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Sample records for school ap courses

  1. AP statistics crash course

    CERN Document Server

    D'Alessio, Michael

    2012-01-01

    AP Statistics Crash Course - Gets You a Higher Advanced Placement Score in Less Time Crash Course is perfect for the time-crunched student, the last-minute studier, or anyone who wants a refresher on the subject. AP Statistics Crash Course gives you: Targeted, Focused Review - Study Only What You Need to Know Crash Course is based on an in-depth analysis of the AP Statistics course description outline and actual Advanced Placement test questions. It covers only the information tested on the exam, so you can make the most of your valuable study time. Our easy-to-read format covers: exploring da

  2. Structuring the AP Art History Course

    Science.gov (United States)

    Herscher, Walter R.

    2013-01-01

    While AP (Advanced Placement) Art History may be taught within the art department in many schools, social studies teachers are equally capable of teaching the course well. They have the historical background to discuss the reasons for changes in art styles. A teacher's preparation is similar to teaching a course stressing political history,…

  3. AP calculus AB & BC crash course

    CERN Document Server

    Rosebush, J

    2012-01-01

    AP Calculus AB & BC Crash Course - Gets You a Higher Advanced Placement Score in Less Time Crash Course is perfect for the time-crunched student, the last-minute studier, or anyone who wants a refresher on the subject. AP Calculus AB & BC Crash Course gives you: Targeted, Focused Review - Study Only What You Need to Know Crash Course is based on an in-depth analysis of the AP Calculus AB & BC course description outline and actual AP test questions. It covers only the information tested on the exams, so you can make the most of your valuable study time. Written by experienced math teachers, our

  4. AP English language & composition crash course

    CERN Document Server

    Hogue, Dawn

    2012-01-01

    AP English Language & Composition Crash Course - Gets You a Higher Advanced Placement Score in Less Time Crash Course is perfect for the time-crunched student, the last-minute studier, or anyone who wants a refresher on the subject. AP English Language & Composition Crash Course gives you: Targeted, Focused Review - Study Only What You Need to Know Crash Course is based on an in-depth analysis of the AP English Language & Composition course description outline and actual Advanced Placement test questions. It covers only the information tested on the exam, so you can make the most of your valua

  5. Limited Access to AP Courses for Students in Smaller and More Isolated Rural School Districts. National Issue Brief Number 80

    Science.gov (United States)

    Gagnon, Douglas J.; Mattingly, Marybeth J.

    2015-01-01

    This brief assesses trends in access to, enrollment in, and success in Advanced Placement (AP) coursework in relation to school district poverty, racial composition, and urbanicity. It uses data merged from the 2011-2012 Civil Rights Data Collection (CRDC), the 2012 Small Area Income and Poverty Estimates (SAIPE), and the 2010 Decennial U.S.…

  6. The Freshman Nine: Helping High School Freshmen Be Successful in AP Human Geography

    Science.gov (United States)

    Garner, Jennifer

    2012-01-01

    Teaching AP Human Geography to freshmen seems like a daunting task and while there are many arguments both for and against offering the course to freshmen, for many teachers it is reality. In this article, the author offers nine tips to help high school freshmen be successful in the course and on the AP exam.

  7. Nearly 1.4 Million High School Physics Students--Enrollments in AP and Second-Year Courses up 26% Even though Number of Graduates down in 2012-13

    Science.gov (United States)

    White, Susan; Tesfaye, Casey Langer

    2014-01-01

    Since 1987, the Statistical Research Center at the American Institute of Physics has regularly conducted a nationwide survey of high school physics teachers to take a closer look at physics in U.S. high schools. We contact all of the teachers who teach at least one physics course at a nationally representative sample of all U.S. high schools-both…

  8. Engaging High School Students in Advanced Math and Science Courses for Success in College: Is Advanced Placement the Answer?

    Science.gov (United States)

    Kelley-Kemple, Thomas; Proger, Amy; Roderick, Melissa

    2011-01-01

    The current study provides an in-depth look at Advanced Placement (AP) math and science course-taking in one school district, the Chicago Public Schools (CPS). Using quasi-experimental methods, this study examines the college outcomes of students who take AP math and science courses. Specifically, this study asks whether students who take AP math…

  9. Integrating Particulate Representations into AP Chemistry and Introductory Chemistry Courses

    Science.gov (United States)

    Prilliman, Stephen G.

    2014-01-01

    The College Board's recently revised curriculum for advanced placement (AP) chemistry places a strong emphasis on conceptual understanding, including representations of particle phenomena. This change in emphasis is informed by years of research showing that students could perform algorithmic calculations but not explain those calculations…

  10. AP Music Theory Applied

    Science.gov (United States)

    Spieker, Matthew H.

    2016-01-01

    Some American high schools include Advanced Placement (AP) Music Theory within their course offerings. Students who pass the AP exam can receive college credit either as a music or humanities credit. An AP class, however, offers music students more than future college credit; it ultimately improves musicianship skills and promotes deeper…

  11. The AP Chemistry Course Audit: A Fertile Ground for Identifying and Addressing Misconceptions about the Course and Process

    Science.gov (United States)

    Schwenz, Richard W.; Miller, Sheldon

    2014-01-01

    The advanced placement course audit was implemented to standardize the college-level curricular and resource requirements for AP courses. While the process has had this effect, it has brought with it misconceptions about how much the College Board intends to control what happens within the classroom, what information is required to be included in…

  12. Instructional Design Changes in an Undergraduate A&P Course to Facilitate Student Engagement and Interest

    Science.gov (United States)

    Hurtt, Barbekka; Bryant, Jennifer

    2016-01-01

    We describe changes in an undergraduate anatomy and physiology (A&P) curriculum designed to address educational goals at a private, comprehensive university. Educational goals included making course material more relevant to students' future career interests, exposing students to professionals in their careers of interest, and incorporating…

  13. 38 CFR 21.122 - School course.

    Science.gov (United States)

    2010-07-01

    ..., vocational school, correspondence school, business school, junior college, teacher's college, college, normal school, professional school, university, scientific or technical institution, or other institution... course is offered within a given period of time and credit toward graduation or certification is...

  14. The Effect of Enrollment in Middle School Challenge Courses on Advanced Placement Exams in Social Studies and Science

    Science.gov (United States)

    Glaude-Bolte, Katherine

    2010-01-01

    Educators seek to guide students through appropriate programs and courses that prepare them for future success, in more advanced coursework and in other challenges of life. Some middle schools offer Challenge, or honors, courses for students who have demonstrated high ability. High schools often offer Advanced Placement (AP) courses, which are…

  15. The Effect of Enrollment in Middle School Challenge Courses on Advanced Placement Exams in Social Studies and Science

    Science.gov (United States)

    Glaude-Bolte, Katherine

    Educators seek to guide students through appropriate programs and courses that prepare them for future success, in more advanced coursework and in other challenges of life. Some middle schools offer Challenge, or honors, courses for students who have demonstrated high ability. High schools often offer Advanced Placement (AP) courses, which are taught at the college level. This study examined the correlation between enrollment in middle school Challenge courses and subsequent AP exam category scores in social studies and science in a suburban school district. The independent variables were the number of years of enrollment in middle school social studies or science Challenge courses. The dependent variables were the AP exam category scores in the eight social studies AP courses or the six science AP courses. The sample sizes were limited to the number of students who took an AP social studies or science exam and also attended the middle school of study. The null hypothesis was that there was no relationship between the two variables. This study included eight social studies AP courses and six science AP courses. A significant positive correlation was indicated in only two of the courses, U.S. Government and Comparative Government, supporting the claim that enrollment in middle school Challenge social studies was correlated with success, at least on these two AP exams. In the remaining 12 courses, there was not enough evidence to reject the null hypothesis. Therefore, enrollment in middle school Challenge science and social studies courses generally did not seem to correlate with AP exam category scores. Results of this study call into question the validity of the claim by the district that enrollment in Challenge courses helps prepare students for rigorous coursework in high school. Several factors, including student readiness, teacher training, familiarity with course content, and previous AP experience may contribute more to a student's AP exam category score

  16. AN ADVANCED PLACEMENT COURSE IN ANALYTIC GEOMETRY AND CALCULUS (MATHEMATICS XV X AP).

    Science.gov (United States)

    DEROLF, JOHN J.; MIENTKA, WALTER E.

    THIS TEXT ON ANALYTIC GEOMETRY AND CALCULUS IS A CORRESPONDENCE COURSE DESIGNED FOR ADVANCED PLACEMENT OF HIGH SCHOOL STUDENTS IN COLLEGE. EACH OF THE 21 LESSONS INCLUDES READING ASSIGNMENTS AND LISTS OF PROBLEMS TO BE WORKED. IN ADDITION, SUPPLEMENTARY EXPLANATIONS AND COMMENTS ARE INCLUDED THAT (1) PROVIDE ILLUSTRATIVE EXAMPLES OF CONCEPTS AND…

  17. An AP Calculus Classroom Amusement Park

    Science.gov (United States)

    Ferguson, Sarah

    2016-01-01

    Throughout the school year, AP Calculus teachers strive to teach course content comprehensively and swiftly in an effort to finish all required material before the AP Calculus exam. As early May approaches and the AP Calculus test looms, students and teachers nervously complete lessons, assignments, and assessments to ensure student preparation.…

  18. MOOC Integration into Secondary School Courses

    Science.gov (United States)

    Najafi, Hedieh; Evans, Rosemary; Federico, Christopher

    2014-01-01

    We investigated how high school students taking a university preparatory economics course would engage with the learning and assessment components of a Behavioural Economics MOOC that was integrated into their school-based course. Students were divided into two groups, MOOC-only, with no teacher support, and blended-mode, with weekly tutorials.…

  19. Outline of High School Credit Courses.

    Science.gov (United States)

    South Carolina State Dept. of Education, Columbia.

    An outline is presented of the objectives and content of courses offered for credit in high schools in South Carolina. Courses in the following subjects are described: (1) art; (2) drama; (3) driver education; (4) environmental education; (5) foreign language: French, German, Russian, Spanish; (6) health; (7) language arts; (8) mathematics; (9)…

  20. Revamping High School Accounting Courses.

    Science.gov (United States)

    Bittner, Joseph

    2002-01-01

    Provides ideas for updating accounting courses: convert to semester length; focus on financial reporting/analysis, financial statements, the accounting cycle; turn textbook exercises into practice sets for the accounting cycle; teach about corporate accounting; and address individual line items on financial statements. (SK)

  1. Got AP?

    Science.gov (United States)

    Digby, Joan

    2016-01-01

    Families, especially those considering sending their children to a private four-year university, need all the help they can get in funding college. Annmarie Guzy's essay "AP, Dual Enrollment, and the Survival of Honors Education" in this issue powerfully spells out the financial benefits that accrue from using AP courses to satisfy…

  2. Choosing High School Courses with Purpose

    Science.gov (United States)

    Ayotte, Steve; Sevier, Sharon

    2010-01-01

    In choosing high school courses, students often seem to focus on everything except preparation for an intended major or career. They consider graduation requirements, weighted classes, easy classes...but rarely are these types of choices preparing students for postsecondary education. This article describes the "Career Companion Guide"…

  3. High school and college biology: A multi-level model of the effects of high school biology courses on student academic performance in introductory college biology courses

    Science.gov (United States)

    Loehr, John Francis

    The issue of student preparation for college study in science has been an ongoing concern for both college-bound students and educators of various levels. This study uses a national sample of college students enrolled in introductory biology courses to address the relationship between high school biology preparation and subsequent introductory college biology performance. Multi-Level Modeling was used to investigate the relationship between students' high school science and mathematics experiences and college biology performance. This analysis controls for student demographic and educational background factors along with factors associated with the college or university attended. The results indicated that high school course-taking and science instructional experiences have the largest impact on student achievement in the first introductory college biology course. In particular, enrollment in courses, such as high school Calculus and Advanced Placement (AP) Biology, along with biology course content that focuses on developing a deep understanding of the topics is found to be positively associated with student achievement in introductory college biology. On the other hand, experiencing high numbers of laboratory activities, demonstrations, and independent projects along with higher levels of laboratory freedom are associated with negative achievement. These findings are relevant to high school biology teachers, college students, their parents, and educators looking beyond the goal of high school graduation.

  4. CERN accelerator school: Introductory course in Poland

    CERN Document Server

    2006-01-01

    For the first time since the CERN Accelerator School (CAS) was set up, the 'Introduction to Accelerator Physics' course was held in Zakopane, Poland. This course was organised together with the National Atomic Energy Agency, Warsaw, and the AGH University of Science and Technology, Cracow, and was held from 1-13 October 2006 at the foot of the Tatra Mountains. The course was very well attended with 113 participants representing 26 different nationalities. Although most of the participants originated from Europe, some students came from countries as far away as Canada, China, India and North America. The intensive programme comprised 35 lectures, 3 seminars given by local Polish lecturers, 5 tutorials where the students were split into four groups, a poster session where students could present their own work and 7 hours of guided and private study. The participants appreciated these study periods, which encouraged collaboration and knowledge-sharing in solving problems and gave them the opportunity to get t...

  5. 46 CFR 310.3 - Schools and courses.

    Science.gov (United States)

    2010-10-01

    ... 46 Shipping 8 2010-10-01 2010-10-01 false Schools and courses. 310.3 Section 310.3 Shipping... Minimum Standards for State, Territorial or Regional Maritime Academies and Colleges § 310.3 Schools and courses. (a) Schools with Federal aid. The following schools are presently operating with Federal aid...

  6. Foundations for College and Beyond: Looking Back on AP Art History

    Science.gov (United States)

    Schoenbohm, Laurel

    2013-01-01

    It was years after this author's AP Art History course in high school, and two years after college. She and some friends decided to fill a day during the Thanksgiving visits appreciating fine art. Prior to that AP course her senior year of high school, touring an art museum had seemed like the equivalent of going to the dentist. But after…

  7. Course Placement Series: Spotlight on High School Math Course Enrollment. Policy Brief

    Science.gov (United States)

    Tennessee Department of Education, 2015

    2015-01-01

    The Tennessee Department of Education explored course enrollment patterns in an effort to better understand in which courses students are enrolling and whether course enrollment policies and procedures are promoting students' interests. This report focuses on math course enrollment patterns throughout high school by following the 2013-14 twelfth…

  8. Software Tools: A One-Semester Secondary School Computer Course.

    Science.gov (United States)

    Bromley, John; Lakatos, John

    1985-01-01

    Provides a course outline, describes equipment and teacher requirements, discusses student evaluation and course outcomes, and details the computer programs used in a high school course. The course is designed to teach students use of the microcomputer as a tool through hands-on experience with a variety of commercial software programs. (MBR)

  9. A Comparison of the Number of Hours of Sleep in High School Students Who Took Advanced Placement and/or College Courses and Those Who Did Not

    Science.gov (United States)

    Jin, Qiushuang; Shi, Qian

    2008-01-01

    This study investigated the association between sleep deprivation and enrollment in Advanced Placement (AP) and/or college courses among high school students. Approximately 4,000 surveys were distributed, and 2,197 completed surveys were returned from students in Grades 9 to 12 at 15 high schools in Iowa. Findings indicated the majority of high…

  10. Using a Classroom Response System to Improve Multiple-Choice Performance in AP[R] Physics

    Science.gov (United States)

    Bertrand, Peggy

    2009-01-01

    Participation in rigorous high school courses such as Advanced Placement (AP[R]) Physics increases the likelihood of college success, especially for students who are traditionally underserved. Tackling difficult multiple-choice exams should be part of any AP program because well-constructed multiple-choice questions, such as those on AP exams and…

  11. Examining Gender Inequality in a High School Engineering Course

    Science.gov (United States)

    Riegle-Crumb, Catherine; Moore, Chelsea

    2013-01-01

    This paper examines gender inequality within the context of an upper-level high school engineering course recently offered in Texas. Data was collected from six high schools that serve students from a variety of backgrounds. Among the almost two hundred students who enrolled in this challenge-based engineering course, females constituted a clear…

  12. The link between middle school mathematics course placement and achievement.

    Science.gov (United States)

    Domina, Thurston

    2014-01-01

    The proportion of eighth graders in United States public schools enrolled in algebra or a more advanced mathematics course doubled between 1990 and 2011. This article uses Early Childhood Longitudinal Study's Kindergarten Cohort data to consider the selection process into advanced middle school mathematics courses and estimate the effects of advanced courses on students' mathematics achievement (n = 6,425; mean age at eighth grade = 13.7). Eighth-grade algebra and geometry course placements are academically selective, but considerable between-school variation exists in students' odds of taking these advanced courses. While analyses indicate that advanced middle school mathematics courses boost student achievement, these effects are most pronounced in content areas closely related to class content and may be contingent on student academic readiness. © 2014 The Author. Child Development © 2014 Society for Research in Child Development, Inc.

  13. Engineering-Based Problem Solving Strategies in AP Calculus: An Investigation into High School Student Performance on Related Rate Free-Response Problems

    Science.gov (United States)

    Thieken, John

    2012-01-01

    A sample of 127 high school Advanced Placement (AP) Calculus students from two schools was utilized to study the effects of an engineering design-based problem solving strategy on student performance with AP style Related Rate questions and changes in conceptions, beliefs, and influences. The research design followed a treatment-control multiple…

  14. Introduction to nanotechnology: a short course for high school students

    Science.gov (United States)

    Markin, Alexey V.

    2016-04-01

    This report devoted to presenting results of development and implementation of a short course (4 hours) entitled "Introduction to Nanotechnology" that was specially designed for familiarizing high school students with nanomaterials and nanotechnology. The course contains introduction to nanotechnology, essential definitions, short overview of history, descriptions for various examples of nanomaterials and their classifications, performing demonstration experiments. All these parts of the course are briefly analyzed from pedagogical effectiveness point of view. Finally, results of course testing, problems and perspectives of nano-oriented education at high school are also discussed shortly.

  15. CAS - CERN Accelerator School: Specialised course on Magnets

    CERN Document Server

    CAS 2009

    2010-01-01

    These proceedings present the lectures given at the twenty-third specialized course organized by the CERN Accelerator School (CAS), the topic being 'Magnets'. The course was held in Bruges, Belgium, from 16 to 25 June 2009. This is the first time this topic has been selected for a specialized course. Taking into account the number of related applications currently in use in accelerators around the world, but, even more important, the worrying decrease in the corresponding expertise in the different laboratories, it was recognized that such a topic should definitively be incorporated into the CAS series of specialized courses. The specific aim of the course was to introduce the participants to the basics of resistive magnet design and its underlying theoretical concepts. The first part of the school dealt with basic introductory courses such as Maxwell's equations for magnets, beam optics, physics and measurement of magnetic materials, the different types of resistive magnets and their respective performance, ...

  16. Comparing Practice Management Courses in Canadian Dental Schools.

    Science.gov (United States)

    Schonwetter, Dieter J; Schwartz, Barry

    2018-05-01

    Practice management has become an increasingly important aspect of dental education over the years in order to better prepare students for the reality of practice. The aim of this study was to quantify and describe practice management courses taught at the ten Canadian dental schools in order to identify common approaches, compare hours, determine types of instructors, and assess the relationship between courses' learning objectives and the Association of Canadian Faculties of Dentistry (ACFD) competencies and Bloom's cognitive levels. The academic deans at these ten schools were surveyed in 2016; all ten schools responded for a 100% response rate. The authors also gathered syllabi and descriptions of the courses and analyzed them for themes. The results showed a total of 22 practice management courses in the ten Canadian dental schools. The courses provided 27 to 109 hours of teaching and were mostly taught in the third and fourth years and by dentists on three main topics: ethics, human resource management, and running a private practice. The courses were correlated to the ACFD competencies related to ethics, professionalism, application of basic principles of business practices, and effective interpersonal communication. Most of the courses' learning objectives addressed comprehension and knowledge in Bloom's cognitive levels of learning. These results can help to guide discussions on how practice management courses can be developed, improved, and refined to meet the challenges of preparing students for dental practice.

  17. An Introduction to Computing: Content for a High School Course.

    Science.gov (United States)

    Rogers, Jean B.

