2015-01-01

Using Attribution Theory as a theoretical framework, this study explored the role of forgiveness in impacting student nonverbal responsiveness, out-of-class communication (OCC), and perceptions of cognitive and affective learning following instructor misbehavior. Additionally, the role of instructor nonverbal immediacy was examined. Participants…

A comparative study on effect of e-learning and instructor-led methods on nurses' documentation competency.

Science.gov (United States)

Abbaszadeh, Abbas; Sabeghi, Hakimeh; Borhani, Fariba; Heydari, Abbas

2011-01-01

Accurate recording of the nursing care indicates the care performance and its quality, so that, any failure in documentation can be a reason for inadequate patient care. Therefore, improving nurses' skills in this field using effective educational methods is of high importance. Since traditional teaching methods are not suitable for communities with rapid knowledge expansion and constant changes, e-learning methods can be a viable alternative. To show the importance of e-learning methods on nurses' care reporting skills, this study was performed to compare the e-learning methods with the traditional instructor-led methods. This was a quasi-experimental study aimed to compare the effect of two teaching methods (e-learning and lecture) on nursing documentation and examine the differences in acquiring competency on documentation between nurses who participated in the e-learning (n = 30) and nurses in a lecture group (n = 31). The results of the present study indicated that statistically there was no significant difference between the two groups. The findings also revealed that statistically there was no significant correlation between the two groups toward demographic variables. However, we believe that due to benefits of e-learning against traditional instructor-led method, and according to their equal effect on nurses' documentation competency, it can be a qualified substitute for traditional instructor-led method. E-learning as a student-centered method as well as lecture method equally promote competency of the nurses on documentation. Therefore, e-learning can be used to facilitate the implementation of nursing educational programs.

Effective Instructor Feedback: Perceptions of Online Graduate Students

Directory of Open Access Journals (Sweden)

Beverley Getzlaf

2009-07-01

Full Text Available This descriptive study explored online graduate students' perceptions of effective instructor feedback. The objectives of the study were to determine the students’ perceptions of the content of effective instructor feedback (“what should be included in effective feedback?” and the process of effective instructor feedback (“how should effective feedback be provided?”. The participants were students completing health-related graduate courses offered exclusively online. Data were collected via a survey that included open ended questions inviting participants to share their perspectives regarding effective online instructor feedback. Thematic analysis revealed five major themes: student involvement/individualization, gentle guidance, being positively constructive, timeliness and future orientation. We conclude that effective instructor feedback has positive outcomes for the students. Future studies are warranted to investigate strategies to make feedback a mutual process between instructor and student that supports an effective feedback cycle.

SAT for instructor training. An experience in implementation

International Nuclear Information System (INIS)

Ioujakov, A.Yu.

2002-01-01

In this paper, the main approaches for Instructor Training are presented been verified and approved by practice within Russian NPP Training organisations during last 5 years. The instructor selection, recruitment and followed training activities are an essential strategy plan for any NPP training organisation if the latter wants to provide effective training of NPP personnel. The strategy how to reach and maintain the competencies of instructors (or trainers) is explained; key points of instructor training programmes, both initial and continuing, are also discussed. The approaches concerned Instructor Training Programs being in compliance with the best of the Russian and international practice are defined and presented; these approaches in the field of instructor training. Initial and continuous training parts of whole program are discussed including specific modules/parts and principles to be used. Some examples extracted from verified and implemented training courses are presented and discussed. (author)

Eye Anatomy

Science.gov (United States)

... News About Us Donate In This Section Eye Anatomy en Español email Send this article to a ... You at Risk For Glaucoma? Childhood Glaucoma Eye Anatomy Five Common Glaucoma Tests Glaucoma Facts and Stats ...

Paraganglioma Anatomy

Science.gov (United States)

... e.g. -historical Searches are case-insensitive Paraganglioma Anatomy Add to My Pictures View /Download : Small: 648x576 ... View Download Large: 2700x2400 View Download Title: Paraganglioma Anatomy Description: Paraganglioma of the head and neck; drawing ...

Facial anatomy.

Science.gov (United States)

Marur, Tania; Tuna, Yakup; Demirci, Selman

2014-01-01

Dermatologic problems of the face affect both function and aesthetics, which are based on complex anatomical features. Treating dermatologic problems while preserving the aesthetics and functions of the face requires knowledge of normal anatomy. When performing successfully invasive procedures of the face, it is essential to understand its underlying topographic anatomy. This chapter presents the anatomy of the facial musculature and neurovascular structures in a systematic way with some clinically important aspects. We describe the attachments of the mimetic and masticatory muscles and emphasize their functions and nerve supply. We highlight clinically relevant facial topographic anatomy by explaining the course and location of the sensory and motor nerves of the face and facial vasculature with their relations. Additionally, this chapter reviews the recent nomenclature of the branching pattern of the facial artery. © 2013 Elsevier Inc. All rights reserved.

Comparison of Student and Instructor Perceptions of Social Presence

Directory of Open Access Journals (Sweden)

Kathleen Mathieson

2014-05-01

Full Text Available As enrollment in online courses continues to grow and online education is increasingly recognized as an established instructional mode, the unique challenges posed by this learning environment should be addressed. A primary challenge for virtual educators is developing social presence such that participants feel a sense of human connection with each other. Accomplishing this within learning management systems (LMS that are often restrictive can be difficult. Prior research has established a relationship between student perceptions of social presence and satisfaction, but little research has included perceptions of instructors. This study compares student and instructor perceptions of social presence and the importance placed on social connections. While students and instructors reported high levels of social presence, students reported significantly lower levels than instructors. In particular, students found the LMS more impersonal than instructors and were less comfortable participating in LMS activities than instructors. Students had less desire for social connections with other students and instructors, and reported having less time available for such connections. Strategies to facilitate social presence, including offering social networking opportunities outside the LMS, are discussed in light of these differences in perceptions between students and instructors.

Teaching Anatomy: need or taste?

OpenAIRE

Farrokhi, Ahmad; Nejad, Masoume Soleymani

2017-01-01

Abstract Background: Anatomy is one of the core sections of Basic Medical Sciences. Given the central role of anatomy, the development of medical knowledge and reach new horizons in science is not possible without relying on anatomy. Since in the anatomy science, students are familiar with the basic terms of medical language, the anatomy's hard to know and have a negative attitude towards this course. With these conditions, anatomy professors have an important role in providing incentives...

The Relationship between Students' Motives to Communicate with Their Instructors and Perceived Instructor Credibility, Attractiveness, and Homophily

Science.gov (United States)

Myers, Scott A.; Huebner, Alex D.

2011-01-01

This study investigated the relationship between students' motives to communicate (i.e., relational, functional, participatory, excuse making, and sycophantic) with their instructors and perceived instructor credibility, attractiveness, and homophily. 150 undergraduate students (85 men, 64 women, one did not indicate sex) enrolled at a large…

Improving Supervision of Part-Time Instructors

Science.gov (United States)

Eney, Patricia R.; Davidson, Evelyn

2012-01-01

With an increasing number of colleges and universities turning to part-time instructors to teach courses at their institutions, developmental education professionals are faced with the task of finding appropriate ways to train, serve, and evaluate these instructors. Unfortunately, there is little published information on how to accomplish these…

75 FR 56857 - Pilot, Flight Instructor, and Pilot School Certification

Science.gov (United States)

2010-09-17

...-2006-26661; Amendment No., 141-14] RIN 2120-AI86 Pilot, Flight Instructor, and Pilot School..., certification, and operating requirements for pilots, flight instructors, ground instructors, and pilot schools...: Background On August 21, 2009, the FAA published the ``Pilot, Flight Instructor, and Pilot School...

14 CFR 61.193 - Flight instructor privileges.

Science.gov (United States)

2010-01-01

... than Flight Instructors With a Sport Pilot Rating § 61.193 Flight instructor privileges. A person who...; (e) An aircraft rating; (f) An instrument rating; (g) A flight review, operating privilege, or...

SnapAnatomy, a computer-based interactive tool for independent learning of human anatomy.

Science.gov (United States)

Yip, George W; Rajendran, Kanagasuntheram

2008-06-01

Computer-aided instruction materials are becoming increasing popular in medical education and particularly in the teaching of human anatomy. This paper describes SnapAnatomy, a new interactive program that the authors designed for independent learning of anatomy. SnapAnatomy is primarily tailored for the beginner student to encourage the learning of anatomy by developing a three-dimensional visualization of human structure that is essential to applications in clinical practice and the understanding of function. The program allows the student to take apart and to accurately put together body components in an interactive, self-paced and variable manner to achieve the learning outcome.

Normal Female Reproductive Anatomy

Science.gov (United States)

... historical Searches are case-insensitive Reproductive System, Female, Anatomy Add to My Pictures View /Download : Small: 720x756 ... Large: 3000x3150 View Download Title: Reproductive System, Female, Anatomy Description: Anatomy of the female reproductive system; drawing ...

CrossFit® instructor demographics and practice trends

Directory of Open Access Journals (Sweden)

Gregory R. Waryasz

2016-11-01

Full Text Available CrossFit® is an increasingly popular exercise modality that uses high intensity power training. The literature to date regarding CrossFit® has focused on its benefits to VO2 Max, body composition and the motivational variables of participants of CrossFit®. A computerized survey was distributed to CrossFit® instructors using Survey Monkey® (Palo Alto, CA, USA. One hundred and ninety-three CrossFit® instructors responded to the survey. Of these 86.6% (155/179 reported being a certified CrossFit® instructor with 26.7% (48/180 having a bachelor’s degree in an exercise-related field. Instructors with a CrossFit® certification have less bachelor’s (P=0.04 or master’s (P=0.0001 degrees compared to those without a CrossFit® certification, more utilization of Olympic weightlifting (P=0.03, one-on-one teaching (P=0.0001, 1-RM max on snatch (P=0.004, 1- RM on clean and jerk or hang clean (P=0.0003, kettlebell use (P=0.0001 and one-on-one training (P=0.0001. Instructors report differences in their education and differences in use of weightlifting platforms and various types of footwear. Non-certified instructors differ from CrossFit® certified instructors in regards to teaching of Olympic weightlifting and exercise programming.

CrossFit® Instructor Demographics and Practice Trends.

Science.gov (United States)

Waryasz, Gregory R; Suric, Vladimir; Daniels, Alan H; Gil, Joseph A; Eberson, Craig P

2016-11-17

CrossFit ® is an increasingly popular exercise modality that uses high intensity power training. The literature to date regarding CrossFit ® has focused on its benefits to VO2 Max, body composition and the motivational variables of participants of CrossFit ® . A computerized survey was distributed to CrossFit ® instructors using Survey Monkey ® (Palo Alto, CA, USA). One hundred and ninety-three CrossFit ® instructors responded to the survey. Of these 86.6% (155/179) reported being a certified CrossFit ® instructor with 26.7% (48/180) having a bachelor's degree in an exercise-related field. Instructors with a CrossFit ® certification have less bachelor's (P=0.04) or master's (P=0.0001) degrees compared to those without a CrossFit ® certification, more utilization of Olympic weightlifting (P=0.03), one-on-one teaching (P=0.0001), 1-RM max on snatch (P=0.004), 1-RM on clean and jerk or hang clean (P=0.0003), kettlebell use (P=0.0001) and one-on-one training (P=0.0001). Instructors report differences in their education and differences in use of weightlifting platforms and various types of footwear. Non-certified instructors differ from CrossFit ® certified instructors in regards to teaching of Olympic weightlifting and exercise programming.

Qualification of contractor/consultant instructors

International Nuclear Information System (INIS)

Hanson, H.D.

1985-01-01

Following a brief discussion of the role of consultant instructors in Public Service Electric and Gas Company's training organization, the qualification process is presented. Consultant instructors are provided with information regarding supervision of the trainees and the instructional process and procedures required. Each individual must have his or her instructional capability, supervisory skills and technical competence verified and documented prior to conducting training independently. Concluding comments describe the overall satisfactory experience with this program

A retrospective look at replacing face-to-face embryology instruction with online lectures in a human anatomy course.

Science.gov (United States)

Beale, Elmus G; Tarwater, Patrick M; Lee, Vaughan H

2014-01-01

Embryology is integrated into the Clinically Oriented Anatomy course at the Texas Tech University Health Sciences Center School of Medicine. Before 2008, the same instructor presented embryology in 13 face-to-face lectures distributed by organ systems throughout the course. For the 2008 and 2009 offerings of the course, a hybrid embryology instruction model with four face-to-face classes that supplemented online recorded lectures was used. One instructor delivered the lectures face-to-face in 2007 and by online videos in 2008-2009, while a second instructor provided the supplemental face-to-face classes in 2008-2009. The same embryology learning objectives and selected examination questions were used for each of the three years. This allowed direct comparison of learning outcomes, as measured by examination performance, for students receiving only face-to-face embryology instruction versus the hybrid approach. Comparison of the face-to-face lectures to the hybrid approach showed no difference in overall class performance on embryology questions that were used all three years. Moreover, there was no differential effect of the delivery method on the examination scores for bottom quartile students. Students completed an end-of-course survey to assess their opinions. They rated the two forms of delivery similarly on a six-point Likert scale and reported that face-to-face lectures have the advantage of allowing them to interact with the instructor, whereas online lectures could be paused, replayed, and viewed at any time. These experiences suggest the need for well-designed prospective studies to determine whether online lectures can be used to enhance the efficacy of embryology instruction. © 2013 American Association of Anatomists.

Anatomy Journal of Africa

African Journals Online (AJOL)

PROMOTING ACCESS TO AFRICAN RESEARCH. AFRICAN JOURNALS ONLINE (AJOL) · Journals · Advanced Search · USING AJOL · RESOURCES ... Anatomy Journal of Africa is the Official Journal for the Association of Anatomical Societies of Africa. ... Applied anatomy - Clinical anatomy - Morphology, - Embryology ...

A Fine Balance: Instructor Self-Disclosure in the Classroom

Science.gov (United States)

Rasmussen, Brian M.; Mishna, Faye

2008-01-01

This paper explores the issue of the instructor's self-disclosure within a classroom. Theoretically, the paper offers a broad relational framework from which we discuss dynamics regarding the instructor's inevitable use of self-disclosure and its impact on the student-instructor relationship and the learning process. Further, we survey the…

A Study of Work Engagement among Community College Instructors

Science.gov (United States)

Allen, Gemmy S.

2017-01-01

This study examined how community college instructors perceive their level of work engagement. Businesses have studied work engagement, but the empirical literature on work engagement of community college instructors has been limited. The purpose of this study was to determine the extent the type of faculty member (full-time instructor versus…

Improving Teach Astronomy: A Survey of Instructors

Science.gov (United States)

Wenger, Matthew; Riabokin, Malanka; Impey, Chris David

2018-01-01

Teach Astronomy is a website that provides educational resources for introductory astronomy. The motivation behind constructing this site was to provide quality online educational tools for use as a primary or supplementary instructional resource for teachers and students. The website provides an online textbook, glossary, podcasts and video summaries of concepts. As the popularity of online courses steadily increases, so does the demand for robust online educational resources. In order to cater to our users, our team conducted a survey of the instructors that use Teach Astronomy site for feedback for use in updating and streamlining the website content. The survey collected feedback regarding functionality of each of the website tools, in which courses the site was being used, and the motivation of the instructors use of our site. The overwhelming majority of responses indicate that instructors use the website as a class textbook in introductory astronomy courses for non-science majors, and instructors also generally tended to agree that the site content was comprehensive and lucid. One interesting result of the survey is to cluster topics in a way that is consistent with different levels of instruction (i.e. grouping middle-school level content and university level content distinctly). Our team will use this feedback to improve the Teach Astronomy website and maintain it as a high-quality, free online resource. We will also continue to gather feedback from instructors to ensure that the Teach Astronomy website stays current and remains a valuable online resource for instructors around the country.

Interprofessional education in anatomy: Learning together in medical and nursing training.

Science.gov (United States)

Herrmann, Gudrun; Woermann, Ulrich; Schlegel, Claudia

2015-01-01

Teamwork and the interprofessional collaboration of all health professions are a guarantee of patient safety and highly qualified treatment in patient care. In the daily clinical routine, physicians and nurses must work together, but the education of the different health professions occurs separately in various places, mostly without interrelated contact. Such training abets mutual misunderstanding and cements professional protectionism, which is why interprofessional education can play an important role in dismantling such barriers to future cooperation. In this article, a pilot project in interprofessional education involving both medical and nursing students is presented, and the concept and the course of training are described in detail. The report illustrates how nursing topics and anatomy lectures can be combined for interprofessional learning in an early phase of training. Evaluation of the course showed that the students were highly satisfied with the collaborative training and believed interprofessional education (IPE) to be an important experience for their future profession and understanding of other health professionals. The results show that the IPE teaching concept, which combines anatomy and nursing topics, provides an optimal setting for learning together and helps nurses and doctors in training to gain knowledge about other health professionals' roles, thus evolving mutual understanding. © 2014 American Association of Anatomists.

Presence and Positioning as Components of Online Instructor Persona

Science.gov (United States)

Dennen, Vanessa Paz

2007-01-01

Instructor persona in online discussion may set the tone for a variety of course outcomes. Instructors establish persona via both presence (amount of instructor posts) and position (interaction relative to those in the student role). In this paper, three online classes were studied using positioning theory as a grounding framework to elicit ways…

"Digit anatomy": a new technique for learning anatomy using motor memory.

Science.gov (United States)

Oh, Chang-Seok; Won, Hyung-Sun; Kim, Kyong-Jee; Jang, Dong-Su

2011-01-01

Gestural motions of the hands and fingers are powerful tools for expressing meanings and concepts, and the nervous system has the capacity to retain multiple long-term motor memories, especially including movements of the hands. We developed many sets of successive movements of both hands, referred to as "digit anatomy," and made students practice the movements which express (1) the aortic arch, subclavian, and thoracoacromial arteries and their branches, (2) the celiac trunk, superior mesenteric artery and their branches, and formation of the portal vein, (3) the heart and the coronary arteries, and (4) the brachial, lumbar, and sacral plexuses. A feedback survey showed that digit anatomy was helpful for the students not only in memorizing anatomical structures but also in understanding their functions. Out of 40 students, 34 of them who learned anatomy with the help of digit anatomy were "very satisfied" or "generally satisfied" with this new teaching method. Digit anatomy that was used to express the aortic arch, subclavian, and thoracoacromial arteries and their branches was more helpful than those representing other structures. Although the movements of digit anatomy are expected to be remembered longer than the exact meaning of each movement, invoking the motor memory of the movement may help to make relearning of the same information easier and faster in the future. Copyright © 2011 American Association of Anatomists.

Electronics lab instructors' approaches to troubleshooting instruction

Science.gov (United States)

Dounas-Frazer, Dimitri R.; Lewandowski, H. J.

2017-06-01

In this exploratory qualitative study, we describe instructors' self-reported practices for teaching and assessing students' ability to troubleshoot in electronics lab courses. We collected audio data from interviews with 20 electronics instructors from 18 institutions that varied by size, selectivity, and other factors. In addition to describing participants' instructional practices, we characterize their perceptions about the role of troubleshooting in electronics, the importance of the ability to troubleshoot more generally, and what it means for students to be competent troubleshooters. One major finding of this work is that, while almost all instructors in our study said that troubleshooting is an important learning outcome for students in electronics lab courses, only half of instructors said they directly assessed students' ability to troubleshoot. Based on our findings, we argue that there is a need for research-based instructional materials that attend to both cognitive and noncognitive aspects of troubleshooting proficiency. We also identify several areas for future investigation related to troubleshooting instruction in electronics lab courses.

26 CFR 1.936-10 - Qualified investments.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 10 2010-04-01 2010-04-01 false Qualified investments. 1.936-10 Section 1.936... (CONTINUED) INCOME TAXES Possessions of the United States § 1.936-10 Qualified investments. (a) In general. [Reserved] (b) Qualified investments in Puerto Rico. [Reserved] (c) Qualified investment in certain...

Students and Instructors Opinions about Piano Instruction

Science.gov (United States)

Kilic, Deniz Beste Çevik

2016-01-01

This study examined the opinions of the students and piano instructors in the Turkish Education Faculties' Fine Arts Instruction Departments' music instruction programs about piano instruction. The study data were collected using a questionnaire administered to the piano instructors and the students who took lessons from them. The study results…

An Instructor's Diagnostic Aid for Feedback in Training.

Science.gov (United States)

Andrews, Dee H.; Uliano, Kevin C.

1988-01-01

Instructor's Diagnostic Aid for Feedback in Training (IDAFT) is a computer-assisted method based on error analysis, domains of learning, and events of instruction. Its use with Navy team instructors is currently being explored. (JOW)

7 CFR 4290.110 - Qualified management.

Science.gov (United States)

2010-01-01

... 7 Agriculture 15 2010-01-01 2010-01-01 false Qualified management. 4290.110 Section 4290.110... Qualifications for the RBIC Program Organizing A Rbic § 4290.110 Qualified management. An Applicant must show, to the satisfaction of the Secretary, that its current or proposed management team is qualified and has...

Instructor Reputation: An Expectancy Relationship Involving Student Ratings and Achievement.

Science.gov (United States)

Perry, Raymond P.

1979-01-01

Instructor expressiveness and lecture content were combined with instructor reputation in a 2 X 2 X 2 factorial design to assess interaction effects. Results indicated that reputation interacted with expressiveness but not content, in which students rated positive, high-expressive instructors more favorably than negative, high-expressive…

Who Is Repeating Anatomy? Trends in an Undergraduate Anatomy Course

Science.gov (United States)

Schutte, Audra F.

2016-01-01

Anatomy courses frequently serve as prerequisites or requirements for health sciences programs. Due to the challenging nature of anatomy, each semester there are students remediating the course (enrolled in the course for a second time), attempting to earn a grade competitive for admissions into a program of study. In this retrospective study,…

Aquatic Instructors' Beliefs Toward Inclusion: The Theory of Planned Behavior.

Science.gov (United States)

Conatser, Phillip; Block, Martin; Gansneder, Bruce

2002-04-01

The purpose was to (a) examine aquatic instructors' beliefs (female, n = 82; male, n = 29) about teaching swimming to individuals with disabilities in inclusive settings and (b) test the theory of planned behavior model (Ajzen, 1985, 1988, 2001). Aquatic instructors from 25 states representing 122 cities across the U.S. participated in this study. The instrument, named Aquatic Instructors' Beliefs Toward Inclusion (AIBTI), was an extended version of the Physical Educators' Attitudes Toward Teaching Individuals with Disabilities- Swim (Conatser, Block, & Lepore, 2000). A correlated t test showed aquatic instructors' beliefs (attitudes toward the behavior, normative beliefs, perceived behavioral control, intention, behavior) were significantly more favorable toward teaching aquatics to individuals with mild disabilities than individuals with severe disabilities. Stepwise multiple regression showed perceived behavioral control and attitude significantly predicted intention, and intention predicted instructors' inclusive behavior for both disability groups. Further, results indicated the theory of planned behavior predicts aquatic instructors' behavior better than the theory of reasoned action.

Anatomy of Sarcocaulon

Directory of Open Access Journals (Sweden)

R. L. Verhoeven

1983-11-01

Full Text Available The anatomy of the leaf blade, petiole, stem and root of the genus Sarcocaulon (DC. Sweet is discussed. On the basis of the leaf anatomy, the four sections recognized by Moffett (1979 can be identified: section Denticulati (dorsiventral leaves, section Multifidi (isobilateral leaves and adaxial and abaxial palisade continuous at midvein, section Crenati (isobilateral leaves, short curved trichomes and glandular hairs, section Sarcocaulon (isobilateral leaves and glandular hairs only. The anatomy of the stem is typically that of a herbaceous dicotyledon with a thick periderm. The root structure shows that the function of the root is not food storage.

Basic student nurse perceptions about clinical instructor caring

Directory of Open Access Journals (Sweden)

Gerda-Marie Meyer

2016-10-01

Full Text Available Background: Caring is the core of nursing and should be cultivated in student nurses. However, there are serious concerns about the caring concern in the clinical environment and in nursing education. Clinical instructors are ideally positioned to care for student nurses so that they in turn, can learn to care for their patients. Methods: A descriptive, comparative, cross-sectional and correlational quantitative research design with convenience sampling was conducted to describe the perceptions of junior student nurses (n = 148 and senior student nurses (n = 168 regarding clinicalin structor caring. A structured self administered questionnaire using the Nursing Student Perceptions of Instructor Caring (NSPIC (Wade & Kasper, 2006 was used. Descriptive statistics and hypotheses testing using parametric and non parametric methods were conducted. The reliability of the NSPIC was determined. Results: Respondents had a positive perception of their clinical instructors' caring. No relationship could be found between the course the respondents were registered for, the frequency of contact with a clinical instructor, the ages of the respondents and their perceptions of clinical instructor caring. The NSPIC was found to be reliable if one item each from two of the subscales were omitted. Conclusions: Student nurses perceived most strongly that a caring clinical instructor made them feel confident, specifically when he/she showed genuine interest in the patients and their care, and when he/she made them feel that they could be successful.

Evaluation of an innovative hands-on anatomy-centered ultrasound curriculum to supplement graduate gross anatomy education.

Science.gov (United States)

Royer, Danielle F; Kessler, Ross; Stowell, Jeffrey R

2017-07-01

Ultrasound (US) can enhance anatomy education, yet is incorporated into few non-medical anatomy programs. This study is the first to evaluate the impact of US training in gross anatomy for non-medical students in the United States. All 32 master's students enrolled in gross anatomy with the anatomy-centered ultrasound (ACUS) curriculum were recruited. Mean Likert ratings on pre- and post-course surveys (100% response rates) were compared to evaluate the effectiveness of the ACUS curriculum in developing US confidence, and gauge its impact on views of US. Post-course, students reported significantly higher (P education and to students' future careers remained positive after the course. End-of-semester quiz performance (91% response rate) provided data on educational outcomes. The average score was 79%, with a 90% average on questions about distinguishing tissues/artifacts, demonstrating positive learning outcomes and retention. The anatomy-centered ultrasound curriculum significantly increased confidence with and knowledge of US among non-medical anatomy students with limited prior training. Non-medical students greatly value the contributions that US makes to anatomy education and to their future careers. It is feasible to enhance anatomy education outside of medical training by incorporating US. Anat Sci Educ 10: 348-362. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Classic versus millennial medical lab anatomy.

Science.gov (United States)

Benninger, Brion; Matsler, Nik; Delamarter, Taylor

2014-10-01

This study investigated the integration, implementation, and use of cadaver dissection, hospital radiology modalities, surgical tools, and AV technology during a 12-week contemporary anatomy course suggesting a millennial laboratory. The teaching of anatomy has undergone the greatest fluctuation of any of the basic sciences during the past 100 years in order to make room for the meteoric rise in molecular sciences. Classically, anatomy consisted of a 2-year methodical, horizontal, anatomy course; anatomy has now morphed into a 12-week accelerated course in a vertical curriculum, at most institutions. Surface and radiological anatomy is the language for all clinicians regardless of specialty. The objective of this study was to investigate whether integration of full-body dissection anatomy and modern hospital technology, during the anatomy laboratory, could be accomplished in a 12-week anatomy course. Literature search was conducted on anatomy text, journals, and websites regarding contemporary hospital technology integrating multiple image mediums of 37 embalmed cadavers, surgical suite tools and technology, and audio/visual technology. Surgical and radiology professionals were contracted to teach during the anatomy laboratory. Literature search revealed no contemporary studies integrating full-body dissection with hospital technology and behavior. About 37 cadavers were successfully imaged with roentograms, CT, and MRI scans. Students were in favor of the dynamic laboratory consisting of multiple activity sessions occurring simultaneously. Objectively, examination scores proved to be a positive outcome and, subjectively, feedback from students was overwhelmingly positive. Despite the surging molecular based sciences consuming much of the curricula, full-body dissection anatomy is irreplaceable regarding both surface and architectural, radiological anatomy. Radiology should not be a small adjunct to understand full-body dissection, but rather, full-body dissection

76 FR 19267 - Pilot, Flight Instructor, and Pilot School Certification; Technical Amendment

Science.gov (United States)

2011-04-07

.... No. 61-127] RIN 2120-AI86 Pilot, Flight Instructor, and Pilot School Certification; Technical... for pilots, flight instructors, ground instructors, and pilot schools. This document reinstates two... entitled, ``Pilot, Flight Instructor, and Pilot School Certification; Final Rule'' (74 FR 42500). That...

Anatomy Comic Strips

Science.gov (United States)

Park, Jin Seo; Kim, Dae Hyun; Chung, Min Suk

2011-01-01

Comics are powerful visual messages that convey immediate visceral meaning in ways that conventional texts often cannot. This article's authors created comic strips to teach anatomy more interestingly and effectively. Four-frame comic strips were conceptualized from a set of anatomy-related humorous stories gathered from the authors' collective…

Transforming Anatomy

OpenAIRE

Hall, Anndee

2017-01-01

Abstract: Transforming Anatomy Studying historic books allows people to witness the transformation of the world right before their very eyes. The Bruxellensis Icones Anatomicae[1] by Andreas Vesalius is a vital piece of evidence in the movement from a more rudimentary understanding of the human body into the more complex and accurate development of modern anatomy. Vesalius’ research worked to both refute and confirm findings of his predecessor, the great historical Greek philosopher, Galen...

An Automatic Course Scheduling Approach Using Instructors' Preferences

Directory of Open Access Journals (Sweden)

Hossam Faris

2012-03-01

Full Text Available University Courses Timetabling problem has been extensively researched in the last decade. Therefore, numerous approaches were proposed to solve UCT problem. This paper proposes a new approach to process a sequence of meetings between instructors, rooms, and students in predefined periods of time with satisfying a set of constraints divided in variety of types. In addition, this paper proposes new representation for courses timetabling and conflict-free for each time slot by mining instructor preferences from previous schedules to avoid undesirable times for instructors. Experiments on different real data showed the approach achieved increased satisfaction degree for each instructor and gives feasible schedule with satisfying all hard constraints in construction operation. The generated schedules have high satisfaction degrees comparing with schedules created manually. The research conducts experiments on collected data gathered from the computer science department and other related departments in Jordan University of Science and Technology- Jordan.

Applied peritoneal anatomy

International Nuclear Information System (INIS)

Patel, R.R.; Planche, K.

2013-01-01

The peritoneal cavity is a complex anatomical structure with multiple attachments and connections. These are better understood with reference to the embryological development of this region. Armed with this knowledge, the diagnosis and assessment of a wide range of common intra-abdominal diseases becomes straightforward. This article will review and simplify the terminology, complex embryological development, and anatomy of the peritoneum, peritoneal attachments, and the reflections forming the peritoneal boundaries. Normal anatomy will be described using schematic diagrams with corresponding computed tomography (CT) and magnetic resonance imaging (MRI) images, including CT peritoneograms. The relevance of intra- and extra-peritoneal anatomy to common pathological processes will be demonstrated

Guide to good practices for training and qualification of instructors. DOE handbook

Energy Technology Data Exchange (ETDEWEB)

NONE

1996-03-01

Purpose of this guide is to provide contractor training organizations with information that can be used to verify the adquacy and/or modify existing instructor training programs, or to develop new training programs. It contains good practices for the training and qualification of technical instructors and instructional technologists at DOE reactor and non-reactor nuclear facilities. It addresses the content of initial and continuing instructor training programs, evaluation of instructor training programs, and maintenance of instructor training records.

Anatomy of Teaching Anatomy: Do Prosected Cross Sections Improve Students Understanding of Spatial and Radiological Anatomy?

Directory of Open Access Journals (Sweden)

L. B. Samarakoon

2016-01-01

Full Text Available Introduction. Cadaveric dissections and prosections have traditionally been part of undergraduate medical teaching. Materials and Methods. Hundred and fifty-nine first-year students in the Faculty of Medicine, University of Colombo, were invited to participate in the above study. Students were randomly allocated to two age and gender matched groups. Both groups were exposed to identical series of lectures regarding anatomy of the abdomen and conventional cadaveric prosections of the abdomen. The test group (n=77, 48.4% was also exposed to cadaveric cross-sectional slices of the abdomen to which the control group (n=82, 51.6% was blinded. At the end of the teaching session both groups were assessed by using their performance in a timed multiple choice question paper as well as ability to identify structures in abdominal CT films. Results. Scores for spatial and radiological anatomy were significantly higher among the test group when compared with the control group (P<0.05, CI 95%. Majority of the students in both control and test groups agreed that cadaveric cross section may be useful for them to understand spatial and radiological anatomy. Conclusion. Introduction of cadaveric cross-sectional prosections may help students to understand spatial and radiological anatomy better.

Learning Anatomy Enhances Spatial Ability

Science.gov (United States)

Vorstenbosch, Marc A. T. M.; Klaassen, Tim P. F. M.; Donders, A. R. T.; Kooloos, Jan G. M.; Bolhuis, Sanneke M.; Laan, Roland F. J. M.

2013-01-01

Spatial ability is an important factor in learning anatomy. Students with high scores on a mental rotation test (MRT) systematically score higher on anatomy examinations. This study aims to investigate if learning anatomy also oppositely improves the MRT-score. Five hundred first year students of medicine ("n" = 242, intervention) and…

Preliminary Measures of Instructor Learning in Teaching Junctional Tourniquet Users.

Science.gov (United States)

Kragh, John F; Aden, James K; Shackelford, Stacy; Dubick, Michael A

2016-01-01

The objective of the present study was to assess the effect of instructor learning on student performance in use of junctional tourniquets. From a convenience sample of data available after another study, we used a manikin for assessment of control of bleeding from a right groin gunshot wound. Blood loss was measured by the instructor while training users. The data set represented a group of 30 persons taught one at a time. The first measure was a plot of mean blood loss volumes for the sequential users. The second measure was a plot of the cumulative sum (CUSUM) of mean blood loss (BL) volumes for users. Mean blood loss trended down as the instructor gained experience with each newly instructed user. User performance continually improved as the instructor gained more experience with teaching. No plateau effect was observed within the 30 users. The CUSUM plot illustrated a turning point or cusp at the seventh user. The prior portion of the plot (users 1-7) had the greatest improvement; performance did not improve as much thereafter. The improvement after the seventh user was the only change detected in the instructor's trend of performance. The instructor's teaching experience appeared to directly affect user performance; in a model of junctional hemorrhage, the volume of blood loss from the manikin during junctional tourniquet placement was a useful metric of instructor learning. The CUSUM technique detected a small but meaningful change in trend where the instructor learning curve was greatest while working with the first seven users. 2016.

Opportunities for learning in an introductory undergraduate human anatomy and physiology course

Science.gov (United States)

Montplaisir, Lisa Marie

2003-10-01

The purpose of this study was to explore the course conditions that support the development of meaningful student learning in an introductory undergraduate human anatomy and physiology course. The study was conducted during an 8-week summer-session at a small mid-western university. Classroom observations and taped recordings of class sessions were used to determine content episodes within the instructional unit, opportunities for learning created by the instructor, demonstrations of information processing by the students, and the ways in which the instructor used the Personal Response System (PRS). Student interviews were used to determine students' level of understanding of pre-test and post-test items. Student interviews and a questionnaire were used to determine students' perceptions of the PRS as a learning tool. Findings reveal that the instructor had different expectations of students when posing verbal questions in-class than he had when posing PRS questions. The use of verbal questions did not permit demonstrations of student understanding; however, the use of the PRS did result in demonstrations of student understanding. Questions posed via the use of the PRS were categorized according to cognitive level. The cognitive level of the questions increased with time over the instructional unit and within the content episodes. Students demonstrated deeper understanding of the topics after instruction than they did before instruction. Students reported more in-class thinking about the content, more discussion of the content with their neighbors, more regular class attendance, more opportunities for deeper learning, and a general preference for the PRS over traditional lectures. Findings of the study indicate that the instructional decisions about the use of questions influences the opportunities for students to process information and demonstrate their understanding of the content and that students valued these opportunities. A better understanding of the

Highly qualified in the Czech Republic

Directory of Open Access Journals (Sweden)

Renata Čuhlová

2017-05-01

Full Text Available The paper aims to analyse the current situation of the highly qualified in the Czech Republic applying the ISCO qualification. Previous studies suggest that educational attainment has an important impact on labour market performance and national competitiveness. Data analyses approved that highly qualified workforce positively influences economic situation of the EU–15 Member States they work in. However, this hypothesis was disapproved for the EU–10+3 Member States joining the EU after 2004. The difference can be explained by the various stage in convergence process since some New Member States are still in transformation period. We positively appraise the significant growth of fraction of the highly qualified in the Czech Republic since 2004, especially in the major group Professionals involving the most qualified workforce. The same trend happened also for the highly qualified foreigners in the Czech Republic, however their attracting still remains a challenge.

Emotional Development: Fostering the Child's Identity. Instructor's Manual.

Science.gov (United States)

McFadden, Emily Jean

"Emotional Development: Fostering the Child's Identity" is a manual for use in training families providing service to foster children. Consisting of information to be covered in eight class sessions and numerous appendices providing supplementary material, this instructor's manual contains instructor's materials and participants' course content.…

Athletic Training Clinical Instructors as Situational Leaders.

Science.gov (United States)

Meyer, Linda Platt

2002-12-01

OBJECTIVE: To present Situational Leadership as a model that can be implemented by clinical instructors during clinical education. Effective leadership occurs when the leadership style is matched with the observed followers' characteristics. Effective leaders anticipate and assess change and adapt quickly and grow with the change, all while leading followers to do the same. As athletic training students' levels of readiness change, clinical instructors also need to transform their leadership styles and strategies to match the students' ever-changing observed needs in different situations. DATA SOURCES: CINAHL (1982-2002), MEDLINE (1990-2001), SPORT Discus (1949-2002), ERIC (1966-2002), and Internet Web sites were searched. Search terms included leadership, situational leadership, clinical instructors and leadership, teachers as leaders, and clinical education. DATA SYNTHESIS: Situational Leadership is presented as a leadership model to be used by clinical instructors while teaching and supervising athletic training students in the clinical setting. This model can be implemented to improve the clinical-education process. Situational leaders, eg, clinical instructors, must have the flexibility and range of skills to vary their leadership styles to match the challenges that occur while teaching athletic training students. CONCLUSIONS/RECOMMENDATIONS: This leadership style causes the leader to carry a substantial responsibility to lead while giving power away. Communication is one of the most important leadership skills to develop to become an effective leader. It is imperative for the future of the profession that certified athletic trainers continue to develop effective leadership skills to address the changing times in education and expectations of the athletic training profession.