    A general outline of the topics that might be covered in a computers and computing course for high school students is provided. Topics are listed in the order in which they should be taught, and the relative amount of time to be spent on each topic is suggested. Seven units are included in the course outline: (1) general introduction, (2) using…

  18. Proceedings of CAS - CERN Accelerator School: Advanced Accelerator Physics Course

    International Nuclear Information System (INIS)

    Herr, W

    2014-01-01

    This report presents the proceedings of the Course on Advanced Accelerator Physics organized by the CERN Accelerator School. The course was held in Trondheim, Norway from 18 to 29 August 2013, in collaboration with the Norwegian University of Science and Technology. Its syllabus was based on previous courses and in particular on the course held in Berlin 2003 whose proceedings were published as CERN Yellow Report CERN-2006-002. The field has seen significant advances in recent years and some topics were presented in a new way and other topics were added. The lectures were supplemented with tutorials on key topics and 14 hours of hands on courses on Optics Design and Corrections, RF Measurement Techniques and Beam Instrumentation and Diagnostics. These courses are a key element of the Advanced Level Course

  19. Students' and Teachers' Perceptions of after School Online Course

    Science.gov (United States)

    Yalavaç, Gamze; Samur, Yavuz

    2016-01-01

    This study analyzes students' and teachers' perceptions of after school online courses (ASOC) undertaken by an institutional private middle school, which manages several campuses across Turkey. The aim of ASOC is to support students when they are home by helping them to revise the lessons, practice topics synchronously with hundreds of other…

  20. An Analysis of Media’s Role: Case Study of Army Public School (APS Peshawar Attack

    Directory of Open Access Journals (Sweden)

    Qureshi Rameesha

    2016-12-01

    Full Text Available The study aimed at analyzing the role of media during and after terrorist attacks by examining the media handling of APS Peshawar attack. The sample consisted of males and females selected on convenience basis from universities of Rawalpindi and Islamabad. It was hypothesized that (1 Extensive media coverage of terrorist attacks leads to greater publicity/recognition of terrorist groups (2 Media coverage of APS Peshawar attack increased fear and anxiety in public (3 Positive media handling/coverage of APS Peshawar attack led to public solidarity and peace. The results indicate that i Media coverage of terrorist attacks does help terrorist groups to gain publicity and recognition amongst public ii Media coverage of Aps Peshawar attack did not increase fear/anxiety in fact it directed the Pakistani nation towards public solidarity and peace.

  1. CAS - CERN Accelerator School: Course on Digital Signal Processing

    CERN Document Server

    Digital Signal Processing; CAS 2007

    2008-01-01

    These proceedings present the lectures given at the twenty-first specialized course organized by the CERN Accelerator School (CAS), the topic being Digital Signal Processing. The course was held in Sigtuna, Sweden, from 31 May–9 June 2007. This is the first time this topic has been selected for a specialized course. Taking into account the number of related applications currently in use in accelerators around the world, it was recognized that such a topic should definitively be incorporated into the CAS series of specialized courses. The specific aim of the course was to introduce the participants to the use and programming of Digital Signal Processors (DSPs) and Field Programmable Gate Arrays (FPGAs) evaluation boards. The course consisted of lectures in the mornings covering fundamental background knowledge in mathematics, controls theory, design tools, programming hardware platforms, and implementation details. In the afternoons the students split into two groups with people working in pairs. One group w...

  2. International School of Subnuclear Physics 50th Course

    CERN Document Server

    What we would like LHC to give us; ISSP 2012

    2014-01-01

    This book is the proceedings of the International School of Subnuclear Physics, ISSP 2012, 50th Course — ERICE, 23 June 2013 — 2 July 2012. This course was devoted to the celebrations of the 50th Anniversary of the Subnuclear Physics School which was started in 1961 by Antonino Zichichi with John Bell at CERN and formally established in 1962 by Bell, Blackett, Weisskopf, Rabi and Zichichi in Geneva (CERN). The lectures covered the latest and most significant achievements in theoretical and in experimental subnuclear physics. Readership: Directed to experts and advanced-level students in the field of Theoretical and Experimental Subnuclear Physics.

  3. CERN accelerator school: an introductory course in Poland

    CERN Multimedia

    2006-01-01

    For the first time since the CERN Accelerator School (CAS) was set up, the â€ワIntroduction to Accelerator Physics” course was held in Zakopane, Poland.  This course was organised together with the National Atomic Energy Agency, Warsaw and the AGH University of Science and Technology, Cracow and was held from 1-13 October 2006 at the foot of the Tatra Mountains. The course was very well attended with 113 participants representing 26 different nationalities. Although most of the participants originated from Europe, some students came from countries as far away as Canada, China, India and North America.

  4. High School Child Development Courses Provide a Valuable Apprenticeship

    Science.gov (United States)

    McCombie, Sally M.

    2009-01-01

    The current media are laden with reports of the many significant problems facing today's youth. In fact, parenting has become a national topic of discussion. Parenting instruction, a responsibility that had previously rested in the home, has become part of educational curricula. Courses in child development are offered for high school students in…

  5. High School Weight-Training Curriculum: Course Development Considerations

    Science.gov (United States)

    Bertelsen, Susan L.; Thompson, Ben

    2017-01-01

    As weight training gain's popularity as a high school course offering, it is imperative to examine not only the way it is being presented but also the content. There is an appropriate scope and sequence that allows students to grasp basic knowledge and practical experiences to design and perform a weight-training program according to their…

  6. Examining Gender Inequality In A High School Engineering Course.

    Science.gov (United States)

    Riegle-Crumb, Catherine; Moore, Chelsea

    2013-01-01

    This paper examines gender inequality within the context of an upper-level high school engineering course recently offered in Texas. Data was collected from six high schools that serve students from a variety of backgrounds. Among the almost two hundred students who enrolled in this challenge-based engineering course, females constituted a clear minority, comprising only a total of 14% of students. Quantitative analyses of surveys administered at the beginning of the school year (Fall 2011) revealed statistically significant gender gaps in personal attitudes towards engineering and perceptions of engineering climate. Specifically, we found that compared to males, females reported lower interest in and intrinsic value for engineering, and expressed less confidence in their engineering skills. Additionally, female students felt that the classroom was less inclusive and viewed engineering occupations as less progressive. Gender disparities on all of these measures did not significantly decrease by the end of the school year (Spring 2012). Findings suggest that efforts to increase the representation of women in the engineering pipeline via increasing exposure in secondary education must contend not only with obstacles to recruiting high school girls into engineering courses, but must also work to remedy gender differences in engineering attitudes within the classroom.

  7. 2002 summit course at the international nuclear law school

    International Nuclear Information System (INIS)

    Dietze, W.

    2003-01-01

    Report by a participant in the International Nuclear Law School. In 2001, this advanced training course was first offered by the OECD-NEA together with the University of Montpellier and other international partners. This effort is intended to provide an overview of nuclear law, a discipline normally playing a subordinate role in curricula. In this way, a contribution is to be made to the important preservation of the existing knowledge base and to increasing know-how in this field. In 2003, the International Nuclear Law School will be continued with a new curriculum addressed to all interested participants. (orig.) [de

  8. The Effect of the Courses of School Experience and Teaching Practice on Primary School Mathematics Teachers

    Science.gov (United States)

    Huseyin, Aksu Hasan

    2015-01-01

    The aim of this study is to determine elementary mathematics teachers' thoughts and feelings on the courses of school-experience and teacher-practice. In this study was used the qualitative research method. Those involved in the study were 20 mathematics teachers employed in formal/government primary schools in the Province of Giresun and in the…

  9. The AP Lever for Boosting Access, Success, and Equity

    Science.gov (United States)

    Roegman, Rachel; Hatch, Thomas

    2016-01-01

    Four New Jersey school districts worked together to increase student achievement by applying a number of strategies focused on getting traditionally underrepresented students to take more AP courses. The districts are members of the New Jersey Network of Superintendents (NJNS), comprising 15 superintendents who work together to develop systemwide…

  10. Prior-to-Secondary School Course Classification System: School Codes for the Exchange of Data (SCED). NFES 2011-801

    Science.gov (United States)

    National Forum on Education Statistics, 2011

    2011-01-01

    In this handbook, "Prior-to-Secondary School Course Classification System: School Codes for the Exchange of Data" (SCED), the National Center for Education Statistics (NCES) and the National Forum on Education Statistics have extended the existing secondary course classification system with codes and descriptions for courses offered at…

  11. CAS CERN Accelerator School: Fourth general accelerator physics course

    International Nuclear Information System (INIS)

    Turner, S.

    1991-01-01

    The fourth CERN Accelerator School (CAS) basic course on General Accelerator Physics was given at KFA, Juelich, from 17 to 28 September 1990. Its syllabus was based on the previous similar courses held at Gif-sur-Yvette in 1984, Aarhus 1986, and Salamanca 1988, and whose proceedings were published as CERN Reports 85-19, 87-10, and 89-05, respectively. However, certain topics were treated in a different way, improved or extended, while new subjects were introduced. All of these appear in the present proceedings, which include lectures or seminars on the history and applications of accelerators, phase space and emittance, chromaticity, beam-beam effects, synchrotron radiation, radiation damping, tune measurement, transition, electron cooling, the designs of superconducting magnets, ring lattices, conventional RF cavities and ring RF systems, and an introduction to cyclotrons. (orig.)

  12. CAS CERN Accelerator School. Third advanced accelerator physics course

    International Nuclear Information System (INIS)

    Turner, S.

    1990-01-01

    The third version of the CERN Accelerator School's (CAS) advanced course on General Accelerator Physics was given at Uppsala University from 18-29 September, 1989. Its syllabus was based on the previous courses held in Oxford, 1985 and Berlin, 1987 whose proceedings were published as CERN Yellow Reports 87-03 and 89-01 respectively. However, the opportunity was taken to emphasize the physics of small accelerators and storage rings, to present some topics in new ways, and to introduce new seminars. Thus the lectures contained in the present volume include chromaticity, dynamic aperture, kinetic theory, Landau damping, ion-trapping, Schottky noise, laser cooling and small ring lattice problems while the seminars include interpretation of numerical tracking, internal targets and living with radiation. (orig.)

  13. Self-education activities features of primary school teachers in the period between training courses.

    Directory of Open Access Journals (Sweden)

    Nalyvaiko G.V.

    2011-08-01

    Full Text Available The article describes self-education activities features of primary school teachers in the period between training courses. The basic conditions and areas of self-education activities features of primary school teachers in the period between training courses is singled out. The interpretations of the self-education definition are considered. The primary school teachers' self-education activities components are carried out. The period between training courses in training primary school teachers is defined.

  14. Development and Evaluation of Senior High School Courses on Emerging Technology: A Case Study of a Course on Virtual Reality

    Science.gov (United States)

    Chen, Chi-Tung

    2012-01-01

    In Taiwan, the National Science Council has implemented the High Scope Program (HSP) since 2006. The purpose of this study was to analyze the development and effectiveness of senior high school HSP courses on emerging technology. This study used a course on virtual reality as an example, to investigate the influence of emerging technology courses…

  15. CAS CERN Accelerator School third general accelerator physics course

    International Nuclear Information System (INIS)

    Turner, S.

    1989-01-01

    The general course on accelerator physics given in Salamanca, Spain, closely followed those organised by the CERN Accelerator School at Gif-sur-Yvette, Paris in 1984, and at Aarhus, Denmark in 1986 and whose proceedings were published as CERN Yellow Reports 85-19 (1985) and 87-10 (1987) respectively. However, certain topics were treated in a different way, improved or extended, while some new ones were introduced and it is all of these which are included in the present proceedings. The lectures include beam-cooling concepts, Liouville's theorem and emittance, emittance dilution in transfer lines, weak-betatron coupling, diagnostics, while the seminars are on positron and electron sources, linac structures and the LEP L3 experiment, together with industrial aspects of particle accelerators. Also included are errata and addenda to the Yellow Reports mentioned above. (orig.)

  16. CAS CERN Accelerator School second advanced accelerator physics course

    International Nuclear Information System (INIS)

    Turner, S.

    1989-01-01

    The advanced course on general accelerator physics given in West Berlin closely followed that organised by the CERN Accelerator School at Oxford in September 1985 and whose proceedings were published as CERN Yellow Report 87-03 (1987). However, certain subjects were treated in a different way, improved or extended, while some new ones were introduced and it is all of these which are included in the present proceedings. The lectures include particle-photon interactions, high-brilliance lattices and single/multiple Touschek effect, while the seminars are on the major accelerators presently under construction or proposed for the near future, applications of synchrotron radiation, free-electron lasers, cosmic accelerators and crystal beams. Also included are errata, and addenda to some of the lectures, of CERN 87-03. (orig.)

  17. 3rd Course of the International School of Advanced Geodesy

    CERN Document Server

    Sansò, Fernando

    1985-01-01

    During the period April 25th to May 10th, 1984 the 3rd Course of the International School of Advanced Geodesy entitled "Optimization and Design of Geodetic Networks" took place in Erice. The main subject of the course is clear from the title and consisted mainly of that particular branch of network analysis, which results from applying general concepts of mathematical optimization to the design of geodetic networks. As al­ ways when dealing with optimization problems, there is an a-priori choice of the risk (or gain) function which should be minimized (or maximized) according to the specific interest of the "designer", which might be either of a scientific or of an economic nature or even of both. These aspects have been reviewed in an intro­ ductory lecture in which the particular needs arising in a geodetic context and their analytical representations are examined. Subsequently the main body of the optimization problem, which has been conven­ tionally divided into zero, first, second and third order desi...

  18. OBJECT-ORIENTED PROGRAMMING IN SCHOOL COURSE OF INFORMATICS

    Directory of Open Access Journals (Sweden)

    Хамид Абдулович Гербеков

    2017-12-01

    Full Text Available In article approaches to training of student in object-oriented programming in the environment of the Windows operating system are considered. The analysis of the literature on the programming and the modern school textbook on informatics, and also theoretical material on object-oriented programming within the informative line “Algorithmization and programming” of school course of informatics is for this purpose carried out. The object-oriented approached essentially differs from structured programming in fact that the object-oriented programming paradigm is more open and scalable. It doesn’t mean that transition to the object-oriented approach to programming demands a failure from all algorithm applied in case of structural pro-applications of all earlier found and tested method and receptions. On the contrary new elements are always based on prior experience. Object approach creates a set of essential convenience which under other conditions can’t provide. Object-oriented programming in the environment of the Windows operating system to interest student from the first lesson and to do training fascinating and interesting because student can control object which the modern students face since the childhood on the personal computers, pads and phones.

  19. The Impact of High School Economics on the College Principles of Economics Course.

    Science.gov (United States)

    Brasfield, David W.

    1993-01-01

    Reports on a study of 1,119 students in introductory college economics courses to determine the impact of high school economics on student achievement. Finds that prior high school economics was positively and significantly related to students grades in both introductory microeconomics and macroeconomics courses. (CFR)

  20. Effectiveness of a Business Communication Course: Evidence from a Business School in India

    Science.gov (United States)

    Gayathridevi, K. Sri; Deepa, R.

    2015-01-01

    This study aims to show the effectiveness of a business communication course offered in a business school in India. All students who enrolled for the Master of Business Administration program in the school were considered for the study. The study adapted a pretest and posttest approach to find the effectiveness of the course. It also describes the…

  1. Guidelines for Preparing High School Psychology Teachers: Course-Based and Standards-Based Approaches

    Science.gov (United States)

    American Psychologist, 2013

    2013-01-01

    Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second…

  2. Designing for Deeper Learning in a Blended Computer Science Course for Middle School Students

    Science.gov (United States)

    Grover, Shuchi; Pea, Roy; Cooper, Stephen

    2015-01-01

    The focus of this research was to create and test an introductory computer science course for middle school. Titled "Foundations for Advancing Computational Thinking" (FACT), the course aims to prepare and motivate middle school learners for future engagement with algorithmic problem solving. FACT was also piloted as a seven-week course…

  3. Path Not Found: Disparities in Access to Computer Science Courses in California High Schools

    Science.gov (United States)

    Martin, Alexis; McAlear, Frieda; Scott, Allison

    2015-01-01

    "Path Not Found: Disparities in Access to Computer Science Courses in California High Schools" exposes one of the foundational causes of underrepresentation in computing: disparities in access to computer science courses in California's public high schools. This report provides new, detailed data on these disparities by student body…

  4. Communicating the Benefits of a Full Sequence of High School Science Courses

    Science.gov (United States)

    Nicholas, Catherine Marie

    2014-01-01

    High school students are generally uninformed about the benefits of enrolling in a full sequence of science courses, therefore only about a third of our nation's high school graduates have completed the science sequence of Biology, Chemistry and Physics. The lack of students completing a full sequence of science courses contributes to the deficit…

  5. Excellence, Equity, and Access: Educators' Perceptions of Students in Open Access Advanced Placement Courses

    Science.gov (United States)

    King, Justyna Plichta

    2010-01-01

    This dissertation examines educators' perceptions regarding open access Advanced Placement (AP) program courses and their impact on non-traditional AP students in one suburban school district. The data were collected during the 2009-2010 school year through a 15-item Likert scale (and one open-ended item) survey which was disseminated during…

  6. Design Principles for "Thriving in Our Digital World": A High School Computer Science Course

    Science.gov (United States)

    Veletsianos, George; Beth, Bradley; Lin, Calvin; Russell, Gregory

    2016-01-01

    "Thriving in Our Digital World" is a technology-enhanced dual enrollment course introducing high school students to computer science through project- and problem-based learning. This article describes the evolution of the course and five lessons learned during the design, development, implementation, and iteration of the course from its…

  7. AP Human Geography and Success on the AP Test

    Science.gov (United States)

    Roncone, John; Newhalfen, Nate

    2013-01-01

    Classroom projects that explore culture and globalization enhance the curriculum and help students see how geography directly connects to their lives. These authors contend that a project-based approach can supplement the teaching of an AP Human Geography course, and visualize this course as an essential tool for students to truly understand how…

  8. BLENDED LEARNING COURSE FOR FUTURE PRIMARY SCHOOL TEACHERS IMPLEMENTATION

    Directory of Open Access Journals (Sweden)

    Vira V. Kotkova

    2017-09-01

    Full Text Available Ukrainian and foreign scientists’ views on the essence of blended learning are analyzed in the article. The author's definition of a blended learning course is presented. The process of such course designing is described according to target, motivational, substantive, operational and diagnostic components. Both the structure of the blended learning course implementation as well as students’ educational-cognitive activity distribution between classroom learning and distance course are shown. The problems for students, teachers, and educational institutions of blended courses effective implementation are summarized. Students’ academic performance of three years study is analyzed. The results of students’ questioning to determine their perception of blended learning course are described according to the following categories: the effectiveness of blended course, evaluation objectivity, motivation to study, the use of plagiarism in studies, understanding of blended learning course.

  9. A National Assessment of Colleges and University School Health Education Methods Courses

    Science.gov (United States)

    Fisher, Christine M.; Price, James H.; Telljohann, Susan K.; Dake, Joseph A.

    2015-01-01

    Background: Across the United States, school health education programs provide a wide variety of knowledge and skills to their students. There are currently no guidelines for school health methods courses. Methods: Using a 2-wave mailing followed by a third wave e-mail reminder, a final population of 226 university school health methods…

  10. Perceptions of Elementary School Students: Experiences and Dreams about the Life Studies Course

    Science.gov (United States)

    Baysal, Z. Nurdan; Tezcan, Özlem Apak; Araç, Kamil Ersin

    2018-01-01

    This study seeks to identify elementary school students' views and perceptions of the Life Studies course through verbal and visual instruments. It employs a descriptive phenomenological research design. The study surveyed second- and third-grade students attending one private elementary school and two state elementary schools. The data was…

  11. An Economic Course for Elementary School Teachers. Second Revised Edition.

    Science.gov (United States)

    Lovell, Hugh; Harter, Charlotte

    This handbook is intended to help economic educators develop teacher training courses for demonstrating to classroom teachers how to teach economics to children, grades 1-9. Teachers enrolled in the course carry out their own pupil activities which teach economic ideas. These activities include problem solving, case studies, skits, making posters,…

  12. English Course of Study for Buncombe County Public Schools.

    Science.gov (United States)

    Buncombe County Board of Education, Asheville, NC.

    Developed for 58 courses in the English program at the secondary level, this curriculum guide provides a description, an outline, and lists of the objectives, resources, and activities for courses on such subjects as functional language, basic study skills, basic composition, intermediate composition, creative writing, reading, modern grammar, art…

  13. The Consumer Protection Clinical Course at UCLA School of Law

    Science.gov (United States)

    Bergman, Paul

    1978-01-01

    The Consumer Protection clinical course, in which case supervision is provided by government agency personnel, is described. Implications are considered regarding the necessity and emphasis of a seminar component, and the usefulness of clinical courses in teaching substantive law as well as lawyering skills. (LBH)

  14. Sign me up! Determining motivation for high school chemistry students enrolling in a second year chemistry course

    Science.gov (United States)

    Camarena, Nilda N.

    A sample of 108 Pre-AP Chemistry students in Texas participated in a study to determine motivational factors for enrolling in AP Chemistry and University Chemistry. The factors measured were academic attitude, perceptions of chemistry, confidence level in chemistry, and expectations/experiences in the chemistry class. Students completed two questionnaires, one at the beginning of the year and one at the end. Four high school campuses from two school districts in Texas participated. Two campuses were traditional high schools and two were smaller magnet schools. The results from this study are able to confirm that there are definite correlations between academic attitudes, perceptions, confidence level, and experiences and a student's plans to enroll in AP and University Chemistry. The type of school as well as the student's gender seemed to have an influence on a student's plan to enroll in a second year of chemistry.

  15. The Importance of Agriculture Science Course Sequencing in High Schools: A View from Collegiate Agriculture Students

    Science.gov (United States)

    Wheelus, Robin P.

    2009-01-01

    The objective of this study was to investigate the importance of Agriculture Science course sequencing in high schools, as a preparatory factor for students enrolled in collegiate agriculture classes. With the variety of courses listed in the Texas Essential Knowledge and Skills (TEKS) for Agriculture Science, it has been possible for counselors,…

  16. Experiential Learning of Electronics Subject Matter in Middle School Robotics Courses

    Science.gov (United States)

    Rihtaršic, David; Avsec, Stanislav; Kocijancic, Slavko

    2016-01-01

    The purpose of this paper is to investigate whether the experiential learning of electronics subject matter is effective in the middle school open learning of robotics. Electronics is often ignored in robotics courses. Since robotics courses are typically comprised of computer-related subjects, and mechanical and electrical engineering, these…

  17. The Examination of the Attitudes of Secondary School Students towards Physical Education Course

    Science.gov (United States)

    Keskin, Özkan; Hergüner, Gülten; Dönmez, Ahmet; Berisha, Milaim; Üçan, Erkan

    2017-01-01

    The aim of this study is to examine the attitudes of primary education students towards physical education courses according to certain variables. 640 students from elementary schools in the city center and several counties of Sakarya participated in the study. In the designating of the students' attitudes towards the physical education courses,…

  18. The Domains of Undergraduate International Business and International Management Courses in Accredited Schools of Business

    Science.gov (United States)

    Adams, Janet S.; Veliyath, Rajaram

    2003-01-01

    This study compared undergraduate international business and international management course syllabi from 190 management departments at accredited U.S. business schools. Comparisons revealed considerable overlap in topic areas in the two courses. The findings indicate the need for greater domain clarity and differentiation in objectives, topic…

  19. Offering an Anatomy and Physiology Course through a High School-University Partnership: The Minnesota Model

    Science.gov (United States)

    Jensen, Murray; Mattheis, Allison; Loyle, Anne

    2013-01-01

    This article describes a one-semester anatomy and physiology course that is currently offered through the concurrent enrollment program at the University of Minnesota. The article explains how high school teachers are prepared to teach the course and describes efforts to promote program quality, student inquiry, and experiential learning.…

  20. TESTING OF ONLINE ESP COURSE FOR STUDENTS OF ECONOMIC SCHOOLS. FIRST FINDINGS ANALYSIS

    Directory of Open Access Journals (Sweden)

    Nina V. Vasilchenko

    2013-01-01

    Full Text Available The article provides a detailed analysis of the Russian course-books for students of Economic Schools. The authoress exposes the discrepancies along with proposing the solutions. In the second part, the article possesses a brief description as well as highlights the advantages of the new online ESP course on Economics, Banking and Insurance for colleges. In conclusion, the authoress contemplates over the first findings the course appraisal suggests. 

  1. CERN Accelerator School: Registration open for Advanced Accelerator Physics course

    CERN Multimedia

    2015-01-01

    Registration is now open for the CERN Accelerator School’s Advanced Accelerator Physics course to be held in Warsaw, Poland from 27 September to 9 October 2015.   The course will be of interest to physicists and engineers who wish to extend their knowledge of accelerator physics. The programme offers core lectures on accelerator physics in the mornings and a practical course with hands-on tuition in the afternoons.  Further information can be found at: http://cas.web.cern.ch/cas/Poland2015/Warsaw-advert.html http://indico.cern.ch/event/361988/

  2. CERN Accelerator School: Registration open for Advanced Accelerator Physics course

    CERN Multimedia

    2015-01-01

    Registration is now open for the CERN Accelerator School’s Advanced Accelerator Physics course to be held in Warsaw, Poland from 27 September to 9 October 2015.   The course will be of interest to physicists and engineers who wish to extend their knowledge of Accelerator Physics. The programme offers core lectures on accelerator physics in the mornings and a practical course with hands-on tuition in the afternoons.  Further information can be found at: http://cas.web.cern.ch/cas/Poland2015/Warsaw-advert.html http://indico.cern.ch/event/361988/

  3. Particle physics: a new course for schools and colleges

    International Nuclear Information System (INIS)

    Swinbank, Elizabeth

    1992-01-01

    Some questions relating to the introduction of particle physics into post-GCSE courses are considered. A new project that is producing teacher and student materials to support teaching particle physics at this level is described. (author)

  4. Persuading Girls to Take Elective Physical Science Courses in High School: Who Are the Credible Communicators?

    Science.gov (United States)

    Koballa, Thomas R., Jr.

    1988-01-01

    Identifies communicators whom eighth-grade girls perceive as credible regarding reasons for taking elective physical science courses in high school. Finds that father, woman science teacher, mother, and boy high school student are ranked highly. Attributes associated with the communicators were classified as prestige, trustworthiness, similarity,…

  5. Fashion Design: Designing a Learner-Active, Multi-Level High School Course

    Science.gov (United States)

    Nelson, Diane

    2009-01-01

    A high school fashion design teacher has much in common with the ringmaster of a three-ring circus. The challenges of teaching a hands-on course are to facilitate the entire class and to meet the needs of individual students. When teaching family and consumer sciences, the goal is to have a learner-active classroom. Revamping the high school's…

  6. Does Applied STEM Course Taking Link to STEM Outcomes for High School Students With Learning Disabilities?

    Science.gov (United States)

    Gottfried, Michael A; Sublett, Cameron

    Over the most recent two decades, federal policy has urged high schools to embed applied science, technology, engineering, and mathematics (STEM) courses into the curriculum to reinforce concepts learned in traditional math and science classes as well as to motivate students' interests and long-term pursuits in STEM areas. While prior research has examined whether these courses link to STEM persistence for the general student population, no work has examined the role of these courses for students with learning disabilities (LDs). This is a critical lapse, as these courses have been supported as being one path by which STEM material can become more accessible for students with diverse learning needs. Hence, this descriptive study examines the landscape of applied STEM course taking for students with LDs. The findings suggest students with LDs are less likely to take applied STEM courses in high school compared to the general population. Additionally, while the general population does benefit from taking these courses, there is a unique association between applied STEM course taking and advanced math and science course taking or math achievement for students with LDs. Hence, there is no evidence that applied STEM course taking is related to any closure of the STEM achievement gap for students with LDs.

  7. Standards for the High School Psychology Course. ERIC Digest.

    Science.gov (United States)

    Morganett, L. Lee

    The latest contribution to the content standards boom that began in the 1990s comes from the American Psychological Association (APA), which recently published "National Standards for the Teaching of High School Psychology." This Digest discusses: (1) the origin and purposes of the project to develop standards for high school psychology…

  8. Elective course student sectioning at Danish high schools

    DEFF Research Database (Denmark)

    Kristiansen, Simon; Stidsen, Thomas Riis

    2016-01-01

    . This paper presents an Adaptive Large Neighborhood Search heuristic for the ESCC. The algorithm is applied to 80 real-life instances from Danish high schools and compared with solutions found by using the state-of-the-art MIP solver Gurobi. The algorithm has been implemented in the commercial product Lectio......, and is thereby available for approximately 200 high schools in Denmark....

  9. Satisfacción de los egresados de la Maestría de APS con las competencias adquiridas Satisfaction of graduates from Primary Health Care Master´s course with the adquired competencies

    Directory of Open Access Journals (Sweden)

    Alina María Segredo Pérez

    2004-04-01

    Full Text Available Se realizó un estudio descriptivo de corte transversal con 31 egresados (86,1%, de un total de 36 graduados que constituyen el universo de Ciudad de La Habana de los cursos 1995-1996 hasta el curso 1998-1999, con el objetivo de identificar el nivel de satisfacción de los egresados de la Maestría en Atención Primaria de Salud con las competencias adquiridas en las áreas de docencia, investigación y servicios. Para el desarrollo de la investigación se confeccionó y aplicó un cuestionario que permitió a los egresados expresar su opinión acerca de su nivel de satisfacción. Se comprobó que los egresados perciben haber adquirido la preparación científico - técnica profesional suficiente para su aplicación en la APS; en general expresan satisfacción con los conocimientos adquiridos en las diferentes áreas del conocimiento relacionadas con su perfil de salida como Máster en el ciclo básico (entre el 90,3 y el 96,8 %, y en el específico perciben, en el 41,9 %, algunas dificultades relacionadas con los contenidos del módulo " El Proceso de Gestión en Atención Primaria de Salud".A descriptive cross-sectional study of 31 graduates (86,1 % of a total number of 36 that made up the universe of Ciudad de La Habana in school years 1995-1996 to 1998-1999 was carried out to identify the level of satisfaction of graduates from Primary Health Care master´s course with the competencies they acquired in the fields of teaching, reasearch and service. For the development of this research study, a questionnaire was drawn up and administered to allow the students to express their opinions on their degree of satisfaction. It was demonstrated that graduates felt they have acquired the necessary professional scientific-technical preparation for implementing primary health care; they are generally satisfied with the knowledge acquired at the different areas related to their profile as Master in the basic cycle ( from 90,3 % to 96,8 %, however, in the

  10. An Evaluation of the Mathematics Foundation Course in Sultan Qaboos University: Does High School Performance Matter?

    Directory of Open Access Journals (Sweden)

    Mohammad Mazharul Islam

    2018-01-01

    Full Text Available Although the mathematics foundation program was introduced in Sultan Qaboos University (SQU half a decade ago, there has been no evaluation or assessment of the program. The aim of this study was to evaluate the students’ performance in the Mathematics foundation course in SQU and to examine the predictive value of  a student’s high school performance for success in the math foundation course. The study considered a sample of 551 students who took the math course (MATH2107 during 2014 Spring semester. More than 95% of the students were admitted to SQU with a high school score of 80 and above.  The analysis revealed that, in general, female students were admitted to SQU with a significantly higher average high school score than the male students. The findings indicate a very unsatisfactory performance of the students in the mathematics foundation course as the mean GPA was 1.66 and more than half (59% of the students obtained a GPA less than 2 (i.e. below grade C, of which 14% failed and 35% obtained grade D. Female students outperformed male students in the mathematics course. High school mathematics performance, gender and cohort of students were identified as significant predictors of success in the mathematics foundation course.  To increase the success rate of the mathematics course, the high school curriculum needs to be aligned with the University standards and the admission authority should continue to give more attention to high school mathematics scores along with overall high school performance while making admission decisions for the College of Science in SQU.

  11. A national assessment of colleges and university school health education methods courses.

    Science.gov (United States)

    Fisher, Christine M; Price, James H; Telljohann, Susan K; Dake, Joseph A

    2015-04-01

    Across the United States, school health education programs provide a wide variety of knowledge and skills to their students. There are currently no guidelines for school health methods courses. Using a 2-wave mailing followed by a third wave e-mail reminder, a final population of 226 university school health methods instructors at school health preparation programs were surveyed. A total of 138 completed surveys (61%) were returned. The topics taught in school health education methods courses emphasized the most included aligning objectives, instruction, and assessment (79%); development of lesson plans (73%); teaching methods that engage learners (72%); and application of the National Health Education Standards and performance indicators (69%). The content taught and how the instructors assessed their students differed statistically by 1 or more of the following: whether they had a health education degree, had experience teaching in the public schools, and if their program was accredited. This study provides information regarding what school health methods instructors across the United States are teaching in their classes. Using this information as a baseline can serve as a guide for preservice faculty teaching a school health methods course. © 2015, American School Health Association.

  12. A Comprehensive Course Introducing Environmental Science : Case Study of “Introduction to Environmental Science” as a Common Course in the Graduate School of Environmental Science

    OpenAIRE

    山中, 康裕; 三井, 翔太

    2017-01-01

    The course “Introduction to Environmental Science” was designed and held during the academic year 2015-2016 for new masterʼs course students at the Graduate School of Environmental Science, Hokkaido University. The course was designed in accord with societal needs such as consensus building for environmental conservation and associated scientific evidence, bringing together a large number of students from various disciplines. The course was composed of six modules in which multipl...

  13. A Multisite Study of High School Mathematics Curricula and the Impact of Taking a Developmental Mathematics Course in College

    Science.gov (United States)

    Harwell, Michael; Dupuis, Danielle; Post, Thomas R.; Medhanie, Amanuel; LeBeau, Brandon

    2014-01-01

    The relationship between high school mathematics curricula and the likelihood of students who enroll in a developmental (non-credit bearing) course in college taking additional mathematics courses was studied. The results showed that high school mathematics curriculum, years of high school mathematics completed, and ACT mathematics scores were…

  14. Advanced placement math and science courses: Influential factors and predictors for success in college STEM majors

    Science.gov (United States)

    Hoepner, Cynthia Colon

    President Obama has recently raised awareness on the need for our nation to grow a larger pool of students with knowledge in science mathematics, engineering, and technology (STEM). Currently, while the number of women pursuing college degrees continues to rise, there remains an under-representation of women in STEM majors across the country. Although research studies offer several contributing factors that point to a higher attrition rate of women in STEM than their male counterparts, no study has investigated the role that high school advanced placement (AP) math and science courses play in preparing students for the challenges of college STEM courses. The purpose of this study was to discover which AP math and science courses and/or influential factors could encourage more students, particularly females, to consider pursuing STEM fields in college. Further, this study examined which, if any, AP math or science courses positively contribute to a student's overall preparation for college STEM courses. This retrospective study combined quantitative and qualitative research methods. The survey sample consisted of 881 UCLA female and male students pursuing STEM majors. Qualitative data was gathered from four single-gender student focus groups, two female groups (15 females) and two male groups (16 males). This study examined which AP math and science courses students took in high school, who or what influenced them to take those courses, and which particular courses influenced student's choice of STEM major and/or best prepared her/him for the challenges of STEM courses. Findings reveal that while AP math and science course-taking patterns are similar of female and male STEM students, a significant gender-gap remains in five of the eleven AP courses. Students report four main influences on their choice of AP courses; self, desire for math/science major, higher grade point average or class rank, and college admissions. Further, three AP math and science courses were

  15. At-Risk High School Students Recovering Course Credits Online: What We Know and Need to Know

    Science.gov (United States)

    Viano, Samantha L.

    2018-01-01

    The majority of American high school students enrolling in online education are doing so in credit recovery courses. These are online courses specifically for students who previously failed a face-to-face version of the course. Despite the popularity of credit recovery courses, the literature on online learning largely ignores credit recovery…

  16. Delivering a medical school elective with massive open online course (MOOC) technology.

    Science.gov (United States)

    Robinson, Robert

    2016-01-01

    The educational technology of massive open online courses (MOOCs) has been successfully applied in a wide variety of disciplines and are an intense focus of educational research at this time. Educators are now looking to MOOC technology as a means to improve professional medical education, but very little is known about how medical MOOCs compare with traditional content delivery. A retrospective analysis of the course evaluations for the Medicine as a Business elective by fourth-year medical students at Southern Illinois University School of Medicine (SIU-SOM) for the 2012-2015 academic years was conducted. This course was delivered by small group flipped classroom discussions for 2012-2014 and delivered via MOOC technology in 2015. Learner ratings were compared between the two course delivery methods using routinely collected course evaluations. Course enrollment has ranged from 6-19 students per year in the 2012-2015 academic years. Student evaluations of the course are favorable in the areas of effective teaching, accurate course objectives, meeting personal learning objectives, recommending the course to other students, and overall when rated on a 5-point Likert scale. The majority of all student ratings (76-95%) of this elective course are for the highest possible choice (Strongly agree or Excellent) for any criteria, regardless if the course was delivered via a traditional or MOOC format. Statistical analysis of these ratings suggests that the Effective Teacher and Overall Evaluations did not statistically differ between the two delivery formats. Student ratings of this elective course were highly similar when delivered in a flipped classroom format or by using MOOC technology. The primary advantage of this new course format is flexibility of time and place for learners, allowing them to complete the course objectives when convenient for them. The course evaluations suggest this is a change that is acceptable to the target audience. This study suggests that

  17. Bush School Capstone course support : the regional impact of climate change on transportation infrastructure and decision making.

    Science.gov (United States)

    2009-09-01

    The Master of Public Service and Administration program at Texas A&Ms Bush School of Government : and Public Service requires that all second year graduate students participate in a two semester Capstone : course. These courses represent the pract...

  18. Internet-based prevention for alcohol and cannabis use: final results of the Climate Schools course.

    Science.gov (United States)

    Newton, Nicola C; Teesson, Maree; Vogl, Laura E; Andrews, Gavin

    2010-04-01

    To establish the long-term efficacy of a universal internet-based alcohol and cannabis prevention programme in schools. A cluster-randomized controlled trial was conducted to assess the effectiveness of the Climate Schools: Alcohol and Cannabis Course. The evidence-based course, aimed at reducing alcohol and cannabis use, is facilitated by the internet and consists of 12 novel and curriculum consistent lessons delivered over 6 months. A total of 764 year 8 students (13 years) from 10 Australian secondary schools were allocated randomly to the internet-based prevention programme (n = 397, five schools), or to their usual health classes (n = 367, five schools). Participants were assessed at baseline, immediately post, and 6 and 12 months following completion of the intervention, on measures of alcohol and cannabis knowledge, attitudes, use and related harms. This paper reports the final results of the intervention trial, 12 months following the completion of the Climate Schools: Alcohol and Cannabis Course. The effectiveness of the course 6 months following the intervention has been reported previously. At the 12-month follow-up, compared to the control group, students in the intervention group showed significant improvements in alcohol and cannabis knowledge, a reduction in average weekly alcohol consumption and a reduction in frequency of drinking to excess. No differences between groups were found on alcohol expectancies, cannabis attitudes or alcohol- and cannabis-related harms. The course was found to be acceptable by teachers and students as a means of delivering drug education in schools. Internet-based prevention programs for school-age children can improve student's knowledge about alcohol and cannabis, and may also reduce alcohol use twelve months after completion.

  19. Teen and Parent Perceptions of a Secondary School Family Course

    Science.gov (United States)

    Stonely, Heather M.; Klein, Shirley R.

    2004-01-01

    Adolescent and parent focus groups were conducted to do a needs assessment and discover possible topics for a secondary school family class. Results included identifying teen and parent family-related needs and societal concerns; discovering where teens currently learn about family life; and receiving teen and parent feedback about a proposed…

  20. 36-B: Microbiology Outreach in an AP Biology Classroom Using Undergraduates as Facilitators Increases High School Student Knowledge and Appreciation for Microbiology Topics

    OpenAIRE

    Balke, V.L.; McDowell, J.V.; Bennett, J.A.; Hayes, C.J.; Tansey, J.T.; Bernhard, A.E.; Boomer, S.M.; Baltzley, M.J.; Latham, K.L.; Morgan, S.K.; Briggs, A.G.; Choudhary, M.; Myagmarjav, B.; Trahan, C.; Bavishi, A.

    2013-01-01

    Delaware Technical Community College (DTCC) is one of the pilot schools involved in the Community College Undergraduate Research Initiative (CCURI) which is responding to the call for reform of undergraduate science education. The major tenet of this initiative is to engage students early in their course of study by embedding undergraduate research into the curriculum. At DTCC this is accomplished by incorporating research-based laboratories, case studies, and problem-based learning activitie...

  1. How teaching practices are connected to student intention to enrol in upper secondary school physics courses

    Science.gov (United States)

    Juuti, Kalle; Lavonen, Jari

    2016-05-01

    Background: In developed countries, it is challenging for teachers to select pedagogical practices that encourage students to enrol in science and technology courses in upper secondary school. Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland's National Assessment in Science to determine whether pedagogical approaches influence student intention to enrol in upper secondary school physics courses. Sample: This study examined a clustered sample of 2949 Finnish students in the final year of comprehensive school (15-16 years old). Methods: Through explorative factor analysis, we extracted several variables that were expected to influence student intention to enrol in physics courses. We applied partial correlation to determine the underlying interdependencies of the variables. Results: The analysis revealed that the main predictor of enrolment in upper secondary school physics courses is whether students feel that physics is important. Although statistically significant, partial correlations between variables were rather small. However, the analysis of partial correlations revealed that pedagogical practices influence inquiry and attitudinal factors. Pedagogical practices that emphasise science experimentation and the social construction of knowledge had the strongest influence. Conclusions: The research implies that to increase student enrolment in physics courses, the way students interpret the subject's importance needs to be addressed, which can be done by the pedagogical practices of discussion, teacher demonstrations, and practical work.