26 CFR 1.30-1 - Definition of qualified electric vehicle and recapture of credit for qualified electric vehicle.

Science.gov (United States)

2010-04-01

... qualified electric vehicle. A qualified electric vehicle is a motor vehicle that meets the requirements of section 30(c). Accordingly, a qualified electric vehicle does not include any motor vehicle that has ever been used (for either personal or business use) as a non-electric vehicle. (b) Recapture of credit for...

University-industry consortium: maximizing the use of limited resources for instructor training

International Nuclear Information System (INIS)

Norton, R.E.; Williams, T.M.

1987-01-01

This proposed development effort would accomplish three major objectives, as follows: 1. To identify and verify, through job analysis, the critical professional tasks that must be performed by electric utility instructors. 2. To adapt and revise existing instructor training modules to make them self-contained and highly specific to the professional knowledge and skills needed by electric utility instructors. 3. To develop new instructor training modules, if needed, to meet utility instructor training needs that are not addressed by any existing materials. It is anticipated that approximately twenty (20) modules will be needed to address all of the critical instructor tasks identified during the job analysis phase. The National Center for Research in Vocational Education proposes that it would be very cost-effective and time-efficient to cooperatively undertake the development of the needed instructor training modules with a consortium of about to ten interested electric utility companies

College Students' Perceptions of Professor/Instructor Bullying: Questionnaire Development and Psychometric Properties.

Science.gov (United States)

Marraccini, Marisa E; Weyandt, Lisa L; Rossi, Joseph S

2015-01-01

This study developed and examined the psychometric properties of a newly formed measure designed to assess professor/instructor bullying, as well as teacher bullying occurring prior to college. Additionally, prevalence of instructor bullying and characteristics related to victims of instructor bullying were examined. Participants were 337 college students recruited in 2012 from a northeastern university. An online questionnaire was administered to college students. A split-half, cross-validation approach was employed for measurement development. The measure demonstrated strong criterion validity and internal consistency. Approximately half of students reported witnessing professor/instructor bullying and 18% reported being bullied by a professor/instructor. Report of teacher bullying occurring prior to college was related to professor/instructor bullying in college, and sex was a moderating variable. College students perceive instructor bullying as occurring but may not know how to properly address it. Prevention efforts should be made by university administrators, faculty, and staff.

11 CFR 9002.11 - Qualified campaign expense.

Science.gov (United States)

2010-01-01

... 11 Federal Elections 1 2010-01-01 2010-01-01 false Qualified campaign expense. 9002.11 Section 9002.11 Federal Elections FEDERAL ELECTION COMMISSION PRESIDENTIAL ELECTION CAMPAIGN FUND: GENERAL ELECTION FINANCING DEFINITIONS § 9002.11 Qualified campaign expense. (a) Qualified campaign expense means...

11 CFR 9032.9 - Qualified campaign expense.

Science.gov (United States)

2010-01-01

... 11 Federal Elections 1 2010-01-01 2010-01-01 false Qualified campaign expense. 9032.9 Section 9032.9 Federal Elections FEDERAL ELECTION COMMISSION PRESIDENTIAL ELECTION CAMPAIGN FUND: PRESIDENTIAL PRIMARY MATCHING FUND DEFINITIONS § 9032.9 Qualified campaign expense. (a) Qualified campaign expense...

Dancers' Perceived and Actual Knowledge of Anatomy.

Science.gov (United States)

Kotler, Dana H; Lynch, Meaghan; Cushman, Daniel; Hu, Jason; Garner, Jocelyn

2017-06-15

Dancers are highly susceptible to musculoskeletal injuries and frequently require interaction with medical professionals. While many dancers have a finely tuned awareness of their bodies, their knowledge of the fundamentals of human anatomy is not uniform. There is a paucity of literature on the benefits of human anatomy education in dancers, though it seems intuitive that there should be a relationship. The purpose of this study was to assess dancers' perceived and actual knowledge of basic musculoskeletal anatomy and its relationship to function. Adult dancers at the undergraduate, pre-professional, and professional levels were surveyed through an anonymous online questionnaire. Questions included demographic information, dance techniques studied, anatomy training, and injury history. Subjects rated their perceived knowledge of anatomy and were tested with 15 multiple-choice questions on basic musculoskeletal anatomy. Four hundred seventy-five surveys were completed. Ordinal regression showed a correlation of perceived to actual knowledge of anatomy (p < 0.001). Factors that correlated with increases in both perceived and actual knowledge of anatomy included having taken an anatomy course of any type (p < 0.001) and increased age (p ≤ 0.001). Years of dance training and professional dancer status both significantly correlated with increased knowledge of anatomy (p < 0.001) but not perceived knowledge. Chi-square analysis showed that dancers with training in either modern or jazz dance had a significantly higher perceived, but not actual, knowledge when compared to those without training in those styles of dance (p < 0.001 and p = 0.011, respectively). In conclusion, dancers generally scored well on questions pertaining to basic musculoskeletal anatomy, and their perception correlated with their actual knowledge of anatomy. Factors that contribute to dancers' knowledge of anatomy include age, years of experience, professional dancer status, and anatomy training.

The Fabrication of Qualified Citizens

DEFF Research Database (Denmark)

Andrade-Molina, Melissa

2017-01-01

a rhizomatic analytical move, a historization of the present is deployed to map the fabrication of the desired qualified citizen in Chile. The analysis evidences the (re)production of dominant narratives about the “qualified citizen” are and have been entangled with the functioning of school geometry...

Computer assisted surgical anatomy mapping : applications in surgical anatomy research, tailor-made surgery and presonalized teaching

NARCIS (Netherlands)

A.L.A. Kerver (Anton)

2017-01-01

markdownabstractThis thesis presents a novel anatomy mapping tool named Computer Assisted Surgical Anatomy Mapping (CASAM). It allows researchers to map complex anatomy of multiple specimens and compare their location and course. Renditions such as safe zones or danger zones can be visualized,

The U.S. Department of Labor's Tractor and Machinery Certification Program: management styles and perceptions held by community stakeholders and instructors.

Science.gov (United States)

Jepsen, S D

2012-07-01

A mixed-mode, descriptive study was conducted on the U.S. Department of Labor's (DOL) Tractor and Machinery Certification Program. Legislated by the Fair Labors Standards Act, the Hazardous Occupations Order in Agriculture (HOOA) was enacted in 1968 as a public policy measure to reduce the number of injuries to youth on farms. An educational exemption allows youth 14 and 15 years of age to work for hire after they successfully complete a training program. In the 40+ years since the legislation went into effect prescribing such training exemptions, deficiencies and variations have occurred in the quality of the educational program and the system by which agencies certify young people. To gain a better understanding of the DOL Tractor and Machinery Certification program, community stakeholders were asked to identify management practices, curriculum resources, and perceptions of the DOL program. The study design used qualitative data from 49 agricultural representatives participating in regional focus groups and quantitative data from 330 community instructors responding to an electronic-formatted questionnaire (representing a 70.7% response rate) in an effort to answer the question: "What is the current status of the DOL Tractor and Machinery Certification program in the United States?" The findings revealed that 55.2% of the instructors taught a qualifying DOL program. Of these, the certification was administered through an Extension or 4-H program (68.7%), an agricultural education program (24.7%), or as a combination of Extension and agricultural education (6.0%). Course instructors believed the training was beneficial to students and had opportunity to attract more students than currently enrolled These instructors placed a higher value on standardized teaching materials than on standardized testing procedures; they also supported the need for additional teaching aids, which included hands-on activities, videotapes, student workbooks, and DVDs. Study participants

[Laurentius on anatomy].

Science.gov (United States)

Sawai, Tadashi; Sakai, Tatsuo

2005-03-01

Andreas Laurentius wrote Opera anatomica (1593) and Historia anatomica (1600). These books were composed of two types of chapters; 'historia' and 'quaestio'. His description is not original, but take from other anatomists. 'Historia' describes the structure, action and usefulness of the body parts clarified after dissection. 'Quaestio' treats those questions which could not be solved only by dissection. Laurentius cited many previous contradicting interpretations to these questions and choose a best interpretation for the individual questions. In most cases, Laurentius preferred Galen's view. Historia anatomica retained almost all the 'historia' and 'quaestio' from Opera anatomica, and added some new 'historia' and 'quaestio', especially in regard to the components of the body, such as ligaments, membranes, vessels, nerves and glands. Other new 'historia' and 'quaestio' in Historia anatomica concerned several topics on anatomy in general to comprehensively analyze the history of anatomy, methods of anatomy, and usefulness of anatomy. Historia anatomica reviewed what was anatomy by describing in 'historia' what was known and in 'quaestio' what was unresolved. Till now Laurentius's anatomical works have attracted little attention because his description contained few original findings and depended on previous books. However, the important fact that Historia anatomica was very popular in the 17th century tells us that people needed non-original and handbook style of this textbook. Historia anatomica is important for further research on the propagation of anatomical knowledge from professional anatomists to non-professionals in the 17th century.

Native-English Speaking Instructors Teaching Writing in China

Science.gov (United States)

Liu, Qing; Zhou, Xiaodi; Fu, Danling

2015-01-01

This article presents two separate but related studies on native-English speaking (NES) instructors' teaching writing practice in Chinese universities. One study is a case study that explores the teaching practice of three NES instructors' writing instruction in a southern Chinese university as well as students' responses to their practice.…

Accommodating Oversize and Overweight Loads : Instructor and Student Guide

Science.gov (United States)

2012-08-01

This instructor and student guide is designed to guide the instructor in conveying information at the district level concerning Research Project 0-6404 Accommodating Oversize and Overweight Loads. The specific information focuses on the Bryan D...

College Students’ Perceptions of Professor/Instructor Bullying: Questionnaire Development and Psychometric Properties

Science.gov (United States)

Marraccini, Marisa E.; Weyandt, Lisa L.; Rossi, Joseph S.

2016-01-01

Objective This study developed and examined the psychometric properties of a newly formed measure designed to assess professor/instructor bullying, as well as teacher bullying occurring prior to college. Additionally, prevalence of instructor bullying and characteristics related to victims of instructor bullying were examined. Participants Participants were 337 college students recruited in 2012 from a northeastern university. Methods An online questionnaire was administered to college students. A split-half, cross-validation approach was employed for measurement development. Results The measure demonstrated strong criterion validity and internal consistency. Approximately half of students reported witnessing professor/instructor bullying and 18% reported being bullied by a professor/instructor. Report of teacher bullying occurring prior to college was related to professor/instructor bullying in college, and sex was a moderating variable. Conclusion College students perceive instructor bullying as occurring but may not know how to properly address it. Prevention efforts should be made by university administrators, faculty and staff. PMID:26151235

Instructor satisfaction with a technology-based resource for diabetes education.

Science.gov (United States)

Hall, Deanne L; Corman, Shelby L; Drab, Scott R; Meyer, Susan M; Smith, Randall B

2009-05-27

To evaluate instructor use patterns and satisfaction with DM Educate, a comprehensive, Web-based diabetes course. Instructors completed a post-course survey instrument to assess their use of course materials and components, as well as satisfaction with the course content, design, and technology utilized, and to solicit their suggestions for additional content areas. Thirty-eight percent of respondents utilized DM Educate as a standalone elective and 62% had integrated materials into existing courses. The pharmacotherapy module was the most utilized at 91% and slide sets were the most utilized course components at 63%. All instructors stated that they would use the course again the following year. Suggestions for improvement included incorporation of more active-learning activities and patient cases. Instructors' were highly satisfied with the course materials and technology used by DM Educate, a Web-based diabetes education course, and indicated they were able to customize the course materials both to establish new courses and supplement existing courses. All instructors planned to use the course again.

A Gold Standards Approach to Training Instructors to Evaluate Crew Performance

Science.gov (United States)

Baker, David P.; Dismukes, R. Key

2003-01-01

The Advanced Qualification Program requires that airlines evaluate crew performance in Line Oriented Simulation. For this evaluation to be meaningful, instructors must observe relevant crew behaviors and evaluate those behaviors consistently and accurately against standards established by the airline. The airline industry has largely settled on an approach in which instructors evaluate crew performance on a series of event sets, using standardized grade sheets on which behaviors specific to event set are listed. Typically, new instructors are given a class in which they learn to use the grade sheets and practice evaluating crew performance observed on videotapes. These classes emphasize reliability, providing detailed instruction and practice in scoring so that all instructors within a given class will give similar scores to similar performance. This approach has value but also has important limitations; (1) ratings within one class of new instructors may differ from those of other classes; (2) ratings may not be driven primarily by the specific behaviors on which the company wanted the crews to be scored; and (3) ratings may not be calibrated to company standards for level of performance skill required. In this paper we provide a method to extend the existing method of training instructors to address these three limitations. We call this method the "gold standards" approach because it uses ratings from the company's most experienced instructors as the basis for training rater accuracy. This approach ties the training to the specific behaviors on which the experienced instructors based their ratings.

21 CFR 516.141 - Qualified expert panels.

Science.gov (United States)

2010-04-01

... choose members for the qualified expert panel in accordance with selection criteria listed in paragraph... whether the proposed qualified expert panel meets the selection criteria prior to the panel beginning its... Committee Act, as amended, 5 U.S.C. App. (b) Criteria for the selection of a qualified expert panel. (1) A...

A Survey of Principles Instructors: Why Lecture Prevails

Science.gov (United States)

Goffe, William L.; Kauper, David

2014-01-01

For many years, surveys have shown that lecture is the dominant method for teaching principles of economics (Watts and Schaur 2011; Watts and Becker 2008; Becker and Watts 1996, 2001a, b). The authors confirm this and augment it by asking why principles instructors teach the way they do. The respondents, 340 principles instructors at the 2012…

Remediation Trends in an Undergraduate Anatomy Course and Assessment of an Anatomy Supplemental Study Skills Course

Science.gov (United States)

Schutte, Audra Faye

2013-01-01

Anatomy A215: Basic Human Anatomy (Anat A215) is an undergraduate human anatomy course at Indiana University Bloomington (IUB) that serves as a requirement for many degree programs at IUB. The difficulty of the course, coupled with pressure to achieve grades for admittance into specific programs, has resulted in high remediation rates. In an…

33 CFR 155.1026 - Qualified individual and alternate qualified individual.

Science.gov (United States)

2010-07-01

... familiar with the implementation of the vessel response plan; and (4) Be trained in the responsibilities of... vessel may designate an organization to fulfill the role of the qualified individual and alternate...

Instructor development program at Three Mile Island

International Nuclear Information System (INIS)

Irizarry, C.A.; Jones, J.W.; Knief, R.

1981-01-01

The Three Mile Island (TMI) Training Department has prepared and conducted Instructor Development Programs which have upgraded the capabilities of its instructors and provided more uniformity among its diverse efforts. The week-long course was prepared in-house by a staff that combined college teaching experience in both education and technical subjects with strong background in industrial training. Through the first two offerings of the course, twenty-five individuals have participated and eight have served on the course staff

Instructor Perceptions of Plagiarism: Are We Finding Common Ground?

Science.gov (United States)

Bennett, Kymberley K.; Behrendt, Linda S.; Boothby, Jennifer L.

2011-01-01

This study examined instructor views of what constitutes plagiarism. The authors collected questionnaire data from 158 participants recruited through three teaching-related electronic listservs. Results showed that most participants agreed that behaviors that claim credit for someone else's work constituted plagiarism. Instructors differed in…

The Anatomy of Learning Anatomy

Science.gov (United States)

Wilhelmsson, Niklas; Dahlgren, Lars Owe; Hult, Hakan; Scheja, Max; Lonka, Kirsti; Josephson, Anna

2010-01-01

The experience of clinical teachers as well as research results about senior medical students' understanding of basic science concepts has much been debated. To gain a better understanding about how this knowledge-transformation is managed by medical students, this work aims at investigating their ways of setting about learning anatomy.…

77 FR 61721 - Pilot, Flight Instructor, and Pilot School Certification; Technical Amendment

Science.gov (United States)

2012-10-11

...-26661; Amdt. No. 61-129A] RIN 2120-AI86 Pilot, Flight Instructor, and Pilot School Certification... revise the training, qualification, certification, and operating requirements for pilots, flight instructors, ground instructors, and pilot schools. A portion of the codified text was inadvertently deleted...

Using clinical caring journaling: nursing student and instructor experiences.

Science.gov (United States)

Kuo, Chien-Lin; Turton, Michael; Cheng, Su-Fen; Lee-Hsieh, Jane

2011-06-01

Journaling has been incorporated into many nursing courses as an active reflective teaching strategy that can facilitate the learning process, personal growth, and professional development of students. There is limited research support of journaling as an appropriate tool to promote reflection for the purpose of learning caring in nursing education. The aim of this study was to explore the experiences and perceptions of student nurses and instructors who use clinical caring journaling (CCJ) in their clinical practicum. Researchers used a descriptive qualitative research design. The study population was 880 senior student nurses and 90 clinical instructors from a nursing program at a university in Taiwan who used CCJ. After completion of 1 year of clinical practicum, 16 students and 7 instructors participated voluntarily in focus group interviews. Researchers used content analysis to sort interview data into themes. Six themes were categorized that encapsulated student and instructor experiences and perceptions regarding using CCJ in their clinical practicum. These themes were guiding caring behavior toward patients, enabling students' reflective caring abilities, building up students' self-confidence, increasing interaction between students and instructors, enhancing students' self-development, and overcoming writing difficulty. Research findings may serve as a reference for nursing educators to use CCJ strategy in student nurses' clinical practicum.

Improving Online Interactions: Lessons from an Online Anatomy Course with a Laboratory for Undergraduate Students.

Science.gov (United States)

Attardi, Stefanie M; Barbeau, Michele L; Rogers, Kem A

2018-03-01

An online section of a face-to-face (F2F) undergraduate (bachelor's level) anatomy course with a prosection laboratory was offered in 2013-2014. Lectures for F2F students (353) were broadcast to online students (138) using Blackboard Collaborate (BBC) virtual classroom. Online laboratories were offered using BBC and three-dimensional (3D) anatomical computer models. This iteration of the course was modified from the previous year to improve online student-teacher and student-student interactions. Students were divided into laboratory groups that rotated through virtual breakout rooms, giving them the opportunity to interact with three instructors. The objectives were to assess student performance outcomes, perceptions of student-teacher and student-student interactions, methods of peer interaction, and helpfulness of the 3D computer models. Final grades were statistically identical between the online and F2F groups. There were strong, positive correlations between incoming grade average and final anatomy grade in both groups, suggesting prior academic performance, and not delivery format, predicts anatomy grades. Quantitative student perception surveys (273 F2F; 101 online) revealed that both groups agreed they were engaged by teachers, could interact socially with teachers and peers, and ask them questions in both the lecture and laboratory sessions, though agreement was significantly greater for the F2F students in most comparisons. The most common methods of peer communication were texting, Facebook, and meeting F2F. The perceived helpfulness of the 3D computer models improved from the previous year. While virtual breakout rooms can be used to adequately replace traditional prosection laboratories and improve interactions, they are not equivalent to F2F laboratories. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Complementing anatomy education using three-dimensional anatomy mobile software applications on tablet computers.

Science.gov (United States)

Lewis, T L; Burnett, B; Tunstall, R G; Abrahams, P H

2014-04-01

Anatomy has traditionally been a cornerstone of medical education, which has been taught via dissection and didactic lectures. The rising prevalence of mobile tablet technology means medical software applications ("apps") play an increasingly important role in medical education. The applications highlighted in this article will aid anatomical educators to identify which are the most useful in clinical, academic, and educational environments. These have been systematically identified by downloading all applications with keywords related to anatomy and then carrying out qualitative assessment. Novel anatomy applications from developers such as Visible Body, 3D4Medical, and Pocket Anatomy allow students to visualize and manipulate complex anatomical structures using detailed 3D models. They often contain additional content including clinical correlations and a range of media from instructional videos to interactive quiz functions. The strength of tablet technology lies in its ability to consolidate and present anatomical information to the user in the most appropriate manner for their learning style. The only question mark remains over the level of detail and accuracy of these applications. Innovative medical educators who embrace tablet technology will find that anatomy applications serve as a useful learning tool when used in conjunction with existing teaching setups. Copyright © 2013 Wiley Periodicals, Inc.

Supply Inventory Management: Evaluation of the Defense Supply Center Columbus Qualified Products List and Qualified Manufacturers List Program

National Research Council Canada - National Science Library

2002-01-01

... was transitioned from the Military Departments. The Defense Supply Center Columbus currently has management responsibility for over 300 Qualified Products Lists and 4 Qualified Manufacturers Lists...

Reflections on the newly qualified social worker's journey : From university training to qualified practice

OpenAIRE

Walker, Clare

2014-01-01

This qualitative research study explores the experience of graduating social workers making the transition from university training into work as qualified social work practitioners. Most studies in this area look at the practice readiness of the newly qualified professional. This study looks at the participants’ experience in the work place. How do participants experience this journey of transition? What skills, particularly reflective practice and supervision, learned in training, are import...

33 CFR 154.1026 - Qualified individual and alternate qualified individual.

Science.gov (United States)

2010-07-01

... alternate must: (1) Be located in the United States; (2) Speak fluent English; (3) Be familiar with the... facility may designate an organization to fulfill the role of the qualified individual and the alternate...

The Effect of Some Constraints on Mathematics Instructors' Problem ...

African Journals Online (AJOL)

This study was designed to examine the effect of perceived constraints on four universities mathematics department instructors' classroom practices of problem solving in teaching mathematics. To this end, the target population of the study includes mathematics instructors in the Amhara Regional state universities. From a ...

Professional Ethical Competence in nursing: the role of nursing instructors.

Science.gov (United States)

Borhani, Fariba; Alhani, Fatemeh; Mohammadi, Easa; Abbaszadeh, Abbas

2010-01-01

Teaching ethics to nurses leads to their involvement in providing high quality care, enable them to duly encounter ethical issues. One of the key elements of educational systems is nursing instructors. Even though lots of studies show the role of instructors in students' learning, their role in promotion of professional ethics has been attended to less. The objective of this study is surveying the experience of nursing students with respect to the role of instructors in promotion of professional ethics. This qualitative study enrolled 15 undergraduate nursing students from three nursing schools in Teheran whom depth interview was performed. The interview was semi-structured with open ended questions. The analysis was accomplished by use of qualitative content-analysis method. Data analysis demonstrated 2 main themes and 7 subcategories in regard to the role of instructors in promotion of professional ethics in nursing students including: 1) the effective professional role model 2) facilitating creative learning. The effective professional role model encompasses individual characteristics and beliefs, clinical skills and professional commitment of role model. Creative learning facilitates by encouraging critical thinking and decision-making, Providing supportive learning conditions, providing proper space for sharing knowledge followed by evaluation and creative feedback. The findings of this study provides a background for strengthening the role of instructors in promotion of professional ethics with more emphasis on research which increase capability of instructors at nursing education centers.

Medical students and physical education students as CPR instructors: an appropriate solution to the CPR-instructor shortage in secondary schools?

OpenAIRE

Cuijpers, P. J. P. M.; Bookelman, G.; Kicken, W.; de Vries, W.; Gorgels, A. P. M.

2016-01-01

Background Integrating cardiopulmonary resuscitation (CPR) training in secondary schools will increase the number of potential CPR providers. However, currently too few certified instructors are available for this purpose. Training medical students and physical education student teachers to become CPR instructors could decrease this shortage. Aim Examine whether medical students and physical education student teachers can provide CPR training for secondary school pupils as well as (i.?e., non...

Training of instructors on nuclear safety in Asian Countries

International Nuclear Information System (INIS)

Ikuta, Yuko; Shitomi, Hajimu; Saeki, Masakatsu

2002-01-01

Japan Atomic Energy Research Institute (JAERI)is conducting the international cooperation's of training of the foreign instructors and sending the Japanese teacher to the countries of Indonesia, Thailand (both from 1996) and Vietnam (2000). The training is performed in the JAERI for the future instructors of the concerned country for the period of essentially 2 months and is mainly on nuclear safety principles and safety handling of unsealed radioactive sources. Until 2001, 22 instructors from those countries have been trained in 142 courses. The sent Japanese teacher together with the trained instructor conduct the education of mainly radiation protection and measurement for personnel in ETC of BATAN (Education and Training Center, Indonesia atomic energy agency), radiation protection and atomic energy technology/application in OAEP (Office of Atomic Energy for Peace, Thailand) and the same subjects as BATAN in VAEC (Vietnam Atomic Energy Commission). Instruments for radiation measurement are essentially from Japan. This JAERI international cooperation will be open to other Asian countries. (K.H.)

Training of instructors on nuclear safety in Asian Countries

Energy Technology Data Exchange (ETDEWEB)

Ikuta, Yuko; Shitomi, Hajimu; Saeki, Masakatsu [Japan Atomic Energy Research Inst., Tokai, Ibaraki (Japan). Nuclear Technology and Education Center

2002-11-01

Japan Atomic Energy Research Institute (JAERI)is conducting the international cooperation's of training of the foreign instructors and sending the Japanese teacher to the countries of Indonesia, Thailand (both from 1996) and Vietnam (2000). The training is performed in the JAERI for the future instructors of the concerned country for the period of essentially 2 months and is mainly on nuclear safety principles and safety handling of unsealed radioactive sources. Until 2001, 22 instructors from those countries have been trained in 142 courses. The sent Japanese teacher together with the trained instructor conduct the education of mainly radiation protection and measurement for personnel in ETC of BATAN (Education and Training Center, Indonesia atomic energy agency), radiation protection and atomic energy technology/application in OAEP (Office of Atomic Energy for Peace, Thailand) and the same subjects as BATAN in VAEC (Vietnam Atomic Energy Commission). Instruments for radiation measurement are essentially from Japan. This JAERI international cooperation will be open to other Asian countries. (K.H.)

Personality differences in high risk sports amateurs and instructors.

Science.gov (United States)

Watson, Alison E; Pulford, Briony D

2004-08-01

This study investigated the personality differences of 21 amateurs and 20 instructors who participated in the high risk sports of skydiving, hang-gliding, paragliding, scuba diving, microlighting, and rock climbing, versus those who did not. 38 men and 28 women (M age=32.6 yr., SD= 10.0) were assessed using the Eysenck Personality Questionnaire-Revised, the General Health Questionnaire, the Generalised Self-efficacy Scale, and a Type A/B personality measure. Instructors and Amateurs scored significantly higher on Extroversion and lower on Neuroticism than Nonparticipants; however, they differed from each other on the General Health Questionnaire and Type A/B personality scores. Amateurs scored significantly higher on Psychoticism and Self-efficacy than Instructors and Nonparticipants. In conclusion, these test scores suggest that people who are attracted to high risk sports tend to be at the extroverted and emotionally stable end of the scale, with a tendency to exhibit Type A characteristics; however, Instructors' scores on Psychoticism and Self-efficacy are more akin to those of Nonparticipants.

Nursing Students’ Perceptions on Characteristics of an Effective Clinical Instructor

Directory of Open Access Journals (Sweden)

Joan E. Niederriter PhD, MSN, CMSRN, RN-BC

2017-01-01

Full Text Available Purpose To identify characteristics and teaching techniques of effective clinical instructors that can be utilized or implemented to improve the student nurse clinical experience. Background The clinical instructor is an integral part of a quality clinical experience. They help students transfer didactic information to the practice setting. The clinical nursing experience is a vital component in the developmental process of the nursing student. Research has been done on this subject, but gaps remain. The need for a more in-depth understanding of students’ perceptions of the characteristics and teaching techniques that best aid their comprehension and learning will help instructors to maximize student learning experiences in the practice setting. Method This qualitative research study utilized the phenomenological research method. Three open-ended questions were posed to 14 nursing students to identify the characteristics and teaching techniques they believed comprised an effective clinical instructor. Individual interviews were conducted and transcribed interviews were reviewed to identify common themes. Three faculty members provided member checking to prevent bias by reviewing the transcribed interviews for common themes. Findings Participants identified four main themes which include a trusting relationship, experience or knowledge, coach, and role model. The students found that they gained more knowledge, developed more critical thinking, and felt more confident with instructors who utilized characteristics and techniques from these four areas. Conclusion Clinical instructors play an important role in preparing the student nurse in becoming a competent nurse in the practice setting. This information can be used to provide a foundation in creating an educational opportunity to inform nurse educators in the ways to become a more effective clinical instructor.

An Empirical Study of Neural Network-Based Audience Response Technology in a Human Anatomy Course for Pharmacy Students.

Science.gov (United States)

Fernández-Alemán, José Luis; López-González, Laura; González-Sequeros, Ofelia; Jayne, Chrisina; López-Jiménez, Juan José; Carrillo-de-Gea, Juan Manuel; Toval, Ambrosio

2016-04-01

This paper presents an empirical study of a formative neural network-based assessment approach by using mobile technology to provide pharmacy students with intelligent diagnostic feedback. An unsupervised learning algorithm was integrated with an audience response system called SIDRA in order to generate states that collect some commonality in responses to questions and add diagnostic feedback for guided learning. A total of 89 pharmacy students enrolled on a Human Anatomy course were taught using two different teaching methods. Forty-four students employed intelligent SIDRA (i-SIDRA), whereas 45 students received the same training but without using i-SIDRA. A statistically significant difference was found between the experimental group (i-SIDRA) and the control group (traditional learning methodology), with T (87) = 6.598, p < 0.001. In four MCQs tests, the difference between the number of correct answers in the first attempt and in the last attempt was also studied. A global effect size of 0.644 was achieved in the meta-analysis carried out. The students expressed satisfaction with the content provided by i-SIDRA and the methodology used during the process of learning anatomy (M = 4.59). The new empirical contribution presented in this paper allows instructors to perform post hoc analyses of each particular student's progress to ensure appropriate training.

College Students' Perceptions of Professor/Instructor Bullying: Questionnaire Development and Psychometric Properties

Science.gov (United States)

Marraccini, Marisa E.; Weyandt, Lisa L.; Rossi, Joseph S.

2015-01-01

Objective: This study developed and examined the psychometric properties of a newly formed measure designed to assess professor/instructor bullying, as well as teacher bullying occurring prior to college. Additionally, prevalence of instructor bullying and characteristics related to victims of instructor bullying were examined. Participants:…

Assessing student engagement and self-regulated learning in a medical gross anatomy course.

Science.gov (United States)

Pizzimenti, Marc A; Axelson, Rick D

2015-01-01

In courses with large enrollment, faculty members sometimes struggle with an understanding of how individual students are engaging in their courses. Information about the level of student engagement that instructors would likely find most useful can be linked to: (1) the learning strategies that students are using; (2) the barriers to learning that students are encountering; and (3) whether the course materials and activities are yielding the intended learning outcomes. This study drew upon self-regulated learning theory (SRL) to specify relevant information about learning engagement, and how the measures of particular scales might prove useful for student/faculty reflection. We tested the quality of such information as collected via the Motivated Strategies for Learning Questionnaire (MSLQ). MSLQ items were administered through a web-based survey to 150 students in a first-year medical gross anatomy course. The resulting 66 responses (44% response rate) were examined for information quality (internal reliability and predictive validity) and usefulness of the results to the course instructor. Students' final grades in the course were correlated with their MSLQ scale scores to assess the predictive validity of the measures. These results were consistent with the course design and expectations, showing that greater use of learning strategies such as elaboration and critical thinking was associated with higher levels of performance in the course. Motivation subscales for learning were also correlated with the higher levels of performance in the course. The extent to which these scales capture valid and reliable information in other institutional settings and courses needs further investigation. © 2014 American Association of Anatomists.

Instructor Misbehaviors as Digital Expectancy Violations: What Students Despise and What They Let Slide

Science.gov (United States)

MacArthur, Brenda L.; Villagran, Melinda M.

2015-01-01

This study examines students' motives for communicating with their instructors when the instructor exhibits inappropriate or unprofessional online behavior. To understand the relationship between what we call instructors' digital expectancy violations and students' motives for communicating with instructors, students' levels of task, social, and…

Instructor training at the Swedish Nuclear Power Training and Safety Centre

International Nuclear Information System (INIS)

Persson, P.-E.

1988-01-01

In spite of the fact that full-scope simulators are very powerful training tools, the transfer of knowledge and skills to the trainees during simulator training is completely dependent on the instructors' technical competence and their ability to transfer it to the trainees by efficient use of these training tools. Accordingly, the instructor candidates must pass a technical training programme equivalent to that for shift supervisors and have at least a few months of experience in each operator position at a nuclear power plant. To be authorized, the instructors must also pass a teacher training programme consisting of four 2 week instructor courses. To stay authorized the instructors must pass an annual retraining programme consisting of at least two weeks of technical refresher and one week teacher retraining. The retraining programme also includes at least three weeks of operational practice at a nuclear power plant. (author)

The Therapeutic Function of the Instructor in Abnormal Psychology.

Science.gov (United States)

Halgin, Richard P.

1982-01-01

Describes three main types of therapeutic problems which college instructors of abnormal psychology courses may encounter with their students. Students may seek the instructor's assistance in helping a relative or acquaintance or for self-help. Often a student may not seek help but may display pathological behavior. (AM)

"Back-Stage" Dissent: Student Twitter Use Addressing Instructor Ideology

Science.gov (United States)

Linvill, Darren L.; Boatwright, Brandon C.; Grant, Will J.

2018-01-01

In this content analysis, we explored how students address instructor ideology in the university classroom through the social media platform Twitter. We employed Boolean search operators through Salesforce Marketing Cloud Radian6 software to gather tweets and identified English language tweets by how students referenced their instructor's…

Professional Learning of Instructors in Vocational and Professional Education

Science.gov (United States)

Hoekstra, Annemarieke; Kuntz, Jeff; Newton, Paul

2018-01-01

This article presents insights from a study into instructor professional learning in vocational and professional education (VPE) in Canada. While most studies on instructor learning focus on learning through formal professional development programmes, this study specifically focuses on professional learning as it happens in day-to-day practice.…

Improved understanding of human anatomy through self-guided radiological anatomy modules.

Science.gov (United States)

Phillips, Andrew W; Smith, Sandy G; Ross, Callum F; Straus, Christopher M

2012-07-01

To quantifiably measure the impact of self-instructed radiological anatomy modules on anatomy comprehension, demonstrated by radiology, gross, and written exams. Study guides for independent use that emphasized structural relationships were created for use with two online radiology atlases. A guide was created for each module of the first year medical anatomy course and incorporated as an optional course component. A total of 93 of 96 eligible students participated. All exams were normalized to control for variances in exam difficulty and body region tested. An independent t-test was used to compare overall exam scores with respect to guide completion or incompletion. To account for aptitude differences between students, a paired t-test of each student's exam scores with and without completion of the associated guide was performed, thus allowing students to serve as their own controls. Twenty-one students completed no study guides; 22 completed all six guides; and 50 students completed between one and five guides. Aggregate comparisons of all students' exam scores showed significantly improved mean performance when guides were used (radiology, 57.8% [percentile] vs. 45.1%, P < .001; gross, 56.9% vs. 46.5%, P = .001; written, 57.8% vs. 50.2%, P = .011). Paired comparisons among students who completed between one and five guides demonstrated significantly higher mean practical exam scores when guides were used (radiology, 49.3% [percentile] vs. 36.0%, P = .001; gross, 51.5% vs. 40.4%, P = .005), but not higher written scores. Radiological anatomy study guides significantly improved anatomy comprehension on radiology, gross, and written exams. Copyright © 2012 AUR. Published by Elsevier Inc. All rights reserved.

[Attempt to reduce the formaldehyde concentration by blowing cooled fresh air down in to the breathing zone of medical students from an admission port on the ceiling during gross anatomy class].

Science.gov (United States)

Takayanagi, Masaaki; Sakai, Makoto; Ishikawa, Youichi; Murakami, Kunio; Kimura, Akihiko; Kakuta, Sachiko; Sato, Fumi

2008-09-01

Cadavers in gross anatomy laboratories at most medical schools are conventionally embalmed in formaldehyde solution, which is carcinogenic to humans. Medical students and instructors are thus exposed to formaldehyde vapors emitted from cadavers during dissection. To reduce high formaldehyde concentrations in the breathing zone above cadavers being examined by anatomy medical students provisionally, dissection beds were located under existing admission ports on the ceiling to supply cooled fresh air from the admission port blowing downward on to the cadaver. In all cases, compared to normal condition, the downward flow of cooled fresh air from an admission port reduced formaldehyde concentrations by 0.09-0.98 ppm and reduced to 12.6-65.4% in the air above a cadaver in the breathing zone of students. The formaldehyde concentrations above cadavers under admission ports were not more than the formaldehyde concentrations between beds representing the indoor formaldehyde concentrations. Although the application of an existing admission port on the ceiling in this study did not remove formaldehyde, the downflow of cooled fresh air using this system reduced the formaldehyde concentration in the air above cadavers being attended by anatomy students during dissections. These results suggest the need for reducing formaldehyde levels in gross anatomy laboratories using fundamental countermeasures in order to satisfy the guidelines of 0.08 ppm established by the World Health Organization and the Japan Ministry of Health, Labor and Welfare.

76 FR 78141 - Pilot, Flight Instructor, and Pilot School Certification; Technical Amendment

Science.gov (United States)

2011-12-16

...-26661; Amdt. No. 61-129] RIN 2120-AI86 Pilot, Flight Instructor, and Pilot School Certification... requirements for pilots, flight instructors, ground instructors, and pilot schools. This document corrects an... a practical test for the issuance of a sport pilot certificate in a light-sport aircraft other than...

Instructor Strategic Ambiguity: Delineation of the Construct and Development of a Measure

Science.gov (United States)

Klyukovski, Andrei A.; Medlock-Klyukovski, Amanda L.

2016-01-01

This article presents research to delineate the construct of instructor strategic ambiguity (ISA) and develop a measure. The first study analyzed instructor uses of ambiguity, identified 18 strategies, and classified them into four categories. The second study developed an Instructor Strategic Ambiguity Measure (ISAM) for the college classroom.…

Automated Accounting. Instructor Guide.

Science.gov (United States)

Moses, Duane R.

This curriculum guide was developed to assist business instructors using Dac Easy Accounting College Edition Version 2.0 software in their accounting programs. The module consists of four units containing assignment sheets and job sheets designed to enable students to master competencies identified in the area of automated accounting. The first…

The mouse-human anatomy ontology mapping project.