  2. The Opinions of Middle School Mathematics Teachers on the Integration of Mathematics Course and Social Issues

    Directory of Open Access Journals (Sweden)

    Buket Turhan Turkkan

    2018-04-01

    Full Text Available The purpose of this study is to examine the opinions of middle school mathematics teachers on the integration of mathematics course and social issues. For this purpose, qualitative research method was used in this study. As for determining the participants of the research, criterion sampling among purposeful sampling methods was used. Being a middle school mathematics teacher as an occupation was considered as a criterion for determining the participants. The participants of the research consist of 13 middle school mathematics teachers in Turkey. So as to collect the research data, the semi-structured interview form created by the researchers was used. The data analysis was performed according to the content analysis, and Nvivo 10 program was used for the analysis. As a result of this study, the themes of the situation and methods of the integration of mathematics course and social issues, the attainment of democratic values in mathematics course and the ways of its attainment, gaining awareness of social justice and equality in mathematics course and the ways of its gaining, the activities performed by teachers for social issues in mathematics course and the teachers’ suggestions for the integration of mathematics course and social issues were reached and the results were discussed within this frame.

  3. Proceedings of CAS - CERN Accelerator School: Course on Superconductivity for Accelerators

    Energy Technology Data Exchange (ETDEWEB)

    Bailey, R [European Organization for Nuclear Research, Geneva (Switzerland)

    2014-07-01

    These proceedings collate lectures given at the twenty-seventh specialized course organised by the CERN Accelerator School (CAS). The course was held at the Ettore Majorana Foundation and Centre for Scientific Culture (EMFCSC) in Erice, Italy, from 24 April to 4 May 2013. Following recapitulation lectures on basic accelerator physics and superconductivity, the course covered topics related to the design, production and operation of superconducting RF systems and superconducting magnets for accelerators. The participants pursued one of six case studies in order to get ’hands-on’ experience of the issues connected with the design of superconducting systems. A series of topical seminars completed the programme.

  4. Guidelines for preparing high school psychology teachers: course-based and standards-based approaches.

    Science.gov (United States)

    2013-01-01

    Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These guidelines, aligned to the standards presented in the preceding report, describe models for the preparation of preservice psychology teachers. The two reports together demonstrate the rigor and competency that should be expected in psychology instruction at the high school level.

  5. Determination of content of distance course of physics for secondary school

    Directory of Open Access Journals (Sweden)

    Kochergina Nina V.

    2016-01-01

    Full Text Available The approaches to the organization of e-learning in Russian schools are described in this article. The selection of a content of physics course for distance learning on the basis of three factors: a nature of a physics course, peculiarities of distance learning and laws of creation of learning tools is discovered in it. A model of a physics course for distance learning is presented in this article. An example of realization of the model of the physics course for distance learning for students of the 7th grade is given in it. The authors outline prospects of development of the content of general education courses and enlarging the number of students taking distance learning.

  6. English Language Arts and Science Courses in a Virtual School: A Comparative Case Study

    Science.gov (United States)

    Tustin, Rachel Sarah

    Virtual K-12 schools have rapidly become a popular choice for parents and students in the last decade. However, little research has been done on the instructional practices used in virtual courses. As reflected in the central research question, the purpose of this study was to explore how teachers provided instruction for Grade 7-10 students in both English language arts and science courses in a virtual school in a southern state. The conceptual framework was based on Piaget's theory of cognitive development and Garrison, Anderson, and Siemens' research on instructional design. The units of analysis in this qualitative, comparative case study were four virtual courses; the data were collected from teacher and student questionnaires, threaded student discussions, student work samples, and archival records. The first level of data analysis involved coding and categorization using the constant comparative method, and the second level involved examining the data for patterns, themes, and relationships to determine key findings. Results indicated that a standardized virtual course design supported teacher use of direct instruction and summative assessments and some individualized instruction to deliver course content, including adjusting the course pace, conducting individual telephone conferences, and providing small group instruction using Blackboard Elluminate. Opportunities for student interaction and inquiry learning were limited. This study is expected to contribute to positive social change by providing educators and policymakers with an awareness of the critical need for further study of research-based instructional practices in K-12 virtual courses that would improve student learning.

  7. Correlating student interest and high school preparation with learning and performance in an introductory university physics course

    OpenAIRE

    Jason J. B. Harlow; David M. Harrison; Andrew Meyertholen

    2014-01-01

    We have studied the correlation of student performance in a large first year university physics course with their reasons for taking the course and whether or not the student took a senior-level high school physics course. Performance was measured both by the Force Concept Inventory and by the grade on the final examination. Students who took the course primarily for their own interest outperformed students who took the course primarily because it was required, both on the Force Concept Inven...

  8. Communicating the Benefits of a Full Sequence of High School Science Courses

    Science.gov (United States)

    Nicholas, Catherine Marie

    High school students are generally uninformed about the benefits of enrolling in a full sequence of science courses, therefore only about a third of our nation's high school graduates have completed the science sequence of Biology, Chemistry and Physics. The lack of students completing a full sequence of science courses contributes to the deficit in the STEM degree production rate needed to fill the demand of the current job market and remain competitive as a nation. The purpose of the study was to make a difference in the number of students who have access to information about the benefits of completing a full sequence of science courses. This dissertation study employed qualitative research methodology to gain a broad perspective of staff through a questionnaire and document review and then a deeper understanding through semi-structured interview protocol. The data revealed that a universal sequence of science courses in the high school district did not exist. It also showed that not all students had access to all science courses; students were sorted and tracked according to prerequisites that did not necessarily match the skill set needed for the courses. In addition, the study showed a desire for more support and direction from the district office. It was also apparent that there was a disconnect that existed between who staff members believed should enroll in a full sequence of science courses and who actually enrolled. Finally, communication about science was shown to occur mainly through counseling and peers. A common science sequence, detracking of science courses, increased communication about the postsecondary and academic benefits of a science education, increased district direction and realistic mathematics alignment were all discussed as solutions to the problem.

  9. Stereotype Threat? Male and Female Students in Advanced High School Courses

    Science.gov (United States)

    Corra, Mamadi

    Propositions of stereotype threat theory imply that the social consequences of academic distinction in advanced quantitative areas (such as math and the physical sciences) for women may promote the under representation of female students in advanced quantitative academic courses. The hypothesis that female students will be underrepresented in advanced quantitative (honors and advanced placement math and physical science) courses is tested using academic performance and enrollment data for high school students in a "Student/Parent Informed Choice" (open registration) school district in North Carolina. Results show female students to be overrepresented in both advanced verbal/writing intensive (honors and advanced placement English, foreign language, and social science) and advanced quantitative (honors and advanced placement math and physical science) courses compared to their proportion of the student body. More surprisingly, results also indicate female students (compared to male students) to be overrepresented in advanced courses compared to their proportion of high-performing students. Furthermore, as with patterns observed at the district level, additional analysis of enrollment data for the entire state reveals similar results. Taken together, the findings call into question the prevailing presumption that female students continue to be underrepresented in math and physical science courses. Instead, the changing social context within which females and males experience schooling may provide an explanation for the findings.

  10. Impact of an Engineering Case Study in a High School Pre-Engineering Course

    Science.gov (United States)

    Rutz, Eugene; Shafer, Michelle

    2011-01-01

    Students at an all-girls high school who were enrolled in an introduction to engineering course were presented an engineering case study to determine if the case study affected their attitudes toward engineering and their abilities to solve engineering problems. A case study on power plants was implemented during a unit on electrical engineering.…

  11. How to Teach Chess in the Public Schools: A Course Outline.

    Science.gov (United States)

    Schmidt, Bernard

    Educational objectives and course outlines for beginning, intermediate, and advanced chess instruction in elementary and secondary schools are provided. Objectives are that students will develop analytical, synthetic, and decision-making skills, learn to engage in thorough chess research that will enhance their ability to do any research, and gain…

  12. [Experimental Course in Elementary Number Theory, Cambridge Conference on School Mathematics Feasibility Study No. 35.

    Science.gov (United States)

    Hatch, Mary Jacqueline

    In the winter of 1965, an experimental course in Elementary Number Theory was presented to a 6th grade class in the Hosmer School, Watertown, Massachusetts. Prior to the introduction of the present material, students had been exposed in class to such topics from the University of Illinois Arithmetic Project as lattices, number lines, frame…

  13. How Teaching Practices Are Connected to Student Intention to Enrol in Upper Secondary School Physics Courses

    Science.gov (United States)

    Juuti, Kalle; Lavonen, Jari

    2016-01-01

    Background: In developed countries, it is challenging for teachers to select pedagogical practices that encourage students to enrol in science and technology courses in upper secondary school. Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland's National Assessment in Science to determine…

  14. The Development of Anti-Corruption Education Course for Primary School Teacher Education Students

    Science.gov (United States)

    Indawati, Ninik

    2015-01-01

    The purpose of this research was to develop learning tools as well as test the effectiveness of the implementation of anti-corruption education course for Primary School Teacher Education students, who must be able to transfer anti-corruption values to learners. The research method refers to the development of procedural models, which is…

  15. Students' Perceptions of Factors That Contribute to Risk and Success in Accelerated High School Courses

    Science.gov (United States)

    Shaunessy-Dedrick, Elizabeth; Suldo, Shannon M.; Roth, Rachel A.; Fefer, Sarah A.

    2015-01-01

    In this qualitative study, we investigated 15 successful and 15 struggling high school students, perceived stressors, coping strategies, and intrapersonal and environmental factors that students perceive to influence their success in college-level courses. We found that students' primary sources of stress involved meeting numerous academic demands…

  16. Words Du Jour: An Analysis of Traditional and Transitional Course Descriptors at Select J-Schools

    Science.gov (United States)

    Spillman, Mary; Kuban, Adam J.; Smith, Suzy J.

    2017-01-01

    Journalism education may be at a tipping point. It is unclear, however, what new form curricula might take. Through an analysis of individual course titles and descriptions that appeared in the 2013-2014 undergraduate catalogs of 68 selected universities, this exploratory study finds that most departments/schools are not offering classes that…

  17. Political Terrorism: A Mini-Course for High School Social Studies.

    Science.gov (United States)

    Ellington, Lucien

    By participating in the 2-week mini-course, high school students will learn that (1) there is a difference between political terror and other criminal activity; (2) governments as well as nongovernmental groups engage in political terrorism; (3) political terrorism has been present throughout history; (4) political terrorism is a world wide…

  18. A Collaborative Bovine Artificial Insemination Short Course for Students Attending a Caribbean Veterinary School

    Science.gov (United States)

    Dalton, Joseph C.; Robinson, James Q.; DeJarnette, J. M.

    2013-01-01

    Artificial insemination (AI) of cattle is a critical career skill for veterinarians interested in food animal practice. Consequently, Ross University School of Veterinary Medicine Student Chapter of the American Association of Bovine Practitioners, Select Sires, and University of Idaho Extension have partnered to offer an intensive 2-day course to…

  19. The Opinions of Middle School Mathematics Teachers on the Integration of Mathematics Course and Social Issues

    Science.gov (United States)

    Turhan Turkkan, Buket; Karakus, Memet

    2018-01-01

    The purpose of this study is to examine the opinions of middle school mathematics teachers on the integration of mathematics course and social issues. For this purpose, qualitative research method was used in this study. As for determining the participants of the research, criterion sampling among purposeful sampling methods was used. Being a…

  20. Economics (A High School One Semester Course). Instructional Materials/Resources for Social Studies.

    Science.gov (United States)

    Jackstadt, Stephen L.; And Others

    Designed to aid teachers of a high school economics course, this curriculum guide is presented in self-contained units of study. Thirteen units, each with specific lessons, cover economic problems, the market system, market structure, market imperfections, government regulation, the national economy, aggregate supply and demand, the business…

  1. A formative evaluation of a high school blended learning biology course

    Science.gov (United States)

    Nellman, Stephen William

    As growing student populations continue to tax the resources of public high schools, administrators are constantly looking for ways to address the needs of all students. One option for increasing the number of students in a classroom without sacrificing quality of instruction is to use "blended learning". Blended learning is defined by Marsh et al. (2003, p.2) as a situation where "face-to-face and distance education delivery methods and resources are merged". In such a course, students receive the benefits of classroom-based instruction, while also benefiting from several aspects of distance learning. This is especially true for science courses that rely heavily on both hands-on labs and various multimedia. The purpose of this study was a formative evaluation of a high school blended learning biology course, focusing on a genetics unit. The research question addressed by the study was "Will participants increase their domain knowledge and problem-solving skills after instruction in a high school level blended distance learning biology course? Also investigated was if higher levels of self-regulation skills were correlated to higher levels of content-understanding and problem-solving. The study was composed of a pilot study and a main study. Participants were students in an urban Southern California public high school biology course. Classroom instruction was from a single instructor, and online content was managed using the "Moodle" course management system. Participants were assessed for their gains in genetics content-understanding, genetics problem-solving skills (Punnett squares), and self-regulation. Additionally, participant reactions to the blended instruction model were surveyed. Results indicated that significant increases (pself-regulation skills were not shown to be significantly correlated to increased content-understanding, or problem-solving skills. Participants reacted positively to the blended model, suggesting that it be used more often in their

  2. THE TECHNOLOGIES OF DESIGNING THE DISTANCE COURSE FOR PRIMARY SCHOOL TEACHERS’ TRAINING

    Directory of Open Access Journals (Sweden)

    Juliia Katasonova

    2016-11-01

    Full Text Available Nowadays distance education became one of the main forms of studying and became popular in many countries of the world. The rash development of technologies, increasing of the education significance and global informatization makes distance learning one of the foreground directions of the modern education. Nowadays distance learning became an essential part of Primary school teachers professional preparation. There is an actual question of the creation and the implementation of distance courses to the preparation of the future primary school teachers, that will significantly increase the quality of studying. During the process of analyzing the literature, it was identified, that distance learning – is a pedagogical technology. That`s why, before beginning the designing of a distance course, you should remember the main components of a pedagogical technology. In the work «The components of the pedagogical technology», written by V. Bespalko, the foundation of the pedagogical techoogy is considered to be didactics. Modern scientists (V. Kremen, Ye. Rybalko, S. Sysoieva, A. Khutorskyi support the position of V.Bespalko and connect didactic principles with the organization of distance learning.The closest to our understanding appeared some theoretical positions of the work by V. Bikov, V. Kuharenko e.tc., that is called «The technologies of developing of the distance course:tutorial»,in which they offer five stages of designing of the online course: analysis, designing, development, implementation, valuation. During designing of a course, you also should remember about technical methods of realization of the distance education. V. Vishnivsky mentions, that a choice of the e-learning platform is a very important step. Modern platforms divide into two big categories: commercial and free. Try to determine basic steps of designing and creating of a distance course for the future Primary school teachers and use the result during the creation of the

  3. The analysis of the physical education teacher candidates’ attitudes towards school experience course: the case of Batman University

    Directory of Open Access Journals (Sweden)

    Enes IŞIKGÖZ

    2016-12-01

    Full Text Available Aim: The aim of this study is to analyse the attitudes of the physical education teacher candidates towards ‘Teacher Classroom Practice’ course present in programs for training teachers for sport high schools and for teachers of physical education. Material and Methods: The study group of this research was compiled of 60 students from 2015-2016 school year in Batman University, Physical Education and Sport High school Physical Education Department and Department for Sport High school Teachers, which attended the course “Teacher Classroom Practice”. The results of the research were collected with “Course for Teacher Classroom Practice Attitude Scale”. Besides descriptive statistics used for the analysis, Mann Whitney U test was used for the comparison between the results of different groups. Results: According to the results of the study, even though physical education teacher candidates’ attitudes towards the course showed positive results, an inconsistence was observed between the high school and practice school results. It was also observed that there are no significantly different reactions to the attitude of teacher candidates according to the gender or schools that participated the study. In the light of these results. Conclusion: It is observed that the general attitude levels of pre-service physical education teachers towards the school experience course are positively high. This is an expected and desired result in terms of showing that school experience course is a very important course in providing experience and chance of observing the profession of teaching beforehand in field.

  4. A Project-Centric Course on Cyberinfrastructure to Support High School STEM Education

    Directory of Open Access Journals (Sweden)

    Daphne Rainey

    2013-06-01

    Full Text Available Recent rapid advances in information technology pose new challenges for teachers in the Science, Technology, Engineering, and Mathematics (STEM fields to incorporate the latest knowledge and technical expertise into courses in a way that will be applicable to students as future scientists. A demonstration project was designed, developed, and deployed by university faculty and high school teachers for their students to explore the use of the components of cyberinfrastructure. The project explored the introduction of cyberinfrastructure through the use of bioinformatics and the use of team science. This paper describes the high school course that was deployed at Galileo Magnet High School (GMHS in collaboration with the scientists at Virginia Tech University, and details its overall assessment. Implementation of a project-centric teaching paradigm to engage students in applying the concepts of cyberinfrastructure by integrating the disciplines of biology, computer science, mathematics, and statistics through bioinformatics was an integral part of this study.

  5. [Apheresis in antiphospholipid syndrome (APS)].

    Science.gov (United States)

    De Silvestro, Giustina; Tison, Tiziana; Marson, Piero

    2012-01-01

    Antiphospholipid syndrome (APS) is a rare clinical disorder characterized by thromboembolic manifestations and/or obstetric complications. Along with the clinical symptoms and signs, serum antiphospholipid antibodies have to be detected. APS can be primary, i.e., without any concomitant disorders, or secondary to other autoimmune diseases, particularly systemic lupus erythematosus. Criteria for the diagnosis of APS have been clearly established. Hyperacute APS (or catastrophic antiphospholipid syndrome), often with a poor prognosis, must meet four criteria: involvement of three or more organs, rapid evolution of clinical manifestations, microangiopathic occlusion of small blood vessels at biopsy, and presence of antiphospholipid antibodies. The rationale for apheresis treatment is the removal of pathogenetic antibodies involved in the development of tissue damage. Our experience includes 23 patients, in particular 15 women treated for 19 pregnancies. According to the National Guidelines Program, the effectiveness of apheresis in catastrophic syndrome has a level of evidence of V/VI, with a strength of recommendation A; in highrisk pregnancy it has a level of evidence of V with a strength of recommendation B. It will be necessary to better define the prognosis of various categories of pregnant patients with APS, as well as useful laboratory parameters to monitor its clinical course and anticipate any complications of pregnancy.

  6. Correlating Student Interest and High School Preparation with Learning and Performance in an Introductory University Physics Course

    Science.gov (United States)

    Harlow, Jason J.?B.; Harrison, David M.; Meyertholen, Andrew

    2014-01-01

    We have studied the correlation of student performance in a large first year university physics course with their reasons for taking the course and whether or not the student took a senior-level high school physics course. Performance was measured both by the Force Concept Inventory and by the grade on the final examination. Students who took the…

  7. The Relationship between High School Math Courses, High School GPA, and Retention of Honors Scholarships

    Science.gov (United States)

    Megert, Diann Ackerman

    2005-01-01

    This research examined the high school transcripts of honors scholarship recipients to identify a better criterion for awarding scholarships than high school grade point average (GPA) alone. Specifically, this study compared the honors scholarship retention rate when the scholarship was awarded based on completed advanced high school math classes…

  8. Persuading girls to take elective physical science courses in high school: Who are the credible communicators?

    Science.gov (United States)

    Koballa, Thomas R., Jr.

    Eighth-grade girls (N=257) randomly selected from nine different public junior high schools in central Texas were questioned in order to identify the communicators whom they perceive as highly credible regarding reasons for taking elective physical science courses in high school and the attributes associated with these communicators. Four persons were each identified by better than 10 percent of the sample as the best person to try to convince junior high school girls to take elective physical science courses in high school. In order of perceived credibility, these persons are father, woman science teacher, mother, and boy high school student. Slight variations in the order of perceived credibility were found when the responses from girls of the different ethnic groups represented in the sample (Caucasian, Hispanic, Black, and Asian) were examined separately. Attributes listed by the respondents for father, woman science teacher, mother, and boy high school student were examined and classified into the categories of prestige, trustworthiness, similarity, attractiveness, and power. Prestige and trustworthiness are the attributes associates most frequently with communicators identified as highly credible. Implications of the present study and suggestions for further research are discussed.

  9. Basic radiation knowledge for school education course. Nuclear technology seminar 2014 (Contract program)

    International Nuclear Information System (INIS)

    Watanabe, Yoko; Arai, Nobuyoshi; Sawada, Makoto; Kanaizuka, Seiichi; Shimada, Mayuka; Ishikawa, Tomomi; Nakamura, Kazuyuki

    2015-11-01

    Japan Atomic Energy Agency has conducted Nuclear Technology Seminar for Asian countries which plan to introduce nuclear power plant in future, in order to increase the number of engineers and specialists in nuclear related field. The Nuclear Technology Seminar on the Basic Radiation Knowledge for School Education Course was launched in 2012 due to increased recognition of the dissemination of the basic knowledge of radiation in public and education sectors as an important issue in the aftermath of the Fukushima Daiichi Nuclear Power Station Accident in 2011. It was the third time to conduct this course and fifteen trainees from eight Asian countries participated in 2014. In response to the requests of past participants, a new exercise 'Joint experiment with high school students' was introduced from 2014 to provide an international learning experience for the course participants and the local Japanese students by jointly conducting radiation related exercises. A new learning material was also developed in 2014 to help participants to study the basics of radiation in English. All the course activities including the details of preparatory process and course evaluation were described in this report. (author)

  10. Winter course in physiology: a successful example of continuing education for secondary school teachers in Brazil.

    Science.gov (United States)

    Café-Mendes, Cecília C; Righi, Luana L; Calil-Silveira, Jamile; Nunes, Maria Tereza; Abdulkader, Fernando

    2016-12-01

    In international surveys, Brazilian students have been consistently ranking low in science. Continuing education for secondary school teachers is certainly a way to change this situation. To update teachers and provide teaching and learning experiences for graduate students, our department organized a "Winter Course in Physiology" where schoolteachers had the opportunity to attend lectures that were offered by graduate students and participate in discussions on teaching and learning strategies and their applicability, considering different schools and student age groups. This work evaluated the ways in which the Winter Course in Physiology improves continuing education for secondary school teachers. Graduate students prepared, presented, and discussed with the audience the concepts, content, and topics of the program, which were previously presented to the organizing committee and a supervising professor. Potential participants were recruited based on their curriculum vitae and a letter of intent. During the course, they completed a questionnaire that graded different aspects of course organization and lectures. The results indicated that the Winter Course was positively evaluated. Most topics received a grade of ≥4.0, considering a range of 1.0 (low) to 5.0 (high). In a followup, both the participants and instructors reported positive impacts on their overall knowledge in physiology. Schoolteachers reported improvements in the performance and participation of their students. In conclusion, the results suggested that the Winter Course is a good way to promote continuing education for schoolteachers and promote university outreach. It also provided an important experience for graduate students to develop teaching skills. Copyright © 2016 The American Physiological Society.

  11. Evaluation of DynED Courses Used in Elementary Schools From the Views of Teachers in Turkey

    Directory of Open Access Journals (Sweden)

    Gökhan BAŞ

    2010-04-01

    Full Text Available In this study, it was aimed to evaluate DynED courses used in English classes in elementary schools of Turkey from the views of teachers. The study was conducted with the students and teachers in Nigde, Turkey in the spring term of 2008-2009 academic year. The participants of the study were twelve English language teachers from six elementary schools. Two teachers from each school participated in the study which makes totally twelve English language teachers. Six teachers from some rural area elementary schools and six teachers from city centre elementary schools participated in the study. The teachers were selected randomly. The data of this study were analysed through descriptive analysis techniques by using NVivo2 Qualitative Data Analysis Programme. In this study, semi-structured illustrative qualitative research method was used. Consequently, the teachers stated that they were applying DynED courses in schools. Similarly, they had positive observations during the application of these courses. On the other hand, they stated that they faced with some difficulties such as technological problems, limited time of English courses at school and school principals‟ negative attitudes towards the usage of these courses, etc. They also stated other difficulties and problems they faced in the duration of DynED courses at school.

  12. Concept of accounting high-school course book for the specialization "Public Administration"

    OpenAIRE

    Baranová, Petra

    2015-01-01

    This thesis deals with a proposal of high-school course book for the specialization "Public Administration". The aim of the thesis is to offer the textbook of accounting for public sector which covers the needs of both teachers and students. For this purpose, the survey was performed firstly. The respective survey showed that no suitable textbook had been available on the market. The teachers usually use the course book of P. Štohl. Both students and teachers agree on the requirements for thi...

  13. Implementing a Course Review Process for a Continuous Quality Improvement Model for a Medical School Curriculum.

    Science.gov (United States)

    Ward, Cassandra S; Andrade, Amy; Walker-Winfree, Lena

    2018-01-01

    In 1901, Abraham Flexner, a research scholar at the Carnegie Foundation for the Advancement of Teaching, visited 155 medical schools in the United States and Canada to assess medical education. Flexner's recommendations became the foundation for the Liaison Committee on Medical Education accreditation, a voluntary, peer-reviewed quality assurance process to determine whether a medical education program meets established standards. The Meharry Medical College School of Medicine, a historically Black college/university (HBCU) established the Office of Curriculum Evaluation and Effectiveness in 2013 to ensure the consistent monitoring of the medical education program's compliance with accreditation standards. The motto and logo, LCME 24/7, highlight the school's emphasis on meeting accreditation standards. The school uses the 1994 Plan-Do-Study-Act Cycle for Learning and Improvement for continuous review of course content, outcomes, and evaluations. This process identifies strengths, challenges, and opportunities for innovative steps for continuous quality improvements to the curriculum.

  14. Motivation and Social Relations in School Following a CBT Course for Adolescents with Depressive Symptoms: An Effectiveness Study

    Science.gov (United States)

    Garvik, Margit; Idsoe, Thormod; Bru, Edvin

    2016-01-01

    The present study aimed to investigate changes in school functioning, including motivation, intentions to quit school and social relations in school, following an early group based CBT intervention implemented for depressed adolescents. The "Adolescent Coping with Depression Course" (ACDC) is such an early group intervention. The primary…

  15. Latina girls of Puerto Rican origin who are successful in science and mathematics high school courses

    Science.gov (United States)

    Oquendo-Rodriguez, Aida L.

    Professions and careers related to science and mathematics lack representation of minorities. Within these underrepresented minority populations there is no other group more affected than Latina women and girls. Women in general, are still underrepresented in many areas of our society. While women's roles are changing in today's society, most changes encourage the participation of more White/Anglo women in traditionally male roles. Latina women are still more disadvantaged than White women. There is no doubt that education is significant in increasing the participation of minorities in the fields of science and mathematics, especially for minority girls (Oakes, 1990; Rodriguez, 1993). This study explored the interests, life experiences, characteristics and motivations of Latina girls of Puerto Rican origin who are successful in science and mathematics high school courses. The study identifies factors that can influence the interest of Latina girls of Puerto Rican origin in science and mathematics career choices. This research is significant and relevant to educators and policy makers, especially to science and mathematics educators. The research is primarily descriptive and exploratory. It explores the social characteristics of Latina girls and professional women who have been successful in science and mathematics high school courses. The research offers the reader a visit to the participants' homes with descriptions and the opportunity to explore the thoughts and life experiences of Latina girls, their mothers and young Latina professionals of Puerto Rican origin. This research reveals the common characteristics of successful students found in the Latina girls of Puerto Rican origin who where interviewed. Creating a portrait of Latina girls of Puerto Rican origin who are successful in science and mathematics high school courses in one of the school districts of western Massachusetts. The research findings reveal that teacher relationships, family expectations

  16. Educational Reform in Management Courses of Agricultural & Forestry Higher Vocational Schools from the Perspective of Microblog

    Institute of Scientific and Technical Information of China (English)

    Liuhe; JIN

    2014-01-01

    At present there are many socialized microblog platforms.With powerful mobility,real-time information,fragment of information dissemination,and innovation of interaction,the microblog has become a socialized interaction mode in recent years.Since microblog is very popular with students of agricultural and forestry higher vocational schools,with the rising and development of network education,the microblog as a new information platform will be used by more and more teachers in education.From the perspective of microblog,this paper studied educational reform in management courses of agricultural and forestry higher vocational schools,in the hope of providing certain reference and help for current education practice of agricultural and forestry management courses.

  17. Validating the Use of AP® Exam Scores for College Course Placement. Research Report 2013-2

    Science.gov (United States)

    Patterson, Brian F.; Ewing, Maureen

    2013-01-01

    The Advanced Placement Program® (AP®) was created to provide access to rigorous, college-level curricula to motivated and prepared high school students. This study evaluated whether the AP Exam scores from the summative exams associated with 10 courses were valid for the placement of students into higher-level college courses in the subject area…

  18. Readiness to adopt e-learning: pioneering a course in school librarianship education

    Directory of Open Access Journals (Sweden)

    Sandy Zinn

    2009-01-01

    Full Text Available E-learning has come of age in South African higher education but scepticism, caution and an inadequate reward system for innovative teaching methods have resulted in a slow uptake by academics. Within this milieu the author pioneered a course in the ACE School Librarianship programme. The study describes the e-learning experiences of the course participants gleaned from questionnaire responses to questions related to experiences of ICTs, the Internet and online learning, ability to navigate the e-learning environment, utilization of elements of the learning management system and implementation of course ideas in their respective schools and personal lives. The study also provides an opportunity for the author to reflect on her pioneering experiences with e-learning and how she would approach it differently next time. The main lessons learned were that 1 the e-learning environment is not necessarily intuitive and participants need opportunities to digest novel features such as the discussion forum; 2 several of the advantages and disadvantages of e-learning that appear in the research literature are identified in this study; and 3 setting up an e-learning course is best achieved incrementally.

  19. Short-course Astronomical Research Seminars for High School and College Students

    Science.gov (United States)

    Johnson, Jolyon

    2011-05-01

    Since 2008, I have helped lead several short-course astronomical research seminars with Russell M. Genet. These seminars have ranged from semester-long courses at Cuesta College in San Luis Obispo, California to long weekends at the University of Oregon's Pine Mountain Observatory. Each seminar is led by an experienced observer or group of observers who guide high school and college students through the scientific process from observations to publication. The students (anywhere from half a dozen to twenty in number) participate in and contribute to every step. Being a coauthor on one or more research papers offers students an advantage on college and scholarship applications. Similarly, graduate schools often prefer students with research experience. Many topics of research are appropriate for these short-courses including variable star, exoplanet, and asteroid photometry. However, the most successful topic has been visual double stars because the observations required are straitforward and the equipment is relatively inexpensive. The Journal of Double Star Observations is also welcoming of student research and provides swift publication. A detailed description of the short-course seminars can be found in the recent Collins Foundation Press volume titled Small Telescopes and Astronomical Research.

  20. Life course impact of school-based promotion of healthy eating and active living to prevent childhood obesity.

    Directory of Open Access Journals (Sweden)

    Bach Xuan Tran

    Full Text Available The Alberta Project Promoting active Living and healthy Eating in Schools (APPLE Schools is a comprehensive school health program that is proven feasible and effective in preventing obesity among school aged children. To support decision making on expanding this program, evidence on its long-term health and economic impacts is particularly critical. In the present study we estimate the life course impact of the APPLE Schools programs in terms of future body weights and avoided health care costs.We modeled growth rates of body mass index (BMI using longitudinal data from the National Population Health Survey collected between 1996-2008. These growth rate characteristics were used to project BMI trajectories for students that attended APPLE Schools and for students who attended control schools (141 randomly selected schools in the Canadian province of Alberta.Throughout the life course, the prevalence of overweight (including obesity was 1.2% to 2.8% (1.7 on average less among students attending APPLE Schools relative to their peers attending control schools. The life course prevalence of obesity was 0.4% to 1.4% (0.8% on average less among APPLE Schools students. If the APPLE Schools program were to be scaled up, the potential cost savings would be $33 to 82 million per year for the province of Alberta, or $150 to 330 million per year for Canada.These projected health and economic benefits seem to support broader implementation of school-based health promotion programs.

  1. Course on Bioelectrochemistry which was the 11th International School of Biophysics

    CERN Document Server

    Blank, Martin

    1983-01-01

    This is the first course devoted to bioelectrochemistry held within the frame­ work of the International School of Biophysics. Although this branch of scientific research is already about two centuries old, as a truly independent one it has been in a stage of lively development since only a few decades ago and this is why a first course at the E. Majorana Center was devoted to it. Since bioelectrochemistry consists of many sub-fields, it is impossible to include, even superficially, all of them in a short course lasting just a week, and therefore the chapter of redox-reactions was chosen for this first course as being most general in character. But even restricting the course to redox-reactions, only a few subjects could be included and therefore the choice among them was made considering the most general guidelines that could serve as a basis for the further study of individual problems. In this way we hope to give a sound basis to the study of and to stimulate further interest in this branch of both biolog...

  2. Evaluating a blended-learning course taught to different groups of learners in a dental school.

    Science.gov (United States)

    Pahinis, Kimon; Stokes, Christopher W; Walsh, Trevor F; Cannavina, Giuseppe

    2007-02-01

    The purpose of this study was to present and evaluate a blended-learning course developed for undergraduate (B.D.S.), postgraduate, and diploma (hygiene and therapy) students at the University of Sheffield School of Clinical Dentistry. Blended learning is the integration of classroom face-to-face learning with online learning. The overall methodology used for this study was action research. The data were collected using three processes: questionnaires to collect contextual data from the students taking the course; a student-led, nominal group technique to collect group data from the participants; and a non-participant observer technique to record the context in which certain group and individual behaviors occurred. The online component of the course was accepted as a valuable resource by 65 percent of those responding. While online information-sharing occurred (31 percent of the students posted in forums), there was no evidence of online collaboration, with only 8 percent replying to forum postings. Accessibility of the online environment was one of the main concerns of the students at the nominal group sessions. Differences regarding overall engagement with the course between the student groups (years) were observed during the sessions. The majority of the students were satisfied with the Information and Communication Technologies (ICT) course. No statistically significant differences between males and females were found, but there were differences between different student cohorts (year groups).

  3. A Kenyan Cloud School. Massive Open Online & Ongoing Courses for Blended and Lifelong Learning

    Directory of Open Access Journals (Sweden)

    William Jobe

    2013-11-01

    Full Text Available This research describes the predicted outcomes of a Kenyan Cloud School (KCS, which is a MOOC that contains all courses taught at the secondary school level in Kenya. This MOOC will consist of online, ongoing subjects in both English and Kiswahili. The KCS subjects offer self-testing and peer assessment to maximize scalability, and digital badges to show progress and completion to recognize and validate non-formal learning. The KCS uses the Moodle LMS with responsive web design to increase ubiquitous access from any device. Access is free and open, and the KCS intends to be a contextualized open educational resource for formal secondary institutions to support blended learning and a free source of non-formal education for lifelong learning. The expected outcomes are that this effort will reduce secondary school dropout rates, improve test scores, become a quality resource for blended learning, as well as validate and recognize lifelong learning in Kenya.

  4. Use of information technologies in teaching course "Analytical geometry" in higher schools on example of software "ANALYTICAL GEOMETRY"

    OpenAIRE

    V. B. Grigorieva

    2009-01-01

    In article are considered the methodical questions of using of computer technologies, for example, the software "Analytical geometry", in process of teaching course of analytical geometry in the higher school.

  5. Bending Back To Move Forward: Using Reflective Practice To Develop a High School Civic Education/Aikido Course.

    Science.gov (United States)

    Miller-Lane, Jonathan

    This paper describes the development of a high school social studies course, Citizenship and World Affairs. Course development involved two forms of reflection: deliberative and personalistic. The author's deliberative reflection, reported in part one of the paper, began as he reviewed research regarding how teachers should foster citizenship…

  6. U.S. History and Modern World History Courses for English Speakers of Other Languages in Montgomery County Public Schools

    Science.gov (United States)

    Zhao, Huafang; Wade, Julie

    2014-01-01

    The Office of Shared Accountability (OSA) in Montgomery County (Maryland) Public Schools (MCPS) examined academic performance of English for Speakers of Other Languages (ESOL) students in U.S. History and Modern World History courses, as well as the course sequence in ESOL U.S. History and Modern World History. In MCPS, students who are not ESOL…

  7. TheExamining Secondary School Students’ Attitudes Towards Visual Arts Course

    Directory of Open Access Journals (Sweden)

    Armağan GÜNEŞ

    2015-06-01

    Full Text Available Art education is thought to be quite an important factor in helping students find their own selves. Guiding students to help them determine their skills at an early age and to take education in the fields appropriate to their skills is the key to children’s success in their professional lives. The purpose of this study was to determine secondary school students’ attitudes towards Visual Arts Education. In order to collect the research data, “Attitude Scale towards the Course of Art and Drawing on the Basis of Multi-Field Art Education Method” developed by Orhun (2003 was used. The data were analyzed with the package software of SPSS 18. The participants in the study were 350 students from eight secondary schools located in two districts of the city of Diyarbakır. The results revealed that there were significant differences in the students’ attitudes towards the Visual Arts Course with respect to their gender, computer use and having family members interested in visual arts. On the other hand, no significant difference was found in relation to the students’ ages, their parents’ educational backgrounds or use of the Internet for the Visual Arts Course.

  8. Advanced Photon Source (APS)

    Data.gov (United States)

    Federal Laboratory Consortium — The Advanced Photon Source (APS) at the U.S. Department of Energy's Argonne National Laboratoryprovides this nation's (in fact, this hemisphere's) brightest storage...

  9. School Courses as a Motivational Factor for the Implementation of Active Recreation in Adulthood

    Directory of Open Access Journals (Sweden)

    Beáta Dobay

    2014-11-01

    Full Text Available The motivation of sports occupies an even more important role than actually performing physical activities. The Ministry of Education of the Slovak Republic ensures the implementation of several compulsory elective sports courses through different stages of educational institutions. We were curious how these courses - especially school in nature - act upon vacations in adulthood. By examining curricular documents and implementing questionnaire methods – applying ,,Vacation practice questionnaire” - we questioned the Hungarian language speakers of southern Slovakia n = 2965. The data were processed using the statistic program SPSS 17. 84.5 % (p < 0.01, of the canvassed took part in school in nature, from which 65,8 % (p < 0.01, rated the time spent there as positive. Amongst the positively valuing 44,2 % indicated the mountains as a favourite and frequently chosen travel destination. 25 % spends more than four hours hiking. We may say that organizing schools in nature has to be considered as an important event (5-7 days, where the students have fun, wherefore they will choose mountains as their travel destination more frequently, which results in higher physical activity. Listed partial discoveries are included in the grant: VEGA no. 1/0376/14 Physical activity intervention for the prevention of health of the population of Slovakia.

  10. CAS CERN accelerator school: 5. general accelerator physics course. Vol. 2. Proceedings

    International Nuclear Information System (INIS)

    Turner, S.

    1994-01-01

    The fifth CERN Accelerator School (CAS) basic course on General Accelerator Physics was given at the University of Jyvaeskylae, Finland, from 7 to 18 September 1992. Its syllabus was based on the previous similar courses held at Gif-sur-Yvette in 1984, Aarhus 1986, Salamanca 1988 and Juelich 1990, and whose proceedings were published as CERN Reports 85-19, 87-10, 89-05 and 91-04, respectively. However, certain topics were treated in a different way, improved or extended, while new subjects were introduced. As far as the proceedings of this school are concerned the opportunity was taken not only to include the lectures presented but also to select and revise the most appropriate chapters from the previous similar schools. In this way the present volumes constitute a rather complete introduction to all aspects of the design and construction of particle accelerators, including optics, emittance, luminosity, longitudinal and transverse beam dynamics, insertions, chromaticity, transfer lines, resonances, accelerating structures, tune shifts, coasting beams, lifetime, synchrotron radiation, radiation damping, beam-beam effects, diagnostics, cooling, ion and positron sources, RF and vacuum systems, injection and extraction, conventional, permanent and superconducting magnets, cyclotrons, RF linear accelerators, microtrons, as well as applications of particle accelerators (including therapy) and the history of accelerators. See hints under the relevant topics. (orig.)

  11. CAS CERN Accelerator School. 5. Advanced accelerator physics course. Proceedings. Vol. 2

    International Nuclear Information System (INIS)

    Turner, S.

    1995-01-01

    The fifth CERN Accelerator School (CAS) advanced course on Accelerator Physics was given at the Paradise Hotel, Rhodes, Greece from 20 September to 1 October 1993. Its syllabus was based on the previous similar courses held at Oxford 1985, Berlin 1987, Uppsala 1989 and Noordwijkerhout 1991, and whose proceedings were published as CERN Reports 97-03, 89-01, 90-04 and 92-01, respectively. The present volumes are intended to replace and to bring up to date all the material in earlier publications. They contain not only all the lectures given in the Rhodes course but a number of important contributions to previous courses which are thought to be essential for a complete understanding of all aspects of the design and construction of particle accelerators at an advanced level. They include sections on Hamiltonian equations and accelerator optics, chromaticity and dynamic beam aperture, particle tracking, the kinetic theory, longitudinal beam optics, coherent instabilities, beam-beam dynamics, intra-beam scattering, beam cooling, Schottky noise, beam radiation, neutralisation, beam polarisation, radio-frequency quadrupoles, as well as chapters on space charge, superconducting magnets, crystal bending, beam-beam measurement and accelerator medical applications. (orig.)