Science.gov (United States)

Hayamizu, Terry F; de Coronado, Sherri; Fragoso, Gilberto; Sioutos, Nicholas; Kadin, James A; Ringwald, Martin

2012-01-01

The overall objective of the Mouse-Human Anatomy Project (MHAP) was to facilitate the mapping and harmonization of anatomical terms used for mouse and human models by Mouse Genome Informatics (MGI) and the National Cancer Institute (NCI). The anatomy resources designated for this study were the Adult Mouse Anatomy (MA) ontology and the set of anatomy concepts contained in the NCI Thesaurus (NCIt). Several methods and software tools were identified and evaluated, then used to conduct an in-depth comparative analysis of the anatomy ontologies. Matches between mouse and human anatomy terms were determined and validated, resulting in a highly curated set of mappings between the two ontologies that has been used by other resources. These mappings will enable linking of data from mouse and human. As the anatomy ontologies have been expanded and refined, the mappings have been updated accordingly. Insights are presented into the overall process of comparing and mapping between ontologies, which may prove useful for further comparative analyses and ontology mapping efforts, especially those involving anatomy ontologies. Finally, issues concerning further development of the ontologies, updates to the mapping files, and possible additional applications and significance were considered. DATABASE URL: http://obofoundry.org/cgi-bin/detail.cgi?id=ma2ncit.

Two-Year Community: Human Anatomy Software Use in Traditional and Online Anatomy Laboratory Classes: Student-Perceived Learning Benefits

Science.gov (United States)

Kuyatt, Brian L.; Baker, Jason D.

2014-01-01

This study evaluates the effectiveness of human anatomy software in face-to-face and online anatomy laboratory classes. Cognitive, affective, and psychomotor perceived learning was measured for students using Pearson Education's Practice Anatomy Laboratory 2.0 software. This study determined that student-perceived learning was significantly…

11 CFR 9004.4 - Use of payments; examples of qualified campaign expenses and non-qualified campaign expenses.

Science.gov (United States)

2010-01-01

... 11 Federal Elections 1 2010-01-01 2010-01-01 false Use of payments; examples of qualified campaign expenses and non-qualified campaign expenses. 9004.4 Section 9004.4 Federal Elections FEDERAL ELECTION COMMISSION PRESIDENTIAL ELECTION CAMPAIGN FUND: GENERAL ELECTION FINANCING ENTITLEMENT OF ELIGIBLE CANDIDATES...

Development of instructors for nuclear power plant personnel training

International Nuclear Information System (INIS)

2004-06-01

In 1996 the IAEA published Technical Reports Series No. 380, Nuclear Power Plant Personnel Training and its Evaluation, A Guidebook, which provides guidance with respect to development, implementation and evaluation of training programmes. The IAEA Technical Working Group on Training and Qualification of Nuclear Power Plant Personnel recommended that an additional publication be prepared to provide further details concerning the development of instructors for NPP personnel training. The quality of nuclear power plant personnel training is strongly dependent on the availability of competent instructors. Instructors must have a comprehensive practical as well as theoretical understanding of all aspects of the subjects being taught and the relationship of the subject to nuclear plant operation. Instructors should have the appropriate knowledge, skills and attitudes (KSAs) in their assigned areas of responsibility. They should thoroughly understand all aspects of the contents of the training programmes and the relationship between these contents and overall plant operation. This means that they should be technically competent and show credibility with the trainees and other plant personnel. In addition, the instructors should be familiar with the basics of adult learning and a systematic approach to training, and should have adequate instructional and assessment skills. This TECDOC provides practical guidance on various aspects of instructor selection, development and deployment, by quoting actual examples from different countries. It highlights the importance of having an appropriate training policy, especially considering the various organisational arrangements that exist in different utilities/countries. This should result in: plant performance improvement, improved human performance, meeting goals and objectives of the business (quality, safety, productivity), and improving training programs. This publication is available in two formats - as a conventional printed

How does teaching clinical skills influence instructors' professional behaviour?

Directory of Open Access Journals (Sweden)

Yamani N

2004-07-01

Full Text Available Purpose: "Introduction to Clinical Medicine" in Isfahan University of Medical Sciences and Health Services is an initiative in which general practitioners work as instructors and have the opportunity to experience teaching in addition to clinical practice. Since teaching, affects both teacher and students, this study aims to assess the influence of teaching clinical skills on the instructors' psychological, social and professional behaviour. Methods: This was performed as a qualitative study. The research population consisted of instructors of “Introduction to Clinical Medicine” who were all general practitioners and acted as facilitator in small groups working on physical examination and case discussion. The data collecting tool was a semi-structured interview which was recorded on the tape. Then, the interviews were transcribed and confirmed by interviewees at the end. 10 instructors were interviewed. The data were analysed according to Colaizzi model. Results: After coding the data to 38 main subjects, they were classified into three main categories including professional, psychological and social effects. The influence of teaching on professional performance included performing a thorough and correct physical examination, taking a detailed and correct history, increasing decision making ability and increasing professional knowledge. Some of the psychological effects were increasing selfconfidence, job satisfaction and morale. The social effects of teaching were increasing social contacts, having a relationship with an academic environment and having a respectful job. Conclusion: Considering the positive effects of teaching on instructors, teaching clinical skills by general practitioners can increase general practitioners knowledge and clinical skills and improve their morale. It is recommended to train general practitioners both for teaching skills and clinical skills and consider this, as an opportunity for physicians’ continuing

Sustainable transportation : technology, engineering, and science - summer camp instructor's guide.

Science.gov (United States)

2014-03-01

This document reproduces the instructors guide for a ten day transportation engineering summer camp that was held at the University of Idaho in July 2013. The instructors guide is split into three units: Unit 1: Vehicle Technology, Unit 2: Traf...

College Instructors' Preparedness for Innovative Transformations in Higher Education

Science.gov (United States)

Krasinskaia, L. F.

2012-01-01

Survey data show that instructors are aware of the need for changes in Russian higher education, but are rather demoralized by the difficult social and professional situation in which they work. And so, given the current functioning of higher education, a number of demotivating factors have an influence on instructors' satisfaction with their work…

Nursing students' perspectives on clinical instructors' effective teaching strategies: A descriptive study.

Science.gov (United States)

Valiee, Sina; Moridi, Glorokh; Khaledi, Shahnaz; Garibi, Fardin

2016-01-01

An important factor contributing to the quality of clinical education is instructors' teaching performance. The aim of this study was to identify clinical instructors' most effective teaching strategies from nursing and midwifery students' perspectives. This was a descriptive cross-sectional study. All third- and fourth-year bachelor's nursing and midwifery students studying at the Nursing and Midwifery Faculty of Kurdistan University of Medical Sciences were recruited to the study by using the census method. The study instrument consisted of a demographic questionnaire and the self-report 30-item Clinical Instructors' Effective Teaching Strategies Inventory. The SPSS v.16.0 was used for data analysis. The most effective teaching strategies of clinical instructors from nursing and midwifery students' perspectives were respectively 'treating students, clients, and colleagues with respect' and 'being eager for guiding students and manage their problems'. Clinical instructors need to be eager for education and also be able to establish effective communication with students. Empowering clinical instructors in specialized and technical aspects of clinical education seems necessary. Copyright © 2015 Elsevier Ltd. All rights reserved.

Dental anatomy grading: comparison between conventional visual and a novel digital assessment technique.

Science.gov (United States)

Kwon, So Ran; Restrepo-Kennedy, Natalia; Dawson, Deborah V; Hernandez, Marcela; Denehy, Gerald; Blanchette, Derek; Gratton, David G; Aquilino, Steven A; Armstrong, Steven R

2014-12-01

Conventional grading of dental students' projects in preclinical courses has mainly relied on visual evaluation by experienced instructors. The purpose of this study was to compare conventional visual grading in a dental anatomy course at one U.S. dental school to a novel digital assessment technique. A total of sixty samples comprised of two sets of faculty wax-ups (n=30), student wax-ups (n=15), and dentoform teeth of tooth #14 (n=15) were used for this study. Two additional faculty members visually graded the samples according to a checklist and then repeated the grading after one week. The sample wax-up with the highest score based on the visual grading was selected as the master model for the digital grading, which was also performed twice with an interim period of one week. Descriptive statistics and signed rank tests for systematic bias were used for intra- and interrater comparisons. The intraclass correlation (ICC) was used as a measure of intra- and interrater reliability. None of the faculty members achieved the minimum acceptable intrarater agreement of 0.8. Interrater agreement was substantially less than intrarater agreement for the visual grading, whereas all measures of intrarater agreement were greater than 0.9 and considered excellent for the digital assessment technique. These results suggest that visual grading is limited by modest intrarater reliability and low interrater agreement. Digital grading is a promising evaluation method showing excellent intrarater reliability and correlation. Correlation for visual and digital grading was consistently modest, partly supporting the potential use of digital technology in dental anatomy grading.

Use of Eye Tracking as an Innovative Instructional Method in Surgical Human Anatomy.

Science.gov (United States)

Sánchez-Ferrer, María Luísa; Grima-Murcia, María Dolores; Sánchez-Ferrer, Francisco; Hernández-Peñalver, Ana Isabel; Fernández-Jover, Eduardo; Sánchez Del Campo, Francisco

Tobii glasses can record corneal infrared light reflection to track pupil position and to map gaze focusing in the video recording. Eye tracking has been proposed for use in training and coaching as a visually guided control interface. The aim of our study was to test the potential use of these glasses in various situations: explanations of anatomical structures on tablet-type electronic devices, explanations of anatomical models and dissected cadavers, and during the prosection thereof. An additional aim of the study was to test the use of the glasses during laparoscopies performed on Thiel-embalmed cadavers (that allows pneumoinsufflation and exact reproduction of the laparoscopic surgical technique). The device was also tried out in actual surgery (both laparoscopy and open surgery). We performed a pilot study using the Tobii glasses. Dissection room at our School of Medicine and in the operating room at our Hospital. To evaluate usefulness, a survey was designed for use among students, instructors, and practicing physicians. The results were satisfactory, with the usefulness of this tool supported by more than 80% positive responses to most questions. There was no inconvenience for surgeons and that patient safety was ensured in the real laparoscopy. To our knowledge, this is the first publication to demonstrate the usefulness of eye tracking in practical instruction of human anatomy, as well as in teaching clinical anatomy and surgical techniques in the dissection and operating rooms. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Anatomy of the clitoris.

Science.gov (United States)

O'Connell, Helen E; Sanjeevan, Kalavampara V; Hutson, John M

2005-10-01

We present a comprehensive account of clitoral anatomy, including its component structures, neurovascular supply, relationship to adjacent structures (the urethra, vagina and vestibular glands, and connective tissue supports), histology and immunohistochemistry. We related recent anatomical findings to the historical literature to determine when data on accurate anatomy became available. An extensive review of the current and historical literature was done. The studies reviewed included dissection and microdissection, magnetic resonance imaging (MRI), 3-dimensional sectional anatomy reconstruction, histology and immunohistochemical studies. The clitoris is a multiplanar structure with a broad attachment to the pubic arch and via extensive supporting tissue to the mons pubis and labia. Centrally it is attached to the urethra and vagina. Its components include the erectile bodies (paired bulbs and paired corpora, which are continuous with the crura) and the glans clitoris. The glans is a midline, densely neural, non-erectile structure that is the only external manifestation of the clitoris. All other components are composed of erectile tissue with the composition of the bulbar erectile tissue differing from that of the corpora. The clitoral and perineal neurovascular bundles are large, paired terminations of the pudendal neurovascular bundles. The clitoral neurovascular bundles ascend along the ischiopubic rami to meet each other and pass along the superior surface of the clitoral body supplying the clitoris. The neural trunks pass largely intact into the glans. These nerves are at least 2 mm in diameter even in infancy. The cavernous or autonomic neural anatomy is microscopic and difficult to define consistently. MRI complements dissection studies and clarifies the anatomy. Clitoral pharmacology and histology appears to parallel those of penile tissue, although the clinical impact is vastly different. Typical textbook descriptions of the clitoris lack detail and

Nominal Group as Qualifier to "Someone"

Science.gov (United States)

Sujatna, Eva Tuckyta Sari; Wahyuni, Sri

2017-01-01

The paper titled "Nominal Group as Qualifier to 'Someone'" investigated types of qualifiers which are embedded to the head "someone" in a nominal group. This research was conducted in the light of Systemic Functional Linguistics analysis. The data was analyzed, classified then described using descriptive qualitative method.…

30 CFR 75.155 - Qualified hoisting engineer; qualifications.

Science.gov (United States)

2010-07-01

... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Qualified hoisting engineer; qualifications. 75... Persons § 75.155 Qualified hoisting engineer; qualifications. (a)(1) A person is a qualified hoisting engineer within the provisions of subpart O of this part, for the purpose of operating a steam-driven hoist...

Variation in root wood anatomy

NARCIS (Netherlands)

Cutler, D.F.

1976-01-01

Variability in the anatomy of root wood of selected specimens particularly Fraxinus excelsior L. and Acer pseudoplatanus L. in the Kew reference microscope slide collection is discussed in relation to generalised statements in the literature on root wood anatomy.

Qualified Census Tracts

Data.gov (United States)

Department of Housing and Urban Development — A Qualified Census Tract (QCT) is any census tract (or equivalent geographic area defined by the Census Bureau) in which at least 50% of households have an income...

Clinical anatomy of the subserous layer: An amalgamation of gross and clinical anatomy.

Science.gov (United States)

Yabuki, Yoshihiko

2016-05-01

The 1998 edition of Terminologia Anatomica introduced some currently used clinical anatomical terms for the pelvic connective tissue or subserous layer. These innovations persuaded the present author to consider a format in which the clinical anatomical terms could be reconciled with those of gross anatomy and incorporated into a single anatomical glossary without contradiction or ambiguity. Specific studies on the subserous layer were undertaken on 79 Japanese women who had undergone surgery for uterine cervical cancer, and on 26 female cadavers that were dissected, 17 being formalin-fixed and 9 fresh. The results were as follows: (a) the subserous layer could be segmentalized by surgical dissection in the perpendicular, horizontal and sagittal planes; (b) the segmentalized subserous layer corresponded to 12 cubes, or ligaments, of minimal dimension that enabled the pelvic organs to be extirpated; (c) each ligament had a three-dimensional (3D) structure comprising craniocaudal, mediolateral, and dorsoventral directions vis-á-vis the pelvic axis; (d) these 3D-structured ligaments were encoded morphologically in order of decreasing length; and (e) using these codes, all the surgical procedures for 19th century to present-day radical hysterectomy could be expressed symbolically. The establishment of clinical anatomical terms, represented symbolically through coding as demonstrated in this article, could provide common ground for amalgamating clinical anatomy with gross anatomy. Consequently, terms in clinical anatomy and gross anatomy could be reconciled and compiled into a single anatomical glossary. © 2015 Wiley Periodicals, Inc.

Marketing Research. Instructor's Manual.

Science.gov (United States)

Small Business Administration, Washington, DC.

Prepared for the Administrative Management Course Program, this instructor's manual was developed to serve small-business management needs. The sections of the manual are as follows: (1) Lesson Plan--an outline of material covered, which may be used as a teaching guide, presented in two columns: the presentation, and a step-by-step indication of…

Instructors' Support of Student Autonomy in an Introductory Physics Course

Science.gov (United States)

Hall, Nicholas; Webb, David

2014-12-01

The role of autonomy in the student experience in a large-enrollment undergraduate introductory physics course was studied from a self-determination theory perspective. A correlational study investigated whether certain aspects of the student experience correlated with how autonomy supportive (versus controlling) students perceived their instructors to be. An autonomy-supportive instructor acknowledges students' perspectives and feelings and provides students with information and opportunities for choice while minimizing external pressures (e.g., incentives or deadlines). It was found that the degree to which students perceived their instructors as autonomy supportive was positively correlated with student interest and enjoyment in learning physics (β =0.31***) and negatively correlated with student anxiety about taking physics (β =-0.23**). It was also positively correlated with how autonomous (versus controlled) students' reasons for studying physics became over the duration of the course (i.e., studying physics more because they wanted to versus had to; β =0.24***). This change in autonomous reasons for studying physics was in turn positively correlated with student performance in the course (β =0.17*). Additionally, the degree to which students perceived their instructors as autonomy supportive was directly correlated with performance for those students entering the course with relatively autonomous reasons for studying physics (β =0.25**). In summary, students who perceived their instructors as more autonomy supportive tended to have a more favorable motivational, affective, and performance experience in the course. The findings of the present study are consistent with experimental studies in other contexts that argue for autonomy-supportive instructor behaviors as the cause of a more favorable student experience.

Henry Gray's Anatomy.

Science.gov (United States)

Pearce, J M S

2009-04-01

Little is generally known of Henry Gray, the author of Gray's Anatomy, and even less of his colleague Henry Vandyke Carter, who played a vital role in the dissections and illustrations leading to the production of the first volume in 1859. This essay attempts to sketch briefly the salient, know aspects of these two men and their divergent careers. It traces succinctly the subsequent fate of the unique anatomy book that has influenced and instructed almost every student of medicine. (c) 2009 Wiley-Liss, Inc.

26 CFR 1.132-9 - Qualified transportation fringes.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 2 2010-04-01 2010-04-01 false Qualified transportation fringes. 1.132-9... Qualified transportation fringes. (a) Table of contents. This section contains a list of the questions and answers in § 1.132-9. (1) General rules. Q-1. What is a qualified transportation fringe? Q-2. What is...

Perceptions of University Instructors When Listening to International Student Speech

Science.gov (United States)

Sheppard, Beth; Elliott, Nancy; Baese-Berk, Melissa

2017-01-01

Intensive English Program (IEP) Instructors and content faculty both listen to international students at the university. For these two groups of instructors, this study compared perceptions of international student speech by collecting comprehensibility ratings and transcription samples for intelligibility scores. No significant differences were…

Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course

Science.gov (United States)

Seidel, Shannon B.; Reggi, Amanda L.; Schinske, Jeffrey N.; Burrus, Laura W.; Tanner, Kimberly D.

2015-01-01

Instructors create classroom environments that have the potential to impact learning by affecting student motivation, resistance, and self-efficacy. However, despite the critical importance of the learning environment in increasing conceptual understanding, little research has investigated what instructors say and do to create learning environments in college biology classrooms. We systematically investigated the language used by instructors that does not directly relate to course content and defined the construct of Instructor Talk. Transcripts were generated from a semester-long, cotaught introductory biology course (n = 270 students). Transcripts were analyzed using a grounded theory approach to identify emergent categories of Instructor Talk. The five emergent categories from analysis of more than 600 quotes were, in order of prevalence, 1) Building the Instructor/Student Relationship, 2) Establishing Classroom Culture, 3) Explaining Pedagogical Choices, 4) Sharing Personal Experiences, and 5) Unmasking Science. Instances of Instructor Talk were present in every class session analyzed and ranged from six to 68 quotes per session. The Instructor Talk framework is a novel research variable that could yield insights into instructor effectiveness, origins of student resistance, and methods for overcoming stereotype threat. Additionally, it holds promise in professional development settings to assist instructors in reflecting on the learning environments they create. PMID:26582237

Teaching Design in Middle-School: Instructors' Concerns and Scaffolding Strategies

Science.gov (United States)

Bamberger, Yael M.; Cahill, Clara S.

2013-04-01

This study deals with engineering education in the middle-school level. Its focus is instructors' concerns in teaching design, as well as scaffolding strategies that can help teachers deal with these concerns. Through participatory action research, nine instructors engaged in a process of development and instruction of a curriculum about energy along with engineering design. A 50-h curriculum was piloted during a summer camp for 38 middle-school students. Data was collected through instructors' materials: observation field notes, daily reflections and post-camp discussions. In addition, students' artifacts and planning graphical models were collected in order to explore how instructors' concerns were aligned with students' learning. Findings indicate three main tensions that reflect instructors' main concerns: how to provide sufficient scaffolding yet encourage creativity, how to scaffold hands-on experiences that promote mindful planning, and how to scaffold students' modeling practices. Pedagogical strategies for teaching design that developed through this work are described, as well as the ways they address the National Research Council (A framework for K-12 science education: practices, crosscutting concepts, and core ideas. National Academies Press, Washington, DC, 2011) core ideas of engineering education and the International Technological Literacy standards (ITEA in Standards for technological literacy, 3rd edn. International Technology education Association, Reston, VA, 2007).

3D virtual table in anatomy education

DEFF Research Database (Denmark)

Dahl, Mads Ronald; Simonsen, Eivind Ortind

The ‘Anatomage’ is a 3D virtual human anatomy table, with touchscreen functionality, where it is possible to upload CT-scans and digital. Learning the human anatomy terminology requires time, a very good memory, anatomy atlas, books and lectures. Learning the 3 dimensional structure, connections...

Newly qualified teachers' visions of science learning and teaching

Science.gov (United States)

Roberts, Deborah L.

2011-12-01

This study investigated newly qualified teachers' visions of science learning and teaching. The study also documented their preparation in an elementary science methods course. The research questions were: What educational and professional experiences influenced the instructor's visions of science learning and teaching? What visions of science learning and teaching were promoted in the participants' science methods course? What visions of science learning and teaching did these newly qualified teachers bring with them as they graduated from their teacher preparation program? How did these visions compare with those advocated by reform documents? Data sources included participants' assignments, weekly reflections, and multi-media portfolio finals. Semi-structured interviews provided the emic voice of participants, after graduation but before they had begun to teach. These data were interpreted via a combination of qualitative methodologies. Vignettes described class activities. Assertions supported by excerpts from participants' writings emerged from repeated review of their assignments. A case study of a typical participant characterized weekly reflections and final multi-media portfolio. Four strands of science proficiency articulated in a national reform document provided a framework for interpreting activities, assignments, and interview responses. Prior experiences that influenced design of the methods course included an inquiry-based undergraduate physics course, participation in a reform-based teacher preparation program, undergraduate and graduate inquiry-based science teaching methods courses, participation in a teacher research group, continued connection to the university as a beginning teacher, teaching in diverse Title 1 schools, service as the county and state elementary science specialist, participation in the Carnegie Academy for the Scholarship of Teaching and Learning, service on a National Research Council committee, and experience teaching a

Explicating Filipino student nurses' preferences of clinical instructors' attributes: A conjoint analysis.

Science.gov (United States)

Factor, Elisa Monette R; de Guzman, Allan B

2017-08-01

The role of clinical instructor in student nurses' preparation for the professional nursing practice cannot be underestimated. The extent to which such role is achieved depends highly on the instructors' ability to realize the desired qualities expected of them. While a number of empirical studies have qualitatively explored the attributes of an effective clinical instructor, no attempt has ventured yet on the power of experimental vignettes for conjoint analysis in explicating the preferences of a select group of Filipino student nurses relative to their clinical instructors' attributes. Junior and senior nursing students (n=227), recruited from one of the comprehensive universities in the Philippines, were asked to sort out orthogonal cards generated by Sawtooth Software. As shown, the full-profile conjoint analysis was considerably fit for this study: Pearson's R=0.988, (prelationship and caring behavior (33.17%). In regard to the clinical teaching capability, a clinical instructor who parallels clinical teaching skills with the students' understanding and experience (0.089) was the highest part-worth. As for the interpersonal relationship and caring behavior, the highest part-worth was a clinical instructor who respects a student nurse as an individual and cares about him/her as a person (0.114). Findings of this study can be a basis for clinical instructors as to which qualities to cultivate best to facilitate a first-rate clinical nursing instruction. Likewise, the results of this study can inform current practices of clinical instructors by making them aware of how they can nurture a pedagogical approach consistent with the student nurses' preferences. Copyright © 2017 Elsevier Ltd. All rights reserved.

Qualified Empathy - Project Report 2015-16

DEFF Research Database (Denmark)

Austring, Bennye Düranc; Sørensen, Merete Cornet

2016-01-01

UCSJ-delen af den afsluttende rapport fra Nordplus-projektet "Qualified Empathy", der blev gennemført sammen med Metropolia, Helsinki, og NTNU, Trondheim, i 2015 og 15.......UCSJ-delen af den afsluttende rapport fra Nordplus-projektet "Qualified Empathy", der blev gennemført sammen med Metropolia, Helsinki, og NTNU, Trondheim, i 2015 og 15....

Effective Pedagogical Practices for Online Teaching: Perception of Experienced Instructors

Science.gov (United States)

Bailey, Craig J.; Card, Karen A.

2009-01-01

Institutions have focused on providing faculty with technological training to enhance their online teaching, but many online instructors would like to learn more effective pedagogical practices. This phenomenological study determines what experienced, award-winning South Dakota e-learning instructors perceive to be effective pedagogical practices.…

The Importance of Being…Social? Instructor Credibility and the Millennials

Science.gov (United States)

Gerhardt, Megan W.

2016-01-01

Using the framework of generational identity, the current study explores how a range of characteristics impact Millennial perceptions of instructor credibility. Millennial Generation student ratings of the impact of competence, character, and sociability on instructor credibility were compared to faculty ratings of the same characteristics.…

Teaching the Literature Review: A Practical Approach for College Instructors

Science.gov (United States)

Cisco, Jonathan

2014-01-01

Instructors across the disciplines require their students to write literature reviews. Although numerous sources describe the literature review process, instructors and students face difficulty when approaching the structure of a literature review. This paper presents a straightforward, efficient approach for teaching students how to write a…

The peritoneum - anatomy and imaging

International Nuclear Information System (INIS)

Ribarova, V.

2017-01-01

The peritoneum is a large and complex serous membrane The peritoneal spaces and the natural flow of peritoneal fluid determine the route of spread of the disease processes within the abdominal cavity. The goal of this article is to review the normal peritoneal anatomy and the role of the imaging in the diagnostic of the disease processes. Among the imaging methods, the computed tomography at greater extent allows the accurate examination of the complex anatomy of the peritoneal cavity and to assess the extent of the pathological processes affecting it. Key words: Peritoneal Anatomy. Imaging. CT [bg

What Drives Student Engagement: Is It Learning Space, Instructor Behavior, or Teaching Philosophy?

Science.gov (United States)

Sawers, Kimberly M.; Wicks, David; Mvududu, Nyaradzo; Seeley, Lane; Copeland, Raedene

2016-01-01

This study investigates how instructor teaching philosophy (traditional vs. constructivist) and type of learning space (traditional vs. active) influence instructor perceptions of student engagement. In a quasi-experimental study, we found that instructors perceived that students were more engaged in the active learning classroom (ALC) than in the…

Instructors of psychotherapy in M.A. and Ph.D. clinical programs.

Science.gov (United States)

Stevens, H B

1996-08-01

The present study investigated the characteristics and orientations of the instructors of the initial psychotherapy course of the 44 members and affiliates of the Council of Applied Master's Programs in Psychology. Also examined were the focus of instruction in the course and the teachers' style of instruction. Responses for 26 completed surveys (58%) were compared with responses from instructors of initial psychotherapy courses in 69 of the 170 APA accredited doctoral programs. Five general theoretical orientations were represented by the M.A. instructors with 28% self-identifying as humanistic, 24% as dynamic, 20% as cognitive behavioral, 16% as interpersonal, and 12% as behavioral. No significant differences were found on demographic characteristics, theoretical orientation, focus of instruction, or method of instruction between instructors in M.A. and those in Ph.D. programs.

The Endocrine System [and] Instructor's Guide: The Endocrine System. Health Occupations Education Module: Instructional Materials in Anatomy and Physiology for Pennsylvania Health Occupations Programs.

Science.gov (United States)

National Evaluation Systems, Inc., Amherst, MA.

This module on the endocrine system is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. It is part of an eight-unit miniseries on anatomy and physiology within the series of 17 modules. Following a preface which explains to the student how to use the…

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator

DEFF Research Database (Denmark)

Oestergaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde

2012-01-01

of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor feedback regarding time, repetitions and self-perception when training complex operational...

Health Instruction Packages: Cardiac Anatomy.

Science.gov (United States)

Phillips, Gwen; And Others

Text, illustrations, and exercises are utilized in these five learning modules to instruct nurses, students, and other health care professionals in cardiac anatomy and functions and in fundamental electrocardiographic techniques. The first module, "Cardiac Anatomy and Physiology: A Review" by Gwen Phillips, teaches the learner to draw…

Optical versus virtual: teaching assistant perceptions of the use of virtual microscopy in an undergraduate human anatomy course.

Science.gov (United States)

Collier, Larissa; Dunham, Stacey; Braun, Mark W; O'Loughlin, Valerie Dean

2012-01-01

Many studies that evaluate the introduction of technology in the classroom focus on student performance and student evaluations. This study focuses on instructor evaluation of the introduction of virtual microscopy into an undergraduate anatomy class. Semi-structured interviews were conducted with graduate teaching assistants (TA) and analyzed through qualitative methods. This analysis showed that the teaching assistants found the virtual microscope to be an advantageous change in the classroom. They cite the ease of use of the virtual microscope, access to histology outside of designated laboratory time, and increasing student collaboration in class as the primary advantages. The teaching assistants also discuss principal areas where the use of the virtual microscope can be improved from a pedagogical standpoint, including requiring students to spend more time working on histology in class. Copyright © 2011 American Association of Anatomists.

Military Instructor Training in Transition

Science.gov (United States)

1975-05-01

RNSETT 51 supervision at a training establishment; they finally return to the school for a further two weeks of consolidation. The embryo Instructor...seriously the ideal concept of individualization, severe problems could arise over the question of who controls the destinies of learners. Institutions

When Disgruntled Students Go to Extremes: The Cyberbullying of Instructors

Science.gov (United States)

Vogl-Bauer, Sally

2014-01-01

When communication technologies are used by individuals to intentionally threaten or harm others, the potential for anyone to become a target of cyberbullying is very real. Therefore, when it comes to instructor-student interactions, even the most competent or award-winning instructors are not immune from cyberbullying if disgruntled students…

Instructor Perceptions of Web Technology Feature and Instructional Task Fit

Science.gov (United States)

Strader, Troy J.; Reed, Diana; Suh, Inchul; Njoroge, Joyce W.

2015-01-01

In this exploratory study, university faculty (instructor) perceptions of the extent to which eight unique features of Web technology are useful for various instructional tasks are identified. Task-technology fit propositions are developed and tested using data collected from a survey of instructors in business, pharmacy, and arts/humanities. It…

External and internal anatomy of mandibular molars.

Science.gov (United States)

Rocha, L F; Sousa Neto, M D; Fidel, S R; da Costa, W F; Pécora, J D

1996-01-01

The external and internal anatomy of 628 extracted, mandibular first and second molars was studied. The external anatomy was studied by measuring each tooth and by observing the direction of the root curvatures from the facial surface. The internal anatomy of the pulp cavity was studied by a method of making the teeth translucent.

Use of High-Definition Audiovisual Technology in a Gross Anatomy Laboratory: Effect on Dental Students' Learning Outcomes and Satisfaction.

Science.gov (United States)

Ahmad, Maha; Sleiman, Naama H; Thomas, Maureen; Kashani, Nahid; Ditmyer, Marcia M

2016-02-01

Laboratory cadaver dissection is essential for three-dimensional understanding of anatomical structures and variability, but there are many challenges to teaching gross anatomy in medical and dental schools, including a lack of available space and qualified anatomy faculty. The aim of this study was to determine the efficacy of high-definition audiovisual educational technology in the gross anatomy laboratory in improving dental students' learning outcomes and satisfaction. Exam scores were compared for two classes of first-year students at one U.S. dental school: 2012-13 (no audiovisual technology) and 2013-14 (audiovisual technology), and section exams were used to compare differences between semesters. Additionally, an online survey was used to assess the satisfaction of students who used the technology. All 284 first-year students in the two years (2012-13 N=144; 2013-14 N=140) participated in the exams. Of the 140 students in the 2013-14 class, 63 completed the survey (45% response rate). The results showed that those students who used the technology had higher scores on the laboratory exams than those who did not use it, and students in the winter semester scored higher (90.17±0.56) than in the fall semester (82.10±0.68). More than 87% of those surveyed strongly agreed or agreed that the audiovisual devices represented anatomical structures clearly in the gross anatomy laboratory. These students reported an improved experience in learning and understanding anatomical structures, found the laboratory to be less overwhelming, and said they were better able to follow dissection instructions and understand details of anatomical structures with the new technology. Based on these results, the study concluded that the ability to provide the students a clear view of anatomical structures and high-quality imaging had improved their learning experience.

26 CFR 1.42-6 - Buildings qualifying for carryover allocations.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 1 2010-04-01 2010-04-01 true Buildings qualifying for carryover allocations. 1... INCOME TAXES Credits Against Tax § 1.42-6 Buildings qualifying for carryover allocations. (a) Carryover... carryover allocation may only be made with respect to a qualified building. A qualified building is any...

Anatomy education environment measurement inventory: A valid tool to measure the anatomy learning environment.

Science.gov (United States)

Hadie, Siti Nurma Hanim; Hassan, Asma'; Ismail, Zul Izhar Mohd; Asari, Mohd Asnizam; Khan, Aaijaz Ahmed; Kasim, Fazlina; Yusof, Nurul Aiman Mohd; Manan Sulong, Husnaida Abdul; Tg Muda, Tg Fatimah Murniwati; Arifin, Wan Nor; Yusoff, Muhamad Saiful Bahri

2017-09-01

Students' perceptions of the education environment influence their learning. Ever since the major medical curriculum reform, anatomy education has undergone several changes in terms of its curriculum, teaching modalities, learning resources, and assessment methods. By measuring students' perceptions concerning anatomy education environment, valuable information can be obtained to facilitate improvements in teaching and learning. Hence, it is important to use a valid inventory that specifically measures attributes of the anatomy education environment. In this study, a new 11-factor, 132-items Anatomy Education Environment Measurement Inventory (AEEMI) was developed using Delphi technique and was validated in a Malaysian public medical school. The inventory was found to have satisfactory content evidence (scale-level content validity index [total] = 0.646); good response process evidence (scale-level face validity index [total] = 0.867); and acceptable to high internal consistency, with the Raykov composite reliability estimates of the six factors are in the range of 0.604-0.876. The best fit model of the AEEMI is achieved with six domains and 25 items (X 2  = 415.67, P education environment in Malaysia. A concerted collaboration should be initiated toward developing a valid universal tool that, using the methods outlined in this study, measures the anatomy education environment across different institutions and countries. Anat Sci Educ 10: 423-432. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

The Significance of Emotional Intelligence on Entrepreneurial Behavior of Instructors (Case study: Iran Technical and vocational Training Organization (TVTO’s Instructors

Directory of Open Access Journals (Sweden)

Abbas Karimi

2013-07-01

Full Text Available Entrepreneurial characteristics, in fact, are the entrepreneur’s behavioral outputs in different conditions. The behavior, which can be increasingly changed during the times, is a function of acquired and inherent factors. Emotional intelligence as a set of teachable and acquisitive behaviors, can affect the entrepreneurs’ behavioral characteristics. This paper tried to study the relationship between emotional intelligence and entrepreneurial behavioral characteristics among the Iran Technical and vocational Training Organization (TVTO’s Instructors. The statistical sample population in this research is 105 instructors from all over the Iran. Two standardized questionnaires including; Measurement Instrument of Personality characteristics of Iranian’s Entrepreneurs and “Bar- On” Test for assessing the Emotional Intelligence has been used for data collection after testing their validity and reliability. Results from data analysis using descriptive and inferential statistical techniques showed that there is a significant positive relationship between entrepreneurial characteristics and emotional intelligence among Iran TVTO’s instructors.

CrossFit® instructor demographics and practice trends

OpenAIRE

Gregory R. Waryasz; Vladimir Suric; Alan H. Daniels; Joseph A. Gil; Craig P. Eberson

2016-01-01

CrossFit® is an increasingly popular exercise modality that uses high intensity power training. The literature to date regarding CrossFit® has focused on its benefits to VO2 Max, body composition and the motivational variables of participants of CrossFit®. A computerized survey was distributed to CrossFit® instructors using Survey Monkey® (Palo Alto, CA, USA). One hundred and ninety-three CrossFit® instructors responded to the survey. Of these 86.6% (155/179) reported being a certified CrossF...

Papilian's anatomy - celebrating six decades.

Science.gov (United States)

Dumitraşcu, Dinu Iuliu; Crivii, Carmen Bianca; Opincariu, Iulian

2017-01-01

Victor Papilian was born an artist, during high school he studied music in order to become a violinist in two professional orchestras in Bucharest. Later on he enrolled in the school of medicine, being immediately attracted by anatomy. After graduating, with a briliant dissertation, he became a member of the faculty and continued to teach in his preferred field. His masters, Gh. Marinescu and Victor Babes, proposed him for the position of professor at the newly established Faculty of Medicine of Cluj. Here he reorganized the department radically, created an anatomy museum and edited the first dissection handbook and the first Romanian anatomy (descriptive and topographic) treatise, both books received with great appreciation. He received the Romanian Academy Prize. His knowledge and skills gained him a well deserved reputation and he created a prestigious school of anatomy. He published over 250 scientific papers in national and international journals, ranging from morphology to functional, pathological and anthropological topics. He founded the Society of Anthropology, with its own newsletter; he was elected as a member of the French Society of Anatomy. In parallel he had a rich artistic and cultural activity as writer and playwright: he was president of the Transylvanian Writers' Society, editor of a literary review, director of the Cluj theater and opera, leader of a book club and founder of a symphony orchestra.

14 CFR 61.423 - What are the recordkeeping requirements for a flight instructor with a sport pilot rating?

Science.gov (United States)

2010-01-01

... a flight instructor with a sport pilot rating? 61.423 Section 61.423 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.423 What are the recordkeeping requirements for a flight instructor with a sport pilot rating? (a) As a flight instructor with a...

Relevance of human anatomy in daily clinical practice.

Science.gov (United States)

Arráez-Aybar, Luis-Alfonso; Sánchez-Montesinos, Indalecio; Mirapeix, Rosa-M; Mompeo-Corredera, Blanca; Sañudo-Tejero, Jose-Ramón

2010-12-20

the aim of this study has been to evaluate the relevance of gross human anatomy in daily clinical practice and to compare it to that of other basic sciences (biochemistry, bioethics, cytohistology, microbiology, pharmacology, physiology, psychology). a total of 1250 questionnaires were distributed among 38 different medical speciality professionals. Answers were analyzed taking into account speciality (medical, surgery and others), professional status (training physician or staff member) and professional experience. the response rate was 42.9% (n=536). Gross human anatomy was considered the most relevant basic discipline for surgical specialists, while pharmacology and physiology were most relevant for medical specialists. Knowledge of anatomy was also considered fundamental for understanding neurological or musculoskeletal disorders. In undergraduate programmes, the most important focuses in teaching anatomy were radiological, topographical and functional anatomy followed by systematic anatomy. In daily medical practice anatomy was considered basic for physical examination, symptom interpretation and interpretation of radiological images. When professional status or professional experience was considered, small variations were shown and there were no significant differences related to gender or community. our results underline the relevance of basic sciences (gross anatomy, physiology, and pharmacology) in daily professional activity. Evidence-based studies such as ours, lend greater credibility and objectivity to the role of gross anatomy in the undergraduate training of health professionals and should help to establish a more appropriate curriculum for future professionals. 2010 Elsevier GmbH. All rights reserved.