  12. CAS - CERN Accelerator School and ALBA Synchrotron Light Facility : Course on Vacuum in Accelerators

    CERN Document Server

    Vacuum in Accelerators

    2007-01-01

    These proceedings present the lectures given at the twentieth specialized course organized by the CERN Accelerator School (CAS), the topic being Vacuum in Accelerators. The course was held in Platja d’Aro, Spain, from 16 to 24 May 2006. A similar course took place in Snekersten, Denmark, in 1999, with proceedings published as CERN 99-05. After an interval of seven years, the aim of this course was to present a review of the actual state of the art and to highlight the latest developments in the field. The lectures start with a general overview of vacuum, accelerators and cryogenics followed by a more detailed review of the basic principles concerning thermal and non-thermal outgassing. More specialized lectures are then proposed on gas dynamics, on the interaction of energetic particles with matter, and on beam–gas collisions. The production and measurement of vacuum is addressed in subsequent lectures on pumps and vacuum gauges which present a detailed view of the materials currently used in accelerators...

  13. Identification of multiple intelligences for high school students in theoretical and applied science courses

    Science.gov (United States)

    Wiseman, D. Kim

    Historically educators in the United States have used the Stanford-Binet intelligence test to measure a students' ability in logical/mathematical and linguistic domains. This measurement is being used by a society that has evolved from agrarian and industrial-based economies to what is presently labeled a technological society. As society has changed so have the educational needs of the students who will live in this technological society. This study assessed the multiple intelligences of high school students enrolled in theoretical and applied science (physics and applied physics) courses. Studies have verified that performance and outcomes of students enrolled in these courses are similar in standardized testing but instructional methodology and processes are dissimilar. Analysis of multiple intelligence profiles collected from this study found significant differences in logical/mathematical, bodily/kinesthetic and intrapersonal multiple intelligences of students in theoretical science courses compared to students in applied science courses. Those differences clearly illustrate why it is imperative for educators to expand the definition of intelligence for students entering the new millennium.

  14. CAS CERN Accelerator School. 5. Advanced accelerator physics course. Proceedings. Vol. 1

    International Nuclear Information System (INIS)

    Turner, S.

    1995-01-01

    The fifth CERN Accelerator School (CAS) advanced course on Accelerator Physics was given at the Paradise Hotel, Rhodes, Greece from 20 September to 1 October 1993. Its syllabus was based on the previous similar courses held at Oxford 1985, Berlin 1987, Uppsala 1989 and Noordwijkerhout 1991, and whose proceedings were published as CERN Reports 87-03, 89-01, 90-04 and 92-01, respectively. The present volumes are intended to replace and to bring up to date all the material in earlier publications. They contain not only all the lectures given in the Rhodes course but a number of important contributions to previous courses which are thought to be essential for a complete understanding of all aspects of the design and construction of particle accelerators at an advanced level. They include sections on Hamiltonian equations and accelerator optics, chromaticity and dynamic beam aperture, particle tracking, the kinetic theory, longitudinal beam optics, coherent instabilities, beam-beam dynamics, intra-beam scattering, beam cooling, Schottky noise, beam radiation, neutralisation, beam polarisation, radio-frequency quadrupoles, as well as chapters on space charge, superconducting magnets, crystal bending, beam-beam measurement and accelerator medical applications. (orig.)

  15. CAS CERN Accelerator School. 5. Advanced accelerator physics course. Proceedings. Vol. 1

    Energy Technology Data Exchange (ETDEWEB)

    Turner, S [ed.

    1995-11-22

    The fifth CERN Accelerator School (CAS) advanced course on Accelerator Physics was given at the Paradise Hotel, Rhodes, Greece from 20 September to 1 October 1993. Its syllabus was based on the previous similar courses held at Oxford 1985, Berlin 1987, Uppsala 1989 and Noordwijkerhout 1991, and whose proceedings were published as CERN Reports 87-03, 89-01, 90-04 and 92-01, respectively. The present volumes are intended to replace and to bring up to date all the material in earlier publications. They contain not only all the lectures given in the Rhodes course but a number of important contributions to previous courses which are thought to be essential for a complete understanding of all aspects of the design and construction of particle accelerators at an advanced level. They include sections on Hamiltonian equations and accelerator optics, chromaticity and dynamic beam aperture, particle tracking, the kinetic theory, longitudinal beam optics, coherent instabilities, beam-beam dynamics, intra-beam scattering, beam cooling, Schottky noise, beam radiation, neutralisation, beam polarisation, radio-frequency quadrupoles, as well as chapters on space charge, superconducting magnets, crystal bending, beam-beam measurement and accelerator medical applications. (orig.).

  16. CAS CERN Accelerator School. 5. Advanced accelerator physics course. Proceedings. Vol. 2

    Energy Technology Data Exchange (ETDEWEB)

    Turner, S [ed.

    1995-11-22

    The fifth CERN Accelerator School (CAS) advanced course on Accelerator Physics was given at the Paradise Hotel, Rhodes, Greece from 20 September to 1 October 1993. Its syllabus was based on the previous similar courses held at Oxford 1985, Berlin 1987, Uppsala 1989 and Noordwijkerhout 1991, and whose proceedings were published as CERN Reports 97-03, 89-01, 90-04 and 92-01, respectively. The present volumes are intended to replace and to bring up to date all the material in earlier publications. They contain not only all the lectures given in the Rhodes course but a number of important contributions to previous courses which are thought to be essential for a complete understanding of all aspects of the design and construction of particle accelerators at an advanced level. They include sections on Hamiltonian equations and accelerator optics, chromaticity and dynamic beam aperture, particle tracking, the kinetic theory, longitudinal beam optics, coherent instabilities, beam-beam dynamics, intra-beam scattering, beam cooling, Schottky noise, beam radiation, neutralisation, beam polarisation, radio-frequency quadrupoles, as well as chapters on space charge, superconducting magnets, crystal bending, beam-beam measurement and accelerator medical applications. (orig.).

  17. The Psychosocial Factors Contributing to the Underrepresentation of African American Males in Advanced High School Mathematics Courses

    Science.gov (United States)

    Rowlett, Joel Everett

    2013-01-01

    This case study examined the beliefs of African American males on the psychosocial and pedagogical factors contributing to the underrepresentation of African American males in advanced high school math courses. Six 11th grade African American male juniors from a large, comprehensive, Southeastern high school served as individual cases. Within- and…

  18. An Analysis on High School Students' Perceptions of Physics Courses in Terms of Gender (A Sample from Turkey)

    Science.gov (United States)

    Baran, Medine

    2016-01-01

    This study was carried out to determine high school students' perceptions of the courses of Physics and the factors influential on their perceptions with respect to gender. The research sample included 154 high school students (F:78; M:76). In the study, as the data collection tool, a structured interview form was used. The data collected in the…

  19. Do High School STEM Courses Prepare Non-College Bound Youth for Jobs in the STEM Economy?

    Science.gov (United States)

    Bozick, Robert; Srinivasan, Sinduja; Gottfried, Michael

    2017-01-01

    Our study assesses whether high school science, technology, engineering, and mathematics (STEM) courses provide non-college bound youth with the skills and training necessary to successfully transition from high school into the STEM economy. Specifically, our study estimates the effects that advanced math, advanced science, engineering, and…

  20. Designing for deeper learning in a blended computer science course for middle school students

    Science.gov (United States)

    Grover, Shuchi; Pea, Roy; Cooper, Stephen

    2015-04-01

    The focus of this research was to create and test an introductory computer science course for middle school. Titled "Foundations for Advancing Computational Thinking" (FACT), the course aims to prepare and motivate middle school learners for future engagement with algorithmic problem solving. FACT was also piloted as a seven-week course on Stanford's OpenEdX MOOC platform for blended in-class learning. Unique aspects of FACT include balanced pedagogical designs that address the cognitive, interpersonal, and intrapersonal aspects of "deeper learning"; a focus on pedagogical strategies for mediating and assessing for transfer from block-based to text-based programming; curricular materials for remedying misperceptions of computing; and "systems of assessments" (including formative and summative quizzes and tests, directed as well as open-ended programming assignments, and a transfer test) to get a comprehensive picture of students' deeper computational learning. Empirical investigations, accomplished over two iterations of a design-based research effort with students (aged 11-14 years) in a public school, sought to examine student understanding of algorithmic constructs, and how well students transferred this learning from Scratch to text-based languages. Changes in student perceptions of computing as a discipline were measured. Results and mixed-method analyses revealed that students in both studies (1) achieved substantial learning gains in algorithmic thinking skills, (2) were able to transfer their learning from Scratch to a text-based programming context, and (3) achieved significant growth toward a more mature understanding of computing as a discipline. Factor analyses of prior computing experience, multivariate regression analyses, and qualitative analyses of student projects and artifact-based interviews were conducted to better understand the factors affecting learning outcomes. Prior computing experiences (as measured by a pretest) and math ability were

  1. Student School-Level Math Knowledge Influence on Applied Mathematics Study Courses

    Directory of Open Access Journals (Sweden)

    Rima Kriauzienė

    2013-08-01

    Full Text Available Purpose—to find out the influence of student school-level math knowledge on courses of applied mathematics studies: what is the importance of having a math maturity exam for students, an estimate of social science students’ motivation to learn math, and attendance of seminars. Students who did take the state exam attended more seminars than the students who did not take math exam, and vice versa. Design/methodology/approach—this work describes research which involved persistent MRU Public Administration degree program second-year students. Doing statistical analysis of the data will be a link between school-level mathematics knowledge and attendance activity in seminars and motivation to learn mathematics. Findings—the research is expected to establish a connection between school-level mathematics knowledge and student motivation to learn mathematics. It was found that there is no correlation between student opinions about school mathematics courses and result of their first test. Determine relationship between attendance of exercises and public examinations. Between the stored type of exam and test results are dependent. Determine relationship between exercise attendance and test results, as shown by the calculated correlation coefficient Based on the results, it’s recommended to increase the number of exercises. A more refined analysis of the data is subject to further investigation. Research limitations/implications—this method is just one of the possible ways of application. Practical implications—that kind of research and its methodology can be applied not only to the subject of applied mathematics studies, but also to other natural or social sciences. Originality/Value—empirical experiment data can be used in other studies of Educology nature analysis.

  2. Student School-Level Math Knowledge Influence on Applied Mathematics Study Courses

    Directory of Open Access Journals (Sweden)

    Tadas Laukevičius

    2011-12-01

    Full Text Available Purpose—to find out the influence of student school-level math knowledge on courses of applied mathematics studies: what is the importance of having a math maturity exam for students, an estimate of social science students’ motivation to learn math, and attendance of seminars. Students who did take the state exam attended more seminars than the students who did not take math exam, and vice versa.Design/methodology/approach—this work describes research which involved persistent MRU Public Administration degree program second-year students. Doing statistical analysis of the data will be a link between school-level mathematics knowledge and attendance activity in seminars and motivation to learn mathematics.Findings—the research is expected to establish a connection between school-level mathematics knowledge and student motivation to learn mathematics.It was found that there is no correlation between student opinions about school mathematics courses and result of their first test.Determine relationship between attendance of exercises and public examinations.Between the stored type of exam and test results are dependent.Determine relationship between exercise attendance and test results, as shown by the calculated correlation coefficientBased on the results, it’s recommended to increase the number of exercises. A more refined analysis of the data is subject to further investigation.Research limitations/implications—this method is just one of the possible ways of application.Practical implications—that kind of research and its methodology can be applied not only to the subject of applied mathematics studies, but also to other natural or social sciences.Originality/Value—empirical experiment data can be used in other studies of Educology nature analysis.

  3. An Examination of Cross-Cultural Curriculum Development and Student Cross-Cultural Competencies in a School-Based Consultation Course

    Science.gov (United States)

    Arra, Christopher T.

    2010-01-01

    The goal of this case study was to describe the cross-cultural consultation experiences of school psychology graduate students as they progressed through a semester-long school-based consultation course. Graduate students enrolled in a consultation course completed both quantitative and qualitative assessment measures. The course instructor used…

  4. Implementation of radioecological education in secondary school by a 'Radiation and man' elective course

    International Nuclear Information System (INIS)

    Kostadinova, B.; Boyanova, L.; Tsakovski, S.; Pavlova, P.

    2004-01-01

    The paper presents the results of a didactic investigation within the period 1998-2000 carried out at the Chair of Chemistry Didactics at Sofia University 'St. Kliment Ohridski'. The proposed system, which includes a program, supplied with appropriate literature, visualization aids and control tools was approbated in three variants, as follows: Elective training; Presentation of seminars or discussion lessons; Inclusion of several topics in the existing physics educational section 'From Atoms to Space', which is enough to provide substantial radioecological information corresponding to the amount planned in the 'Radiation and Man' educational program. The project was carried out at two secondary schools: 'Vassil Levski' in Velingrad and 'Yane Sandanski' in Sandanski. These schools were chosen mainly because of their location - outside the city of Sofia and far from the 30 km zone around the Kozloduy NPP. The project implementation started in the middle of the 2001/2002 school year second term and ended before the end of the term. The current paper summarizes results from teaching of the elective course to secondary school students (10 th grade). Questionnaires and results evaluation scheme are worked out. The data are treated by correlation and cluster analysis

  5. Which Second Language Learning Theories Underlie Language Courses Offered by Slovene Private Language Schools

    Directory of Open Access Journals (Sweden)

    Marša Meznarič

    2011-12-01

    Full Text Available The article deals with language courses offered by private language schools in Slovenia. It examines who the people in charge of the language schools are, what criteria new teachers have to meet to become an employee of a school, whether the methodology applied (if any has been carefully chosen, what the teaching techniques are and who chooses them. Second language method discoveries have been subjected to perennial criticism and scepticism over the last half of century. Teachers around the globe have been confused by the constant shifts in the popularity of different methods. The article examines the con sequences of the abovementioned circumstances. The 15 interviews conducted with private language schools’ managers have generated valuable information on the level of professionalism in this area of business. The results have shown that most of the randomly chosen schools are managed by language professionals or by economists who employ a linguist for controlling the teaching and learning processes and that the majority of schools does adopt a particular approach or method of teaching. Teacher trainees receive a lot of support and guidance prior to teaching in a school. In most cases, teachers are free to choose techniques of teaching according to their preferences, providing the techniques are not in conflict with the general schools’ principles. The criteria for employment vary considerably. Nearly all managers would employ a professional language teacher with experience only, but others demand that the teacher be a native speaker regardless of his/her education. Several stress the importance of personal characteristics and would consider employing only lighthearted and energetic teachers. Teachers’ work and students’ progress are often evaluated.

  6. The Promise of AP World History

    Science.gov (United States)

    Saldaña, Cristóbal T.

    2013-01-01

    AP World History is the ideal history course. It introduces students to 10,000 years of world history, and demands critical reading, critical writing, and critical thinking skills on the part of both the teacher and the students. It requires students to build their expertise in reading their textbook, and places demands on the teacher to assign…

  7. A science methods course in a professional development school context: A case study of student teachers

    Science.gov (United States)

    Sopko, Linda Diane

    The purpose of this case study was to explore how six student teachers constructed their personal understanding about teaching science to elementary students in the context of a professional development school (PDS). The science methods course was one of five university courses that they attended at the PDS site. The participants spent the remainder of the school day in an assigned classroom where they assisted the classroom teacher in a paraprofessional role. This study was an attempt to determine the knowledge that the participants constructed of science instruction and the school during the preservice semester of their PDS experience and what knowledge was transferred into their student teaching practices. The methodology selected was qualitative. A case study was conducted to determine the constructs of the participants. Data collection included documents concerning the PDS school and personal artifacts of the student teachers. Student teachers, cooperating teachers, and administrators were interviewed. The student teachers were also observed teaching. Triangulation was achieved with the use of multiple data sources, a reflexive journal, and peer debriefers. A cross case comparison was used to identify issues salient to the research questions. The PDS context immediately challenged the participants' prior conceptions about how children learn and should be instructed. Participants believed that the situational knowledge constructed during the PDS semester contributed to their self-confidence during student teaching. The instructional emphasis on standardized tests in the PDS and the limited emphasis on science curriculum and instruction constructed an image of science as a minor component in the elementary curriculum. The student teachers were able to transfer knowledge of inquiry-based instructional strategies, as modeled and practiced in their science methods course, into their science lesson during student teaching. One student teacher used inquiry

  8. APS Science 2006

    International Nuclear Information System (INIS)

    Gibson, J.M.; Fenner, R.B.; Long, G.; Borland, M.; Decker, G.

    2007-01-01

    In my five years as the Director of the Advanced Photon Source (APS), I have been fortunate to see major growth in the scientific impact from the APS. This year I am particularly enthusiastic about prospects for our longer-term future. Every scientific instrument must remain at the cutting edge to flourish. Our plans for the next generation of APS--an APS upgrade--got seriously in gear this year with strong encouragement from our users and sponsors. The most promising avenue that has emerged is the energy-recovery linac (ERL) (see article on page xx), for which we are beginning serious R and D. The ERL(at)APS would offer revolutionary performance, especially for x-ray imaging and ultrafast science, while not seriously disrupting the existing user base. I am very proud of our accelerator physics and engineering staff, who not only keep the current APS at the forefront, but were able to greatly impress our international Machine Advisory Committee with the quality of their work on the possible upgrade option (see page xx). As we prepare for long-term major upgrades, our plans to develop and optimize all the sectors at APS in the near future are advancing. Several new beamlines saw first light this year, including a dedicated powder diffraction beamline (11-BM), two instruments for inelastic x-ray scattering at sector 30, and the Center for Nanoscale Materials (CNM) Nanoprobe beamline at sector 26. Our partnership in the first x-ray free-electron laser (LCLS) to be built at Stanford contributes to revolutionary growth in ultrafast science (see page xx), and we are developing a pulse chirping scheme to get ps pulses at sector 7 of the APS within a year or so. In this report, you will find selected highlights of scientific research at the APS from calendar year 2006. The highlighted work covers diverse disciplines, from fundamental to applied science. In the article on page xx you can see the direct impact of APS research on technology. Several new products have emerged

  9. APS Science 2006.

    Energy Technology Data Exchange (ETDEWEB)

    Gibson, J. M.; Fenner, R. B.; Long, G.; Borland, M.; Decker, G.

    2007-05-24

    In my five years as the Director of the Advanced Photon Source (APS), I have been fortunate to see major growth in the scientific impact from the APS. This year I am particularly enthusiastic about prospects for our longer-term future. Every scientific instrument must remain at the cutting edge to flourish. Our plans for the next generation of APS--an APS upgrade--got seriously in gear this year with strong encouragement from our users and sponsors. The most promising avenue that has emerged is the energy-recovery linac (ERL) (see article on page xx), for which we are beginning serious R&D. The ERL{at}APS would offer revolutionary performance, especially for x-ray imaging and ultrafast science, while not seriously disrupting the existing user base. I am very proud of our accelerator physics and engineering staff, who not only keep the current APS at the forefront, but were able to greatly impress our international Machine Advisory Committee with the quality of their work on the possible upgrade option (see page xx). As we prepare for long-term major upgrades, our plans to develop and optimize all the sectors at APS in the near future are advancing. Several new beamlines saw first light this year, including a dedicated powder diffraction beamline (11-BM), two instruments for inelastic x-ray scattering at sector 30, and the Center for Nanoscale Materials (CNM) Nanoprobe beamline at sector 26. Our partnership in the first x-ray free-electron laser (LCLS) to be built at Stanford contributes to revolutionary growth in ultrafast science (see page xx), and we are developing a pulse chirping scheme to get ps pulses at sector 7 of the APS within a year or so. In this report, you will find selected highlights of scientific research at the APS from calendar year 2006. The highlighted work covers diverse disciplines, from fundamental to applied science. In the article on page xx you can see the direct impact of APS research on technology. Several new products have emerged from

  10. Science, Technology, Engineering and Math Readiness: Ethno-linguistic and gender differences in high-school course selection patterns

    Science.gov (United States)

    Adamuti-Trache, Maria; Sweet, Robert

    2014-03-01

    The study examines science-related course choices of high-school students in the culturally diverse schools of the province of British Columbia, Canada. The analysis employs K-12 provincial data and includes over 44,000 students born in 1990 who graduated from high school by 2009. The research sample reflects the presence of about 27% of students for whom English is not a first language. We construct an empirical model that examines ethno-linguistic and gender differences in Grade 12 course choices while accounting for personal and situational differences among students. The study employs a course selection typology that emphasizes readiness for science, technology, engineering and math fields of study. Findings indicate that math- and science-related course selection patterns are strongly associated with ethnicity, qualified not only by gender and prior math and science achievement but also by the individual's grade level at entry to the system and enrollment in English as a Second Language program. Students who are more likely to engage in math and science courses belong to Asian ethno-linguistic groups and entered the provincial school system during the senior high-school years. We suggest that ethnic diversity and broader academic exposure may play a crucial role in changing the gender composition of science classrooms, university fields of study and science-related occupations.