Retailing. Instructor's Guide Sheets and Instructor's Package, Modules R 1-45. Competency-Based Education.

Science.gov (United States)

Kentucky State Dept. of Education, Frankfort.

This package contains instructor's guide sheets and student task assignment sheets for Modules R 1-45 of the competency-based curriculum in retailing developed for use in secondary and postsecondary schools in Kentucky. Some of the topics covered in the modules include the following: retailing--past, present, and future; retailing occupations;…

Locomotion and basicranial anatomy in primates and marsupials.

Science.gov (United States)

Villamil, Catalina I

2017-10-01

There is ongoing debate in paleoanthropology about whether and how the anatomy of the cranium, and especially the cranial base, is evolving in response to locomotor and postural changes. However, the majority of studies focus on two-dimensional data, which fails to capture the complexity of cranial anatomy. This study tests whether three-dimensional cranial base anatomy is linked to locomotion or to other factors in primates (n = 473) and marsupials (n = 231). Results indicate that although there is a small effect of locomotion on cranial base anatomy in primates, this is not the case in marsupials. Instead, facial anatomy likely drives variation in cranial base anatomy in both primates and marsupials, with additional roles for body size and brain size. Although some changes to foramen magnum position and orientation are phylogenetically useful among the hominoids, they do not necessarily reflect locomotion or positional behavior. The interplay between locomotion, posture, and facial anatomy in primates requires further investigation. Copyright © 2017 Elsevier Ltd. All rights reserved.

What Do the Public Know about Anatomy? Anatomy Education to the Public and the Implications

Science.gov (United States)

Taylor, Adam M.; Diggle, Peter; Wessels, Quenton

2018-01-01

Public knowledge of the anatomical "self" is lacking and evidence points towards a growing need for anatomy education to the wider public. The public were offered the opportunity to learn human anatomy and complete an anatomical knowledge survey afterwards. Sixty-three participants volunteered to attempt to place 20 anatomical structures…

26 CFR 1.43-4 - Qualified enhanced oil recovery costs.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 1 2010-04-01 2010-04-01 true Qualified enhanced oil recovery costs. 1.43-4... TAXES Credits Against Tax § 1.43-4 Qualified enhanced oil recovery costs. (a) Qualifying costs—(1) In... “qualified enhanced oil recovery costs” if the amounts are paid or incurred with respect to an asset which is...

14 CFR Appendix H to Part 141 - Ground Instructor Certification Course

Science.gov (United States)

2010-01-01

... planning; and (6) Classroom training techniques. (c) Ground training for a basic ground instructor..., required under this part, for the following ratings: (a) Ground Instructor—Basic. (b) Ground Instructor...) Ground training must include the following aeronautical knowledge areas: (1) Learning process; (2...

Conceptualizing movement by expert Bobath instructors in neurological rehabilitation.

Science.gov (United States)

Vaughan-Graham, Julie; Patterson, Kara; Zabjek, Karl; Cott, Cheryl A

2017-12-01

Movement, a core aspect of physiotherapy practice, and integral to the clinical reasoning process has undergone limited theoretical development. Instead, research has focused on intervention effectiveness embedded within the positivist paradigm. The purpose of this study was to explore how expert neurorehabilitation therapists conceptualize movement as part of their clinical reasoning. A qualitative interpretive descriptive approach consisting of stimulated recall using video-recorded treatment sessions and in-depth interviews was used. Theoretical sampling was used to recruit members of the International Bobath Instructors Training Association (IBITA) who are recognized experts in neurorehabilitation. Interview transcripts were transcribed verbatim. Data analysis was progressive, iterative, and inductive. Twenty-two IBITA instructors from 7 different countries volunteered to participate. They ranged in clinical experience from 12 to 40 years and instructor experience from 1 to 35 years. The conceptualization of movement by the IBITA instructors involves the following elements: (1) movement comprises the whole person and the whole body, not just individual body segments; (2) active alignment of body segments is integral to movement performance; and (3) efficient movement requires the relative integration of postural control/stability and selective movement/mobility. The IBITA instructors conceptualize movement from a person-centred perspective. The integration of postural control and selective movement, with alignment and variability as key components, forms the foundation of their understanding of movement. Further investigation into the role of postural control in movement recovery post central nervous system lesion is required. Likewise, the dimensions of movement critical to the conceptualization of movement are not well understood from the perspective of the physiotherapist or persons with neurological impairments. © 2017 John Wiley & Sons, Ltd.

Orbita - Anatomy, development and deformities

International Nuclear Information System (INIS)

Hartmann, K.M.; Reith, W.; Golinski, M.; Schroeder, A.C.

2008-01-01

The development of the structures of the human orbita is very complex, but understanding the development makes it easier to understand normal anatomy and dysplasia. The following article first discusses the embryonic development of the eye structures and then presents the ''normal'' radiological anatomy using different investigation techniques and the most common deformities. (orig.) [de

Instructor and course evaluation based on student-identified criteria.

Science.gov (United States)

Jackson, M O

1977-02-01

Students have come to school for an education and it is their right to evaluate the quality of the education they are receiving. They should not have to demand or even ask for the privilege of saying what they think. Instructors should be providing the opportunity for evaluation by requesting that information from the students. No value judgment can be totally objective, but an instrument composed of mutually agreed upon statements should encourage the greatest possible degree of objectivity. Using one accepted form throughout the school, all students would be considering the same characteristics and traits for every instructor and course evaluated. Each instructor would receive similar information about personal performance and about the course presented. Students would be free to talk to the faculty or to add comments if they so desired; but, a questionnaire used in every course would allow and even encourage responses from every student enrolled. Faculty responsibility would not end with the preparation and implementation of an evaluation instrument. Instructors would have to let the students know their opinions are important and will be considered in curricular and instructional decisions. Faculty and students would be communicating and hopefully fulfilling the needs of and responsibilities to each other.

Exploration of Teaching Preferences of Instructors' Use of Social Media

Science.gov (United States)

Kilis, Selcan; Gülbahar, Yasemin; Rapp, Christian

2016-01-01

With the excessive use of social media in the 21st century, attempts to integrate social media within higher education have also increased. In this area, research has been particularly focused on the aspects of students, rather than the instructors. This study puts the emphasis on the instructors with the aim to explore their use of social media…

Instructor's manual to accompany calculus with analytic geometry

CERN Document Server

Zhou, Yong

1978-01-01

Instructor's Manual to Accompany Calculus with Analytic Geometry is an instructor's manual on calculus with analytic geometry. It contains answers to even-numbered exercises and solutions of selected even- and odd-numbered exercises. Comments on selected exercises are included.Comprised of 18 chapters, this book first presents answers and solutions to exercises relating to functions and graphs. The next chapter is about derivatives and covers topics ranging from the slope problem to limits, sums and products, and quotients and square roots, along with limits and continuity. Subsequent chapters

12 CFR 621.4 - Audit by qualified public accountant.

Science.gov (United States)

2010-01-01

... 12 Banks and Banking 6 2010-01-01 2010-01-01 false Audit by qualified public accountant. 621.4... REQUIREMENTS General Rules § 621.4 Audit by qualified public accountant. (a) Each institution shall, at least annually, have its financial statements audited by a qualified public accountant in accordance with...

Historical development of modern anatomy education in Japan.

Science.gov (United States)

Sakai, Tatsuo

2010-03-01

Medical schools at the beginning of Meiji era were diverse, both in regard to their founders and their methods of education, frequently employing foreign teachers of various nationalities. In 1871, German teachers were appointed to organize medical education at the medical school of the University of Tokyo. The anatomical education at the school was conducted by German teachers, i.e. Miller (1871-1873), Dönitz (1873-1877), Gierke (1877-1880) and Disse (1880-1885), followed by Koganei, who returned from the study in Germany. At the first meeting of Japanese Association ofAnatomists in 1893 [Meiji 26], the Japanese anatomy teachers met together and most of them were graduates of the University of Tokyo or fellows of its anatomy department. Before 1877 [Meiji 10], the anatomy books were mainly translated from English books, and foreign teachers of various nationalities were employed in many medical schools in Japan. After 1877 [Meiji 10], the anatomy books based on the lectures by German teachers at the University of Tokyo were published. The anatomy books after 1887 [Meiji 20] were written based on German books, and the German anatomical terms were utilized. After 1905 [Meiji 38], the original Japanese anatomy books appeared, employing international anatomical terms. In the Meiji 10s the anatomy teachers and anatomy textbooks spread from the University of Tokyo to the medical schools in Japan as the number of medical schools increased temporally. In the Meiji 20s the five national and three public medical schools in addition to the University of Tokyo provided substantial anatomy education including dissection course. Even in the early Meiji 20s these medical schools supplied only half of the newly licensed doctors, and the others were supplied through the national examination after preparatory education at private medical schools without opportunity of substantial anatomy education including dissection course.

The Relationship between Instructor Servant Leadership Behaviors and Satisfaction with Instructors in an Online Setting

Science.gov (United States)

Sahawneh, Faris George; Benuto, Lorraine T.

2018-01-01

Servant leadership has the potential to improve student satisfaction within online learning. However, the relationship between servant leadership and student satisfaction in an online environment had not yet been understood at the level of the individual instructor. The purpose of this quantitative, correlational study was to evaluate the…

Foreign-Born Instructors in the U.S.: Intercultural Competence, Teaching Strategies, and Job Satisfaction

Science.gov (United States)

Wasilik, Oksana

2011-01-01

This study examines intercultural competence, teaching strategies, and job satisfaction of foreign-born instructors in a small U.S. higher education institution. The research questions addressed by this study are: (1) How do foreign-born instructors score on intercultural competence? (2) How do foreign-born instructors' teaching strategies differ…

26 CFR 1.7704-3 - Qualifying income.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 13 2010-04-01 2010-04-01 false Qualifying income. 1.7704-3 Section 1.7704-3 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) INCOME TAX (CONTINUED) INCOME TAXES General Actuarial Valuations § 1.7704-3 Qualifying income. (a) Certain investment income—(1...

Normal CT anatomy of the calcaneus

International Nuclear Information System (INIS)

Lee, Mun Gyu; Kang, Heung Sik

1986-01-01

Normal sectional anatomy of the calcaneus with multiplanar CT examination was studied in 5 volunteers as the background for interpretation of various abnormalities. Major 3 sectional anatomy including plantar, coronal, sagittal and additional tuberosity planes are described. With CT examination of the calcaneus, 1. More detailed anatomy of 3 facets of subtalar joint (anterior, middle, and posterior facet) can be well visualized. 2. Its clinical applications in the tarsal trauma, tarsal coalition, subtalar infection, degenerative arthritis, club foot, pes planus and tarsal tumor could provide much more information's, which not obtained by conventional radiographic studies.

Learning anatomy through Thiel- vs. formalin-embalmed cadavers: Student perceptions of embalming methods and effect on functional anatomy knowledge.

Science.gov (United States)

Kennel, Larissa; Martin, David M A; Shaw, Hannah; Wilkinson, Tracey

2018-03-01

Thiel-embalmed cadavers, which have been adopted for use in anatomy teaching in relatively few universities, show greater flexibility and color retention compared to formalin-embalmed cadavers, properties which might be considered advantageous for anatomy teaching. This study aimed to investigate student attitudes toward the dissection experience with Thiel- compared to formalin/ethanol-embalmed cadavers. It also aimed to determine if one embalming method is more advantageous in terms of learning functional anatomy through the comparison of student anterior forearm functional anatomy knowledge. Student opinions and functional anatomy knowledge were obtained through use of a questionnaire from students at two medical schools, one using Thiel-, and one using more traditional formalin/ethanol-embalmed cadavers. Both the Thiel group and the formalin group of students were surveyed shortly after completing an anterior forearm dissection session. Significant differences (P-values <0.01) in some attitudes were found toward the dissection experience between cohorts using Thiel- vs. formalin-embalmed cadavers. The Thiel group of students felt more confident about recognizing anatomy in the living individual, found it easier to identify and dissect anatomical structures, and indicated more active exploration of functional anatomy due to the retained flexibility of the cadaver. However, on testing, no significant difference in functional anatomy knowledge was found between the two cohorts. Overall, although Thiel embalming may provide an advantageous learning experience in some investigated areas, more research needs to be carried out, especially to establish whether student perception is based on reality, at least in terms of structure identification. Anat Sci Educ 11: 166-174. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

An introduction to human brain anatomy

NARCIS (Netherlands)

Forstmann, B.U.; Keuken, M.C.; Alkemade, A.; Forstmann, B.U.; Wagenmakers, E.-J.

2015-01-01

This tutorial chapter provides an overview of the human brain anatomy. Knowledge of brain anatomy is fundamental to our understanding of cognitive processes in health and disease; moreover, anatomical constraints are vital for neurocomputational models and can be important for psychological

14 CFR 61.431 - Are there special provisions for obtaining a flight instructor certificate with a sport pilot...

Science.gov (United States)

2010-01-01

... a flight instructor certificate with a sport pilot rating for persons who are registered ultralight..., FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.431 Are there special provisions for obtaining a flight instructor certificate with a sport pilot rating for...

Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course.

Science.gov (United States)

Seidel, Shannon B; Reggi, Amanda L; Schinske, Jeffrey N; Burrus, Laura W; Tanner, Kimberly D

2015-01-01

Instructors create classroom environments that have the potential to impact learning by affecting student motivation, resistance, and self-efficacy. However, despite the critical importance of the learning environment in increasing conceptual understanding, little research has investigated what instructors say and do to create learning environments in college biology classrooms. We systematically investigated the language used by instructors that does not directly relate to course content and defined the construct of Instructor Talk. Transcripts were generated from a semester-long, cotaught introductory biology course (n = 270 students). Transcripts were analyzed using a grounded theory approach to identify emergent categories of Instructor Talk. The five emergent categories from analysis of more than 600 quotes were, in order of prevalence, 1) Building the Instructor/Student Relationship, 2) Establishing Classroom Culture, 3) Explaining Pedagogical Choices, 4) Sharing Personal Experiences, and 5) Unmasking Science. Instances of Instructor Talk were present in every class session analyzed and ranged from six to 68 quotes per session. The Instructor Talk framework is a novel research variable that could yield insights into instructor effectiveness, origins of student resistance, and methods for overcoming stereotype threat. Additionally, it holds promise in professional development settings to assist instructors in reflecting on the learning environments they create. © 2015 S. B. Seidel et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Touching for attention: How flight instructors support a pilot wearing a view-limiting device

DEFF Research Database (Denmark)

Nevile, Maurice Richard; Tuccio, William A.

2018-01-01

We use video recordings from pilot training flights to show how instructors support attention of a student wearing ‘foggles’, a view-limiting device designed to train pilots to fly by reference only to the cockpit flight instruments. The instructors touch cockpit displays with a pointing finger...... demonstrates a technique for controlling descent. The data examples are taken from a corpus of almost 100 hours of video recordings of actual in-flight instruction. We consider how our analyses can inform flight instructor training and improve instructor effectiveness, for example by revealing possible...

Listening Skills. Instructor/Lesson Guide.

Science.gov (United States)

Decker, Carol; And Others

This instructor/lesson guide provides instructional materials for a 4-hour course in listening skills in the workplace. Stated objectives are to help students to become more effective listeners, to assist students in obtaining an understanding of how effective they are as listeners, and to assist students in identifying bad listening habits. Two…

Medical Students' Perception of Problem Areas in Anatomy ...

African Journals Online (AJOL)

The ranges of problems were extensive; neuro-anatomy in gross anatomy, slide review in histology, and cardiovascular embryology were amongst the most highlighted areas of concern. Most students attributed the problems in gross anatomy to difficulty with accessing the area during dissection and inability to grasp the ...

It’s Personal: Biology Instructors Prioritize Personal Evidence over Empirical Evidence in Teaching Decisions

Science.gov (United States)

Andrews, Tessa C.; Lemons, Paula P.

2015-01-01

Despite many calls for undergraduate biology instructors to incorporate active learning into lecture courses, few studies have focused on what it takes for instructors to make this change. We sought to investigate the process of adopting and sustaining active-learning instruction. As a framework for our research, we used the innovation-decision model, a generalized model of how individuals adopt innovations. We interviewed 17 biology instructors who were attempting to implement case study teaching and conducted qualitative text analysis on interview data. The overarching theme that emerged from our analysis was that instructors prioritized personal experience—rather than empirical evidence—in decisions regarding case study teaching. We identified personal experiences that promote case study teaching, such as anecdotal observations of student outcomes, and those that hinder case study teaching, such as insufficient teaching skills. By analyzing the differences between experienced and new case study instructors, we discovered that new case study instructors need support to deal with unsupportive colleagues and to develop the skill set needed for an active-learning classroom. We generated hypotheses that are grounded in our data about effectively supporting instructors in adopting and sustaining active-learning strategies. We also synthesized our findings with existing literature to tailor the innovation-decision model. PMID:25713092

Resident perceptions of anatomy education: a survey of medical school alumni from two different anatomy curricula and multiple medical specialties.

Science.gov (United States)

Bohl, Michael A; Gest, Thomas R

2011-01-01

In 2004, the University of Michigan Medical School reduced its gross anatomy curriculum. To determine the effect of this reduction on resident perceptions of their clinical preparedness, we surveyed alumni that included residents from the original and new shortened curricula. A Likert-scale survey was sent to four classes of alumni. Respondents were compared in old curriculum (OC) and new curriculum (NC) groups, surgical specialty (SS) and nonsurgical specialty (NS) groups, and subgroups of SS and NS were compared for differences between OC and NC. Mean response scores were compared using independent samples T-tests. As a single population (n = 110), respondents felt their anatomy education prepared them well for residency, that a more robust anatomy curriculum would be helpful, that dissection was important to their residency preparation, and that a 4th year anatomy elective was effective in expanding their anatomy education and preparing them for residency. No significant difference existed between OC and NC groups, neither as a whole nor as SS and NS subgroups. The SS group felt dissection was more important to their residency preparation than the NS group (P = 0.001) and that a more robust anatomy curriculum would have better prepared them for residency (P = 0.001). Thirty percent of SS respondents who did not take a 4th year elective commented that they wish they had. Fourth year anatomy electives were highly valued by residents, and respondents felt that they should be offered to students as a way of revisiting anatomy following the 1st year of clinical training. Copyright © 2011 American Association of Anatomists.

Measuring Adjunct Instructor Job Satisfaction by Using Herzberg's Motivation-Hygiene Theory

Science.gov (United States)

Dickens, Durrell

2011-01-01

This study was designed to use Herzberg's motivation-hygiene theory to investigate the different levels of job satisfaction among adjunct college instructors at eight institutions of higher education located in southeast Texas. Differences in job satisfaction were measured by instructor gender, ethnicity, age, teaching experience, type of course…

Twitter Use and Its Effects on Student Perception of Instructor Credibility

Science.gov (United States)

DeGroot, Jocelyn M.; Young, Valerie J.; VanSlette, Sarah H.

2015-01-01

This study investigates college student perceptions of instructor credibility based on the content of an instructor's Twitterfeed and student beliefs about Twitter as a communication tool. Quantitative and qualitative methods were utilized to explore the effects of three manipulated Twitter feeds (e.g., tweeting social topics, professional topics,…

Decomposing University Grades: A Longitudinal Study of Students and Their Instructors

Science.gov (United States)

Beenstock, Michael; Feldman, Dan

2018-01-01

First-degree course grades for a cohort of social science students are matched to their instructors, and are statistically decomposed into departmental, course, instructor, and student components. Student ability is measured alternatively by university acceptance scores, or by fixed effects estimated using panel data methods. After controlling for…

Examining the Impact of Video Feedback on Instructor Social Presence in Blended Courses

Directory of Open Access Journals (Sweden)

Jered Borup

2014-07-01

Full Text Available This mixed method research examined instructors’ use of video feedback and its impact on instructor social presence in 12 blended sections of three preservice educational technology courses. An independent samples t-test was conducted and found no significant difference in perceptions of instructor social presence between students who received video feedback (M = 5.77, SD = 0.85 and those who received text (M = 5.62, SD = 0.75; t(178 = 1.23, p = 0.22. The analysis of 22 student and nine teacher interviews found that participants generally viewed video feedback to be more effective at establishing instructor social presence because instructors could better speak with emotions, talk in a conversational manner, and create a sense of closeness with students. Students also explained that the blended learning format lessened the impact of video feedback on instructor social presence, which may help to explain why statistical differences were not found.

14 CFR 61.413 - What are the privileges of my flight instructor certificate with a sport pilot rating?

Science.gov (United States)

2010-01-01

... instructor certificate with a sport pilot rating? 61.413 Section 61.413 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.413 What are the privileges of my flight instructor certificate with a sport pilot rating? If you hold a fight flight...

Accident data study of concrete construction companies' similarities and differences between qualified and non-qualified workers in Spain.

Science.gov (United States)

López-Arquillos, Antonio; Rubio-Romero, Juan Carlos; Gibb, Alistair

2015-01-01

The aim of this paper is to discuss findings from an analysis of accidents in concrete construction companies in Spain and to compare the accident rates of qualified and non-qualified workers. A total of 125,021 accidents between 2003 and 2008 involving both blue-collar and white-collar workers were analysed, comparing the variables of occupation, age, company staff, length of service, location of the accident, together with the severity of the accidents. Results showed that lack of experience in the first month is more significant in non-qualified workers and experienced supervisors and that head injuries are more likely to lead to fatalities. The most remarkable similarity was that fatal accidents to and from the worksite are a problem common to both groups of workers.

Electronic Mail and the Writing Instructor.

Science.gov (United States)

Hawisher, Gail E.; Moran, Charles

1993-01-01

Discusses the growing importance of electronic mail among academicians. Offers a rhetoric and a pedagogy that include electronic mail in their fields of vision. Argues that writing instructors should continue to do research into the issues inherent in electronic mail. (HB)

Journal of Experimental and Clinical Anatomy

African Journals Online (AJOL)

The Journal of Experimental and Clinical Anatomy accepts for publication manuscripts of high standard containing reports of original scientific research in the morphology, mechanical functioning and development of man and animals. The scope the journal embraces articles of human and comparative anatomy, embryology ...

26 CFR 52.4682-2 - Qualifying sales.

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2010-04-01

... 26 Internal Revenue 17 2010-04-01 2010-04-01 false Qualifying sales. 52.4682-2 Section 52.4682-2... TAXES (CONTINUED) ENVIRONMENTAL TAXES § 52.4682-2 Qualifying sales. (a) In general—(1) Special rules applicable to certain sales. Special rules apply to sales of ODCs in the following cases: (i) Under section...

Understanding Instructor Nonverbal Immediacy, Verbal Immediacy, and Student Motivation at a Small Liberal Arts University

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Furlich, Stephen A.

2016-01-01

Instructor communication behaviors and student motivation to learn relationships were studied at a small liberal arts university. Specifically, relationships between instructor nonverbal immediacy, verbal immediacy behaviors and student motivation to learn were measured. Only instructor verbal immediacy behaviors had a significant linear…

Learning of Cross-Sectional Anatomy Using Clay Models

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Oh, Chang-Seok; Kim, Ji-Young; Choe, Yeon Hyeon

2009-01-01

We incorporated clay modeling into gross anatomy and neuro-anatomy courses to help students understand cross-sectional anatomy. By making clay models, cutting them and comparing cut surfaces to CT and MR images, students learned how cross-sectional two-dimensional images were created from three-dimensional structure of human organs. Most students…

The Dark Side of Teaching: Destructive Instructor Leadership and Its Association with Students' Affect, Behaviour, and Cognition

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Balwant, Paul T.

2017-01-01

Leadership theory can provide a route for investigating teaching via the concept of instructor leadership. Instructor leadership is defined as a process whereby instructors exert intentional influence over students to guide, structure and facilitate classroom activities and relationships in a class. Instructor leadership in higher education…

Teaching the Literature Review: A Practical Approach for College Instructors

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Jonathan Cisco

2014-09-01

Full Text Available Instructors across the disciplines require their students to write literature reviews. Although numerous sources describe the literature review process, instructors and students face difficulty when approaching the structure of a literature review. This paper presents a straightforward, efficient approach for teaching students how to write a literature review. Developed over the course of three years at a university writing center, this lesson received substantial support from students across the disciplines. This paper reflects on one group of students’ experiences while writing literature reviews in a political science course, showing that students demonstrated a sense of confidence and direction after the lesson. University professors, writing center staff, and content-discipline instructors in higher education classrooms can alleviate their students’ anxiety about literature reviews by using this lesson in their classrooms.

Anatomy Ontology Matching Using Markov Logic Networks

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Chunhua Li

2016-01-01

Full Text Available The anatomy of model species is described in ontologies, which are used to standardize the annotations of experimental data, such as gene expression patterns. To compare such data between species, we need to establish relationships between ontologies describing different species. Ontology matching is a kind of solutions to find semantic correspondences between entities of different ontologies. Markov logic networks which unify probabilistic graphical model and first-order logic provide an excellent framework for ontology matching. We combine several different matching strategies through first-order logic formulas according to the structure of anatomy ontologies. Experiments on the adult mouse anatomy and the human anatomy have demonstrated the effectiveness of proposed approach in terms of the quality of result alignment.

38 CFR 21.146 - Independent instructor course.

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2010-07-01

.... Chapter 31 Special Rehabilitation Services § 21.146 Independent instructor course. (a) Definition. An... the customary channels leading to employment may not be readily available to a veteran requiring an...

Magnetic resonance imaging anatomy of the anal canal

International Nuclear Information System (INIS)

Kashyap, P.; Bates, N.

2004-01-01

The anatomy of the anal canal is complex but well demonstrated by MRI. Understanding the anatomy is a prerequisite for determining the true site and the extent of pathology, especially for surgical workup. In this article, the MRI anatomy of the anal canal has been displayed using highlighted MRI images and line diagrams. Copyright (2004) Blackwell Science Pty Ltd

Ocular anatomy in medieval arabic medicine. A review.

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Laios, Konstantinos; Moschos, Marilita M; George, Androutsos

2016-01-01

In medieval Arabic medicine Ophthalmology had a central role. Ocular anatomy was described in many ophthalmological treatises of the physicians of the time. These physicians followed the doctrines of Galen according ocular anatomy, nevertheless their contribution to the history of ocular anatomy was the presentation of ocular anatomical sketches in their manuscripts for the fist time in medical history.

Content and Community Redux: Instructor and Student Interpretations of Online Communication in a Graduate Seminar

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Mary E. Dykes

2003-06-01

Full Text Available The experiences of an instructor and teaching assistant who employed online communication strategies in a graduate seminar are examined in this paper. This paper expands on the findings reported in an earlier article on virtual learning communities founded on social constructivist pedagogy (Schwier & Balbar, 2002. We examine how the instructors constructed and refined structured discussions of content with synchronous and asynchronous communication at the graduate level. The instructors offer several observations and principles that are organized into categories that illustrate the source, message, channel and receiver in the communication system. The critical reflections of the instructors are compared with data from interviews with students about learning experienced in the online discussions (Dykes, 2003. Findings include the realization that instructors may fundamentally misinterpret or overlook important elements of communication, but that students are robust learners who can transcend the limitations of the medium and the instructor if given the authority in a social constructivist learning environment.

Sir John Struthers (1823-1899), Professor of Anatomy in the University of Aberdeen (1863-1889), President of the Royal College of Surgeons of Edinburgh (1895-1897).

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Kaufman, M H

2015-11-01

Between 1841 and 1845 John Struthers attended both the University of Edinburgh and some of the various Extra-mural Schools of Medicine associated with Surgeons' Hall. While a medical student he became a Member of the Hunterian Medical Society of Edinburgh and later was elected one of their Annual Presidents. He graduated with the MD Edin and obtained both the LRCS Edin and the FRCS Edin diplomas in 1845. Shortly afterwards he was invited to teach Anatomy in Dr Handyside's Extra-mural School in Edinburgh. The College of Surgeons certified him to teach Anatomy in October 1847. He had two brothers, and all three read Medicine in Edinburgh. His younger brother, Alexander, died of cholera in the Crimea in 1855 while his older brother James, who had been a bachelor all his life, practised as a Consultant Physician in Leith Hospital, Edinburgh, until his death.When associated with Dr Handyside's Extra-mural School in Edinburgh, John taught Anatomy there until he was elected to the Chair of Anatomy in Aberdeen in 1863. Much of his time was spent in Aberdeen teaching Anatomy and in upgrading the administrative facilities there. He resigned from this Chair in 1889 and subsequently was elected President of Leith Hospital from 1891 to 1897. This was in succession to his older brother, James, who had died in 1891. Later, he was elected President of the Royal College of Surgeons of Edinburgh from 1895 to 1897 and acted as its Vice-President from 1897 until his death in 1899. In 1898, Queen Victoria knighted him. His youngest son, John William Struthers, was the only one of his clinically qualified sons to survive him and subsequently was elected President of the Edinburgh College of Surgeons from 1941 to 1943. © The Author(s) 2014.

Patient specific anatomy: the new area of anatomy based on computer science illustrated on liver.

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Soler, Luc; Mutter, Didier; Pessaux, Patrick; Marescaux, Jacques

2015-01-01

Over the past century, medical imaging has brought a new revolution: internal anatomy of a patient could be seen without any invasive technique. This revolution has highlighted the two main limits of current anatomy: the anatomical description is physician dependent, and the average anatomy is more and more frequently insufficient to describe anatomical variations. These drawbacks can sometimes be so important that they create mistakes but they can be overcome through the use of 3D patient-specific surgical anatomy. In this article, we propose to illustrate such improvement of standard anatomy on liver. We first propose a general scheme allowing to easily compare the four main liver anatomical descriptions by Takasaki, Goldsmith and Woodburne, Bismuth and Couinaud. From this general scheme we propose four rules to apply in order to correct these initial anatomical definitions. Application of these rules allows to correct usual vascular topological mistakes of standard anatomy. We finally validate such correction on a database of 20 clinical cases compared to the 111 clinical cases of a Couinaud article. Out of the 20 images of the database, we note a revealing difference in 14 cases (70%) on at least one important branch of the portal network. Only six cases (30%) do not present a revealing difference between both labellings. We also show that the right portal fissure location on our 20 cases defined between segment V and VI of our anatomical definition is well correlated with the real position described by Couinaud on 111 cases, knowing that the theoretical position was only found in 46 cases out of 111, i.e., 41.44% of cases with the non-corrected Couinaud definition. We have proposed a new anatomical segmentation of the liver based on four main rules to apply in order to correct topological errors of the four main standard segmentations. Our validation clearly illustrates that this new definition corrects the large amount of mistakes created by the current

6 CFR 25.4 - Designation of qualified anti-terrorism technologies.

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2010-01-01

... 6 Domestic Security 1 2010-01-01 2010-01-01 false Designation of qualified anti-terrorism... REGULATIONS TO SUPPORT ANTI-TERRORISM BY FOSTERING EFFECTIVE TECHNOLOGIES § 25.4 Designation of qualified anti-terrorism technologies. (a) General. The Under Secretary may Designate as a Qualified Anti-Terrorism...

Japanese Neurosurgeons and Microsurgical Anatomy: A Historical Review

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MATSUSHIMA, Toshio; KAWASHIMA, Masatou; MATSUSHIMA, Ken; WANIBUCHI, Masahiko

2015-01-01

Research in microneurosurgical anatomy has contributed to great advances in neurosurgery in the last 40 years. Many Japanese neurosurgeons have traveled abroad to study microsurgical anatomy and played major roles in advancing and spreading the knowledge of anatomy, overcoming their disadvantage that the cadaver study has been strictly limited inside Japan. In Japan, they initiated an educational system for surgical anatomy that has contributed to the development and standardization of Japanese neurosurgery. For example, the Japanese Society for Microsurgical Anatomy started an annual educational meeting in the middle of 1980s and published its proceedings in Japanese every year for approximately 20 years. These are some of the achievements that bring worldwide credit to Japanese neurosurgeons. Not only should Japanese neurosurgeons improve their educational system but they should also contribute to the international education in this field, particularly in Asia. PMID:25797782

Helping without harming: the instructor's feedback dilemma in debriefing--a case study.

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Rudolph, Jenny W; Foldy, Erica Gabrielle; Robinson, Traci; Kendall, Sandy; Taylor, Steven S; Simon, Robert

2013-10-01

Simulation instructors often feel caught in a task-versus-relationship dilemma. They must offer clear feedback on learners' task performance without damaging their relationship with those learners, especially in formative simulation settings. Mastering the skills to resolve this dilemma is crucial for simulation faculty development. We conducted a case study of a debriefer stuck in this task-versus-relationship dilemma. The "2-column case" captures debriefing dialogue and instructor's thoughts and feelings or the "subjective experience." The "learning pathways grid" guides a peer group of faculty in a step-by-step, retrospective analysis of the debriefing. The method uses vivid language to highlight the debriefer's dilemmas and how to surmount them. The instructor's initial approach to managing the task-versus-relationship dilemma included (1) assuming that honest critiques will damage learners, (2) using vague descriptions of learner actions paired with guess-what-I-am-thinking questions, and (3) creating a context she worried would leave learners feeling neither safe nor clear how they could improve. This case study analysis identified things the instructor could do to be more effective including (1) making generous inferences about the learners' qualities, (2) normalizing the challenges posed by the simulation, (3) assuming there are different understandings of what it means to be a team. There are key assumptions and ways of interacting that help instructors resolve the task-versus-relationship dilemma. The instructor can then provide honest feedback in a rigorous yet empathic way to help sustain good or improve suboptimal performance in the future.

12 CFR 619.9270 - Qualified Public Accountant or External Auditor.

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2010-01-01

... 12 Banks and Banking 6 2010-01-01 2010-01-01 false Qualified Public Accountant or External Auditor... § 619.9270 Qualified Public Accountant or External Auditor. A qualified public accountant or external... constituted State authority, identifying such person as a certified public accountant; (b) Is licensed to...

LMS Use and Instructor Performance: The Role of Task-Technology Fit

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McGill, Tanya; Klobas, Jane; Renzi, Stefano

2011-01-01

The introduction of learning management systems (LMS) has changed the way in which instructors work. This paper uses Goodhue and Thompson's (1995) technology-to-performance chain (TPC) to explore the roles of task-technology fit (TTF) and level of LMS use in the performance impacts of LMS for instructors. A mixed method approach was used: an…

The roles of the instructors in an ESP-task based language teaching course

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Vargas Vásquez, José Miguel

2016-01-01

Full Text Available The graduate program in Teaching English at the University of Costa Rica offers yearly English courses to satisfy the language learning needs at different departments, research centers, or similar institutions. The objective of this article was to analyze the extent to which a group of student teachers fulfilled the roles of the instructors in the Task Based Language Teaching method used in the graduate program. The study used a mixed-methods approach and the subjects were three instructors during their teaching practicum. The roles of the instructors were assessed by the practicum supervisors, fellow students in the practicum, the students in the course, and the instructors themselves through rubrics, observation sheets, surveys, and teaching journals. The results from the different instruments using different scales pointed to the instructors fulfilling the roles of sequencing tasks and motivating the learners a majority of the times. The roles of preparing the learners for tasks and raising consciousness were fulfilled to a lesser extent, which indicated that the instructors needed to work further on these areas. The study concluded with recommendations for improving the roles that revealed weaknesses, notably aimed to provide a manageable numbers of vocabulary items and grammar structures in the pretask, as well as to provide prompt feedback, and to elicit students’ knowledge for the development of lessons.

Course-Specific Intrinsic Motivation: Effects of Instructor Support and Global Academic Motivation

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Zook, J. M.; Herman, A. P.

2011-01-01

This study examined the effects of instructor support and students' global academic motivation on students' course-specific intrinsic motivation. The authors hypothesized, based on self-determination theory (Ryan & Deci, 2000), that instructor support for students' psychological needs would enhance intrinsic motivation. Students reported their…

Coronary artery anatomy and variants

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Malago, Roberto; Pezzato, Andrea; Barbiani, Camilla; Alfonsi, Ugolino; Nicoli, Lisa; Caliari, Giuliana; Pozzi Mucelli, Roberto [Policlinico G.B. Rossi, University of Verona, Department of Radiology, Verona (Italy)

2011-12-15

Variants and congenital anomalies of the coronary arteries are usually asymptomatic, but may present with severe chest pain or cardiac arrest. The introduction of multidetector CT coronary angiography (MDCT-CA) allows the detection of significant coronary artery stenosis. Improved performance with isotropic spatial resolution and higher temporal resolution provides a valid alternative to conventional coronary angiography (CCA) in many patients. MDCT-CA is now considered the ideal tool for three-dimensional visualization of the complex and tortuous anatomy of the coronary arteries. With multiplanar and volume-rendered reconstructions, MDCT-CA may even outperform CCA in determining the relative position of vessels, thus providing a better view of the coronary vascular anatomy. The purpose of this review is to describe the normal anatomy of the coronary arteries and their main variants based on MDCT-CA with appropriate reconstructions. (orig.)

Historical perspective-Anatomy down the ages in Australasia; lessons for the future.

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Flack, Natasha Ams; Nicholson, Helen D

2016-01-01

Is anatomy a dying discipline? This article explores the history and current state of human anatomy in Australasia, and considers the changing nature of the discipline, and possibilities for the future. A web-based search of all tertiary institutions in Australasia was performed to identify which taught anatomy. Those identified were invited to provide further information about postgraduate student numbers, external courses and public outreach. Forty-one institutions across Australasia teach anatomy. There are seven identifiable anatomy departments and nine disciplines of anatomy. From 1900 to 2014, the number of medical schools has increased (from 4 to 20), however a concomitant increase in the number of anatomy departments (2014, n = 7) was not observed. Twenty-one institutions, without medical schools, currently teach anatomy but none have a stand-alone anatomy department. Anatomy is taught in more than 18 different undergraduate and postgraduate programs. From the 28 institutions that provided current data, 310 postgraduate research students were identified. Predominantly, they came from longer-established institutions with an identifiable anatomy department. Similarly, those with anatomy departments/disciplines offered external professional courses. Many institutions engaged in public outreach. The evidence suggests that anatomy is alive and possibly even growing in Australasia. However, the structures around the discipline and the students who are learning anatomy are changing. Our challenge is to prepare the next generation of anatomy faculty to be both researchers and teachers. © 2015 Wiley Periodicals, Inc.