  11. Investigation of high school male and female students‘ attitudes towards Physical Education and Sports course

    Directory of Open Access Journals (Sweden)

    Kadir PEPE

    2016-09-01

    Full Text Available Aim: The investigation has been made in order to define high school male and female students’ attitudes towards physical education and sports course. Material and Methods: The Research is in research screening model. The population of the study is consisted of Burdur province and high schools located in the selected district and the sample group consists of students studying at the 9th, 10th, 11th, 12th grade in these schools. The data have been obtained from the written sources and by using survey methods. The attitude scale of physical education and sports classes for secondary school students developed by Güllü and Güçlü (2007 has been used. Questionnaires have been applied to the sample group by being consulted with one to one by sampling method. 950 individuals in total, 522 women and 428 men, have answered to the questionnaire. The data obtained have been transferred to a computer for statistical process and as statistical procedures, frequency (% and Independent samples t- test, to determine the difference between variables, have been applied. In the detection of differences, reviews have been made by being adopting the significance level of 0.05 in compliance with the answer distributions given to each question and the averages. Results: According to the obtained data; according to the responses of the surveyed high school students studying in average, their attitudes are positive to physical education and sports lessons; it is seen that there is a significant relationship in the significance level of 0,05 in comparative statistical procedures (p <0.05 . Conclusion: As a result; we can say that students' attitudes towards physical education and sports classes participated in the survey are positive, but male students have more positive attitudes than female students.

  12. AP Report to the Nation: A Closer Look at the Nation and Florida

    Science.gov (United States)

    Sawtell, Ellen A.; Gillie, Jacqueline M.; Smith, Patricia Z.

    2012-01-01

    In February 2012, the College Board published The 8th Annual AP Report to the Nation. This session provides a deeper dive into key information for the United States with an emphasis on Florida, and participants hear how one school in Florida utilizes AP Potential™ to help build their AP Program. Participants also learn about AP participation and…

  13. Autoantibody profiling in APS.

    Science.gov (United States)

    Roggenbuck, D; Somma, V; Schierack, P; Borghi, M O; Meroni, P L

    2014-10-01

    The international consensus for the classification of antiphospholipid syndrome (APS) requires clinical and laboratory criteria to be considered at an equal level for diagnosing APS. Thus, detection of antiphospholipid antibodies (aPL) being a hallmark of APS has been the object of intensive investigation over the past 40 years. However, appropriate detection of aPL still remains a laboratory challenge due to their heterogeneity comprising autoantibodies reactive to different phospholipid-binding plasma proteins, such as beta-2 glycoprotein I (β2GPI) and prothrombin. The relevance of aPL interacting with phospholipids other than cardiolipin (CL, diphosphatidylglycerol), such as phosphatidylserine (PS), remains elusive with regard to the diagnosis of APS. Recently, the concept of aPL profiling has been introduced to assess the risk of thrombotic complications in patients with APS. New assay techniques, apart from enzyme-linked immunosorbent assays (ELISAs) recommended by the international consensus for the classification of APS, have been proposed for multiplexing of aPL testing. Line immunoassays (LIAs) employing a novel hydrophobic solid phase for the simultaneous detection of different aPL seem to be an intriguing alternative. We evaluated a novel multiplex LIA employing a hydrophobic membrane coated with different phospholipid (PL)-binding proteins or PLs. The performance characteristics of this new multiplexing assay technique demonstrated its usefulness for aPL profiling. © The Author(s) 2014 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.

  14. APS Science 2009.

    Energy Technology Data Exchange (ETDEWEB)

    Gibson, J. M; Mills, D. M.; Gerig, R.

    2010-05-01

    It is my pleasure to introduce the 2009 annual report of the Advanced Photon Source. This was a very good year for us. We operated with high reliability and availability, despite growing problems with obsolete systems, and our users produced a record output of publications. The number of user experiments increased by 14% from 2008 to more than 3600. We congratulate the recipients of the 2009 Nobel Prize in Chemistry-Venkatraman Ramakrishnan (Cambridge Institute for Medical Research), Thomas Steitz (Yale University), and Ada Yonath (Weizmann Institute) - who did a substantial amount of this work at APS beamlines. Thanks to the efforts of our users and staff, and the ongoing counsel of the APS Scientific Advisory Committee, we made major progress in advancing our planning for the upgrade of the APS (APS-U), producing a proposal that was positively reviewed. We hope to get formal approval in 2010 to begin the upgrade. With advocacy from our users and the support of our sponsor, the Office of Basic Energy Sciences in the Department of Energy (DOE) Office of Science, our operating budgets have grown to the level needed to more adequately staff our beamlines. We were also extremely fortunate to have received $7.9 M in American Recovery and Reinvestment Act ('stimulus') funding to acquire new detectors and improve several of our beamlines. The success of the new Linac Coherent Light Source at Stanford, the world's first x-ray free-electron laser, made us particularly proud since the undulators were designed and built by the APS. Among other highlights, we note that more than one-quarter of the 46 Energy Frontier Research Centers, funded competitively across the U.S. in 2009 by the DOE, included the Advanced Photon Source in their proposed work, which shows that synchrotron radiation, and the APS in particular, are central to energy research. While APS research covers everything from fundamental to applied science (reflected by the highlights in this report

  15. Insisting on the Healer's Art: The Implications of Required Participation in a Medical School Course on Values and Humanism.

    Science.gov (United States)

    Rabow, Michael W; Lapedis, Marissa; Feingold, Anat; Thomas, Mark; Remen, Rachel N

    2016-01-01

    Elective courses, by definition, allow medical students to self-select for participation in the class. In a small-group learning setting, students uninterested or not ready for a particular learning topic might change the educational experience ("poison the well") for those students most interested in the topic. It is not known how medical students required to take a course in humanism (that they otherwise would not have elected to take) might be impacted by the course or how their presence might affect students originally interested in the course. Medical students in a required course on humanism and values in medicine will have different experiences based on whether a particular student might have or not have elected to enroll in the course. Students uninterested in taking a course in humanism and values, but required to enroll, will limit the benefit of the course for those students originally interested in participating. In 2012, all 1st-year students at a U.S. medical school were required to take the Healer's Art, an elective on professional values and humanism offered at more than 90 other schools in the United States and internationally. Students completed pre/postcourse surveys assessing emotional exhaustion, work engagement, positive emotions, and cynicism. We analyzed differences between those who would have elected to take the course (Elective students) and those who would not have elected to take it (Required students). Elective students did not differ from Required students in baseline demographic characteristics, emotional exhaustion, work engagement, or positive emotions. At baseline, Elective students did report feeling safer to talk openly, a greater sense of community, and higher levels of cynicism. Over time, there were no differences in course evaluations or outcomes between Elective and Required students. Required students do not differ greatly from those who would have elected to take Healer's Art, and all students appear to have similar

  16. EXPLORING THE PROBLEMS FACED BY TECHNICAL SCHOOL STUDENTS IN LEARNING ENGINEERING COURSES

    Directory of Open Access Journals (Sweden)

    RAMLEE MUSTAPHA

    2014-12-01

    Full Text Available The teaching of engineering courses is relatively challenging due to the nature of the courses that are perceived as “difficult courses” by a number of students. Thus, the purpose of this action research was to explore the problems faced by electrical and electronic engineering (PKEE students studying a difficult topic–transistor. This research was also aimed at identifying the students’ attitude towards Problem-based Learning (PBL. Literature has shown that PBL could enhance students’ understanding and make the learning more meaningful. The theoretical framework of this study was based on Kemmis and Mc Taggart model. Cooperative learning method was also utilised in this study consisted of Jigsaw technique in the first and second rounds of the study. In the final round, the discussion method was used. In an action research design, a classroom is a usual research site. Thus, an engineering class of 30 Form 5 students in a Technical School was selected. The PBL method was applied in the class for a nine-week duration. Empirical data were gathered from peer assessment, observation, and pre- and post-tests. The data were described descriptively using frequency, mean and standard deviation. The main results show that the students were more interactive and their post-test result shows significant increases. In terms of the attitude towards PBL, the participants rated PBL highly. The participants also assert that the main benefits of PBL include enhancing their collaborative and problem-solving skills.

  17. The flipped classroom: a course redesign to foster learning and engagement in a health professions school.

    Science.gov (United States)

    McLaughlin, Jacqueline E; Roth, Mary T; Glatt, Dylan M; Gharkholonarehe, Nastaran; Davidson, Christopher A; Griffin, LaToya M; Esserman, Denise A; Mumper, Russell J

    2014-02-01

    Recent calls for educational reform highlight ongoing concerns about the ability of current curricula to equip aspiring health care professionals with the skills for success. Whereas a wide range of proposed solutions attempt to address apparent deficiencies in current educational models, a growing body of literature consistently points to the need to rethink the traditional in-class, lecture-based course model. One such proposal is the flipped classroom, in which content is offloaded for students to learn on their own, and class time is dedicated to engaging students in student-centered learning activities, like problem-based learning and inquiry-oriented strategies. In 2012, the authors flipped a required first-year pharmaceutics course at the University of North Carolina Eshelman School of Pharmacy. They offloaded all lectures to self-paced online videos and used class time to engage students in active learning exercises. In this article, the authors describe the philosophy and methodology used to redesign the Basic Pharmaceutics II course and outline the research they conducted to investigate the resulting outcomes. This article is intended to serve as a guide to instructors and educational programs seeking to develop, implement, and evaluate innovative and practical strategies to transform students' learning experience. As class attendance, students' learning, and the perceived value of this model all increased following participation in the flipped classroom, the authors conclude that this approach warrants careful consideration as educators aim to enhance learning, improve outcomes, and fully equip students to address 21st-century health care needs.

  18. APS SCIENCE 2016

    Energy Technology Data Exchange (ETDEWEB)

    Fenner, Richard B. [Argonne National Lab. (ANL), Argonne, IL (United States). Advanced Photon Source (APS)

    2017-05-01

    The Advanced Photon Source (APS) occupies an 80-acre site on the Argonne national laboratory campus, about 25 miles from downtown chicago, illinois. it shares the site with the center for nanoscale materials and the Advanced Protein characterization facility. for directions to Argonne, see http://www.anl.gov/directions-and-visitor-information. The APS, a national synchrotron radiation research facility operated by Argonne for the u.S. department of energy (doe) office of Science, provides this nation’s brightest high-energy x-ray beams for science. research by APS users extends from the center of the earth to outer space, from new information on combustion engines and microcircuits to new drugs and nanotechnologies whose scale is measured in billionths of a meter. The APS helps researchers illuminate answers to the challenges of our high-tech world, from developing new forms of energy, to sustaining our nation’s technological and economic competitiveness, to pushing back against the ravages of disease. research at the APS promises to have far-reaching

  19. Facilitation of the ESSEA On-Line Course for Middle School Teachers: A Key to Retention and Learning

    Science.gov (United States)

    Slattery, W.

    2001-12-01

    There are fundamental differences between an on-line course and a traditional face to face classroom course offering. On-line courses are front-loaded, that is, students taking on-line courses first have to navigate an unfamiliar website as they become familiar with the organization of the course. In addition, students in an on-line course in many cases have the stress of having to relate with an instructor and collaborate with colleagues that they may never meet. Many may be unfamiliar with the use of telecommunications technology. These forces can combine to produce students that become disillusioned with the on-line learning process, and consequently drop the course. The stress associated with an on-line course can be significantly reduced by the methods used by the facilitator of the course. Therefore, facilitation of an on-line course can be a key to student retention in on-line courses, and strengthen learning experiences for all students. The Earth System Science Education Alliance on-line course for practicing middle school teachers begins with a three week non-graded module designed to permit the facilitator and students to introduce themselves, provides opportunities to participants to explore the website, and allows participants to practice working with each other to develop Earth systems interactions. These group products are evaluated by the facilitator, and returned with detailed comments to the participants. Once graded work begins during the fourth week of the on-line course, it is guided by rubrics that assign higher value to products that contain multiple examples of supporting evidence of scientific assertions, are accurate, and express depth of reasoning. The facilitator guides participant learning through group threaded discussions, providing feedback for individual journal entries, and on-line comments and suggestions regarding classroom activities developed by the participants. Post-course evaluations suggest that K-12 teacher participants in

  20. The pipeline of physiology courses in community colleges: to university, medical school, and beyond.

    Science.gov (United States)

    McFarland, Jenny; Pape-Lindstrom, Pamela

    2016-12-01

    Community colleges are significant in the landscape of undergraduate STEM (science technology, engineering, and mathematics) education (9), including biology, premedical, and other preprofessional education. Thirty percent of first-year medical school students in 2012 attended a community college. Students attend at different times in high school, their first 2 yr of college, and postbaccalaureate. The community college pathway is particularly important for traditionally underrepresented groups. Premedical students who first attend community college are more likely to practice in underserved communities (2). For many students, community colleges have significant advantages over 4-yr institutions. Pragmatically, they are local, affordable, and flexible, which accommodates students' work and family commitments. Academically, community colleges offer teaching faculty, smaller class sizes, and accessible learning support systems. Community colleges are fertile ground for universities and medical schools to recruit diverse students and support faculty. Community college students and faculty face several challenges (6, 8). There are limited interactions between 2- and 4-yr institutions, and the ease of transfer processes varies. In addition, faculty who study and work to improve the physiology education experience often encounter obstacles. Here, we describe barriers and detail existing resources and opportunities useful in navigating challenges. We invite physiology educators from 2- and 4-yr institutions to engage in sharing resources and facilitating physiology education improvement across institutions. Given the need for STEM majors and health care professionals, 4-yr colleges and universities will continue to benefit from students who take introductory biology, physiology, and anatomy and physiology courses at community colleges. Copyright © 2016 The American Physiological Society.

  1. Cost-effectiveness of a school-based health promotion program in Canada: A life-course modeling approach.

    Directory of Open Access Journals (Sweden)

    John Paul Ekwaru

    Full Text Available The Alberta Project Promoting active Living and healthy Eating in Schools (APPLE Schools has been recognized as a "best practice" in preventing childhood obesity. To inform decision making on the economic implications of APPLE Schools and to justify investment, we evaluated the project's cost-effectiveness following a life-course approach.We developed a state transition model for the lifetime progression of body weight status comparing elementary school students attending APPLE Schools and control schools. This model quantified the lifetime impact of APPLE Schools in terms of prevention of excess body weight, chronic disease and improved quality-adjusted life years (QALY, from a school system's cost perspective. Both costs and health outcomes were discounted to their present value using 3% discount rate.The incremental cost-effectiveness ratio(ICER of APPLE schools was CA$33,421 per QALY gained, and CA$1,555, CA$1,709 and CA$14,218 per prevented person years of excess weight, obesity and chronic disease, respectively. These estimates show that APPLE Schools is cost effective at a threshold of ICER < CA$50,000. In probabilistic sensitivity analysis, APPLE Schools was cost effective more than 64% of the time per QALY gained, when using a threshold of ICERSchool-based health promotion, such as APPLE Schools is a cost-effective intervention for obesity prevention and reduction of chronic disease risk over the lifetime. Expanding the coverage and allocating resources towards school-based programs like the APPLE Schools program, is likely to reduce the public health burden of obesity and chronic diseases.

  2. Academic Performance, Course Completion Rates, and Student Perception of the Quality and Frequency of Interaction in a Virtual High School

    Science.gov (United States)

    Hawkins, Abigail; Graham, Charles R.; Sudweeks, Richard R.; Barbour, Michael K.

    2013-01-01

    This study examined the relationship between students' perceptions of teacher-student interaction and academic performance at an asynchronous, self-paced, statewide virtual high school. Academic performance was measured by grade awarded and course completion. There were 2269 students who responded to an 18-item survey designed to measure student…

  3. Analyzing Entrepreneurship Skill Levels of the 3rd Grade Primary School Students in Life Sciences Course Based on Different Variables

    Science.gov (United States)

    Polat, Hüseyin

    2018-01-01

    The purpose of this study is to investigate Life Sciences course entrepreneurship skills of the 3rd grade primary school students as evaluated by their parents. The study was conducted with the screening model. The participants of the study were the parents (47 mothers and 23 fathers) of the students (32 girls, 38 boys) who study in the center of…

  4. THE COURSE OF GOUTY ARTHRITIS ACCORDING TO THE KHABAROVSK CITY RHEUMATOLOGY ROOMAND THE EFFECTIVENESS OF GOUT SCHOOL

    Directory of Open Access Journals (Sweden)

    Faina Sergeyevna Zharskaya

    2010-01-01

    Full Text Available The past decade is marked by a rise in the detection rates of gout. The paper gives data on its incidence, risk factors, the frequency of diagnostic errors, the specific features of the course of male gouty arthritis, and the effectiveness of Gout school activities

  5. The High School Students' Views on the Necessity of Private Courses for Accessing Higher Education (Siirt Sample)

    Science.gov (United States)

    Cevdet, Epcacan

    2015-01-01

    The aim of this research is to determine high school students' opinions regarding the necessity of private courses in the transition to higher education. For this purpose, the descriptive research method has been applied. As a data collection tool, an interview which has both quantitative and qualitative structure in other words a hybrid structure…

  6. Students' Intention to Take Online Courses in High School: A Structural Equation Model of Causality and Determinants

    Science.gov (United States)

    Badri, Masood; Al Rashedi, Asma; Yang, Guang; Mohaidat, Jihad; Al Hammadi, Arif

    2016-01-01

    Offering an online integrated high-school course or subject for the first time involves many challenges. Better understanding the factors that affect students' willingness to participate in the experience could provide support for better implementation of such a strategic initiative. In addition, it is important to understand how personal factors…

  7. Synchronous Communication in a Web-Based Senior High School Course: Maximizing Affordances and Minimizing Constraints of the Tool

    Science.gov (United States)

    Murphy, Elizabeth; Coffin, George

    2003-01-01

    Researchers studied the use of a suite of synchronous communication tools in support of a Web-based, senior high school French course whose students were dispersed over the vast, sparsely populated province of Newfoundland and Labrador, Canada. The objective was to describe interaction according to four types: student-teacher, student-student,…

  8. Towards Inclusion: A Handbook for Modified Course Designation, Senior 1-4. A Resource for Senior Years Schools.

    Science.gov (United States)

    Manitoba Dept. of Education and Training, Winnipeg.

    This handbook provides information about implementing inclusive educational opportunities for high school students with significant cognitive disabilities using modified courses developed or approved by the Manitoba (Canada) Ministry of Education and Training. Individual sections of the handbook address: a description of the modified course…

  9. Using AN Essea Earth Systems Science Course in a Web-Enhanced Setting for Pre-Service Middle School Teachers

    Science.gov (United States)

    Slattery, W.