Conditions for Contingent Instructors Engaged in the Scholarship of Teaching and Learning

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Vander Kloet, Marie; Frake-Mistak, Mandy; McGinn, Michelle K.; Caldecott, Marion; Aspenlieder, Erin D.; Beres, Jacqueline L.; Fukuzawa, Sherry; Cassidy, Alice; Gill, Apryl

2017-01-01

An increasingly large number of courses in Canadian postsecondary institutions are taught by contingent instructors who hold full- or part-time positions for contractually limited time periods. Despite strong commitments to advancing teaching and learning, the labour and employment conditions for contingent instructors affect the incentives and…

Spatial abilities and anatomy knowledge assessment: A systematic review.

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Langlois, Jean; Bellemare, Christian; Toulouse, Josée; Wells, George A

2017-06-01

Anatomy knowledge has been found to include both spatial and non-spatial components. However, no systematic evaluation of studies relating spatial abilities and anatomy knowledge has been undertaken. The objective of this study was to conduct a systematic review of the relationship between spatial abilities test and anatomy knowledge assessment. A literature search was done up to March 20, 2014 in Scopus and in several databases on the OvidSP and EBSCOhost platforms. Of the 556 citations obtained, 38 articles were identified and fully reviewed yielding 21 eligible articles and their quality were formally assessed. Non-significant relationships were found between spatial abilities test and anatomy knowledge assessment using essays and non-spatial multiple-choice questions. Significant relationships were observed between spatial abilities test and anatomy knowledge assessment using practical examination, three-dimensional synthesis from two-dimensional views, drawing of views, and cross-sections. Relationships between spatial abilities test and anatomy knowledge assessment using spatial multiple-choice questions were unclear. The results of this systematic review provide evidence for spatial and non-spatial methods of anatomy knowledge assessment. Anat Sci Educ 10: 235-241. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Anatomy education for the YouTube generation.

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Barry, Denis S; Marzouk, Fadi; Chulak-Oglu, Kyrylo; Bennett, Deirdre; Tierney, Paul; O'Keeffe, Gerard W

2016-01-01

Anatomy remains a cornerstone of medical education despite challenges that have seen a significant reduction in contact hours over recent decades; however, the rise of the "YouTube Generation" or "Generation Connected" (Gen C), offers new possibilities for anatomy education. Gen C, which consists of 80% Millennials, actively interact with social media and integrate it into their education experience. Most are willing to merge their online presence with their degree programs by engaging with course materials and sharing their knowledge freely using these platforms. This integration of social media into undergraduate learning, and the attitudes and mindset of Gen C, who routinely creates and publishes blogs, podcasts, and videos online, has changed traditional learning approaches and the student/teacher relationship. To gauge this, second year undergraduate medical and radiation therapy students (n = 73) were surveyed regarding their use of online social media in relation to anatomy learning. The vast majority of students had employed web-based platforms to source information with 78% using YouTube as their primary source of anatomy-related video clips. These findings suggest that the academic anatomy community may find value in the integration of social media into blended learning approaches in anatomy programs. This will ensure continued connection with the YouTube generation of students while also allowing for academic and ethical oversight regarding the use of online video clips whose provenance may not otherwise be known. © 2015 American Association of Anatomists.

ORIGINAL ARTICLE Ethical Leadership: Perceptions of Instructors ...

African Journals Online (AJOL)

academic leaders and instructors in the Western Cluster universities of Ethiopia. To this end, qualitative .... methods should be in place to ensure ..... dedication to the satisfaction of the interests of ... customers and take corrective measures.

Anatomy and function of the hypothenar muscles.

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Pasquella, John A; Levine, Pam

2012-02-01

The hypothenar eminence is the thick soft tissue mass located on the ulnar side of the palm. Understanding its location and contents is important for understanding certain aspects of hand function. Variation in motor nerve distribution of the hypothenar muscles makes surgery of the ulnar side of the palm more challenging. To avoid injury to nerve branches, knowledge of these differences is imperative. This article discusses the muscular anatomy and function, vascular anatomy, and nerve anatomy and innervation of the hypothenar muscles. Copyright © 2012 Elsevier Inc. All rights reserved.

Constructive, collaborative, contextual, and self-directed learning in surface anatomy education

NARCIS (Netherlands)

Bergman-de Bres, E.M.; Sieben, J.M.; Smailbegovic, I.; Bruin, A. de; Scherpbier, A.J.J.A.; Vleuten, C.P.M. van der

2013-01-01

Anatomy education often consists of a combination of lectures and laboratory sessions, the latter frequently including surface anatomy. Studying surface anatomy enables students to elaborate on their knowledge of the cadaver's static anatomy by enabling the visualization of structures, especially

Matching Student Expectations with Instructors' Dispositions: Insight into Quality of Online Teaching

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Welch, Anita G.; Orso, Don; Doolittle, Joan; Areepattamannil, Shaljan

2015-01-01

This paper explores the similarities and differences between student expectations of online instructors and the teaching dispositions of online instructors. Our research goal is to develop insight into factors related to online student success. Although researchers have identified key characteristics of effective teaching in the face-to-face…

Human dissection: an approach to interweaving the traditional and humanistic goals of medical education.

Science.gov (United States)

Rizzolo, Lawrence J

2002-12-15

Anatomy remains one of the core courses of medical school, but the time devoted to it is decreasing. To accommodate the explosion of medical knowledge, educators search to streamline the curriculum. Because it is time-consuming, dissection comes under increased scrutiny. Even in the face of these pressures to reduce course hours, I would like to propose broadening, not reducing, the responsibilities of the anatomy instructor. Anatomy instructors can play a crucial role in helping medical schools meet the critical need to cultivate humanistic values, especially in the arena of end-of-life care. Anatomy can--and should--play an important role in a curriculum-wide effort to address this issue. Just as dissection remains an essential technique to teach three-dimensional concepts, the cadaver dissection lab is an ideal place to introduce concepts of humanistic care. The lab evokes the students' memories, speculations, and fears about serious illness in themselves, their families, and loved ones. Some programs address these reactions with supplemental activities, such as journaling, essay writing, and small group discussion. Valuable as these activities may be, anatomy instructors can achieve more by recognizing their role as a mentor, who can integrate humanistic values into traditional course objectives in a way that adds little time to the curriculum. The attitude of the instructor in ministering to the students' needs as they undertake the emotionally charged task of dissection can provide a model for how the students will respond, in turn, to the hopes and fears of their patients-and to their own reactions to dying. This approach will allow students to implement and practice humanistic values immediately, laying a foundation for their clinical training. Copyright 2002 Wiley-Liss, Inc.

Online Instructors: Andragogical or Pedagogical Teaching?

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Wang, Victor C. X.; Kania-Gosche, Beth

2011-01-01

This study investigates the andragogical and pedagogical teaching philosophies of online instructors at the California State University, Long Beach in the Spring Semester of 2010. Drawing from reflective adult education theory, this article proposes a new model for this reflective adult education theory. It is either the helping relationship…

Design Projects in Human Anatomy & Physiology

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Polizzotto, Kristin; Ortiz, Mary T.

2008-01-01

Very often, some type of writing assignment is required in college entry-level Human Anatomy and Physiology courses. This assignment can be anything from an essay to a research paper on the literature, focusing on a faculty-approved topic of interest to the student. As educators who teach Human Anatomy and Physiology at an urban community college,…

47 CFR 59.4 - Definition of “qualifying carrier”.

Science.gov (United States)

2010-10-01

... (CONTINUED) INFRASTRUCTURE SHARING § 59.4 Definition of “qualifying carrier”. For purposes of this part, the term “qualifying carrier” means a telecommunications carrier that: (a) Lacks economies of scale or...

Cultural responsiveness in EFL teaching: reflections from native instructors

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Cinarbas H. Ibrahim

2016-05-01

Full Text Available In recent years, many international students from different parts of the world have been studying at Turkish universities, which creates a multicultural educational setting. Due to the multicultural educational setting, English has become the most widely used language for exchanging and sharing knowledge, therefore many international universities in Turkey put a great emphasis on English language education and offer English preparatory courses to students. In order to succeed at better language education, universities employ native English instructors to provide a richer language experience with cultural components embedded in language content. In this qualitative case study, cultural reflections of native English instructors at a Turkish university were investigated. Individual and focus group interviews were data sources for the study. Findings indicated that cultural responsiveness was considered to be constructed through time, and a necessity of orientation process was emphasized. However, the native instructors’ presumptions cause intolerance and underestimation of the host culture. In addition, educational issues and students’ misbehaviors, such as cheating and calling their instructors by their first name, were attributed to cultural background of the students.

Instructor-Created Activities to Engage Undergraduate Nursing Research Students.

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Pierce, Linda L; Reuille, Kristina M

2018-03-01

In flipped or blended classrooms, instruction intentionally shifts to a student-centered model for a problem-based learning approach, where class time explores topics in greater depth, creating meaningful learning opportunities. This article describes instructor-created activities focused on research processes linked to evidence-based practice that engage undergraduate nursing research students. In the classroom, these activities include individual and team work to foster critical thinking and stimulate student discussion of topic material. Six activities for small and large student groups are related to quantitative, qualitative, and both research processes, as well as applying research evidence to practice. Positive student outcomes included quantitative success on assignments and robust student topic discussions, along with instructor-noted overall group engagement and interest. Using these activities can result in class time for the construction of meaning, rather than primarily information transmission. Instructors may adopt these activities to involve and stimulate students' critical thinking about research and evidence-based practice. [J Nurs Educ. 2018;57(3):174-177.]. Copyright 2018, SLACK Incorporated.

Teaching Anatomy in the XXI Century: New Aspects and Pitfalls

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Veronica Papa

2013-01-01

Full Text Available Anatomy has historically been a cornerstone in medical education regardless of nation, racial background, or medical school system. By learning gross anatomy, medical students get a first “impression” about the structure of the human body which is the basis for understanding pathologic and clinical problems. Although the importance of teaching anatomy to both undergraduate and postgraduate students remains undisputed, there is currently a relevant debate concerning methods of anatomy teaching. In the past century, dissection and lectures were its sole pedagogy worldwide. Recently, the time allocated for anatomy teaching was dramatically reduced to such an extent that some suggest that it has fallen below an adequate standard. Traditional anatomy education based on topographical structural anatomy taught in lectures and gross dissection classes has been replaced by a multiple range of study modules, including problem-based learning, plastic models or computer-assisted learning, and curricula integration. “Does the anatomical theatre still have a place in medical education?” And “what is the problem with anatomic specimens?” We endeavor to answer both of these questions and to contribute to the debate on the current situation in undergraduate and graduate anatomy education.

The technical qualified expert on radiation protection in Spain

International Nuclear Information System (INIS)

Marco Arboli, M.; Rodriguez Suarez, M.

2002-01-01

Education and training is considered an important tool for promoting safety culture and improving the level of competence of workers. In the different disciplines involved in Radiation Protection (PR), training programmes are being revised to ensure effective protection of individuals. In the European Union framework, the new normative and its adaptation in the Member States, as well as the past actions in each country, make the community to conclude that harmonization of educational programmes and European recognition of the qualification must be reached. An important point of these actions is the definition of the European Qualified Expert. Article 38 of the EURATOM Basic Safety Standards imposes requirements on training and education of the qualified experts and their exchange within the European Union. Since then, there has been many initiatives to seek to harmonization of the qualified expert requirements. In the Spanish education system, there has been a standard training and competent authority recognition of the high level qualified experts on radiation protection since 1986, whose programme is continuously being updating and improving. Taking into account the European actions to define the qualified expert training requirements, it has been designed an educational course for the Technical Qualified Expert on Radiation Protection. This pilot course has being carried out during May, 2002. The results of this project is shown in this paper. (Author)

Tailored instructor feedback leads to more effective virtual-reality laparoscopic training.

Science.gov (United States)

Paschold, M; Huber, T; Zeißig, S R; Lang, H; Kneist, Werner

2014-03-01

Laparoscopic novices begin at different performance levels, and studies on tailored training concepts are warranted. The effect of verbal instructor feedback has been investigated with varying results, and its effectiveness in virtual-reality laparoscopic (VRL) simulations still is unclear. This study aimed to determine whether laparoscopic novices with lower initial performance statuses may profit from training with intensive instructor feedback. A prospective, single-blinded study was performed within a week-long curricular course. In this study, 20 medical students performed a complex bimanual maneuver on a VRL simulator. There was a division in performance levels, with a high-performer group (HPG) that received a better median score and a low-performer group (LPG). During the training phase, only the initial LPG received standardized instructor feedback in a one-to-one setting. The final assessment of skills for both groups involved performing the task without feedback at the end of the course. The HPG and LPG showed significantly different initial performance levels according global and categorized (time, economics, error) scores (p training concept with instructor feedback limited to the LPG. The tailored training was effective and economic for the laparoscopic novices and their teachers.

Guidelines for Standard Photography in Gross and Clinical Anatomy

Science.gov (United States)

Barut, Cagatay; Ertilav, Hakan

2011-01-01

Photography has a widespread usage in medicine and anatomy. In this review, authors focused on the usage of photography in gross and clinical anatomy. Photography in gross and clinical anatomy is not only essential for accurate documentation of morphological findings but also important in sharing knowledge and experience. Photographs of cadavers…

Designing Anatomy Program in Modern Medical Curriculum: Matter of Balance

Science.gov (United States)

Grković, Ivica; Marinović Guić, Maja; Košta, Vana; Poljičanin, Ana; Čarić, Ana; Vilović, Katarina

2009-01-01

Aim To evaluate the structure of the anatomy program in the first year medical curriculum of University of Split School of Medicine by comparing it with the recommendations by the Educational Affairs Committee of the American Association of Clinical Anatomists (AACA) and the Terminologia Anatomica (TA); we also quantitatively evaluated the organization of teaching material in contemporary topographical anatomy textbooks and matched them with the AACA recommendations, TA, and the curriculum of the anatomy course taught at Medical School in Split, Croatia. Methods TA, official recommendations of the AACA, 6 contemporary anatomy textbooks, and the structure of the anatomy course were analyzed for the proportion of the terms or text devoted to standard topographical regions of the body. The findings were correlated using Spearman ρ test. Results The curriculum outline correlated both with the AACA recommendations (Spearman ρ = 0.83, P = 0.015) and TA (Spearman ρ = 0.73, P = 0.046). Textbooks contained 8 distinct sections, 7 allocated to topographic anatomy regions and 1 to general anatomy concepts and principles. The structure of all textbooks correlated significantly with the course curriculum. However, 4 out of 6 textbooks did not correlate with TA and only a single textbook showed significant correlation with the AACA recommendations. Conclusion Anatomy textbooks vary in the amount of text dedicated to different parts of topographical anatomy and are not quite concordant with curriculum recommendations and standard anatomical terminology. Planning the structure of an anatomy course should not be based on a single book or recommendation but on evidence. PMID:19260144

Student Personality Differences Are Related to Their Responses on Instructor Evaluation Forms

Science.gov (United States)

McCann, Stewart; Gardner, Christopher

2014-01-01

The relation of student personality to student evaluations of teaching (SETs) was determined in a sample of 144 undergraduates. Student Big Five personality variables and core self-evaluation (CSE) were assessed. Students rated their most preferred instructor (MPI) and least preferred instructor (LPI) on 11 common evaluation items. Pearson and…

26 CFR 1.860F-1 - Qualified liquidations.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 9 2010-04-01 2010-04-01 false Qualified liquidations. 1.860F-1 Section 1.860F-1 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) INCOME TAX (CONTINUED) INCOME TAXES Real Estate Investment Trusts § 1.860F-1 Qualified liquidations. A plan of...

49 CFR 604.7 - Qualified human service organizations.

Science.gov (United States)

2010-10-01

... 49 Transportation 7 2010-10-01 2010-10-01 false Qualified human service organizations. 604.7... organizations. (a) A recipient may provide charter service to a qualified human service organization (QHSO) for... disabilities; or (3) With low income. (b) If an organization serving persons described in paragraph (a) of this...

26 CFR 25.2701-4 - Accumulated qualified payments.

Science.gov (United States)

2010-04-01

... compound interest from the due date of the payment at a rate not less than the appropriate discount rate is... retained interest conferring a distribution right that was previously valued as a qualified payment right (a “qualified payment interest”), the taxable estate or taxable gifts of the individual holding the...

Stedets Anatomi

DEFF Research Database (Denmark)

Larsen, Lasse Juel

Titlen på denne ph.d.-afhandling, Stedets Anatomi – en teoretisk undersøgelse af stedets og rumlighedens betydning for leg, computerspil og læring, skitserer ikke kun afhandlingens teoretiske dimensionering, men også dens analytiske bliks tematik i forbindelse med undersøgelsen af fænomenerne leg...

The effects of training group exercise class instructors to adopt a motivationally adaptive communication style.

Science.gov (United States)

Ntoumanis, N; Thøgersen-Ntoumani, C; Quested, E; Hancox, J

2017-09-01

Drawing from self-determination theory (Deci & Ryan, 2002), we developed and tested an intervention to train fitness instructors to adopt a motivationally adaptive communication style when interacting with exercisers. This was a parallel group, two-arm quasi-experimental design. Participants in the intervention arm were 29 indoor cycling instructors (n = 10 for the control arm) and 246 class members (n = 75 for the control arm). The intervention consisted of face-to-face workshops, education/information video clips, group discussions and activities, brainstorming, individual planning, and practical tasks in the cycling studio. Instructors and exercisers responded to validated questionnaires about instructors' use of motivational strategies and other motivation-related variables before the first workshop and at the end of the third and final workshop (4 months later). Time × arm interactions revealed no significant effects, possibly due to the large attrition of instructors and exercisers in the control arm. Within-group analyses in the intervention arm showed that exercisers' perceptions of instructor motivationally adaptive strategies, psychological need satisfaction, and intentions to remain in the class increased over time. Similarly, instructors in the intervention arm reported being less controlling and experiencing more need satisfaction over time. These results offer initial promising evidence for the positive impact of the training. © 2016 The Authors Scandinavian Journal of Medicine & Science in Sports Published by John Wiley & Sons Ltd.

26 CFR 48.4041-19 - Exemption for qualified methanol and ethanol fuel.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 16 2010-04-01 2010-04-01 true Exemption for qualified methanol and ethanol....4041-19 Exemption for qualified methanol and ethanol fuel. (a) In general. Under section 4041(b)(2... or use of qualified methanol or ethanol fuel. (b) Qualified methanol or ethanol fuel defined. For...

Frontal anatomy and reaction time in Autism

NARCIS (Netherlands)

Schmitz, Nicole; Daly, Eileen; Murphy, Declan

2007-01-01

Widespread frontal lobe abnormalities, encompassing anatomy and function, are known to be implicated in Autistic Spectrum Disorders (ASD). The correlation between neurobiology and behaviour, however, is poorly understood in ASD. The aim of this study was to investigate frontal lobe anatomy and

Mathematics: Foundations for Business. Instructor's Guide.

Science.gov (United States)

Hopfe, Manfred W.; Bianci-Rossi, Larry

This is the instructor's guide to a text designed for the contemporary business student who frequently questions the need for studying mathematics. The text material is presented in a "building-block" fashion, with skills learned in earlier chapters organized to provide a smooth transition into more difficult topics. This guide consists…

Ethical leadership: perceptions of instructors and academic leaders ...

African Journals Online (AJOL)

Ethical leadership: perceptions of instructors and academic leaders of western cluster public ... PROMOTING ACCESS TO AFRICAN RESEARCH ... to understand their respective institutions and develop effective communication systems.

14 CFR 61.415 - What are the limits of a flight instructor certificate with a sport pilot rating?

Science.gov (United States)

2010-01-01

... certificate with a sport pilot rating? 61.415 Section 61.415 Aeronautics and Space FEDERAL AVIATION... GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.415 What are the limits of a flight instructor certificate with a sport pilot rating? If you hold a flight instructor certificate with a sport...

Soul Anatomy: A virtual cadaver

Directory of Open Access Journals (Sweden)

Moaz Bambi

2014-01-01

Full Text Available In the traditional science of medicine and medical education, teaching human anatomy in the class has always been done using human cadavers. Not only does this violate human sanctity, but according to our research, it is not adequate to provide students with the alleged educational value that it is supposed to deliver. It is very cumbersome to organise all the aspects of cadaver care. Cadavers are also very limited when it comes to controlling their structures and any benefit is almost completely altered the first time the cadaver is used (dissected, and ironically, it is very weak at delivering actual real-life scenarios of a human body to students. Virtual anatomy has been a promising solution that many are counting on. But even today, we have not found a complete solution that combines all the benefits of using human cadavers and those introduced by its technical counterparts. "Soul Anatomy" aims to do just that. It brings the best of all worlds, from a natural intuitive control system, life-like feel of organs, precise accuracy in moving and controlling bodily structures, to the smallest details of being able to show medical information overlays from various medical databases connected to the internet; thus making use of technology in teaching human anatomy by providing a modern learning experience.

Can "YouTube" help students in learning surface anatomy?

Science.gov (United States)

Azer, Samy A

2012-07-01

In a problem-based learning curriculum, most medical students research the Internet for information for their "learning issues." Internet sites such as "YouTube" have become a useful resource for information. This study aimed at assessing YouTube videos covering surface anatomy. A search of YouTube was conducted from November 8 to 30, 2010 using research terms "surface anatomy," "anatomy body painting," "living anatomy," "bone landmarks," and "dermatomes" for surface anatomy-related videos. Only relevant video clips in the English language were identified and related URL recorded. For each videotape the following information were collected: title, authors, duration, number of viewers, posted comments, and total number of days on YouTube. The data were statistically analyzed and videos were grouped into educationally useful and non-useful videos on the basis of major and minor criteria covering technical, content, authority, and pedagogy parameters. A total of 235 YouTube videos were screened and 57 were found to have relevant information to surface anatomy. Analysis revealed that 15 (27%) of the videos provided useful information on surface anatomy. These videos scored (mean ± SD, 14.0 ± 0.7) and mainly covered surface anatomy of the shoulder, knee, muscles of the back, leg, and ankle, carotid artery, dermatomes, and anatomical positions. The other 42 (73%) videos were not useful educationally, scoring (mean ± SD, 7.4 ± 1.8). The total viewers of all videos were 1,058,634. Useful videos were viewed by 497,925 (47% of total viewers). The total viewership per day was 750 for useful videos and 652 for non-useful videos. No video clips covering surface anatomy of the head and neck, blood vessels and nerves of upper and lower limbs, chest and abdominal organs/structures were found. Currently, YouTube is an inadequate source of information for learning surface anatomy. More work is needed from medical schools and educators to add useful videos on You

Qualified Health Plan (QHP) Landscape

Data.gov (United States)

U.S. Department of Health & Human Services — QHP Landscape Files present basic information about certified Qualified Health Plans and Stand-alone Dental Plans for individuals-families and small businesses...

THE CULTURAL IDENTITY IN THE INSTRUCTOR'S OF ART FORMATIVE PROCESS / LA IDENTIDAD CULTURAL EN EL PROCESO FORMATIVO DEL INSTRUCTOR DE ARTE

Directory of Open Access Journals (Sweden)

Aleida Best Rivero

2012-09-01

Full Text Available The culture identity is present trough the plays and history to represent it like: Myth artistic and literary production, monument, languages, oral traditions, and some others categories. One of the elements that integrate the professional pedagogical development of the instructor arte is the contribution to preserve and develop the local and national identity taking into account the specialize attention to the expression and manifestation of the popular traditional culture, this demanding the materialization of the appreciation workshops that integrate the specific activities of the instructor, and permit them to profitable the potentialities of the cultural event for the formation of the new generations and at the same time to increase their integral formation.

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator: a randomized educational trial.

Science.gov (United States)

Oestergaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde; Winkel, Per; Larsen, Christian Rifbjerg; Ringsted, Charlotte; Gluud, Christian; Grantcharov, Teodor; Ottesen, Bent; Soerensen, Jette Led

2012-02-28

Several studies have found a positive effect on the learning curve as well as the improvement of basic psychomotor skills in the operating room after virtual reality training. Despite this, the majority of surgical and gynecological departments encounter hurdles when implementing this form of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor feedback regarding time, repetitions and self-perception when training complex operational tasks on a virtual reality simulator. The study population consists of medical students on their 4th to 6th year without prior laparoscopic experience. The study is conducted in a skills laboratory at a centralized university hospital. Based on a sample size estimation 98 participants will be randomized to an intervention group or a control group. Both groups have to achieve a predefined proficiency level when conducting a laparoscopic salpingectomy using a surgical virtual reality simulator. The intervention group receives standardized instructor feedback of 10 to 12 min a maximum of three times. The control group receives no instructor feedback. Both groups receive the automated feedback generated by the virtual reality simulator. The study follows the CONSORT Statement for randomized trials. Main outcome measures are time and repetitions to reach the predefined proficiency level on the simulator. We include focus on potential sex differences, computer gaming experience and self-perception. The findings will contribute to a better understanding of optimal training methods in surgical education. NCT01497782.

Gross anatomy education for South African undergraduate physiotherapy students.

Science.gov (United States)

Shead, Dorothy A; Roos, Ronel; Olivier, Benita; Ihunwo, Amadi O

2018-01-16

Eight faculties in South Africa offer undergraduate physiotherapy training with gross anatomy included as a basis for clinical practice. Little information exists about anatomy education for this student body. A 42-question peer-reviewed survey was distributed to physiotherapy gross anatomy course coordinators in all the eight faculties. Seven coordinators from six (75%) of the universities responded. Two respondents' data from the same university were pooled. Collected data show that staff qualifications and experience varied widely and high to average staff to student ratios exist between faculties. Direct anatomy teaching duration was 12.3 (SD ±5.2) weeks per semester. Total number of weeks in courses per faculty was 27.6 (SD ±5.7) varying widely between institutions. Calculable direct contact anatomy hours ranged between 100 and 308 with a mean of 207.6 (SD ±78.1). Direct contact hours in lectures averaged 3.9 (SD ±1.6) per week and the average direct contact hours in practical sessions were 3.5 (SD ±1.8) per week. Dissection, prosection, plastinated models, surface anatomy, and e-learning were available across faculties. Ancillary modalities such as vertical integration and inter-professional learning were in use. All faculties had multiple-choice questions, spot tests, and short examination questions. Half had viva-voce examinations and one had additional long questions assessment. Students evaluated teaching performance in five faculties. Four faculties were reviewing anatomy programs to consider implementing changes to anatomy curriculum or pedagogy. The findings highlighted disparity between programs and also identified the need for specific guidelines to develop a unified South African gross anatomy course for physiotherapy students. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Synopsis of radiologic anatomy

International Nuclear Information System (INIS)

Meschan, I.

1987-01-01

The book is a compact version of earlier publications that appeared in 1975 as a one- and a two-volume issue under the title 'Atlas of Radiologic Anatomy'. A chapter on computed tomography has been added as this novel technique requires a new approach to radiologic anatomy. The radiologist will find all the information on the anatomic conditions he needs for analysing radiographs and CT pictures. More than 600 radiographs and CT pictures are given that illustrate typical and rare findings. The book also is useful as a source of reference for making good radiographs and evaluating the quality of radiographs or CT pictures. With 1413 figs., 18 tabs [de

Strategies Reported Used by Instructors to Address Student Alternate Conceptions in Chemical Equilibrium

Science.gov (United States)

Piquette, Jeff S.; Heikkinen, Henry W.

2005-01-01

This study explores general-chemistry instructors' awareness of and ability to identify and address common student learning obstacles in chemical equilibrium. Reported instructor strategies directed at remediating student alternate conceptions were investigated and compared with successful, literature-based conceptual change methods. Fifty-two…

Exploring the Relationship Between Students with Accommodations and Instructor Self-Efficacy in Complying with Accommodations

Directory of Open Access Journals (Sweden)

Anna M. Wright

2017-06-01

Full Text Available The willingness and flexibility of university instructors to comply with and provide accommodations for students with disabilities is critical to academic success. The authors examine how communication between students needing accommodations and university instructors impacts instructor self-efficacy, or instructors’ perception that they can meet the accommodation. Specifically, the authors’ explored the relationship between student self-disclosure of a disability and instructor empathy, flexibility, and self-efficacy in meeting student accommodation needs. Results revealed that the more a student self-discloses about a needed accommodation, the more self-efficacy an instructor has in making that accommodation. For the low-disclosure condition, empathy and flexibility were both significant predictors of self-efficacy, whereas, for the high-disclosure condition, only flexibility was a significant predictor of self-efficacy. Finally, instructors’ levels of empathy and flexibility both decreased after reading both the high and low self-disclosure scenarios.

Grooming. Instructor's Packet. Learning Activity Package.

Science.gov (United States)

Stark, Pamela

This instructor's packet accompanies the learning activity package (LAP) on grooming. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, suggested activities, an additional resources list, and student completion cards to issue to students as an…

Teaching medical anatomy: what is the role of imaging today?

Science.gov (United States)

Grignon, Bruno; Oldrini, Guillaume; Walter, Frédéric

2016-03-01

Medical anatomy instruction has been an important issue of debate for many years and imaging anatomy has become an increasingly important component in the field, the role of which has not yet been clearly defined. The aim of the paper was to assess the current deployment of medical imaging in the teaching of anatomy by means of a review of the literature. A systematic search was performed using the electronic database PubMed, ScienceDirect and various publisher databases, with combinations of the relevant MeSH terms. A manual research was added. In most academic curricula, imaging anatomy has been integrated as a part of anatomical education, taught using a very wide variety of strategies. Considerable variation in the time allocation, content and delivery of medical imaging in teaching human anatomy was identified. Given this considerable variation, an objective assessment remains quite difficult. In most publications, students' perceptions regarding anatomical courses including imaging anatomy were investigated by means of questionnaires and, regardless of the method of teaching, it was globally concluded that imaging anatomy enhanced the quality and efficiency of instruction in human anatomy. More objective evaluation based on an increase in students' performance on course examinations or on specific tests performed before and after teaching sessions showed positive results in numerous cases, while mixed results were also indicated by other studies. A relative standardization could be useful in improving the teaching of imaging anatomy, to facilitate its assessment and reinforce its effectiveness.

Occurrence and evolutionary inferences about Kranz anatomy in Cyperaceae (Poales

Directory of Open Access Journals (Sweden)

SHIRLEY MARTINS

2015-12-01

Full Text Available ABSTRACT Cyperaceae is an angiosperm family with the greatest diversity of species with Kranz anatomy. Four different types of Kranz anatomy (chlorocyperoid, eleocharoid, fimbristyloid and rhynchosporoid have been described for this angiosperm family, and the occurrence and structural characteristics of these types are important to trace evolutionary hypotheses. The purpose of this study was to examine the available data on Cyperaceae Kranz anatomy, emphasizing taxonomy, geographic distribution, habitat and anatomy, to infer the potential origin of the Kranz anatomy in this family. The results showed that the four types of Kranz anatomy (associated with C4 photosynthesis in Cyperaceae emerged numerous times in unrelated phylogenetic groups. However, the convergence of these anatomical types, except rhynchosporoid, was observed in certain groups. Thus, the diverse origin of these species might result from different environmental pressures that promote photorespiration. Greater variation in occurrence of Kranz anatomy and anatomical types was observed inEleocharis, whose emergence of the C4 pathway was recent compared with other genera in the family, and the species of this genus are located in aquatic environments.

Instructor Strategies for Responding to Disclosures of Gender-Based Violence on Campus

Science.gov (United States)

Root, Jennifer L.; Godderis, Rebecca

2016-01-01

While increasing attention has been paid to the issue of sexual violence (SV) on university and college campuses, there is a paucity of research about how post-secondary instructors should respond to student disclosures of SV and other forms of gender-based violence (GBV). The limited amount of evidence suggests instructors who receive disclosures…

An elaboration of Thai vocal instructors in Thai university classes

Directory of Open Access Journals (Sweden)

Jantana Khochprasert

2015-05-01

Full Text Available This paper documents a qualitative investigation on the study of instructive methods of Thai traditional singing instructors in higher education in Thailand. The information was collected in the form of document analysis and interviews with Thai traditional music instructors from several universities across Thailand. The results of the analysis of Thai traditional singing instruction methods in higher education in Thailand revealed that there are 11 universities that offer Thai traditional singing instruction. The instruction is a part of curricula under four different governing bodies and four classifications of curriculum. The sets of practicum repertoires in every university were found to be almost identical. It was found that the instructors used several techniques. Some techniques were similar while some were different. All the techniques were transmitted orally. In order to successfully produce graduates of the desired standard, singing must be correctly taught from the basics, whether theory, pronunciation or rhyming. At the same time, creativity should also be encouraged

Aging techniques and qualified life for safety system components

International Nuclear Information System (INIS)

Weaver, W.W.

1980-01-01

Presently, the qualified life objective for Class IE safety system components in nuclear power plants is somewhat of a subjective engineering judgment. When the desired qualified life is ascertained, there are other choices that must be made (which may be influenced by the desired qualified life) such as selecting the aging procedure to use in the qualification process. Adding complexity to the situation is the fact that there are some limitations in aging techniques at the present time. This article presents (1) a discussion of the limitations in aging procedures, (2) the general philosophy of qualification, and (3) a proposed method for specifying a desired qualified life, which uses a probabilistic approach. The probabilistic approach proposed in item 3 can be applied to natural aging programs and eventually to accelerated aging once the present technical difficulties are overcome

The Netherlands: Quality of work and employment of low-qualified workers

NARCIS (Netherlands)

Gouw, P.

2013-01-01

Based on the Netherlands Working Condition Survey (NEA, TNO) and the available literature, it seems that low-qualified workers experience more labour market problems than middle- or high-qualified workers. The trend in the 2000-2007 period is that the relative number of low qualified workers has

Understanding the persona of clinical instructors: the use of students' doodles in nursing research.

Science.gov (United States)

de Guzman, Allan; Pablo, Lewis Anthony; Prieto, Rei Joseph; Purificacion, Vena Nova; Que, Joyce Jamilla; Quia, Precious

2008-01-01

While it is true that understanding the attributes and unique distinction of the nursing faculty has been the subject of most of the studies, little is known about how the use of doodles can help surface the persona of the clinical instructors. This study aims to capture the essence or the lebenswelt of the concept of "clinical instructor" from the lens of students' doodles which have been considered as a powerful qualitative tool in articulating individual experiences. A total of 195 senior nursing students recruited from a comprehensive university in the Philippines were the subjects in this qualitative study. Data were gathered from self-generated illustrations and written explanations made by the subjects to identify their concept of effective and ineffective clinical instructors. Phenomenological reduction was observed through a repertory grid, where doodles drawn were listed, categorized and thematised to reveal the qualities of the clinical instructor. The subjective nature of the findings, though not generalizable, has surfaced how doodling can be a potent tool in identifying collective interpretation of the essence of health professions construct such as the one under study. The doodles revealed that an effective clinical instructor (enlightening, engaging and embracing) is one who is able to facilitate the learning of the students as well as being able to establish a harmonious learning atmosphere for and with the students. On the other hand, an ineffective clinical instructor (detrimental, dangling, and disturbing) impedes students' development in the clinical practice by causing conflict through their personal attitudes and their teaching strategies. This can have benefits for clinical instructors, to improve themselves and realize the impact of their attributes to the clinical learning of students.

Aerobic Digestion. Sludge Treatment and Disposal Course #166. Instructor's Guide [and] Student Workbook.

Science.gov (United States)

Klopping, Paul H.

This lesson is a basic description of aerobic digestion. Topics presented include a general process overview discussion of a typical digester's components, factors influencing performance, operational controls, and biological considerations for successful operation. The lesson includes an instructor's guide and student workbook. The instructor's…

Radiological anatomy of the groin region

International Nuclear Information System (INIS)

Berg, J.C. van den; Valois, J.C. de; Go, P.M.N.Y.H.; Rosenbusch, G.

2000-01-01

The purpose of this paper is to give an overview of the anatomy of the inguinal region, and to discuss the value of various imaging modalities in the diagnosis of groin hernias. After description of the gross anatomy of the groin, attention is focused on the anatomic features of conventional herniography, US, CT, and MRI. Advantages, disadvantages, and accuracy of each technique is discussed briefly. (orig.)

Instructor station of full scope simulator for Qinshan 300 MW Nuclear Power Unit

International Nuclear Information System (INIS)

Wu Fanghui

1996-01-01

The instructor station of Full Scope Simulator for Qinshan 300 MW Nuclear Power Unit is based on SGI graphic workstation. The operation system is real time UNIX, and the development of man-machine interface, mainly depends on standard X window system, special for X TOOLKITS and MOTIF. The instructor station has been designed to increase training effectiveness and provide the most flexible environment possible to enhance its usefulness. Based on experiences in the development of the instructor station, many new features have been added including I/O panel diagrams, simulation diagrams, graphic operation of malfunction, remote function and I/O overrides etc

The UK system of recognising qualified experts

International Nuclear Information System (INIS)

Bines, W.

2002-01-01

EURATOM Basic Safety Standards (BSS) Directives have long included requirements for the involvement of qualified experts, the definition of which has scarcely changed since at least 1976. The Directive requirement, in the definition of qualified expert,, for competent authorities to recognise the capacity to act as a qualified expert has been interpreted by Member States in widely differing ways, ranging from the minimalist or case by case to the highly detailed and prescriptive. In the United Kingdom (UK), the qualified expert for occupational radiation protection is the radiation protection adviser and the competent authority is the Health and Safety Executive (HSE). The Ionising Radiations Regulations 1985, which largely implemented the 1980 BSS Directive, required an employer to appoint one or more radiation protection advisers for the purpose of advising him as to the observance of these Regulations and other health and safety matters in connection with ionising radiation. The Regulations addressed the question of recognition by forbidding an employer to appoint a person as a radiation protection adviser unless: that person was suitably qualified and experienced; the employer had notified the Health and Safety Executive in writing of the intended appointment at least 28 days in advance, giving the name of the person and particulars of his qualifications and experience and the scope of the advice he would be required to give; and the employer had received from HSE an acknowledgement in writing of the notification. This system allowed HSE to follow up and query any apparently unsuitable potential appointments while applying a light overall administrative touch. The Approved Code of Practice supporting the Regulations included advice on the qualifications, experience and qualities that the employer should look for in a suitable radiation protection adviser

Anatomy Education for the YouTube Generation

Science.gov (United States)

Barry, Denis S.; Marzouk, Fadi; Chulak-Oglu, Kyrylo; Bennett, Deirdre; Tierney, Paul; O'Keeffe, Gerard W.

2016-01-01

Anatomy remains a cornerstone of medical education despite challenges that have seen a significant reduction in contact hours over recent decades; however, the rise of the "YouTube Generation" or "Generation Connected" (Gen C), offers new possibilities for anatomy education. Gen C, which consists of 80% Millennials, actively…

Porcine Tricuspid Valve Anatomy and Human Compatibility

DEFF Research Database (Denmark)

Waziri, Farhad; Lyager Nielsen, Sten; Hasenkam, J. Michael

2016-01-01

before clinical use. The study aim was to evaluate and compare the tricuspid valve anatomy of porcine and human hearts. METHODS: The anatomy of the tricuspid valve and the surrounding structures that affect the valve during a cardiac cycle were examined in detail in 100 fresh and 19 formalin...

Learning Anatomy through Thiel- vs. Formalin-Embalmed Cadavers: Student Perceptions of Embalming Methods and Effect on Functional Anatomy Knowledge

Science.gov (United States)

Kennel, Larissa; Martin, David M. A.; Shaw, Hannah; Wilkinson, Tracey

2018-01-01

Thiel-embalmed cadavers, which have been adopted for use in anatomy teaching in relatively few universities, show greater flexibility and color retention compared to formalin-embalmed cadavers, properties which might be considered advantageous for anatomy teaching. This study aimed to investigate student attitudes toward the dissection experience…

The anatomy workbook

International Nuclear Information System (INIS)

Hagen-Ansert, S.L.

1986-01-01

This is an atlas of human anatomy presented in the form of line drawings, many of which correspond to imaging planes used in ultrasound (US), computed tomography (CT), and magnetic resonance (MR). The book is organized into 17 sections, each covering a specific structure or organ system. Large, uncluttered drawings are labeled for identification of structures of interest. Many illustrations include captions consisting of comments explaining major divisions within organs, specific anatomic relationships and landmarks, and pertinent vascular anatomy. Most organs are first depicted in isolation or in relation to important adjacent organs or blood vessels and are rendered as if viewed from anterior, posterior, inferior, or superior perspectives. The organs are demonstrated again in serial transverse, saggital, and coronal sections, each accompanied by a drawing of a body in anatomic position denoting the plane of the section

14 CFR 61.411 - What aeronautical experience must I have to apply for a flight instructor certificate with a...

Science.gov (United States)

2010-01-01

... airship that is a light-sport aircraft. (e) Lighter-than-air category and balloon class privileges, (1) 35... apply for a flight instructor certificate with a sport pilot rating? 61.411 Section 61.411 Aeronautics... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating...

How to Assess Your CURE: A Practical Guide for Instructors of Course-Based Undergraduate Research Experiences

Directory of Open Access Journals (Sweden)

Erin E. Shortlidge

2016-12-01

Full Text Available Integrating research experiences into undergraduate life sciences curricula in the form of course-based undergraduate research experiences (CUREs can meet national calls for education reform by giving students the chance to “do science.” In this article, we provide a step-by-step practical guide to help instructors assess their CUREs using best practices in assessment. We recommend that instructors first identify their anticipated CURE learning outcomes, then work to identify an assessment instrument that aligns to those learning outcomes and critically evaluate the results from their course assessment. To aid instructors in becoming aware of what instruments have been developed, we have also synthesized a table of “off-the-shelf” assessment instruments that instructors could use to assess their own CUREs. However, we acknowledge that each CURE is unique and instructors may expect specific learning outcomes that cannot be assessed using existing assessment instruments, so we recommend that instructors consider developing their own assessments that are tightly aligned to the context of their CURE.

Retention of anatomy knowledge by student radiographers

International Nuclear Information System (INIS)

Hall, A. Susanne; Durward, Brian R.

2009-01-01

Introduction: Anatomy has long been regarded as an integral part of the core curriculum. However, anecdotal evidence suggests that long-term retention of anatomy knowledge may be deficient. This study aims to evidence whether student radiographers demonstrate the same level of knowledge of anatomy after a period of time has elapsed and to correlate to approaches to learning and studying. Methodology: A repeated measures design was utilised to measure retention of anatomy knowledge for both MCQs and short-response answers to a Practical Radiographic Anatomy Examination; alpha value p < 0.05. Fifty-one students from levels 2 and 3 were retested after a time lapse of 10 and 22 months respectively. The students were not aware that their knowledge was being retested. Approaches to learning and studying were measured using the ASSIST inventory. Results: Statistical analysis found no difference in performance on MCQ assessment, in either the combined sample or levels 2 and 3 separately, from baseline to retention occasions; average retention rate being 99%. However, a statistical difference in performance on PRAE assessment was found, with level 2 experiencing a larger reduction in scores; retention rate of 67% compared to level 3 at 77%. The students perceived themselves to be principally strategic in their approach to learning and studying but no strong relationships were found when correlated to test scores. Conclusion: The student radiographers in this study demonstrated varied anatomy retention rates dependent on assessment method employed and time interval that had elapsed. It is recommended that diverse teaching and assessment strategies are adopted to encourage a deeper approach to learning and studying.

30 CFR 203.43 - To which production do I apply the RSV earned from qualified deep wells or qualified phase 1...

Science.gov (United States)

2010-07-01

... in water between 200 and 400 meters deep, you begin drilling an original deep well with a perforated... 200 meters deep; (ii) May 18, 2007, for an RSV earned by a qualified deep well on a lease that is located entirely in water more than 200 meters deep; or (iii) The date that the first qualified well that...

Development of PCK for Novice and Experienced University Physics Instructors: A Case Study

Science.gov (United States)

Jang, Syh-Jong; Tsai, Meng-Fang; Chen, Ho-Yuan

2013-01-01

The current study assessed and compared university students' perceptions' of a novice and an experienced physics instructor's Pedagogical Content Knowledge (PCK). Two college physics instructors and 116 students voluntarily participated in this study. The research model comprised three workshops, mid-term and final evaluations and instructor…

Regulatory Anatomy

DEFF Research Database (Denmark)

Hoeyer, Klaus

2015-01-01

This article proposes the term “safety logics” to understand attempts within the European Union (EU) to harmonize member state legislation to ensure a safe and stable supply of human biological material for transplants and transfusions. With safety logics, I refer to assemblages of discourses, le...... they arise. In short, I expose the regulatory anatomy of the policy landscape....

10 CFR 451.4 - What is a qualified renewable energy facility.

Science.gov (United States)

2010-01-01

... 10 Energy 3 2010-01-01 2010-01-01 false What is a qualified renewable energy facility. 451.4 Section 451.4 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION RENEWABLE ENERGY PRODUCTION INCENTIVES § 451.4 What is a qualified renewable energy facility. In order to qualify for an incentive payment under...

Outlook of Instructors and Students on Ethical Issues in Computer Assisted Language Learning

Directory of Open Access Journals (Sweden)

V. R. Mirzaeian

2016-07-01

Full Text Available One of major concerns of human beings regardless of their religion or school of thought is to observe ethical issues. This paper discusses the issue and lays emphasis on observing ethical matters in teaching in virtual learning environments in general and computer assisted language learning in particular. The paper tries to throw light on the current status of observing ethical issues in virtual learning environments and drawing both instructors and students’ attention to this issue. The research has been conducted by using two questionnaires one given to students and the other to instructors. Data analysis revealed that majority of instructors observed ethical issues when confronted with students’ personal details. Students were most sensitive regarding disclosing their personal photos in these virtual environments; however, they were comfortable if their personal details were controlled by the instructors. The Chi-Square test showed no substantial difference between gender and observing ethical issues in virtual learning environments.

14 CFR 61.427 - What must I do if my flight instructor certificate with a sport pilot rating expires?

Science.gov (United States)

2010-01-01

... certificate with a sport pilot rating expires? 61.427 Section 61.427 Aeronautics and Space FEDERAL AVIATION... GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.427 What must I do if my flight instructor certificate with a sport pilot rating expires? You may exchange your expired flight instructor...

Ten Traits of Highly Effective Instructors

Science.gov (United States)

Lanouette, Mike

2012-01-01

The Bill Gates Foundation has spent as much as a third-world country's income on the following conclusion: one of the primary reasons why students struggle in class and often leave school altogether is instructor ineffectiveness. This may be a slightly painful thing to hear, but, as the saying goes, the truth sometimes hurts. Additionally, the…

Anatomy of Memory

OpenAIRE

J Gordon Millichap

1991-01-01

Studies of the anatomy and function of the brain system for memory in humans and animal models are reviewed from the Veterans Affairs Medical Center, San Diego and the Department of Psychiatry, University of California, San Diego, La Jolla, CA.

[Imaging anatomy of cranial nerves].

Science.gov (United States)

Hermier, M; Leal, P R L; Salaris, S F; Froment, J-C; Sindou, M

2009-04-01

Knowledge of the anatomy of the cranial nerves is mandatory for optimal radiological exploration and interpretation of the images in normal and pathological conditions. CT is the method of choice for the study of the skull base and its foramina. MRI explores the cranial nerves and their vascular relationships precisely. Because of their small size, it is essential to obtain images with high spatial resolution. The MRI sequences optimize contrast between nerves and surrounding structures (cerebrospinal fluid, fat, bone structures and vessels). This chapter discusses the radiological anatomy of the cranial nerves.

Confidence in leadership among the newly qualified.

Science.gov (United States)

Bayliss-Pratt, Lisa; Morley, Mary; Bagley, Liz; Alderson, Steven

2013-10-23

The Francis report highlighted the importance of strong leadership from health professionals but it is unclear how prepared those who are newly qualified feel to take on a leadership role. We aimed to assess the confidence of newly qualified health professionals working in the West Midlands in the different competencies of the NHS Leadership Framework. Most respondents felt confident in their abilities to demonstrate personal qualities and work with others, but less so at managing or improving services or setting direction.

49 CFR 192.285 - Plastic pipe: Qualifying persons to make joints.

Science.gov (United States)

2010-10-01

... 49 Transportation 3 2010-10-01 2010-10-01 false Plastic pipe: Qualifying persons to make joints... Materials Other Than by Welding § 192.285 Plastic pipe: Qualifying persons to make joints. (a) No person may make a plastic pipe joint unless that person has been qualified under the applicable joining procedure...

MR imaging of brain surface structures: Surface anatomy scanning

International Nuclear Information System (INIS)

Katada, K.; Koga, S.; Asahina, M.; Kanno, T.; Asahina, K.

1987-01-01

Preoperative evaluation of brain surface anatomy, including cortical sulci and veins, relative to cerebral and cerebellar lesions is an important subject for surgeons. Until now, no imaging modality existed that allowed direct visualization of brain surface anatomy. A new MR imaging technique (surface anatomy scanning) was developed to visualize brain surface structures. The technique uses a spin-echo pulse sequence with long repetition and echo times, thick sections and a surface coil. Cortical sulci, fissures, veins, and intracranial lesions were clearly identified with this technique. Initial clinical results indicate that surface anatomy scanning is useful for lesion localization and for detailed evaluation of cortical and subcortical lesions

Breast development and anatomy.

Science.gov (United States)

Pandya, Sonali; Moore, Richard G

2011-03-01

In this article, the development of the female breast, as well as the functional anatomy, blood supply, innervation and lymphatic drainage are described. A thorough understanding of the breast anatomy is an important adjunct to a meticulous clinical breast examination. Breast examination is a complex skill involving key maneuvers, including careful inspection and palpation. Clinical breast examination can provide an opportunity for the clinician to educate patients about their breast and about breast cancer, its symptoms, risk factors, early detection, and normal breast composition, and specifically variability. Clinical breast examination can help to detect some cancers not found by mammography, and clinicians should not override their examination findings if imaging is not supportive of the physical findings.

EFL Instructors' Perceptions of Blackboard Learning Management System (LMS) at University Level

Science.gov (United States)

Tawalbeh, Thaer Issa

2018-01-01

The present paper aims to investigate EFL instructors' perceptions of Blackboard learning management system (LMS) at Taif University in Saudi Arabia. To achieve this purposes, the researcher attempted to answer two questions. The first question investigates EFL instructors' perceptions of Blackboard LMS. The second question aims to identify…

Managing Instructor Cyberanxiety: The Role of Self-Efficacy in Decreasing Resistance to Change.

Science.gov (United States)

George, Gerard; Camarata, M. R.

1996-01-01

Discussion of educational technology innovations focuses on some of the behavioral challenges facing the drive toward multimedia instruction and suggests a method by which instructor resistance to technological change can be lessened or eliminated based on the concept of self-efficacy. A typology of instructors is explained. (Author/LRW)

Transforming Warrant Officer Career College Instructor Assessment for the Army Learning Model

Science.gov (United States)

2014-09-01

Career College (WOCC) to reflect the Army Learning Model (ALM)’s emphasis on adult pedagogical approaches. An instructor guide was also developed to...and digital communications, building of effective relationships through interpersonal tact, influence, and communication. • Critical thinking and...students to learn. Foster respect and rapport in the instructor-student relationship and the student-student relationship . Encourage student

Instructor's guide : - synchronized skating school

OpenAIRE

Mokkila, Eveliina

2011-01-01

The starting point to the Instructor’s guide for synchronized skating school was the situation that Turun Riennon Taitoluistelu figure skating club constantly struggles to get enough skaters to the Beginner team in synchronized skating. The guidebook was written to guide the skating school instructors towards providing more synchronized skating teaching in their lessons. As a result from introducing synchronized skating more in the skating school, it is expected to have more children conti...

Solar array qualification through qualified analysis

Science.gov (United States)

Zijdemans, J.; Cruijssen, H. J.; Wijker, J. J.

1991-04-01

To achieve qualification is in general a very expensive exercise. For solar arrays this is done by a dedicated test program through which final qualification is achieved. Due to severe competition on the solar array market, cheaper means are looked for to achieve a qualified product for the customers. One of the methods is to drastically limit the environmental test program and to qualify the solar-array structure against its environmental loads by analysis. Qualification by analysis is possible. The benefits are that a significant amount of development effort can be saved in case such a powerful tool is available. Extensive testing can be avoided thus saving time and money.

Kant on anatomy and the status of the life sciences.

Science.gov (United States)

Olson, Michael J

2016-08-01

This paper contributes to recent interest in Kant's engagement with the life sciences by focusing on one corner of those sciences that has received comparatively little attention: physical and comparative anatomy. By attending to remarks spread across Kant's writings, we gain some insight into Kant's understanding of the disciplinary limitations but also the methodological sophistication of the study of anatomy and physiology. Insofar as Kant highlights anatomy as a paradigmatic science guided by the principle of teleology in the Critique of the Power of Judgment, a more careful study of Kant's discussions of anatomy promises to illuminate some of the obscurities of that text and of his understanding of the life sciences more generally. In the end, it is argued, Kant's ambivalence with regard to anatomy gives way to a pessimistic conclusion about the possibility that anatomy, natural history, and, by extension, the life sciences more generally might one day become true natural sciences. Copyright © 2016 Elsevier Ltd. All rights reserved.

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator: a randomized educational trial

Directory of Open Access Journals (Sweden)

Oestergaard Jeanett

2012-02-01

Full Text Available Abstract Background Several studies have found a positive effect on the learning curve as well as the improvement of basic psychomotor skills in the operating room after virtual reality training. Despite this, the majority of surgical and gynecological departments encounter hurdles when implementing this form of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor feedback regarding time, repetitions and self-perception when training complex operational tasks on a virtual reality simulator. Methods/Design The study population consists of medical students on their 4th to 6th year without prior laparoscopic experience. The study is conducted in a skills laboratory at a centralized university hospital. Based on a sample size estimation 98 participants will be randomized to an intervention group or a control group. Both groups have to achieve a predefined proficiency level when conducting a laparoscopic salpingectomy using a surgical virtual reality simulator. The intervention group receives standardized instructor feedback of 10 to 12 min a maximum of three times. The control group receives no instructor feedback. Both groups receive the automated feedback generated by the virtual reality simulator. The study follows the CONSORT Statement for randomized trials. Main outcome measures are time and repetitions to reach the predefined proficiency level on the simulator. We include focus on potential sex differences, computer gaming experience and self-perception. Discussion The findings will contribute to a better understanding of optimal training methods in surgical education. Trial Registration NCT01497782

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator: a randomized educational trial

Science.gov (United States)

2012-01-01

Abstract Background Several studies have found a positive effect on the learning curve as well as the improvement of basic psychomotor skills in the operating room after virtual reality training. Despite this, the majority of surgical and gynecological departments encounter hurdles when implementing this form of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor feedback regarding time, repetitions and self-perception when training complex operational tasks on a virtual reality simulator. Methods/Design The study population consists of medical students on their 4th to 6th year without prior laparoscopic experience. The study is conducted in a skills laboratory at a centralized university hospital. Based on a sample size estimation 98 participants will be randomized to an intervention group or a control group. Both groups have to achieve a predefined proficiency level when conducting a laparoscopic salpingectomy using a surgical virtual reality simulator. The intervention group receives standardized instructor feedback of 10 to 12 min a maximum of three times. The control group receives no instructor feedback. Both groups receive the automated feedback generated by the virtual reality simulator. The study follows the CONSORT Statement for randomized trials. Main outcome measures are time and repetitions to reach the predefined proficiency level on the simulator. We include focus on potential sex differences, computer gaming experience and self-perception. Discussion The findings will contribute to a better understanding of optimal training methods in surgical education. Trial Registration NCT01497782 PMID:22373062

Instructor Active Empathic Listening and Classroom Incivility

Science.gov (United States)

Weger, Harry

2018-01-01

Instructor listening skill is an understudied area in instructional communication research. This study looks at teachers' active empathic listening behavior association with student incivility. Scholars recognize student incivility as a growing problem and have called for research that identifies classroom behaviors that can affect classroom…

The Cost of Becoming an Outdoor Instructor.

Science.gov (United States)

Cashel, Chris

This article describes instructor criteria in three outdoor organizations: Outward Bound (OB), the National Outdoor Leadership School (NOLS), and the Wilderness Education Association (WEA). Common requirements for outdoor leadership programs are outdoor experience and skills, advanced first aid, CPR, and a minimum age requirement. Traditionally…

Are the attitudes of exercise instructors who work with older adults influenced by training and personal characteristics?

Science.gov (United States)

Hawley, Helen; Skelton, Dawn A; Campbell, Malcolm; Todd, Chris

2012-01-01

Little is known about the relationship between attitudes and characteristics of instructors and uptake and adherence of older people to exercise classes. This article explores these issues. The authors surveyed 731 UK exercise instructors with specialist older adult exercise qualifications. A questionnaire investigated instructors' characteristics and attitudes toward older adults' participation in exercise. For mostly seated classes, EXTEND qualification (B = 0.36, p = .005) had a positive effect on instructors' attitudes. Later Life Training qualification (B = -2.80, p = .003), clinical background (B = -3.99, p = .005), and delivering classes in National Health Services (B = -3.12, p attitudes. For mostly standing classes, experience (B = 0.20, p = .003) and delivering in leisure centers (B = 0.46, p = .032) had a positive and clinical background (B = -1.78, p = .018) had a negative effect on instructors' attitudes. Most instructors have positive attitudes, but training and work context can influence attitudes toward older people's participation in exercise classes both positively and negatively.

Best teaching practices in anatomy education: A critical review.

Science.gov (United States)

Estai, Mohamed; Bunt, Stuart

2016-11-01

In this report we review the range of teaching resources and strategies used in anatomy education with the aim of coming up with suggestions about the best teaching practices in this area. There is much debate about suitable methods of delivering anatomical knowledge. Competent clinicians, particularly surgeons, need a deep understanding of anatomy for safe clinical procedures. However, because students have had very limited exposure to anatomy during clinical training, there is a concern that medical students are ill-prepared in anatomy when entering clerkships and residency programs. Therefore, developing effective modalities for teaching anatomy is essential to safe medical practice. Cadaver-based instruction has survived as the main instructional tool for hundreds of years, however, there are differing views on whether full cadaver dissection is still appropriate for a modern undergraduate training. The limitations on curricular time, trained anatomy faculty and resources for gross anatomy courses in integrated or/and system-based curricula, have led many medical schools to abandon costly and time-consuming dissection-based instruction in favour of alternative methods of instruction including prosection, medical imaging, living anatomy and multimedia resources. To date, no single teaching tool has been found to meet curriculum requirements. The best way to teach modern anatomy is by combining multiple pedagogical resources to complement one another, students appear to learn more effectively when multimodal and system-based approaches are integrated. Our review suggests that certain professions would have more benefit from certain educational methods or strategies than others. Full body dissection would be best reserved for medical students, especially those with surgical career intentions, while teaching based on prosections and plastination is more suitable for dental, pharmacy and allied health science students. There is a need to direct future research

14 CFR 61.429 - May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I...

Science.gov (United States)

2010-01-01

... instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another... Instructors With a Sport Pilot Rating § 61.429 May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another rating? If you...

Variability and reliability of the vastus lateralis muscle anatomy.

Science.gov (United States)

D'Arpa, Salvatore; Toia, Francesca; Brenner, Erich; Melloni, Carlo; Moschella, Francesco; Cordova, Adriana

2016-08-01

The aims of this study are to investigate the variability of the morphological and neurovascular anatomy of the vastus lateralis (VL) muscle and to describe the relationships among its intramuscular partitions and with the other muscles of the quadriceps femoris. Clinical implications in its reliability as a flap donor are also discussed. In 2012, the extra- and intramuscular neurovascular anatomy of the VL was investigated in 10 cadaveric lower limbs. In three specimens, the segmental arterial pedicles were injected with latex of different colors to point out their anastomotic connections. The morphological anatomy was investigated with regard to the mutual relationship of the three muscular partitions and the relation of the VL with the other muscles of the quadriceps femoris. The VL has a segmental morphological anatomy. However, the fibers of its three partitions interconnect individually and with the other bellies of the quadriceps femoris, particularly, in several variable portions with the vastus intermedius and mainly in the posterior part of the VL. The lateral circumflex femoral artery and its branches have variable origin, but demonstrate constant segmental distribution. Intramuscular dissection and colored latex injections show a rich anastomotic vascular network among the three partitions. Moderate variability exists in both the myological and the neurovascular anatomy of the VL. Despite this variability, the anatomy of the VL always has a constant segmental pattern, which makes the VL a reliable flap donor. Detailed knowledge of the VL anatomy could have useful applications in a broad clinical field.

The Nursing students’ metaphors about education of anatomy

Directory of Open Access Journals (Sweden)

Çolak Tuncay

2016-01-01

Full Text Available “Metaphor” word is described as a figurative expression in Turkish. A person transmits more explicitly his/her thoughts that are about an event or a concept he/she experienced. The aim of this study was to reveal emotions and thoughts of 1st class students in nursing about Anatomy lesson. 62 people who are students at 1st class in Vocational School of Health Services in 2014-2015 academic year have attended to our study. In questionnaire anthropometric and demographic traits of them were asked. They were wanted to create a metaphor about anatomy by filling in the blanks in “Anatomy resembles …../ Anatomy is like …. ; because …..” At the end of the assesment it has been detected that 44 metaphors have been produced. In these metaphors the most produced are ocean, puzzle, etc. When we divide these metaphors into categories and investigate them, there is an accumulation in discovering/revealing category with 24 metaphors. We believe that the metaphors which the students will generate, determining how to be lectured theoretical and practical anatomy lessons in a way that students are able to comprehend, will guide them.

Sanitary Landfill. Sludge Treatment and Disposal Course #166. Instructor's Guide [and] Student Workbook.

Science.gov (United States)

Sharman, Ronald M.

This lesson is an introduction to disposal of sludge by landfill. A brief explanation of the complete process is provided, including discussions of sludge suitability, site selection, method selection and operation, site closure, and ultimate reuse. The lesson includes an instructor's guide and student workbook. The instructor's guide contains a…

20 CFR 404.1018b - Medicare qualified government employment.

Science.gov (United States)

2010-04-01

... AND DISABILITY INSURANCE (1950- ) Employment, Wages, Self-Employment, and Self-Employment Income Work Excluded from Employment § 404.1018b Medicare qualified government employment. (a) General. The work of a... 20 Employees' Benefits 2 2010-04-01 2010-04-01 false Medicare qualified government employment. 404...

Experiences from the anatomy track in the ontology alignment evaluation initiative.

Science.gov (United States)

Dragisic, Zlatan; Ivanova, Valentina; Li, Huanyu; Lambrix, Patrick

2017-12-04

One of the longest running tracks in the Ontology Alignment Evaluation Initiative is the Anatomy track which focuses on aligning two anatomy ontologies. The Anatomy track was started in 2005. In 2005 and 2006 the task in this track was to align the Foundational Model of Anatomy and the OpenGalen Anatomy Model. Since 2007 the ontologies used in the track are the Adult Mouse Anatomy and a part of the NCI Thesaurus. Since 2015 the data in the Anatomy track is also used in the Interactive track of the Ontology Alignment Evaluation Initiative. In this paper we focus on the Anatomy track in the years 2007-2016 and the Anatomy part of the Interactive track in 2015-2016. We describe the data set and the changes it went through during the years as well as the challenges it poses for ontology alignment systems. Further, we give an overview of all systems that participated in the track and the techniques they have used. We discuss the performance results of the systems and summarize the general trends. About 50 systems have participated in the Anatomy track. Many different techniques were used. The most popular matching techniques are string-based strategies and structure-based techniques. Many systems also use auxiliary information. The quality of the alignment has increased for the best performing systems since the beginning of the track and more and more systems check the coherence of the proposed alignment and implement a repair strategy. Further, interacting with an oracle is beneficial.

Low-Income Housing Tax Credit (LIHTC) Qualified Census Tract (QCT)

Data.gov (United States)

Department of Housing and Urban Development — It allows to generate tables for Low-Income Housing Tax Credit (LIHTC) Qualified Census Tracts (QCT) and for Difficult Development Areas (DDA). LIHTC Qualified...

Arabic Instructors' Attitudes on Communicative Language Teaching (CLT

Directory of Open Access Journals (Sweden)

Deniz Gokcora

2004-01-01

Full Text Available This is a study on Arabic instructors' perceptions on some aspects of communicative language teaching. The data were gathered through an attitude scale and some focus group and one-on-one interviews in a major foreign language institute involving 96 Arabic instructors. The survey included a the significance of grammar; b error correction; c pair and group work; and d student and teacher roles dimensions of communicative language teaching. Discussion of the survey results in relation to these four constructs is followed by the discussion of emergent themes in these four areas in the interviews. We argue that the results of the study are revelations of teachers at certain time in their career, and more professional development could come true through carrying out action research projects.

Collaborative e-learning course design: Impacts on instructors in the Open University of Tanzania

NARCIS (Netherlands)

Nihuka, Kassimu A.; Voogt, Joke

2012-01-01

Efforts by universities in sub-Sahara Africa to promote professional development of instructors in course design and delivery by e-learning technologies have often lacked meaningful impacts. This study investigated the impact of collaborative course design on instructors' professional learning about

INDUSTRIAL RADIOGRAPHY COURSE, INSTRUCTORS' GUIDE. VOLUME 2.

Science.gov (United States)

Texas A and M Univ., College Station. Engineering Extension Service.

INFORMATION RELATIVE TO THE LESSON PLANS IN "INDUSTRIAL RADIOGRAPHY COURSE, INSTRUCTOR'S GUIDE, VOLUME I" (VT 003 565) IS PRESENTED ON 52 INFORMATION SHEETS INCLUDING THE SUBJECTS SHIELDING EQUATIONS AND LOGARITHMS, METAL PROPERTIES, FIELD TRIP INSTRUCTIONS FOR STUDENTS, WELDING SYMBOLS AND SIZES, SAMPLE REPORT FORMS, AND TYPICAL SHIPPING…

The Relationship of Instructor Self-Disclosure, Nonverbal Immediacy, and Credibility to Student Incivility in the College Classroom

Science.gov (United States)

Miller, Ann Neville; Katt, James A.; Brown, Tim; Sivo, Stephen A.

2014-01-01

In this study, we examined the potential mediating role of instructor credibility in the relationship of instructor self-disclosure and nonverbal immediacy to student incivility in the college classroom. Four hundred thirty-eight students completed online questionnaires regarding the instructor of the class they attended prior to the one in which…

Exploring the Dynamics of Directed Studies Courses: Student, Instructor, and Administrator Perspectives

Directory of Open Access Journals (Sweden)

Glen Hvenegaard

2013-12-01

Full Text Available North American universities are encouraged to increase opportunities for undergraduate research experiences (UREs. To this end, many universities offer directed studies courses (DSCs which are 1-2 semester long courses involving one-on-one instruction, with a focus on student-led independent research. Building on the understanding of dynamics generally related to UREs, this paper seeks to compare the motivations, benefits, and barriers specifically related to DSCs from student, instructor, and administrator perspectives. Based on a set of qualitative focus group discussions at a small undergraduate liberal arts institution, we present the similarities and differences in these perspectives and recommend a set of best practices for DSCs. All three groups reported motivations for engaging in a DSC that addressed working with a particular student or instructor, assistance with graduate school preparation, and meeting program requirements. In terms of perceived benefits of DSCs, both students and instructors indicated the mentoring relationship and practical outcomes arising from DSCs. Students recognized the benefits of developing research skills, but stressed the motivation and benefit of independent learning more than was found in other studies. Instructors focused on benefits of research engagement and relationship building. The major challenges to participating in DSCs were workload and time (all groups, unprepared students and lack of guidelines (instructors and administrators, and the oral presentation requirement and lack of information about DSCs (students. Based on these results, we suggest increased clarity in DSC expectations, consistent standards of quality, and promoting research processes common to the DSC’s home discipline.

49 CFR 192.283 - Plastic pipe: Qualifying joining procedures.

Science.gov (United States)

2010-10-01

... 49 Transportation 3 2010-10-01 2010-10-01 false Plastic pipe: Qualifying joining procedures. 192... Materials Other Than by Welding § 192.283 Plastic pipe: Qualifying joining procedures. (a) Heat fusion... for making plastic pipe joints by a heat fusion, solvent cement, or adhesive method, the procedure...

17 CFR 210.12-09 - Valuation and qualifying accounts.

Science.gov (United States)

2010-04-01

... period Column C—Additions (1)—Charged to costs and expenses (2)—Charged to other accounts—describe Column... qualifying accounts and reserves by descriptive title. Group (a) those valuation and qualifying accounts... accounts. 210.12-09 Section 210.12-09 Commodity and Securities Exchanges SECURITIES AND EXCHANGE COMMISSION...

Biochemistry Instructors' Views toward Developing and Assessing Visual Literacy in Their Courses

Science.gov (United States)

Linenberger, Kimberly J.; Holme, Thomas A.

2015-01-01

Biochemistry instructors are inundated with various representations from which to choose to depict biochemical phenomena. Because of the immense amount of visual know-how needed to be an expert biochemist in the 21st century, there have been calls for instructors to develop biochemistry students' visual literacy. However, visual literacy has…

The Relationship between Instructor Humor Orientation and Students' Report on Second Language Learning

Science.gov (United States)

Ziyaeemehr, Ali; Kumar, Vijay

2014-01-01

Humor is an integral component of any language and therefore has an impact on the way languages are acquired/learned. Numerous studies have investigated the role of instructor humor in teaching/learning processes; however, there is little empirical research on the relationship between instructor humor and learning of a second language. This paper…

Student and faculty perceptions of effective clinical instructors in ADN programs.

Science.gov (United States)

Gignac-Caille, A M; Oermann, M H

2001-11-01

The purpose of this study was to identify the perceptions of associate degree nursing (ADN) students and faculty of characteristics of effective clinical teachers and determine whether there were differences between these two groups. A survey was conducted of 292 students in various levels of their ADN programs and 59 faculty members from the same five programs, which were randomly selected from across Michigan. Data were collected using the Nursing Clinical Effectiveness Inventory, which includes 48 characteristics of effective clinical instructors arranged in five subscales. Students identified "demonstrates clinical skills and judgment" as the most important characteristic of effective clinical instructors, while faculty identified "explains clearly" as the most important characteristic. There was agreement on 6 of the top 10 characteristics identified by both groups. Both groups rated "directs student to useful literature in nursing" as the least important characteristic of effective clinical instructors. The students' and faculty's perceptions of effective clinical instructors differed by subscales, with students identifying evaluation characteristics as most important (mean = 4.73, SD = .42) and faculty identifying interpersonal relationships as most important (mean = 4.72, SD = .31). A t test indicated a significant difference between student and faculty means for the interpersonal relationships subscales, with faculty rating this group of characteristics as more important than students did (t = 2.49, p = .0 14).

Basic student nurse perceptions about clinical instructor caring

African Journals Online (AJOL)

Gerda-Marie Meyer

instructor caring. A structured self administered questionnaire using the Nursing Student .... 263). The high enthusiasm and belief in the ability to care may result in .... treatment and protection from discomfort and harm (Grove,. Burns, & Gray ...

14 CFR 61.407 - What aeronautical knowledge must I have to apply for a flight instructor certificate with a sport...

Science.gov (United States)

2010-01-01

... apply for a flight instructor certificate with a sport pilot rating? 61.407 Section 61.407 Aeronautics... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating... sport pilot rating? (a) Except as specified in paragraph (c) of this section you must receive and log...

Systematic wood anatomy of the tribe Guettardeae (Rubiaceae)

NARCIS (Netherlands)

Welle, ter B.J.H.; Loureiro, A.A.; Lisboa, P.L.B.; Koek-Noorman, J.

1983-01-01

Systematic wood anatomy of the tribe Guettardeae (Rubiaceae). The wood anatomy of nearly all genera of the Guettardeae (Rubiaceae, Guettardoideae) has been examined, and in this respect the tribe is heterogeneous. Suggestions are made for a delimitation of the tribe. Guettarda, Bobea, Antirhea,

Atlas of fetal sectional anatomy with ultrasound and magnetic resonance imaging

International Nuclear Information System (INIS)

Isaacson, G.; Mintz, M.C.; Crelin, E.S.

1986-01-01

Here is an atlas of sectional anatomy for the fetus featuring correlated anatomy and imaging, transverse coronal and sagittal views, a guide to development of the brain, cardiac anatomy in standard plans of study and, over 280 illustrations

Oral Hygiene. Instructor's Packet. Learning Activity Package.

Science.gov (United States)

Hime, Kirsten

This instructor's packet accompanies the learning activity package (LAP) on oral hygiene. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, suggested activities, additional resources (student handouts), student performance checklists for both…

Motivating Instructors through Innovative Technology and Pedagogy

Science.gov (United States)

Weber, Nicole L.; Barth, Dylan J.

2016-01-01

Members of the UWM CETL online and blended faculty development team share innovative technological and pedagogical strategies that they currently utilize to motivate and assist instructors in developing courses for the online or blended environments, and they discuss the lessons learned from incorporating active learning, open content, bring your…

Instructor's Guide for Human Development Student Modules.

Science.gov (United States)

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This instructor's guide is designed for use with an accompanying set of 61 student learning modules on human development. Included among the topics covered in the individual modules are the following: consumer and homemaking education (health and nutrition, personal appearance and grooming, puberty, menstruation, the human reproductive system,…

INDUSTRIAL RADIOGRAPHY COURSE, INSTRUCTOR'S GUIDE, VOLUME 1.

Science.gov (United States)

Texas A and M Univ., College Station. Engineering Extension Service.

THE PURPOSE OF THE GUIDE IS TO GIVE MAXIMUM ASSISTANCE TO INSTRUCTORS IN PLANNING THE TRAINING OF LICENSED INDUSTRIAL RADIOGRAPHERS. IT WAS DEVELOPED BY THE ENGINEERING EXTENSION SERVICE, TEXAS AGRICULTURAL AND MECHANICAL UNIVERSITY, COLLEGE STATION, TEXAS. THE 21 UNITS INCLUDE (1) INDUSTRIAL APPLICATIONS, (2) NONDESTRUCTIVE TESTING METHODS, (3)…

Beat the Instructor: An Introductory Forecasting Game

Science.gov (United States)

Snider, Brent R.; Eliasson, Janice B.

2013-01-01

This teaching brief describes a 30-minute game where student groups compete in-class in an introductory time-series forecasting exercise. The students are challenged to "beat the instructor" who competes using forecasting techniques that will be subsequently taught. All forecasts are graphed prior to revealing the randomly generated…

Practical session assessments in human anatomy: Weightings and performance.

Science.gov (United States)

McDonald, Aaron C; Chan, Siew-Pang; Schuijers, Johannes A

2016-07-08

Assessment weighting within a given module can be a motivating factor for students when deciding on their commitment level and time given to study a specific topic. In this study, an analysis of assessment performances of second year anatomy students was performed over four years to determine if (1) students performed better when a higher weighting was given to a set of practical session assessments and (2) whether an improved performance in the practical session assessments had a carry-over effect on other assessment tasks within that anatomy module and/or other anatomy modules that follow. Results showed that increasing the weighting of practical session assessments improved the average mark in that assessment and also improved the percentage of students passing that assessment. Further, it significantly improved performance in the written end-semester examination within the same module and had a carry-over effect on the anatomy module taught in the next teaching period, as students performed better in subsequent practical session assessments as well as subsequent end-semester examinations. It was concluded that the weighting of assessments had significant influences on a student's performance in that, and subsequent, assessments. It is postulated that practical session assessments, designed to develop deep learning skills in anatomy, improved efficacy in student performance in assessments undertaken in that and subsequent anatomy modules when the weighting of these assessments was greater. These deep learning skills were also transferable to other methods of assessing anatomy. Anat Sci Educ 9: 330-336. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

Developing an understanding of research-based nursing pedagogy among clinical instructors: a qualitative study.

Science.gov (United States)

Zakari, Nazik M A; Hamadi, Hanadi Y; Salem, Olfat

2014-11-01

Effective instruction is imperative to the learning process of clinical nursing instructors. Faculty members are required to provide high-quality teaching and training by using new ways of teaching pedagogical methods to clinical instructors, which have transformed pedagogies from an exclusive clinical model to a holistic model. The purpose of this study was to explore clinical instructors' use of planning, implementation, feedback loops, and reflection frameworks to apply research-based teaching and to examine the pedagogy used during field experience. Data for the qualitative study were obtained from twenty purposefully sampled clinical teachers (n=20) via lists of questioned instructional practices and discussions, semi-structured interviews, observational notes, field notes, and written reflections. Data were analyzed by using a triangulation method to ensure trustworthiness, credibility, and reliability. Three main themes emerged regarding the use of research-based teaching strategies: the need for learning about research-based pedagogy, support mechanisms to implement innovative teaching strategies, and transitioning from nursing student to nursing clinical instructors. It has been well documented that the nursing profession faces a serious shortage of nursing faculty, impacting the quality of clinical teaching. Developing clinical instructor programs to give students opportunities to select instructor pathways, focusing on knowledge promoting critical thinking and life-long professional development, is essential. Nursing colleges must collaborate by using a partnership model to achieve competency in planning, implementation, feedback loops, and reflection. Applying research-based clinical teaching requires the development of programs that integrate low-fidelity simulation and assisted instruction through the use of computers in Nursing Colleges. Copyright © 2014 Elsevier Ltd. All rights reserved.

Cross-sectional anatomy for computed tomography

International Nuclear Information System (INIS)

Farkas, M.L.

1988-01-01

This self-study guide recognizes that evaluation and interpretation of CT-images demands a firm understanding of both cross-sectional anatomy and the principles of computed tomography. The objectives of this book are: to discuss the basic principles of CT, to stress the importance of cross-sectional anatomy to CT through study of selected cardinal transverse sections of head, neck, and trunk, to explain orientation and interpretation of CT-images with the aid of corresponding cross-sectional preparations

Students' Perceptions about Online Teaching Effectiveness: A Bottom-Up Approach for Identifying Online Instructors' Roles

Science.gov (United States)

Gómez-Rey, Pilar; Barbera, Elena; Fernández-Navarro, Francisco

2018-01-01

The topic of online instructors' roles has been of interest to the educational community since the late twentieth century. In previous studies, the identification of online instructors' roles was done using a top-down (deductive) approach. This study applied a bottom-up (inductive) procedure to examine not only the roles of online instructors from…

Detailed sectional anatomy of the spine

International Nuclear Information System (INIS)

Rauschning, W.

1985-01-01

Morphologic studies on the human spine constitute a special challenge because of the spine's complex topographic anatomy and the intimate relationship between the supporting skeleton and the contiguous soft tissues (muscles, discs, joint capsules) as well as the neurovascular contents of the spinal canal and intervertebral foramina. The improving resolution and multiplanar image reformatting capabilities of modern CT scanners call for accurate anatomic reference material. Such anatomic images should be available without distortion, in natural colors, and in considerable detail. The images should present the anatomy in the correct axial, sagittal, and coronal planes and should also be sufficiently closely spaced so as to follow the thin cuts of modern CT scanners. This chapter details one of several recent attempts to correlate gross anatomy with the images depicted by high-resolution CT. The methods of specimen preparation, sectioning, and photographing have been documented elsewhere

Digital dissection system for medical school anatomy training

Science.gov (United States)

Augustine, Kurt E.; Pawlina, Wojciech; Carmichael, Stephen W.; Korinek, Mark J.; Schroeder, Kathryn K.; Segovis, Colin M.; Robb, Richard A.

2003-05-01

As technology advances, new and innovative ways of viewing and visualizing the human body are developed. Medicine has benefited greatly from imaging modalities that provide ways for us to visualize anatomy that cannot be seen without invasive procedures. As long as medical procedures include invasive operations, students of anatomy will benefit from the cadaveric dissection experience. Teaching proper technique for dissection of human cadavers is a challenging task for anatomy educators. Traditional methods, which have not changed significantly for centuries, include the use of textbooks and pictures to show students what a particular dissection specimen should look like. The ability to properly carry out such highly visual and interactive procedures is significantly constrained by these methods. The student receives a single view and has no idea how the procedure was carried out. The Department of Anatomy at Mayo Medical School recently built a new, state-of-the-art teaching laboratory, including data ports and power sources above each dissection table. This feature allows students to access the Mayo intranet from a computer mounted on each table. The vision of the Department of Anatomy is to replace all paper-based resources in the laboratory (dissection manuals, anatomic atlases, etc.) with a more dynamic medium that will direct students in dissection and in learning human anatomy. Part of that vision includes the use of interactive 3-D visualization technology. The Biomedical Imaging Resource (BIR) at Mayo Clinic has developed, in collaboration with the Department of Anatomy, a system for the control and capture of high resolution digital photographic sequences which can be used to create 3-D interactive visualizations of specimen dissections. The primary components of the system include a Kodak DC290 digital camera, a motorized controller rig from Kaidan, a PC, and custom software to synchronize and control the components. For each dissection procedure, the

A Study on Professional Acquisitions and Improvements of Foreign Instructors Who are Teaching in Turkey

Directory of Open Access Journals (Sweden)

Tasan Deniz

2017-06-01

Full Text Available Importance of education has been increasing day by day in globalizing world. Borders around the education are being broken and internationalization is growing in education field. Beside this, there are many academic papers and studies in this field in international journals. Those papers also have shown that the international experiences provide many acquisitions to the instructors. This study aims to determine the acquisitions of the foreign instructors who are teaching in Turkey. For this purpose, we have interviewed with 17 foreign instructors in Turkey. Interviews have been performed face to face. The findings of the study show that the instructors’ acquisitions are: self-confidence, recognition of new systems, researcher instructors, and pleasure of international experiences. The remaining details have been discussed in the findings, conclusions, and recommendations section.

46 CFR 391.6 - Tax treatment of qualified withdrawals.

Science.gov (United States)

2010-10-01

... accounting whereby (1) payments shall reduce the basis of the property on the day such payments are actually... 46 Shipping 8 2010-10-01 2010-10-01 false Tax treatment of qualified withdrawals. 391.6 Section...-469 FEDERAL INCOME TAX ASPECTS OF THE CAPITAL CONSTRUCTION FUND § 391.6 Tax treatment of qualified...

Development and Psychometric Evaluation of the Nursing Instructors? Clinical Teaching Performance Inventory

OpenAIRE

Farahani, Mansoureh A.; Ghasemi, Hormat Sadat Emamzadeh; Nikpeyma, Nasrin; Fereidouni, Zhila; Rassouli, Maryam

2014-01-01

Evaluation of nursing instructors? clinical teaching performance is a prerequisite to the quality assurance of nursing education. One of the most common procedures for this purpose is using student evaluations. This study was to develop and evaluate the psychometric properties of Nursing Instructors? Clinical Teaching Performance Inventory (NICTPI). The primary items of the inventory were generated by reviewing the published literature and the existing questionnaires as well as consulting wit...

The Effectiveness of Instructor Personalized and Formative Feedback Provided by Instructor in an Online Setting: Some Unresolved Issues

Science.gov (United States)

Planar, Dolors; Moya, Soledad

2016-01-01

Formative feedback has great potential for teaching and learning in online undergraduate programmes. There is a large number of courses where the main source of feedback is provided by the instructor. This is particularly seen in subjects where assessments are designed based on specific activities which are the same for all students, and where the…

The Relationship between Instructor Misbehaviors and Student Antisocial Behavioral Alteration Techniques: The Roles of Instructor Attractiveness, Humor, and Relational Closeness

Science.gov (United States)

Claus, Christopher J.; Booth-Butterfield, Melanie; Chory, Rebecca M.

2012-01-01

Using rhetorical/relational goal theory as a guiding frame, we examined relationships between instructor misbehaviors (i.e., indolence, incompetence, and offensiveness) and the likelihood of students communicating antisocial behavioral alteration techniques (BATs). More specifically, the study focused on whether students' perceptions of instructor…

14 CFR 61.405 - What tests do I have to take to obtain a flight instructor certificate with a sport pilot rating?

Science.gov (United States)

2010-01-01

... flight instructor certificate with a sport pilot rating? 61.405 Section 61.405 Aeronautics and Space..., FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.405 What tests do I have to take to obtain a flight instructor certificate with a sport pilot rating? To obtain a...

Sales Simulation Games: Student and Instructor Perceptions

Science.gov (United States)

Beuk, Frederik

2016-01-01

This study combines the perspective of students (n = 137) and sales instructors (n = 248). It compares how well selling and sales management simulation games, case discussions, and traditional lectures are perceived to conform to the seven principles for good practice in undergraduate education. The study further compares each method's performance…

Flipping a Calculus Class: One Instructor's Experience

Science.gov (United States)

Palmer, Katrina

2015-01-01

This paper describes one instructor's experiences during a year of flipping four calculus classes. The first exploration attempts to understand student expectations of a math class and their preference towards a flipped classroom. The second examines success of students from a flipped classroom, and the last investigates relationships with student…

[The physical therapy undergraduate students' responses to the gross human anatomy subjects].

Science.gov (United States)

Anahara, Reiko; Kawashiro, Yukiko; Matsuno, Yoshiharu; Mori, Chisato; Kohno, Toshihiko

2008-09-01

Instruction in gross human anatomy is one of the important items in the subject for co-medical students of the physical therapist course. The physical therapy undergraduate students are required to have a solid understanding of the structure and formation of the human body. Therefore, their good-understanding of the course on the gross human anatomy and their experience of the gross human anatomy laboratory (observation practice) are acquired to improve their knowledge of the human body. To clarify the student responses to the gross human anatomy course including the gross human anatomy laboratory, several questionnaires were administered to the freshman physical therapy undergraduate student for two years. We found that more than 80% of the students, who felt a negative attitude for gross human anatomy before the course started, had a positive attitude about the gross human anatomy after going through the course. The experience of the gross human anatomy laboratory increased the students' activity of learning and they thought more about the dignity of being human after the course than before viewing. In addition, the results suggested that the multiple experiences of the gross human anatomy course are useful for the physical therapy undergraduate students to improve the quality of their understanding of the human body.

Does simulation-based training facilitate the integration of human anatomy with surgery? A report of a novel Surgical Anatomy Course.

Science.gov (United States)

Torres, K; Denisow-Pietrzyk, M; Pietrzyk, Ł; Maciejewski, R; Torres, A

2018-01-01

Knowledge of gross anatomy, as a basic core subject, is fundamental for medical students and essential to medical practitioners, particularly for those intending a surgical career. However, both medical students and clinical teachers have found a significant gap in teaching basic sciences and the transition into clinical skills. The authors present a Surgical Anatomy Course developed to teach the anatomical basis of surgical procedures with particular emphasis on laparo-scopic skills while incorporating medical simulation. An evaluation of the students' satisfaction of the Surgical Anatomy Course was completed using a mix of multiple choice and open-ended questions, and a six-point Likert Scale. Questions were asked about the students' perceived improvement in surgical and laparoscopic skills. Manual skills were assessed using a laparoscopic simulator. Both evaluation of the course structure and the general impression of the course were positive. Most students believed the course should be an integral part of a modern curriculum. The course supported the traditional surgical classes and improved anatomical knowledge and strengthened students' confidentiality and facilitated understanding and taking surgical rotations. A medical course combining the practical learning of anatomy and surgical-based approaches will bring out the best from the students. Medical students positively evaluated the Surgical Anatomy Course as useful and benefi-cial regarding understanding anatomical structure and relationship necessary for further surgical education. (Folia Morphol 2018; 77, 2: 279-285).

Instructors' Application of the Theory of Planned Behavior in Teaching Undergraduate Physical Education Courses

Science.gov (United States)

Filho, Paulo Jose Barbosa Gutierres; Monteiro, Maria Dolores Alves Ferreira; da Silva, Rudney; Hodge, Samuel R.

2013-01-01

The purpose of this study was to analyze adapted physical education instructors' views about the application of the theory of planned behavior (TpB) in teaching physical education undergraduate courses. Participants ("n" = 17) were instructors of adapted physical activity courses from twelve randomly selected institutions of higher…

Military and Civilian L2 Instructors: Decoding Perceptions of U.S. Service Academy Cadets

Science.gov (United States)

Miller, Zachary F.

2016-01-01

This study examined whether cadets at a U.S. service academy perceived attitudinal differences toward their military and civilian L2 instructors along three variables: foreign language expertise, communicative anxiety, and relatability. Cadets' proficiency levels (divided by beginning and intermediate classes) and current instructor (civilian or…

An Investigation of First-Year Engineering Student and Instructor Perspectives of Learning Analytics Approaches

Science.gov (United States)

Knight, David B.; Brozina, Cory; Novoselich, Brian

2016-01-01

This paper investigates how first-year engineering undergraduates and their instructors describe the potential for learning analytics approaches to contribute to student success. Results of qualitative data collection in a first-year engineering course indicated that both students and instructors\temphasized a preference for learning analytics…

Imaging of jaw with dental CT software program: Normal Anatomy

International Nuclear Information System (INIS)

Kim, Myong Gon; Seo, Kwang Hee; Jung, Hak Young; Sung, Nak Kwan; Chung, Duk Soo; Kim, Ok Dong; Lee, Young Hwan

1994-01-01

Dental CT software program can provide reformatted cross-sectional and panoramic images that cannot be obtained with conventional axial and direct coronal CT scan. The purpose of this study is to describe the method of the technique and to identify the precise anatomy of jaw. We evaluated 13 mandibles and 7 maxillae of 15 subjects without bony disease who were being considered for endosseous dental implants. Reformatted images obtained by the use of bone algorithm performed on GE HiSpeed Advantage CT scanner were retrospectively reviewed for detailed anatomy of jaw. Anatomy related to neurovascular bundle(mandibular foramen, inferior alveolar canal, mental foramen, canal for incisive artery, nutrient canal, lingual foramen and mylohyoid groove), muscular insertion(mylohyoid line, superior and inferior genial tubercle and digastric fossa) and other anatomy(submandibular fossa, sublingual fossa, contour of alveolar process, oblique line, retromolar fossa, temporal crest and retromolar triangle) were well delineated in mandible. In maxilla, anatomy related to neurovascular bundle(greater palatine foramen and groove, nasopalatine canal and incisive foramen) and other anatomy(alveolar process, maxillary sinus and nasal fossa) were also well delineated. Reformatted images using dental CT software program provided excellent delineation of the jaw anatomy. Therefore, dental CT software program can play an important role in the preoperative assessment of mandible and maxilla for dental implants and other surgical conditions

Instructor Support Feature Guidelines. Volume 2.

Science.gov (United States)

1986-05-01

starts his final approach, the display formats change to provide graphic depictions of glideslope, lineup and airspeed parameters, and indications of...and evaluate several facets of student performance simultaneously . It may also provide objective, standardized performance measurement of the student’s...procedures monitoring feature shall provide the instructor cation with a method of monitoring the sequential mission training activities of a student. The

Computer Graphics Animation for Objective Self-Evaluation.

Science.gov (United States)

Usui, Yoko; Sato, Katsumi; Watabe, Shinichi

2017-01-01

The increased number of students enrolling in dance classes in Japan has resulted in a shortage of qualified instructors, leaving classes to be taught by instructors who are not trained in dance. The authors developed a system specifically designed to help nonqualified dance instructors teach dance using motion capture and animation. The goal is to allow dancers to easily self-evaluate their own performances by comparing it to a standard example.

Student perceptions of native and non-native speaker language instructors: A comparison of ESL and Spanish

Directory of Open Access Journals (Sweden)

Laura Callahan

2006-12-01

Full Text Available The question of the native vs. non-native speaker status of second and foreign language instructors has been investigated chiefly from the perspective of the teacher. Anecdotal evidence suggests that students have strong opinions on the relative qualities of instruction by native and non-native speakers. Most research focuses on students of English as a foreign or second language. This paper reports on data gathered through a questionnaire administered to 55 university students: 31 students of Spanish as FL and 24 students of English as SL. Qualitative results show what strengths students believe each type of instructor has, and quantitative results confirm that any gap students may perceive between the abilities of native and non-native instructors is not so wide as one might expect based on popular notions of the issue. ESL students showed a stronger preference for native-speaker instructors overall, and were at variance with the SFL students' ratings of native-speaker instructors' performance on a number of aspects. There was a significant correlation in both groups between having a family member who is a native speaker of the target language and student preference for and self-identification with a native speaker as instructor. (English text

The lived experience of neophyte nursing instructors: mentorship and its role in their development

Directory of Open Access Journals (Sweden)

Nowell LS

2014-10-01

Full Text Available Lorelli S Nowell Faculty of Nursing, University of Calgary, Calgary, AB, Canada Abstract: Numerous studies have identified the need for the mentorship of nursing instructors, yet there is a gap in literature identifying outcomes of successful mentorship programs. The purpose of this phenomenological inquiry was to uncover the lived experience of neophyte nursing instructors and the essence of the phenomenon of mentorship. Data were collected through individual interviews with six neophyte nursing instructors. Interviews were audio-taped and transcribed verbatim. Data were analyzed using a phenomenological procedural process. Four themes emerged: 1 what neophyte nurse educators want in a mentor, 2 identifying a new role, 3 mentorship experiences, and 4 becoming proficient as an instructor and mentor. This inquiry provides preliminary evidence-based knowledge for designing and implementing a mentorship program that is grounded in sound education principles, theory, and research. Keywords: nursing education, mentoring, qualitative study, nursing faculty

Comparative leaf anatomy of Kokoona and Lophopetalum (Celastraceae)

NARCIS (Netherlands)

Jansen, W.T.; Baas, P.

1973-01-01

The leaf anatomy of Kokoona and Lophopetalum is described in detail. Separation of the two genera as effectuated by Hou (1963) is supported by differences in vascular anatomy of the distal end of the petiole, which is invariably more complex in Lophopetalum than in Kokoona. Other differential

perception to cadaver dissection and views on anatomy as a subject

African Journals Online (AJOL)

However, literature on medical students' perceptions on cadaver dissection and their opinions on anatomy as a subject is scanty ... Key words: Dissection, Perceptions, Cadaver, Anatomy. INTRODUCTION. Dissection has been the .... attention they give to the learning of anatomy, and this may possibly explain the relatively.

Properties of publications on anatomy in medical education literature.

Science.gov (United States)

Vorstenbosch, Marc; Bolhuis, Sanneke; van Kuppeveld, Sascha; Kooloos, Jan; Laan, Roland

2011-01-01

Publications on anatomy in medical education appear to be largely anecdotal. To explore this, we investigated the literature on anatomy in medical education, aiming first to evaluate the contribution of the literature on anatomy in medical education to "best evidence medical education" (BEME) and second to evaluate the development of this literature toward more "best evidence" between 1985 and 2009. Four databases were searched for publications on anatomy in medical education published between 1985 and 2009, resulting in 525 references. Hundred publications were characterized by five variables (journal category, paper subject, paper category, author perspective, and paper perspective). Statements from these publications were characterized by two variables (category and foundation). The publications contained 797 statements that involved the words "anatomy," "anatomical," or "anatomist." Forty-five percent of the publications contained no explicit research question. Forty percent of the statements made were about "teaching methods" and 17% about "teaching content," 8% referred to "practical value," and 10% to "side effects" of anatomy education. Ten percent of the statements were "positional," five percent "traditional," four percent "self-evident," and two percent referred to "quality of care." Fifty-six percent of the statements had no foundation, 17% were founded on empirical data, and 27% by references. These results substantiated the critical comments about the anecdotal nature of the literature. However, it is encouraging to see that between 1985 and 2009 the number of publications is rising that these publications increasingly focus on teaching methods and that an academic writing style is developing. This suggests a growing body of empirical literature about anatomy education. Copyright © 2011 American Association of Anatomists.

42 CFR 436.128 - Coverage for certain qualified aliens.

Science.gov (United States)

2010-10-01

... 42 Public Health 4 2010-10-01 2010-10-01 false Coverage for certain qualified aliens. 436.128... Mandatory Coverage of the Categorically Needy § 436.128 Coverage for certain qualified aliens. The agency... § 440.255(c) of this chapter to those aliens described in § 436.406(c) of this subpart. [55 FR 36820...

26 CFR 1.1092(c)-1 - Qualified covered calls.

Science.gov (United States)

2010-04-01

... lowest qualified benchmark is determined using the adjusted applicable stock price, as defined in § 1... (CONTINUED) INCOME TAXES Wash Sales of Stock Or Securities § 1.1092(c)-1 Qualified covered calls. (a) In.... Under section 1092(d)(3)(B)(i)(I), stock is personal property if the stock is part of a straddle that...

26 CFR 1.405-1 - Qualified bond purchase plans.

Science.gov (United States)

2010-04-01

... purchase plan must conform to the definition of a pension plan in paragraph (b)(1)(i) of § 1.401-1, or the.... Accordingly, even though a qualified bond purchase plan is designed as a pension plan, it need not provide... apply in a nondiscriminatory manner. (ii) A qualified bond purchase plan which is designed as a pension...

Radiological anatomy for FRCR. Pt. 1

International Nuclear Information System (INIS)

Borg, Philip; Alvi, Abdul Rahman

2011-01-01

The new FRCR part 1 Anatomy examination comprises 20 cases/images, with five questions about each. The cases are labelled 01 to 20 and the five questions are labelled (a) to (e). The authors have set out to emulate this format by gathering 200 cases which, from their experience, are representative of the cases on which candidates will be tested. The book consists of 10 tests with 20 cases each, and 5 stem questions each. The answers, along with an explanation and tips, accompany each test at the end of the chapter. This will help candidates to identify the level of anatomical knowledge expected by the Royal College of Radiologists. The aim of this book is not to replace the already available literature in radiological anatomy, but to complement it as a revision guide. Whereas radiological anatomy atlases and textbooks provide images with labels for every possible identifiable structure in an investigation, the cases in this book have only 5 labels, simulating the exam. (orig.)

Stereopsis, Visuospatial Ability, and Virtual Reality in Anatomy Learning

OpenAIRE

Luursema, Jan-Maarten; Vorstenbosch, Marc; Kooloos, Jan

2017-01-01

A new wave of virtual reality headsets has become available. A potential benefit for the study of human anatomy is the reintroduction of stereopsis and absolute size. We report a randomized controlled trial to assess the contribution of stereopsis to anatomy learning, for students of different visuospatial ability. Sixty-three participants engaged in a one-hour session including a study phase and posttest. One group studied 3D models of the anatomy of the deep neck in full stereoptic virtual ...

Anatomy of the infant head

International Nuclear Information System (INIS)

Bosma, J.F.

1986-01-01

This text is mainly an atlas of illustration representing the dissection of the head and upper neck of the infant. It was prepared by the author over a 20-year period. The commentary compares the anatomy of the near-term infant with that of a younger fetus, child, and adult. As the author indicates, the dearth of anatomic information about postnatal anatomic changes represents a considerable handicap to those imaging infants. In part 1 of the book, anatomy is related to physiologic performance involving the pharynx, larynx, and mouth. Sequential topics involve the regional anatomy of the head (excluding the brain), the skeleton of the cranium, the nose, orbit, mouth, larynx, pharynx, and ear. To facilitate use of this text as a reference, the illustrations and text on individual organs are considered separately (i.e., the nose, the orbit, the eye, the mouth, the larynx, the pharynx, and the ear). Each part concerned with a separate organ includes materials from the regional illustrations contained in part 2 and from the skeleton, which is treated in part 3. Also included in a summary of the embryologic and fetal development of the organ

Experiences of instructors delivering the Mental Health First Aid training programme: a descriptive qualitative study.

Science.gov (United States)

Terry, J

2010-09-01

Mental health literacy among the public is often poor, and although people frequently encounter others experiencing mental distress in their workplace, families and communities, they may be ill-equipped to provide appropriate support. 'Mental Health First Aid' (MHFA), a 12-h mental health promotion programme seeks to address this, training people in the knowledge and skills needed to engage with someone experiencing mental health problems. Research relating to the MHFA programme has centred on course attendees, with a paucity of research surrounding the delivery of basic mental health training programmes. Understanding experiences of instructors delivering such programmes is key to the success of future delivery. This study sought to identify the views and experiences of instructors delivering the MHFA programme in Wales. Fourteen MHFA instructors participated in semi-structured audio-recorded interviews, with the transcripts analysed to identify key themes. This paper explores two of the identified themes namely prerequisite skills and support required by instructors. The study highlighted that because of the ensuing emotional labour experienced by instructors, universal mental health training programmes must put in place a clear infrastructure to train, support and monitor those delivering them, for programme roll-out to be effective.

14 CFR 142.47 - Training center instructor eligibility requirements.

Science.gov (United States)

2010-01-01

..., and speak and understand in the English language; (3) If instructing in an aircraft in flight, is... and procedures. (iii) The fundamental principles of the learning process. (iv) Instructor duties...

Designing Instructor-Led Schools with Rapid Prototyping.

Science.gov (United States)

Lange, Steven R.; And Others

1996-01-01

Rapid prototyping involves abandoning many of the linear steps of traditional prototyping; it is instead a series of design iterations representing each major stage. This article describes the development of an instructor-led course for midlevel auditors using the principles and procedures of rapid prototyping, focusing on the savings in time and…

Instructional skills training - the Westinghouse program to insure competence of nuclear training instructors

International Nuclear Information System (INIS)

Widen, W.C.

1983-01-01

The nuclear training engineer as well as being competent technically must be able to teach effectively. Westinghouse have developed a course for training instructors which aims to improve their teaching skills. The course, which has both theoretical and practical content covers the role of the instructor, the learning process, communications, test construction and analysis and stress identification and analysis. (U.K.)

Innovative taught MSc in Medical Visualisation and Human Anatomy.

Science.gov (United States)

Clunie, Lauren; Livingstone, Daniel; Rea, Paul M

2015-06-01

A relatively new, fully accredited MSc in Medical Visualisation and Human Anatomy, is now offered through a joint collaboration with the Laboratory of Human Anatomy, University of Glasgow and the Digital Design Studio, Glasgow School of Art. This degree combines training in digital technologies and intensive human anatomy training as a result of a long-standing successful partnership between these two esteemed institutes. The student also has to complete a research dissertation which encompasses both the digital perspective and a related medical, dental, surgical, veterinary (comparative anatomy) or life science specialty to enhance development in the digital field for a variety of specialties. This article discusses the background in development of this degree, the course structure and the career prospects and destinations for graduates of this unique degree programme.

Pocket atlas of radiographic anatomy

International Nuclear Information System (INIS)

Moeller, T.B.; Reif, E.; Stark, P.

1993-01-01

The 'Pocket Atlas of Radiographic Anatomy' presents 170 radiographs of the various body regions of adults, showing only the normal radiographic anatomy. Each radiograph is supplemented on the opposite page by a drawing of the particular body region. There is no commenting text, but the drawings are provided with captions in English. The atlas is a useful guide for interpreting radiographs. The pictures are arranged in chapters entitled as follows: Skeletal Imaging (skull, spine, upper extremity), lower extremity; Miscellaneous Plain Films (chest, mammogram, trachea, lung tomograms); Contrast Examinations (gastrointestinal tract, intravenous contrast examinations, arthrography, angiography); Special Examinations (myelograms, lymphangiograms, bronchograms, sialograms). (UWA). 348 figs [de

[Chinese books on human anatomy published in the late Qing dynasty].

Science.gov (United States)

Matsumoto, Hideshi

2007-12-01

Quanti-chanwei (1881) is the first technical book on human anatomy written in Chinese and brought to Modern China. It was compiled and translated on the basis of Anatomy, Descriptive and Surgical (first edition in 1858) by Henry Gray. Quanti-chanwei was published with intent to establish Chinese translations for terms referring to anatomy, and it gained broad support from medical missionaries who mainly served in Guangdong, Shanghai, and Fuzhou at that time. Quanti-tongkao (1886) was also complied and translated on the basis of Gray' Anatomy, Descriptive and Surgical. It was published from Jingshi Tongwen Guan, The Academy of Foreign Languages in the Qing dynasty, and they selected different words for the translation into Chinese from Quanti-chanwei. Thus, although Gray' Anatomy, Descriptive and Surgical played a great role in the introduction of Western Medicine into Modern China, there was no accordance between the national government and the provinces regarding Chinese translations for terms referring to anatomy.

Illustrated Speech Anatomy.

Science.gov (United States)

Shearer, William M.

Written for students in the fields of speech correction and audiology, the text deals with the following: structures involved in respiration; the skeleton and the processes of inhalation and exhalation; phonation and pitch, the larynx, and esophageal speech; muscles involved in articulation; muscles involved in resonance; and the anatomy of the…

Dental CT: examination technique, radiation load and anatomy; Dental-CT: Untersuchungstechnik, Strahlenbelastung und Anatomie

Energy Technology Data Exchange (ETDEWEB)

Lenglinger, F.X.; Muhr, T. [AKH Wels (Austria). Inst. fuer Radiologie; Krennmair, G. [Praxis fuer Zahn-, Mund- und Kieferheilkunde und Implantologie, Marchtrenk (Austria)

1999-12-01

Traditionally oral surgeons and dentists have evaluated the jaws using intraoral films and panoramic radiographs. The involvement of radiologists has been limited. In the past few years dedicated CT-software-programs developed to evaluate dental implant patients have provided a new look at the jaws. The complex anatomy is described and identified on human skulls and on axial, panoramic, and cross-sectional images. With this anatomic description Dental-CT-scans are used to demonstrate the anatomy of maxilla and the mandible. An overview of the technique of Dental-CT is provided, furthermore the radiation dose of different organs is explained. Suggestions to reduce these doses by simple modifications of the recommended protocols are given. (orig.) [German] Die Einfuehrung im Bereich der Computertomographiesoftware (Dental-CT) ermoeglicht dem Radiologen zusaetzlich zu den ueblichen, von den Zahnaerzten durchgefuehrten Roentgenuntersuchungen eine ueberlagerungs- und verzerrungsfreie Darstellung des Ober- und Unterkiefers. In der Implantologie ist mit dieser Darstellung eine exakte Planung moeglich. Weiterhin haben sich Duennschicht-CT-Untersuchungen auch bei der Abklaerung von Zysten, Tumoren, Frakturen, tiefen Parodontitiden und retinierten Zaehnen bewaehrt. In dieser Zeit wird ein Ueberblick ueber die Anatomie, die Untersuchungstechnik des Dental-CT und die auftretende Strahlenbelastung gegeben. Basierend auf rezente Literaturangaben kann eine Reduktion der absorbierten Dosis bei gleichbleibender Bildqualitaet durch einfache Protokollmodifikationen erzielt werden. (orig.)

The Advisor and Instructor as a Dynamic Duo: Academic Motivation and Basic Psychological Needs

Science.gov (United States)

Burt, Tracie D.; Young-Jones, Adena D.; Yadon, Carly A.; Carr, Michael T.

2013-01-01

Students learn in and out of a formal classroom, and instructors and academic advisors play key roles in academic motivation and learning. Therefore, through the lens of self-determination theory, we examined the ways perceived support from instructors and advisors relates to satisfaction of college students' basic psychological needs. Advisor and…

An Exploration of College Instructors' Use of Classroom Justice, Power, and Behavior Alteration Techniques

Science.gov (United States)

Horan, Sean M.; Myers, Scott A.

2009-01-01

A growing body of research indicates that classroom justice concerns are important to students. When students perceive their instructors are not concerned about justice, they report a host of negative outcomes. Due to the importance of justice assigned to students, the present study sought to understand how instructors view justice. Results…

Anatomy in Occupational Therapy Program Curriculum: Practitioners' Perspectives

Science.gov (United States)

Schofield, Katherine Anne

2014-01-01

Anatomy education is undergoing significant transformation. It is unknown whether changes are in accordance with occupational therapy (OT) practice needs. The purpose of this pilot study was to survey OT clinicians to determine their perspectives on the value of anatomy in OT curricula, and anatomical knowledge required for practice. In addition…

A Case Study Documenting the Process by Which Biology Instructors Transition from Teacher-Centered to Learner-Centered Teaching

Science.gov (United States)

Marbach-Ad, Gili; Hunt Rietschel, Carly

2016-01-01

In this study, we used a case study approach to obtain an in-depth understanding of the change process of two university instructors who were involved with redesigning a biology course. Given the hesitancy of many biology instructors to adopt evidence-based, learner-centered teaching methods, there is a critical need to understand how biology instructors transition from teacher-centered (i.e., lecture-based) instruction to teaching that focuses on the students. Using the innovation-decision model for change, we explored the motivation, decision-making, and reflective processes of the two instructors through two consecutive, large-enrollment biology course offerings. Our data reveal that the change process is somewhat unpredictable, requiring patience and persistence during inevitable challenges that arise for instructors and students. For example, the change process requires instructors to adopt a teacher-facilitator role as opposed to an expert role, to cover fewer course topics in greater depth, and to give students a degree of control over their own learning. Students must adjust to taking responsibility for their own learning, working collaboratively, and relinquishing the anonymity afforded by lecture-based teaching. We suggest implications for instructors wishing to change their teaching and administrators wishing to encourage adoption of learner-centered teaching at their institutions. PMID:27856550

Student Perceived Value of Anatomy Pedagogy, Part I: Prosection or Dissection?

Directory of Open Access Journals (Sweden)

Jonathan J. Wisco

2015-01-01

Full Text Available A series of three annual surveys of David Geffen School of Medicine (DGSOM at UCLA students and UCR/UCLA Thomas Haider Program in Biomedical Sciences students were administered from 2010 to 2012 to ascertain student perceptions of which anatomy pedagogy—prosection or dissection—was most valuable to them during the first year of preclinical medical education and for the entire medical school experience in general. Students were asked, “What value does gross anatomy education have in preclinical medical education?” We further asked the students who participated in both prosection and dissection pedagogies, “Would you have preferred an anatomy curriculum like the Summer Anatomy Dissection during your first year in medical school instead of prosection?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum, specifically referring to four major themes: Anatomy is (1 the basis for medical understanding, (2 part of the overall medical school experience, (3 a bridge to understanding pathology and physiology, and (4 the foundation for clinical skills. Students who participated in both prosection and dissection pedagogies surprisingly and overwhelmingly advocated for a prosection curriculum for the first year of medical school, not a dissection curriculum. Time efficiency was the dominant theme in survey responses from students who learned anatomy through prosection and then dissection. Students, regardless of whether interested in surgery/radiology or not, appreciated both pedagogies but commented that prosection was sufficient for learning basic anatomy, while dissection was a necessary experience in preparation for the anatomical medical specialties. This suggests that anatomy instruction should be integrated into the clinical years of medical education.

Anatomy and Histology of the Human and Murine Prostate.

Science.gov (United States)

Ittmann, Michael

2018-05-01

The human and murine prostate glands have similar functional roles in the generation of seminal fluid to assist in reproduction. There are significant differences in the anatomy and histology of murine and human prostate and knowledge of the normal anatomy and histology of the murine prostate is essential to interpreting changes in genetically engineered mouse models. In this review, the normal anatomy and histology of both human and mouse prostate will be described. Copyright © 2018 Cold Spring Harbor Laboratory Press; all rights reserved.

Interpersonal Skills Training: Online versus Instructor-Led Courses.

Science.gov (United States)

Gilmore, Erika R.; Fritsch, Paula J.

2001-01-01

Compares instructional methods used in interpersonal skills training courses delivered online to the methods used in similar courses delivered in a traditional instructor-led classroom. Discusses implications for performance improvement professionals who are responsible for selecting and designing interpersonal skills training interventions.…

Radiology Aide. Instructor Key [and] Student Manual.

Science.gov (United States)

Hartwein, Jon; Dunham, John

This manual can be used independently by students in secondary health occupations programs or by persons receiving on-the-job training in a radiology department. The manual includes an instructor's key that provides answers to the activity sheets and unit evaluations. The manual consists of the following five units: (1) orientation to radiology;…

The history and the art of anatomy: a source of inspiration even nowadays.

Science.gov (United States)

Mavrodi, Alexandra; Paraskevas, George; Kitsoulis, Panagiotis

2013-01-01

Ever since man started to study systematically medicine for the first time he recognized the value of the knowledge of Anatomy in order to safely cut and treat the human body. However, over the centuries it has been proved that Anatomy is more than just a scientific field of medicine. The fact that Anatomy requires the use of human cadavers as an object to study brought to the surface many moral issues, which adumbrated its turbulent past. Additionally, Anatomy and its inextricable element, illustration, has many times been a source of inspiration for both the anatomists and the artists. This paper aims on the one hand to provide a condensed overview of the history of Anatomy and on the other hand to investigate the way Anatomy penetrates Art and, conversely, Art penetrates Anatomy.

Pediatric Basic Life Support Self-training is Comparable to Instructor-led Training: A randomized manikin study

DEFF Research Database (Denmark)

Vestergaard, L. D.; Løfgren, Bo; Jessen, C.

2011-01-01

Pediatric Basic Life Support Self-training is comparable to Instructor-led Training: A randomized manikin study.......Pediatric Basic Life Support Self-training is comparable to Instructor-led Training: A randomized manikin study....

Anaerobic Digestion I. Sludge Treatment and Disposal Course #166. Instructor's Guide [and] Student Workbook.

Science.gov (United States)

Arasmith, E. E.

This lesson is the first of a two-part series on anaerobic digestion. Topics discussed include the five basic functions of an anaerobic digester, basic theory of the biological processes involved, basic equipment necessary for digestion, and the products of digestion. The lesson includes an instructor's guide and student workbook. The instructor's…

"We definitely are role models": Exploring how clinical instructors' influence nursing students' attitudes towards older adults.

Science.gov (United States)

Gibbs, Sheena Simpkins; Kulig, Judith C

2017-09-01

The world's population is getting older, which will inevitably cause increased demands for nurses to provide high quality care to this demographic. Attitudes have been shown to influence the quality of care that older adults receive. It is therefore important to gain a better understanding of what influences nursing students' attitudes towards older adults. This article reports on one of three inter-connected research questions of a mixed methods study that explored the relationship between clinical instructors' attitudes and nursing students' attitudes towards older adults. Semi-structured interviews were conducted with 6 clinical instructors and 13 nursing students. Interview data was analyzed using thematic analysis. A conceptual model was developed from the research findings, which revealed that nursing instructors are seen as strong role models for their students, and as role models, they influence students through demonstrations, expectations and support. As a result, nursing students mirror the attitudes of their instructors towards older adults. Findings from this study highlight the strong connection between nursing instructors' and students' attitudes. This has important implications for nursing education including strategies that instructors can employ to enhance students' attitudes towards older adults. Insights from this study also have the potential to improve the quality of care that future nurses provide to older adults. Copyright © 2017 Elsevier Ltd. All rights reserved.

The use of technology as one of the possible means of performing instructor tasks: Putting technology acceptance in context.

NARCIS (Netherlands)

Schoonenboom, J.I.

2012-01-01

For many instructors in higher education, use of a learning management system (LMS) is de facto mandatory. Nevertheless, instructors often have much freedom in deciding which functionalities of the LMS they use; that is, whether they perform each individual instructor task using the LMS.

Ultrasound simulator-assisted teaching of cardiac anatomy to preclinical anatomy students: A pilot randomized trial of a three-hour learning exposure.

Science.gov (United States)

Canty, David Jeffrey; Hayes, Jenny A; Story, David Andrew; Royse, Colin Forbes

2015-01-01

Ultrasound simulation allows students to virtually explore internal anatomy by producing accurate, moving, color, three-dimensional rendered slices from any angle or approach leaving the organs and their relationships intact without requirement for consumables. The aim was to determine the feasibility and efficacy of self-directed learning of cardiac anatomy with an ultrasound simulator compared to cadavers and plastic models. After a single cardiac anatomy lecture, fifty university anatomy students participated in a three-hour supervised self-directed learning exposure in groups of five, randomized to an ultrasound simulator or human cadaveric specimens and plastic models. Pre- and post-tests were conducted using pictorial and non-pictorial multiple-choice questions (MCQs). Simulator students completed a survey on their experience. Four simulator and seven cadaver group students did not attend after randomization. Simulator use in groups of five students was feasible and feedback from participants was very positive. Baseline test scores were similar (P = 0.9) between groups. After the learning intervention, there was no difference between groups in change in total test score (P = 0.37), whether they were pictorial (P = 0.6) or non-pictorial (P = 0.21). In both groups there was an increase in total test scores (simulator +19.8 ±12.4%% and cadaver: +16.4% ± 10.2, P human cadaveric prosections for learning cardiac anatomy. © 2014 American Association of Anatomists.

PAL(TM) 2.0 Human Anatomy Software Tool Use in Community College Traditional and Online Anatomy Laboratory Classes: Student-Perceived Learning Benefits

Science.gov (United States)

Kuyatt, Brian Lee

2012-01-01

Human anatomy courses, with laboratory, are curricular requirements in graduate medical, undergraduate nursing, and all allied health science programs. Anatomy laboratory courses engage students in hands-on activities, including human cadaver or mammalian dissection, supported by photos from textbooks, detailed plastic models or human anatomical…

Xeroradiographic anatomy of the equine digit and metacarpophalangeal region

International Nuclear Information System (INIS)

Smallwood, J.E.; Holladay, S.D.

1987-01-01

The purpose of the project was to use xeroradiography to provide a reference for radiographic anatomy of the equine digit and metacarpophalangeal region. The left foredigits and metacarpophalangeal joints of a mature horse and a 30-day-old foal were radiographed, using xeroradiographic techniques. Fifteen xeroradiographs, illustrating standard projections of each area, were selected and appropriately labeled to demonstrate normal radiographic anatomy of these regions. These xeroradiographs have been used successfully for several years to teach radiographic anatomy of these areas to first-year veterinary students at North Carolina State University

Impact of Instructor Expressiveness and some Students' Personal ...

African Journals Online (AJOL)

This study investigated the effects of Instructor Expressiveness (a teaching behaviour), Students' Locus of Control (LOC), gender and cognitive entry behaviour (CEB) on secondary school students' attitude towards biology. After determining the LOC, CEB, gender and attitude towards biology of the study sample, the ...

Electronics. Module 2: Fundamentals of Electronics. Instructor's Guide.

Science.gov (United States)

Everett, Jim

This guide contains instructor's materials for a nine-unit secondary school course on fundamentals of electronics. The units are conductors, insulators, semiconductors, and atomic structure; basic concepts and sources of electrical quantities; Ohm's Law; units and conversions; use of multimeters; circuits; electromagnetics and electrostatics;…

The practical skills of newly qualified nurses.

Science.gov (United States)

Danbjørg, Dorthe Boe; Birkelund, Regner

2011-02-01

This paper reports the findings from a study of newly qualified nurses and which subjects the nurses regarded as the most important in order to be able to live up to the requirements of clinical practice, and how they experience their potential for developing practical and moral skills, after the decrease in practical training. A qualitative approach guided the research process and the analysis of the data. The data was collected by participant observation and qualitative interviews with four nurses as informants. The conclusions made in this study are based on the statements and the observations of the newly qualified nurses. Our findings are discussed in relation to the Aristotelian concept and other relevant literature. The main message is that the newly qualified nurses did not feel equipped when they finished their training. This could be interpreted as a direct consequence of the decrease in practical training. Our study also underlines that the way nursing theory is perceived and taught is problematic. The interviews revealed that the nurses think that nursing theories should be applied directly in practice. This misunderstanding is probably also applicable to the teachers of the theories. Copyright © 2010 Elsevier Ltd. All rights reserved.

An observation tool for instructor and student behaviors to measure in-class learner engagement: a validation study

Science.gov (United States)

Alimoglu, Mustafa K.; Sarac, Didar B.; Alparslan, Derya; Karakas, Ayse A.; Altintas, Levent

2014-01-01

Background Efforts are made to enhance in-class learner engagement because it stimulates and enhances learning. However, it is not easy to quantify learner engagement. This study aimed to develop and validate an observation tool for instructor and student behaviors to determine and compare in-class learner engagement levels in four different class types delivered by the same instructor. Methods Observer pairs observed instructor and student behaviors during lectures in large class (LLC, n=2) with third-year medical students, lectures in small class (LSC, n=6) and case-based teaching sessions (CBT, n=4) with fifth-year students, and problem-based learning (PBL) sessions (~7 hours) with second-year students. The observation tool was a revised form of STROBE, an instrument for recording behaviors of an instructor and four randomly selected students as snapshots for 5-min cycles. Instructor and student behaviors were scored 1–5 on this tool named ‘in-class engagement measure (IEM)’. The IEM scores were parallel to the degree of behavior's contribution to active student engagement, so higher scores were associated with more in-class learner engagement. Additionally, the number of questions asked by the instructor and students were recorded. A total of 203 5-min observations were performed (LLC 20, LSC 85, CBT 50, and PBL 48). Results Interobserver agreement on instructor and student behaviors was 93.7% (κ=0.87) and 80.6% (κ=0.71), respectively. Higher median IEM scores were found in student-centered and problem-oriented methods such as CBT and PBL. A moderate correlation was found between instructor and student behaviors (r=0.689). Conclusions This study provides some evidence for validity of the IEM scores as a measure of student engagement in different class types. PMID:25308966

Results from Consultancy Meeting on Qualified Technical Centres

International Nuclear Information System (INIS)

Novakovic, Mladen

2017-01-01

Qualified Technical Centres (QTC) - Current Situation: •Many Member States (MS) need help dealing with DSRS; •Most seek assistance, which can include funding, through the IAEA; •Technical assistance is provided by various governmental organization and private companies (service providers = SP). QTC - Method of Delivery Numerous MS requests are pressing the IAEA’s capacity to assist: •Use qualified internal and external experts/contractors; •Limited pool for DSRS and need to expand; •Dedicated and specialized equipment; •Mobile hot cell; •Mobile tool kit; •Field operations; •Coordinated approach with Nuclear Security and Safety. Qualified Technical Centres for the Management of DSRS: •The challenge is to scale up the support for safe and secure management of DSRS; •Strengthen existing capacity of some MS to support others and make support more sustainable; •Expands the support that can be readily provided and meet the many needs of MS

Anatomy and physiology of genital organs - women.

Science.gov (United States)

Graziottin, Alessandra; Gambini, Dania

2015-01-01

"Anatomy is destiny": Sigmund Freud viewed human anatomy as a necessary, although not a sufficient, condition for understanding the complexity of human sexual function with a solid biologic basis. The aim of the chapter is to describe women's genital anatomy and physiology, focusing on women's sexual function with a clinically oriented vision. Key points include: embryology, stressing that the "female" is the anatomic "default" program, differentiated into "male" only in the presence of androgens at physiologic levels for the gestational age; sex determination and sex differentiation, describing the interplay between anatomic and endocrine factors; the "clitoral-urethral-vaginal" complex, the most recent anatomy reading of the corpora cavernosa pattern in women; the controversial G spot; the role of the pelvic floor muscles in modulating vaginal receptivity and intercourse feelings, with hyperactivity leading to introital dyspareunia and contributing to provoked vestibulodynia and recurrent postcoital cystitis, whilst lesions during delivery reduce vaginal sensations, genital arousability, and orgasm; innervation, vessels, bones, ligaments; and the physiology of women's sexual response. Attention to physiologic aging focuses on "low-grade inflammation," genital and systemic, with its impact on women sexual function, especially after the menopause, if the woman does not or cannot use hormone replacement therapy. © 2015 Elsevier B.V. All rights reserved.

Using LectureTools to Enhance Student-Instructor Relations and Student Engagement in the Large Class

Science.gov (United States)

Shaw, Jerie; Kominko, Sofiya; Terrion, Jenepher Lennox

2015-01-01

Positive student-instructor relationships are important for student engagement, motivation, retention and achievement. Yet, as class sizes grow, these relationships can be increasingly difficult to develop. This study explores LectureTools--a web-based student response and learning platform that facilitates communication between instructors and…

Synlig læring og læringens anatomi

DEFF Research Database (Denmark)

Fredens, Kjeld

2015-01-01

Boganmeldelse af Synlig læring og læringens anatomi. Forfattere til bogen er John Hattie og Gregory Yates.......Boganmeldelse af Synlig læring og læringens anatomi. Forfattere til bogen er John Hattie og Gregory Yates....

48 CFR 225.872-7 - Industrial security for qualifying countries.

Science.gov (United States)

2010-10-01

... 48 Federal Acquisition Regulations System 3 2010-10-01 2010-10-01 false Industrial security for... Agreements and Coordination 225.872-7 Industrial security for qualifying countries. The required procedures... qualifying country sources are in the DoD Industrial Security Regulation DoD 5220.22-R (implemented for the...

External and internal anatomy of third molars.

Science.gov (United States)

Guerisoli, D M; de Souza, R A; de Sousa Neto, M D; Silva, R G; Pécora, J D

1998-01-01

The external and internal anatomy of 269 third molars (155 maxillary and 114 mandibular) were studied. The teeth were measured, classified according to their root number and shape and the internal anatomy was observed by the use of diaphanization. A great anatomical variability was found, with the presence of up to 5 roots in maxillary third molars and 3 roots in mandibular third molars. The number of root canals followed the same pattern.

How to Build a Course to Teach Accountants to Teach

Science.gov (United States)

Noel, Christine Z. J.; Crosser, Rick L.; Kuglin, Christine L.; Lupomech, Lynn A.

2014-01-01

Faculty preparation in schools of business continues to offer little or no instruction on how to teach. University instructors, generally teaching the way they were taught, continue to rely on teaching methods with which they are familiar. To exacerbate the issue, a shortage exists in terminally qualified accounting instructors. More and more…

Humor on Learning in the College Classroom: Evaluating Benefits and Drawbacks from Instructors' Perspectives

Science.gov (United States)

Lei, Simon A.; Cohen, Jillian L.; Russler, Kristen M.

2010-01-01

Some college instructors believe that the only way for students to take their education seriously is to be serious and solemn in the classroom. This often means creating a strict classroom environment built on discipline and hard work, perhaps with little or no room for discussion and laughter. However, the most effective instructors are those who…

Evaluation of free i-applications for tertiary level gross anatomy education

Directory of Open Access Journals (Sweden)

Matthew F. Pollard

2012-04-01

Full Text Available BackgroundThe use of electronic resources in education, including i-applications used on portable handheld devices, is increasing. Apple® handheld devices are popular, with free applications the most prevalent download form. Many gross anatomy i-applications are available, however no information on the quality of free anatomy products is available. Rating such products could therefore guide product recommendations.AimTo evaluate the quality and range of free iPod® applications that are applicable for tertiary level gross anatomy education.MethodsA search of the iTunes® Application Store with keywords anatomy, free, medical, functional, clinical, gross, and human was performed, with inclusion based on free applications containing human gross anatomy usable for tertiary education purposes. Application specification was noted; each was trialled independently and rated for usability, specification, academic level, and quality (image and programme.ResultsSixty-three applications were identified and eleven met inclusion criteria. Two provided gross anatomy of the entire body, nine examined specific regions or systems. Five were judged introductory in academic level, five intermediate, and one advanced. One application was rated low quality, and four excellent. None were considered difficult to use (six easy, five medium. Application size ranged between 1.2MB and 229MB (mean 27MB.ConclusionsThere are few free i-applications for learning gross anatomy and most concentrate on individual body systems, with the academic level and usability of all products well rated. Results suggest some free I-applications could be suitable adjuncts for gross anatomy education at both an undergraduate and graduate level.

Theory of Planned Behavior in the Classroom: An Examination of the Instructor Confirmation-Interaction Model

Science.gov (United States)

Burns, Michael E.; Houser, Marian L.; Farris, Kristen LeBlanc

2018-01-01

The current study utilizes the theory of planned behavior (Ajzen "Organizational Behavior and Human Decision Processes," 50, 179-211 Ajzen 1991) to examine an instructor confirmation-interaction model in the instructional communication context to discover a means by which instructors might cultivate positive student attitudes and…

Certified Basic Life Support Instructors Assess Cardiopulmonary Resuscitation Skills Poorly

DEFF Research Database (Denmark)

Hansen, Camilla; Rasmussen, Stinne E; Kristensen, Mette Amalie

2016-01-01

Introduction: High-quality cardiopulmonary resuscitation (CPR) improves survival from cardiac arrest. During basic life support (BLS) training, instructors assess CPR skills to enhance learning outcome. Emergency department staff and senior residents have been shown to assess chest compression...... quality poorly. Currently no studies have evaluated CPR assessment among certified BLS instructors. The aim of this study was to investigate certified BLS instructors’ assessment of chest compressions and rescue breathing.Methods: Data were collected at BLS courses for medical students at Aarhus...... of CPR skills may be beneficial to ensure high-quality learning outcome.Author Disclosures: C. Hansen: None. S.E. Rasmussen: None. M.A. Nebsbjerg: None. M. Stærk: None. B. Løfgren: None....

The Learning Intentions of Low-Qualified Employees: A Multilevel Approach

Science.gov (United States)

Kyndt, Eva; Dochy, Filip; Onghena, Patrick; Baert, Herman

2013-01-01

In the continuously changing society and knowledge-intensive economy, the demand for the recurrent updating of competencies is coming to the fore for all employees, including low-qualified employees. Employees are considered low qualified when they do not have a starter qualification for higher education. Although many educational studies have…

Effectiveness of a radiology-anatomy instructional module in a clinical course on oral radiology

International Nuclear Information System (INIS)

Imanaka, Masahiro; Tamaki, Yoh; Nomura, Yoshiaki

2007-01-01

An insufficient knowledge of anatomy often complicates the interpretation of radiological findings by students learning clinical medicine. During a 3-week clinical course in oral radiology, students attended lectures on anatomy for half of each day. Our objectives were to evaluate this program and determine why some students remained unmotivated to learn anatomy. Surveys were carried out using two questionnaires, one for evaluating the students' beliefs regarding the necessity of knowing anatomy and their understanding of radiology and anatomy, and the other for determining the value of the educational program. In total, 126 questionnaires were analyzed. Structural equation modeling and decision analysis were used to analyze the data obtained. Beliefs regarding the necessity of knowing anatomy were explained by three variables: the necessity of knowing imaging anatomy, the necessity of knowing gross anatomy, and understanding of anatomy. Awareness of the necessity of knowing anatomy and understanding of graphical images were not strongly correlated. The educational program was characterized by two factors: 'value' and 'appropriateness' These were strongly correlated. Student interest in the content of the course was found to be the most important factor in student evaluations of the educational program. Students who answered 'agree', 'disagree' or 'strongly disagree' to three items, interested in the content of the course', 'obtained knowledge through the course' and 'expected the course to be useful in the near future were likely to have insufficient understanding of and awareness of the necessity of radiology and anatomy. The inclusion of lectures on anatomy is beneficial for improving student understanding of oral radiology. Student interest in the content is important in evaluations of radiology-anatomy programs. (author)

Teaching Students, Not Standards: Threshold Crossings for Students and Instructors Alike

Directory of Open Access Journals (Sweden)

Colleen Burgess

2015-06-01

Full Text Available The new ACRL Framework for Information Literacy for Higher Education is an opportunity for IL instructors to ask themselves whether their current approaches to instruction are meeting the higher goals of IL education. Instructors might re-examine their pedagogical approaches by considering their own knowledge practices and dispositions in teaching IL. How might we best create a space in which the desired student knowledge practices and dispositions flourish? How can we approach IL education as fellow students – ones who just happen to be at a different point on the same path of lifelong learning?

CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A new blended learning course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on September 7, morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office XP suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/ where you can find the detailed course contents under the "Microsoft Office XP" catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the participa...

CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

Monique Duval

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A new blended learning course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on September 7, morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office XP suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/, where you can find the detailed course contents under the 'Microsoft Office XP' catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the participants into the app...

CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A new blended learning course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on September 7, morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office XP suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/, where you can find the detailed course contents under the "Microsoft Office XP" catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the partici...

CERN Technical Training 2004 - Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

Monique Duval

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A new blended learning course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on September 7, morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office XP suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/, where you can find the detailed course contents under the 'Microsoft Office XP' catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the participants into the ap...

CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

Monique Duval

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A new blended learning course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on September 7, morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office XP suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/, where you can find the detailed course contents under the 'Microsoft Office XP' catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the participants into the ...

CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

Monique Duval

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A 'blended learning' course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on November 9, morning. Course sessions are self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/, where you can find the detailed course contents under the 'Microsoft Office' catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the participants into the appropriate WBT...

How Iranian Instructors Teach L2 Pragmatics in Their Classroom Practices? A Mixed-Methods Approach

Science.gov (United States)

Muthasamy, Paramasivam; Farashaiyan, Atieh

2016-01-01

This study examined the teaching approaches and techniques that Iranian instructors utilize for teaching L2 pragmatics in their classroom practices. 238 Iranian instructors participated in this study. The data for this study were accumulated through questionnaire and semi-structured interviews. In terms of the instructional approaches, both the…

Magnetic resonance imaging (MRI) in obstetrics. II. Fetal anatomy.

Science.gov (United States)

Powell, M C; Worthington, B S; Buckley, J M; Symonds, E M

1988-01-01

Magnetic resonance imaging (MRI) was performed in 36 patients at between 10 and 38 weeks gestation to determine the fetal anatomy that could be identified at different gestations. Fetal motion significantly degraded the image quality in the first and second trimesters, but in the final trimester fetal anatomy was clearly demonstrated. T2 weighted sequences showed the fetal brain and lungs to have a high signal intensity. Shorter TR leading to a T1 weighting gave better resolution of the overall anatomy. MRI has revealed the potential for assessment of lung maturity and the growth-retarded fetus.

Homepage to distribute the anatomy learning contents including Visible Korean products, comics, and books.

Science.gov (United States)

Chung, Beom Sun; Chung, Min Suk

2018-03-01

The authors have operated the homepage (http://anatomy.co.kr) to provide the learning contents of anatomy. From the homepage, sectioned images, volume models, and surface models-all Visible Korean products-can be downloaded. The realistic images can be interactively manipulated, which will give rise to the interest in anatomy. The various anatomy comics (learning comics, comic strips, plastination comics, etc.) are approachable. Visitors can obtain the regional anatomy book with concise contents, mnemonics, and schematics as well as the simplified dissection manual and the pleasant anatomy essay. Medical students, health allied professional students, and even laypeople are expected to utilize the easy and comforting anatomy contents. It is hoped that other anatomists successively produce and distribute their own informative contents.

Homepage to distribute the anatomy learning contents including Visible Korean products, comics, and books

Science.gov (United States)

Chung, Beom Sun

2018-01-01

The authors have operated the homepage (http://anatomy.co.kr) to provide the learning contents of anatomy. From the homepage, sectioned images, volume models, and surface models—all Visible Korean products—can be downloaded. The realistic images can be interactively manipulated, which will give rise to the interest in anatomy. The various anatomy comics (learning comics, comic strips, plastination comics, etc.) are approachable. Visitors can obtain the regional anatomy book with concise contents, mnemonics, and schematics as well as the simplified dissection manual and the pleasant anatomy essay. Medical students, health allied professional students, and even laypeople are expected to utilize the easy and comforting anatomy contents. It is hoped that other anatomists successively produce and distribute their own informative contents. PMID:29644104

Establish Best Practices for Supervision of Instructors

Science.gov (United States)

2012-09-01

active participants in the feedback process, allowing them to voice their opinions and collaboratively set goals ( Norris , 1991). In the foreign...language instructional context, instructors may desire to participate in the feedback process ( Norris , 1991). Accordingly, effective instructional...13%) and Russian (11%) were the most commonly reported language offerings, followed by Chinese (9%), French (9%), Portuguese (9%), and Spanish (9

Dr. Tulp's Anatomy Lesson by Rembrandt: the third day hypothesis.

Science.gov (United States)

Afek, Arnon; Friedman, Tal; Kugel, Chen; Barshack, Iris; Lurie, Doron J

2009-07-01

An autopsy was an important event in 17th century Holland. Autopsies were held in an 'anatomy theater' and performed according to a fixed protocol that often took up to 3 days to complete. Of the five group portraits painted by Rembrandt over the course of his career, two were anatomy lessons given by Dr. Tulp and Dr. Deyman. An examination of Rembrandt's painting Dr. Tulp's Anatomy Lesson (1632) and an X-ray image of the painting, as compared to other paintings of anatomy lessons from the same period, reveal interesting differences, such as positioning, and light and shadow. Not only was the autopsy not performed according to the usual protocol, but in this painting Rembrandt created a unique dramatic scene in his effort to tell a story. We suggest that Dr. Tulp and Rembrandt "modified" the painting of Dr. Tulp's anatomy lesson to emphasize Dr. Tulp's position as the greatest anatomist of his era--"Vesalius of Amsterdam," and as a way of demonstrating God's greatness by highlighting the hand as a symbol of the most glorious of God's creations.

Alternative uses of didactics scripts and anatomy models in the teaching-learning in practical human anatomy

Directory of Open Access Journals (Sweden)

Gleidially Nayara Bezerra Moraes

2016-04-01

Full Text Available The teaching and learning process is complex and difficult presented with respect to the human anatomy. Thus, the improvement of teaching resources applied to the teaching of this discipline, shows up as a satisfactory trend and encourages student participation as an active subject in the search for new informations, giving essential support teaching-learning process. The aim of the study was to verify the existence and utilization of teaching scripts and anatomical models in practicals classes of Human Anatomy. The study was a descriptive systematic review, developed with scientific production indexed in electronic databases LILACS, MEDLINE, GOOGLE ACADEMICO and SciELO; as well as Brazilian proceedings. Among the 17 articles found, 9 showed the use of anatomical models, 7 showed other methods used, and only 1 on the use of didactic manual on classroom practice of this discipline. From the study, it can be observed that the use of teaching scripts for teaching in practical classes of Human Anatomy is an innovative method and the use of anatomical models alternative has shown positive results in the teaching-learning process. However, these methods, ever can replace the use of the corpse in the teaching of this discipline.

Renal anatomy as applied to uroradiologic interventions

International Nuclear Information System (INIS)

Coleman, C.C.; Castaneda-Zuniga, W.; Miller, R.P.; Amplatz, K.

1987-01-01

Through the experience at the University of Minnesota with over 650 stone removals and over 1,000 percutaneous nephrostomies and ureteral manipulations, the authors developed an approach to the urinary system that has minimized their complication rate and maximized their successes. The exhibit demonstrates the salient anatomic relationships of the kidney with respect to urologic interventions. The kidney's position within the body, lobar anatomy, arterial anatomy, relationship to the ribs and pleura, and relationship to adjacent organs are shown

Instructors' use of technology in post-secondary undergraduate mathematics teaching: a local study

Science.gov (United States)

Jesso, A. T.; Kondratieva, M. F.

2016-02-01

In this study, instructors of undergraduate mathematics from post-secondary institutions in Newfoundland were surveyed (N = 13) and interviewed (N = 8) about their use of, experiences with, and views on, technologically assisted teaching. It was found that the majority of them regularly use technologies for organizational and communication purposes. However, the use of math-specific technology such as computer algebra systems, or dynamic geometry software for instructional, exploratory, and creative activities with students takes place mostly on an individual basis, only occasionally, and is very much topic specific. This was even the case for those instructors who use technology proficiently in their research. The data also suggested that familiarity with and discussions of examples of technology implementation in teaching at regular and field-oriented professional development seminars within mathematics departments could potentially increase the use of math-specific technology by instructors.

Ready, set, teach! How to transform the clinical nurse expert into the part-time clinical nurse instructor.

Science.gov (United States)

Hewitt, Peggy; Lewallen, Lynne Porter

2010-09-01

Many schools of nursing are hiring part-time clinical instructors with little or no teaching experience. Although they contribute greatly to student nurses' clinical experience, many do not realize the commitment they are making when they accept such a position. If key issues are addressed before new part-time clinical instructors begin teaching, the transition could be made more smoothly. An in-depth orientation, awareness of the need for preparation for clinical rotations, and strategies to assist students in achieving course objectives can guide new instructors as they begin this venture. Preparing new part-time clinical instructors from the beginning will give them a more accurate picture of clinical education, increasing their recruitment and retention and providing students with quality learning experiences. Copyright 2010, SLACK Incorporated.

Attendance Policies, Instructor Communication, Student Attendance, and Learning

Science.gov (United States)

Snyder, Jason; Frank, Lisa A. C.

2016-01-01

The authors utilized a quasiexperimental design across five sections of a managerial communication course (N = 150) to test the role of course policies and student perceptions of the instructor in influencing student absenteeism and three indicators of student learning: grades, affective learning, and cognitive learning. The experimental group…

WWER-1000 simulator instructor service in NV TC

International Nuclear Information System (INIS)

Pogrebitsky, S.L.

1997-01-01

In July 1996 a full-scope simulator developed by the joint efforts of ATOMTECHENERGO, VNII AES (Russia) and Mitsubishi Heavy Industries (Japan) was put into service Novovoronezh Training Centre (NV TC). this paper describes the Instructor Station equipment and its capabilities for training process monitoring and simulation. (author)

29 CFR 779.386 - Restaurants may qualify as exempt 13(a)(2) establishments.

Science.gov (United States)

2010-07-01

... 29 Labor 3 2010-07-01 2010-07-01 false Restaurants may qualify as exempt 13(a)(2) establishments... Service Establishments Restaurants and Establishments Providing Food and Beverage Service § 779.386 Restaurants may qualify as exempt 13(a)(2) establishments. (a) A restaurant may qualify as an exempt retail or...

YouTube: An Emerging Tool in Anatomy Education

Science.gov (United States)

Jaffar, Akram Abood

2012-01-01

The use of online social networks in medical education can remodel and enhance anatomy teaching and learning; one such network is the video-sharing site YouTube. Limited research in the literature exists on the use of YouTube as a platform for anatomy education. The aim of this study is to assess student's perceptions and patterns of usage of this…

Anatomy, normal variants, and basic biomechanics

International Nuclear Information System (INIS)

Berquist, T.H.; Johnson, K.A.

1989-01-01

This paper reports on the anatomy and basic functions of the foot and ankle important to physicians involved in imaging procedures, clinical medicine, and surgery. New radiographic techniques especially magnetic resonance imaging, provide more diagnostic information owing to improved tissue contrast and the ability to obtain multiple image planes (axial, sagittal, coronal, oblique). Therefore, a thorough knowledge of skeletal and soft tissue anatomy is even more essential. Normal variants must also be understood in order to distinguish normal from pathologic changes in the foot and ankle. A basic understanding of biomechanics is also essential for selecting the proper diagnostic techniques

Planning, implementing and evaluating a social and communication skills course for riding instructors

OpenAIRE

Seefeld, Annika

2016-01-01

Social and emotional skills are very important for effective coaching. As research in this field is still very limited, the purpose of this study was to plan, implement and evaluate a course teaching social and emotional skills to riding instructors. The objective of this research project was to analyse the usefulness and feasibility of a social and communication skills course for riding instructors. The present research study is an educational action research case study approa...

The history of anatomy in Persia.

Science.gov (United States)

Shoja, Mohammadali M; Tubbs, R Shane

2007-04-01

The study of human anatomy can be found throughout the rich history of Persia. For thousands of years, morphological descriptions derived from this part of the world have contributed to and have helped form our current anatomical knowledge base. In this article we review the major influential Persian periods and the individuals who have contributed to the development of anatomy. We have divided the history of Persia into five eras: (1) the period of the Elamites, Medes, early Persians and Babylonians (10th millennium to 6th century BC); (2) following the establishment of the Persian Empire (6th century BC) to the 7th century AD; (3) after the Islamic conquest of Persia to the ascendency of Baghdad (7th to 13th century AD); (4) from the Mongol invasion of Persia to the foundations of modern anatomy (13th to 18th century AD); and (5) modern Persia/Iran (18th century AD to present). Evidence indicates that human dissection was commonplace in the first era, which led to a disciplined practice of surgery in the centuries leading to the foundation of the Persian Empire. By the emergence of Zoroastrianism in the Persian Empire, the microcosm theory was widely used to understand internal anatomy in relation to the external universe. The world's first cosmopolitan university and hospital were built in Gondishapur, south-western Persia, in the third century AD. Greek and Syriac knowledge influenced the second era. With the gradual ruin of Gondishapur and the foundation of Baghdad following the Islamic conquest of Persia (637-651 AD), a great movement took place, which led to the flourishing of the so-called Middle Age or Islamic Golden Age. Of the influential anatomists of this period, Mesue (777-857 AD), Tabbari (838-870 AD), Rhazes (865-925 AD), Joveini (?-983 AD), Ali ibn Abbas (930-994 AD), Avicenna (980-1037 AD) and Jorjani (1042-1137 AD) all hailed from Persia. There is evidence in the Persian literature as to the direct involvement of these scholars in human

Stereopsis, Visuospatial Ability, and Virtual Reality in Anatomy Learning

NARCIS (Netherlands)

Luursema, J.M.; Vorstenbosch, M.A.; Kooloos, J.G.M.

2017-01-01

A new wave of virtual reality headsets has become available. A potential benefit for the study of human anatomy is the reintroduction of stereopsis and absolute size. We report a randomized controlled trial to assess the contribution of stereopsis to anatomy learning, for students of different

The professional valeological portrait of instructor of physical culture

Directory of Open Access Journals (Sweden)

T.M. Semanyshyn

2014-10-01

Full Text Available Purpose: identify components of the readiness of the future physical education specialist to valeological activity in preschool education. Material : a review and theoretical analysis of the scientific literature. Results : defines the general and special competence, the individual components. The degree of their relationship in the process of preparing an instructor of physical education in preschool education. Theoretically proved that the readiness of the future specialist organization based on skill valeological activities (including major tasks specific functions and values valeological culture. Such an organization implies unity of general and special components health-preserving technologies. Conclusions : the process of forming a professional portrait valeological instructor in physical education in pre-school educational institution should provide its willingness to valeological activities. This is based on the awareness of its organization and unity of general and special health- technology components.

Clinically related anatomy for physicists

International Nuclear Information System (INIS)

Wright, A.E.; Boyer, A.L.

1987-01-01

With the advent of CT and MR imaging, delineation of malignancies and the shaping of radiation treatment fields have become much more precise. Treatment planning in more than one transverse plane is more widely practiced as the use of sophisticated computers grow. These developments emphasize the need for the physicist to have a basic knowledge of human anatomy. This course is designed to familiarize the clinical physicist with the gross anatomy and topographic landmarks used by the physician in planning three-dimensional radiation treatment volumes. The significance of the various anatomic structures and their related lymphatics in the spread of disease is discussed. Emphasis is placed on disease entities that pose particular problems due to overlying or nearby healthy structures at risk

A comparison of the effects of computer-enhanced with traditional instruction on the learning outcomes of high-school students in anatomy classes

Science.gov (United States)

Kim, Norma B.

The primary purpose of this study was to assess the effects of computer-enhanced instruction (CEI), using A.D.A.M.sp°ler The Inside Story (1997a) anatomy software, compared with traditional instruction (TI) on student learning outcomes in high school anatomy classes. Learning outcomes are comprised of student achievement. The secondary purpose of this study was to determine whether there were relationships between learning style theories and student learning outcomes. The study was conducted in two human anatomy classes at a suburban high school near Pittsburgh. One class was chosen randomly to receive CEI. The other class received identical instruction but with no software enhancement. The same instructor taught both classes. Before the study began, the Thurstone and Jeffrey Closure Flexibility Test was administered to measure students' visual perception levels and classify them as either visually perceptive or nonvisually perceptive. The Dunn Dunn and Price Learning Style Inventory was administered to the students to identify their learning styles. CEI students worked in groups at computers using A.D.A.M.sp°ler software. Students in the TI class worked in groups on word processors for written assignments. Students in both classes received the same lectures, assignments, and study guides. After the three-week instruction period, a posttest was administered to each student in both classes to compare their achievement in the endocrine unit. Two way ANOVA revealed that there was no significant difference between the mean posttest scores of students who received CEI and TI. However, a significant difference in mean posttest scores was found between visually perceptive students and nonvisually perceptive students (p < .01). There was no interaction between the instruction methods and students' visual perception levels. Regardless of the type of instruction received, visually perceptive students scored higher than nonvisually perceptive students on the posttest

Padua: the renaissance of human anatomy and medicine.

Science.gov (United States)

Andrioli, Giancarlo; Trincia, Giuseppe

2004-10-01

The city and University of Padua have a long tradition and a great reputation in anatomic studies, dating from the founding of the university in the year 1222. We present a historical review of the study of human anatomy, for which Padua was a most important center. The background for the development of this culture was represented by the scientific freedom and political wisdom of the Serenissima Republic of Venice, a liberal and tolerant state in the midst of a feudal, imperial, and pontifical Europe. During the second half of the 15th century, the flourishing trade and cultural, social, and political life of Venice attracted a great number of scientists and students from all over Europe who contributed to the establishment of Padua as an international center for culture and the sciences. Vesalio, Fabrizio d'Acquapendente, and Giovanni Battista Morgagni represent milestones in the history of anatomy as well as in medicine and surgery. History shows that anatomy and surgery evolved together, just as anatomy of the nervous system and neurosurgery developed in tandem. The tradition of neurosurgery in Padua is considered one the most important schools in Italy.

Innovative activities for teaching anatomy of speech production.

Science.gov (United States)

Skinder-Meredith, Amy E

2010-01-01

Courses in anatomy have traditionally relied on lectures and cadaver dissection laboratories. In speech and hearing sciences, there tends to be less access to cadavers than in medical schools and other allied health professions. It is more typical to use anatomical models, diagrams and lecture slides. Regardless of the resources available, anatomy is a subject that lends itself to hands-on learning. This article briefly reviews teaching methods and describes a variety of innovative activities to enhance learning of anatomical concepts and clinical relevance of anatomy for speech production. Teaching strategies and activities were developed to capitalize on students' multimodal learning preferences as revealed by responses to a survey administered to 49 undergraduates in the beginning of an anatomy of speech production course. At the end of the semester, students completed a second survey. A five-point Likert scale was used to assess the usefulness of each activity as a learning tool or level of clinical relevance and the level of enjoyability. The responses were overwhelmingly positive with level of usefulness and level of clinical relevance rated higher on average than the level of enjoyment.

Export Management Specialist. A Training Program. Instructor's Edition.

Science.gov (United States)

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This publication provides instructors with materials for an export management specialist (EMS) training program. The objective of the training program is to assist companies in reaching their export goals by educating current and potential managers about the basics of exporting. It provides a foundation for considering international trade and for…

Attendance Policies, Student Attendance, and Instructor Verbal Aggressiveness

Science.gov (United States)

Snyder, Jason; Forbus, Robert; Cistulli, Mark

2012-01-01

The authors utilized an experimental design across six sections of a managerial communications course (N = 173) to test the impact of instructor verbal aggressiveness and class attendance policies on student class attendance. The experimental group received a policy based on the principle of social proof (R. B. Cialdini, 2001), which indicated…

Collaborative Teaching from English Language Instructors' Perspectives

Science.gov (United States)

Tasdemir, Hanife; Yildirim, Tugba

2017-01-01

Collaborative teaching, a significant concept in the field of English language teaching, involves teachers in sharing expertise, decision-making, lesson delivery, and assessment. It is a common practice for instructors in many schools and universities where English is taught as a foreign/second language (EFL/ESL) in intensive programs or…

The anatomy lessons of the Amsterdam Guild of Surgeons

NARCIS (Netherlands)

IJpma, F.F.A.

2014-01-01

Mandatory lessons in anatomy, taught by the praelector anatomiae (lecturer in anatomy) of the Amsterdam Guild of Surgeons, were an important part of the surgical training starting in the 16th century. We describe how surgeons were trained approximately 350 years ago at the Surgeons’ Guild. The role

Qualified-agent virtue ethics | van Zyl | South African Journal of ...

African Journals Online (AJOL)

Qualified-agent virtue ethics provides an account of right action in terms of the virtuous agent. It has become one of the most popular, but also most frequently criticized versions of virtue ethics. Many of the objections rest on the mistaken assumption that proponents of qualified-agent virtue ethics share the same view when it ...

Anatomy and imaging of the normal meninges.

Science.gov (United States)

Patel, Neel; Kirmi, Olga

2009-12-01

The meninges are an important connective tissue envelope investing the brain. Their function is to provide a protective coating to the brain and also participate in the formation of blood-brain barrier. Understanding their anatomy is fundamental to understanding the location and spread of pathologies in relation to the layers. It also provides an insight into the characteristics of such pathologies when imaging them. This review aims to describe the anatomy of the meninges, and to demonstrate the imaging findings of specific features.

Simultaneous anatomical sketching as learning by doing method of teaching human anatomy.

Science.gov (United States)

Noorafshan, Ali; Hoseini, Leila; Amini, Mitra; Dehghani, Mohammad-Reza; Kojuri, Javad; Bazrafkan, Leila

2014-01-01

Learning by lecture is a passive experience. Many innovative techniques have been presented to stimulate students to assume a more active attitude toward learning. In this study, simultaneous sketch drawing, as an interactive learning technique was applied to teach anatomy to the medical students. We reconstructed a fun interactive model of teaching anatomy as simultaneous anatomic sketching. To test the model's instruction effectiveness, we conducted a quasi- experimental study and then the students were asked to write their learning experiences in their portfolio, also their view was evaluated by a questionnaire. The results of portfolio evaluation revealed that students believed that this method leads to deep learning and understanding anatomical subjects better. Evaluation of the students' views on this teaching approach was showed that, more than 80% of the students were agreed or completely agreed with this statement that leaning anatomy concepts are easier and the class is less boring with this method. More than 60% of the students were agreed or completely agreed to sketch anatomical figures with professor simultaneously. They also found the sketching make anatomy more attractive and it reduced the time for learning anatomy. These number of students were agree or completely agree that the method help them learning anatomical concept in anatomy laboratory. More than 80% of the students found the simultaneous sketching is a good method for learning anatomy overall. Sketch drawing, as an interactive learning technique, is an attractive for students to learn anatomy.