    2003-12-01

    The ESSEA Middle School course was originally designed as an asynchronous on-line tool for teacher professional development. The ESSEA course uses real world events such as deforestation, volcanic eruptions and hurricanes to develop content understandings of Earth systems processes and to model pedagogical best practices appropriate for middle school students. The course is structured as multiple three-week learning cycles. During week one of each cycle, participants are formed into Sphere groups to study the impact of the event under consideration on the atmosphere, biosphere, hydrosphere, or lithosphere. During week two, Event teams are formed to include members from each of the previous week's Sphere groups. Together they develop interactions between the different spheres and the event. During week three, teachers develop classroom applications and post them on-line for other participants to comment upon. On-going assessment suggests that in-service teacher participants of the on-line course are more likely to infuse inquiry-based science instruction into their classroom settings and to teach science as a subject integrating Physical science, Life science, and Earth/Space science in their own classrooms It is imperative to develop such characteristics in pre-service teachers as well. Wright State University's undergraduate Middle School teacher preparation program requires that undergraduates seeking Middle Childhood Licensure by the State of Ohio take a course in Earth Systems science that is aligned with the national and state science education standards. Towards this end the ESSEA course has been adapted for use in a web-enhanced setting. Weeks one and two (Sphere and Event study) of the ESSEA Middle School course are used as an integral component of this Earth Systems science course. In this way content knowledge and pedagogical strategies are modeled just as they are in the fully on-line course. Questions raised on-line are the topic of research or

  10. An Examination of Secondary School Students' Academic Achievement in Science Course and Achievement Scores in Performance Assignments with Regard to Different Variables: A Boarding School Example

    Science.gov (United States)

    Bozdogan, Aykut Emre; Günaydin, Esra; Okur, Alperen

    2014-01-01

    The aim of the study is to explore the academic achievement and performance tasks of students studying in a regional primary boarding school in science course with regard to different variables. The study was carried out via survey method and total 96 students, 57 of them boarding students and 39 of them non-boarding students studying in the 5th,…

  11. The Impact of E-Education on At Risk High School Students' Science Achievement and Experiences during Summer School Credit Recovery Courses

    Science.gov (United States)

    Phillips, Pamela Prevette

    2015-01-01

    Nationally, "at risk" students make up to 30% of U.S. students in public schools. Many "at risk" students have poor attendance, are disengaged from the learning environment and have low academic achievement. Educational failure occurs when students do not complete the required courses and as a result do not receive a high…

  12. Advanced Course Completion in Magnet and Comprehensive High Schools: A Study in Nevada's Clark County School District. What's Happening. REL 2016-099

    Science.gov (United States)

    Rice, John; Lash, Andrea; Huang, Min; Tran, Loan; Peterson, Mary

    2015-01-01

    The purpose of the study reported here was to explore the relationship between the type of high school attended (magnet versus comprehensive) and the likelihood of graduates having completed an advanced course, after accounting for students' prior achievement. In addition, the study examined the relationship between students' prior achievement and…

  13. AP: A Critical Examination of the Advanced Placement Program

    Science.gov (United States)

    Sadler, Philip M.; Sonnert, Gerhard; Tai, Robert; Klopfenstein, Kirstin

    2016-01-01

    The Advanced Placement (AP) program was created to enhance the experience of gifted students as they transition from high school to college. "AP: A Critical Examination of the Advanced Placement Program," edited by Philip M. Sadler, Gerhard Sonnert, Robert Tai, and Kirstin Klopfenstein (2010, Harvard Education Press), questions the…

  14. A Closer Examination of the Academic Benefits of AP

    Science.gov (United States)

    McKillip, Mary E. M.; Rawls, Anita

    2013-01-01

    The authors sought to better understand the relationship between students participating in the Advanced Placement (AP) program and subsequent performance on the Scholastic Aptitude Test (SAT). Focusing on students graduating from U.S. public high schools in 2010, the authors used propensity scores to match junior year AP examinees in 3 subjects to…

  15. APS power supply controls

    International Nuclear Information System (INIS)

    Saunders, C.W.; Despe, O.D.

    1994-01-01

    The purpose of this document is to provide comprehensive coverage of the APS power supply control design. This includes application software, embedded controller software, networks, and hardware. The basic components will be introduced first, followed by the requirements driving the overall design. Subsequent sections will address each component of the design one by one. Latter sections will address specific applications

  16. Cost-effectiveness of a school-based health promotion program in Canada: A life-course modeling approach.

    Science.gov (United States)

    Ekwaru, John Paul; Ohinmaa, Arto; Tran, Bach Xuan; Setayeshgar, Solmaz; Johnson, Jeffrey A; Veugelers, Paul J

    2017-01-01

    The Alberta Project Promoting active Living and healthy Eating in Schools (APPLE Schools) has been recognized as a "best practice" in preventing childhood obesity. To inform decision making on the economic implications of APPLE Schools and to justify investment, we evaluated the project's cost-effectiveness following a life-course approach. We developed a state transition model for the lifetime progression of body weight status comparing elementary school students attending APPLE Schools and control schools. This model quantified the lifetime impact of APPLE Schools in terms of prevention of excess body weight, chronic disease and improved quality-adjusted life years (QALY), from a school system's cost perspective. Both costs and health outcomes were discounted to their present value using 3% discount rate. The incremental cost-effectiveness ratio(ICER) of APPLE schools was CA$33,421 per QALY gained, and CA$1,555, CA$1,709 and CA$14,218 per prevented person years of excess weight, obesity and chronic disease, respectively. These estimates show that APPLE Schools is cost effective at a threshold of ICER Schools was cost effective more than 64% of the time per QALY gained, when using a threshold of ICERSchool-based health promotion, such as APPLE Schools is a cost-effective intervention for obesity prevention and reduction of chronic disease risk over the lifetime. Expanding the coverage and allocating resources towards school-based programs like the APPLE Schools program, is likely to reduce the public health burden of obesity and chronic diseases.

  17. Content Analysis of the Science Textbooks of Iranian Junior High School Course in terms of the Components of Health Education

    Directory of Open Access Journals (Sweden)

    Abdolreza Gilavand

    2016-12-01

    Full Text Available BackgroundProviding healthcare for students is one of the primary duties of the states. This study aimed to analyze the contents of the science textbooks of Junior High School course in terms of the components of health education in Iran.Materials and MethodsThis descriptive study was conducted through content analysis. To collect data, a researcher-made check list including: physical health, nutritional health, the environment, environmental health, family health, accidents and safety, mobility, physical education, mental health, prevention of risky behavior, control and prevention of diseases, disabilities, public health and school health, was used. The samples were the science textbooks of Junior High School course (7th, 8th and 9th grades. Analysis unit was all pages of the textbooks (texts, pictures and exercises. Descriptive method (frequency table, percentage, mean and standard deviation [SD] was used to analyze the data and non-parametric Chi-square test was used to investigate the probable significant differences between the components.ResultsThe results showed that the authors of sciences textbooks of Junior High School course have paid most attention to the component of control and prevention of diseases (21.10% and have paid no attention to the component of "mental health". Also, there were significant differences among the components of physical health, family health, the environment and environmental health in terms of to be addressed in the science textbooks of Junior High School (P

  18. Measuring Course Competencies in a School of Business: The Use of Standardized Curriculum and Rubrics

    Science.gov (United States)

    Gibson, Jane Whitney

    2011-01-01

    This paper examines the growing emphasis on measurement of course competencies by individual college students through two course examples, an undergraduate course in managing change and conflict and a graduate course in human resource management. The author explains how standardized curriculum and assignment rubrics are being used to measure…

  19. Reading, Writing, and Presenting Original Scientific Research: A Nine-Week Course in Scientific Communication for High School Students†

    Science.gov (United States)

    Danka, Elizabeth S.; Malpede, Brian M.

    2015-01-01

    High school students are not often given opportunities to communicate scientific findings to their peers, the general public, and/or people in the scientific community, and therefore they do not develop scientific communication skills. We present a nine-week course that can be used to teach high school students, who may have no previous experience, how to read and write primary scientific articles and how to discuss scientific findings with a broad audience. Various forms of this course have been taught for the past 10 years as part of an intensive summer research program for rising high school seniors that is coordinated by the Young Scientist Program at Washington University in St. Louis. The format presented here includes assessments for efficacy through both rubric-based methods and student self-assessment surveys. PMID:26753027

  20. General Physicians’ Viewpoints Towards Nutrition Course in the Medical School: a Cross-Sectional Study

    Directory of Open Access Journals (Sweden)

    Ebrahim Fallahi

    2009-02-01

    Full Text Available Background and Purpose: Although nutrition has a very important role in individual and society’s health and disease, it has not yet received proper attention in the medical curricula. The objective of this study is to assess the opinions of general physician who worked at private offices in Khorramabadcity about nutrition course in Iranian medical schools.Methods: In this cross-sectional study the data were collected by posting a self-administrated questionnaire to all GPs who worked at private offices in Khorramabad city of Lorestan province in 2005. Participants were asked to state their opinions about each topic considering the following issues: the appropriate phase for introduction of the topic (in basic sciences, pathophysiology, or clinical training; need for learning it (low, moderate, high; and the time devoted to instruction of that topic (inadequate, appropriate, or excessive.GPs opinions were also surveyed to determinetheir reference for the topics not included in current nutrition course. Study data were processed by SPSS version 11 software and analyzed using descriptive and Chi-square statistics with a level of significance of less than 0.05. Results Most of participants believed that clinical teaching periods (clerkship and internship are the appropriate stage for teaching disease- related or clinical aspects of nutrition. They also valued most of the topics listed in the questionnaire as important learning needs as well as 15 new nutrition topicsConclusions: Our results clearly indicate that there is a need to include clinical nutritional topics in the clinical training of medical students. New topics such as nutritional consideration in hypelipidemia, and heart disease should also be included in the nutrition education of physicians.Key words: NUTRITION EDUCATION, MEDICAL CURRICULUM. GENERAL PHYSICIANt 

  1. Students' experiences with interactivity and learning in a high school physics multimedia distance learning course

    Science.gov (United States)

    Villarreal-Stewart, Irene

    The purpose guiding this research has been to learn about and describe the phenomena of interactivity from the learners' perspectives and to learn which of the interactivity affordances and practices were actually used by students and why in the process of learning physics using an interactive multimedia distance learning course system. The bigger purpose behind learning about and describing interactivity has been to gain knowledge and perspective for its instructional design to benefit the learner, the school as curriculum implementer, and instructional media designers to create better products. Qualitative methodology in the interpretivist tradition was used, that is, in-depth interviews and on-site observations, to gain understanding of interactivity from the learners' perspective and to gain understanding of the student learning context impacting and shaping the students' interactivity experiences. NVivo was used to sort, organize and index data. All data were read on three levels: literally, interpretively, and reflexively; and were read comparatively to other perspectives to get descriptions and interpretations that were holistic to the implementation and had potential insight to improve practice for instructional designers, teachers, administrators, specifically to improve the learning experience for students. Site-Specific Findings: Students watched videos, resisted using phone and e-mail, and worked math problems to demonstrate learning, which resulted in very little interactivity, virtually no dialogue about physics, no physical activity, one-way communication, multifaceted dissatisfaction, student need for teacher involvement in the learning enterprise, student appreciation for interactivity, and expressed desire for a real, live teacher. I also found that some students did experience the system as interactive, did experience learner control and self-directed learning, and despite dissatisfaction, liked and appreciated the course. Wider Applications

  2. GIS-Based Education Course for Bachelor of Management Program in the Lomonosov Moscow State University Business School

    Science.gov (United States)

    Pirogov, A.

    2014-04-01

    An optional course, "Geographical Aspects of Business" in the framework of the Bachelor of management program in the Lomonosov Moscow State University Business School is setting the goal to introduce future discipline specialists with geographical topics of current interest for management and provide knowledge, skills and expertise of geospatial analysis and the use of geoinformation technologies in finding solutions to economic and managerial tasks. The students' feedback shows interest and demand for such a course for management students. The course has an interdisciplinary links with the main subjects such as marketing, public administration, visual communication, etc., and is based on the set of business cases dealing with Web-GIS Services, LBS, Geomarketing, Spatial analysis, etc. Open Data and corporate geodata sets are used. The pragmatist approach is selected for successful accomplishment of the course's goal, which is based on using Web-GIS tools. The Geomixer - a free web- GIS product by the company SCANEX - is chosen to be one of them. The principle "I do - I analyze" helps to minimize the theoretic constituent of the course improving the outcome of the classes. Owing to innovative methods of teaching, the educational goal of the course is achieved to the full scope despite the small number of allocated hours. The classes surely improve both the general level of geographic competence of students and provide them with the skills to work with GIS. Such optional courses will undoubtedly contribute to the development of GIS-education in management administration.

  3. Alignment of Content and Pedagogy in an Earth Systems Course for Pre-Service Middle School Teachers

    Science.gov (United States)

    Cole, T.; Teed, R.; Slattery, W.

    2006-12-01

    In 2003 the Ohio Department of Education developed the Ohio K-12 Science Content Standards. These new science standards substantially tracked the goals and objectives of The National Research Council's National Science Education Standards. The Ohio K-12 Science Content Standards followed the National Standards in the content areas of Physical Science, Life Science and Earth and Space Science. At the same time, the state's K-12 schools were gearing up for a new high school graduation requirement, the successful passing of a high-stakes Ohio Graduation Test, given during a student's tenth grade year. Earth and Space science questions make up approximately one third of the science test items. To make it more likely that teachers have the requisite science content knowledge Ohio has recently changed from certification of K-12 teachers to a more content rich licensure standard. This new licensure requirement splits the older certification designation of K-8 into the elementary and middle school licensure areas. Under the new licensure requirements middle school licensure candidates wishing to earn a science concentration now have to take 15 semester hours of content class work in Science. The Ohio Department of Education has strongly suggested that teacher preparation institutions develop new courses for middle school educators in all four areas of concentration, including science. In response to this call for new courses science education faculty in all science areas worked together to develop a comprehensive suite of courses that would target the science content standards guidelines in the state and national standards. The newly developed Earth and Space science course is titled Earth Systems. The course carries 4.5quarter hours of credit and is intended expressly for pre-service middle school (grades 4- 9) science teachers. The content is structured around three modules of study that are designed to develop interdisciplinary science content within the context of past

  4. Interactive fundamental physics. [THE REAL STUFF: The New Expanded Media Physics Course for secondary school students

    Energy Technology Data Exchange (ETDEWEB)

    Rubin, E.L.

    1992-11-24

    THE REAL STUFF is an Expanded Media Physics Course aimed at students still in the formative early years of secondary school. Its consists of a working script for an interactive multimedia study unit in basic concepts of physics. The unit begins with a prologue on the Big Bang that sets the stage, and concludes with a lesson on Newton's first law of motion. The format is interactive, placing the individual student in control of a layered hypermedia'' structure that enables him or her to find a level of detail and difficulty that is comfortable and meaningful. The intent is to make physics relevant, intellectually accessible and fun. On-screen presenters and demonstrators will be females and males of various ages, ethnicities and backgrounds, and will include celebrities and physicists of note. A lean, layered design encourages repeated, cumulative study and makes the material useful for self-directed Teaming even by college students. THE REAL STUFF introduces a new science teaching paradigm, a way to teach science that will engage even students who have declined'' to be interested in science in the past. Increased participation in science by women, African-Americans and Spanish-speaking students is a particular goal.

  5. High School Physics Courses & Enrollments: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

    Science.gov (United States)

    White, Susan; Tesfaye, Casey Langer

    2014-01-01

    This report examines enrollments in high school physics during the 2012-13 school year. Based on data from the most recent survey (which includes both public and private high schools in the U.S.), it is estimated that 39% of the class of 2013 took high school physics before graduating. During the 2012-13 school year, 1.38 million students were…

  6. A combined analysis of the Frost Multidimensional Perfectionism Scale (FMPS), Child and Adolescent Perfectionism Scale (CAPS), and Almost Perfect Scale-Revised (APS-R): Different perfectionist profiles in adolescent high school students.

    Science.gov (United States)

    Sironic, Amanda; Reeve, Robert A

    2015-12-01

    To investigate differences and similarities in the dimensional constructs of the Frost Multidimensional Perfectionism Scale (FMPS; Frost, Marten, Lahart, & Rosenblate, 1990), Child and Adolescent Perfectionism Scale (CAPS; Flett, Hewitt, Boucher, Davidson, & Munro, 2000), and Almost Perfect Scale-Revised (APS-R; Slaney, Rice, Mobley, Trippi, & Ashby, 2001), 938 high school students completed the 3 perfectionism questionnaires, as well as the Depression Anxiety Stress Scales (DASS; Lovibond & Lovibond, 1995). Preliminary analyses revealed commonly observed factor structures for each perfectionism questionnaire. Exploratory factor analysis of item responses from the questionnaires (combined) yielded a 4-factor solution (factors were labeled High Personal Standards, Concerns, Doubts and Discrepancy, Externally Motivated Perfectionism, and Organization and Order). A latent class analysis of individuals' mean ratings on each of the 4 factors yielded a 6-class solution. Three of the 6 classes represented perfectionist subgroups (labeled adaptive perfectionist, externally motivated maladaptive perfectionist, and mixed maladaptive perfectionist), and 3 represented nonperfectionist subgroups (labeled nonperfectionist A, nonperfectionist B, and order and organization nonperfectionist). Each of the 6 subgroups was meaningfully associated with the DASS. Findings showed that 3 out of 10 students were classified as maladaptive perfectionists, and maladaptive perfectionists were more prevalent than adaptive perfectionists. In sum, it is evident that combined ratings from the FMPS, CAPS, and APS-R offer a meaningful characterization of perfectionism. (c) 2015 APA, all rights reserved).

  7. APS Science 2007

    International Nuclear Information System (INIS)

    2008-01-01

    This report provides research highlights from the Advanced Photon Source (APS). Although these highlights represent less than 10% of the published work from the APS in 2007, they give a flavor of the diversity and impact of user research at the facility. In the strategic planning the aim is to foster the growth of existing user communities and foresee new areas of research. This coming year finds the APS engaged in putting together, along with the users, a blueprint for the next five years, and making the case for a set of prioritized investments in beamlines, the accelerator, and infrastructure, each of which will be transformational in terms of scientific impact. As this is written plans are being formulated for an important user workshop on October 20-21, 2008, to prioritize strategic plans. The fruit from past investments can be seen in this report. Examples include the creation of a dedicated beamline for x-ray photon correlation spectroscopy at Sector 8, the evolution of dedicated high-energy x-ray scattering beamlines at sectors 1 and 11, a dedicated imaging beamline at Sector 32, and new beamlines for inelastic scattering and powder diffraction. A single-pulse facility has been built in collaboration with Sector 14 (BioCARS) and Phil Anfinrud at the National Institutes of Health, which will offer exceptionally high flux for single-pulse diffraction. The nanoprobe at Sector 26, built and operated jointly by the Argonne Center for Nanoscale Materials and the X-ray Operations and Research (XOR) section of the APS X-ray Science Division, has come on line to define the state of the art in nanoscience

  8. APS Science 2007.

    Energy Technology Data Exchange (ETDEWEB)

    2008-05-30

    This report provides research highlights from the Advanced Photon Source (APS). Although these highlights represent less than 10% of the published work from the APS in 2007, they give a flavor of the diversity and impact of user research at the facility. In the strategic planning the aim is to foster the growth of existing user communities and foresee new areas of research. This coming year finds the APS engaged in putting together, along with the users, a blueprint for the next five years, and making the case for a set of prioritized investments in beamlines, the accelerator, and infrastructure, each of which will be transformational in terms of scientific impact. As this is written plans are being formulated for an important user workshop on October 20-21, 2008, to prioritize strategic plans. The fruit from past investments can be seen in this report. Examples include the creation of a dedicated beamline for x-ray photon correlation spectroscopy at Sector 8, the evolution of dedicated high-energy x-ray scattering beamlines at sectors 1 and 11, a dedicated imaging beamline at Sector 32, and new beamlines for inelastic scattering and powder diffraction. A single-pulse facility has been built in collaboration with Sector 14 (BioCARS) and Phil Anfinrud at the National Institutes of Health, which will offer exceptionally high flux for single-pulse diffraction. The nanoprobe at Sector 26, built and operated jointly by the Argonne Center for Nanoscale Materials and the X-ray Operations and Research (XOR) section of the APS X-ray Science Division, has come on line to define the state of the art in nanoscience.

  9. Problem posing as a didactic resource in formal mathematics courses to train future secondary school mathematics teachers

    Directory of Open Access Journals (Sweden)

    Lorena Salazar Solórzano

    2015-06-01

    Full Text Available Beginning university training programs must focus on different competencies for mathematics teachers, i.e., not only on solving problems, but also on posing them and analyzing the mathematical activity. This paper reports the results of an exploratory study conducted with future secondary school mathematics teachers on the introduction of problem-posing tasks in formal mathematics courses, specifically in abstract algebra and real analysis courses. Evidence was found that training which includes problem-posing tasks has a positive impact on the students’ understanding of definitions, theorems and exercises within formal mathematics, as well as on their competency in reflecting on the mathematical activity. 

  10. A Modified Approach to the Introductory Economics Course in a School of Business

    Science.gov (United States)

    Crockett, G. V.

    1977-01-01

    Describes course format, materials development, and evaluation of an introductory economics course which stressed problem solving techniques and conceptual skills instead of rote memorization of factual content. For journal availability, see SO 506 029. (AV)

  11. Does emotional intelligence change during medical school gross anatomy course? Correlations with students' performance and team cohesion.

    Science.gov (United States)

    Holman, Michelle A; Porter, Samuel G; Pawlina, Wojciech; Juskewitch, Justin E; Lachman, Nirusha

    2016-01-01

    Emotional intelligence (EI) has been associated with increased academic achievement, but its impact on medical education is relatively unexplored. This study sought to evaluate change in EI, performance outcomes, and team cohesion within a team-based medical school anatomy course. Forty-two medical students completed a pre-course and post-course Schutte Self-Report Emotional Intelligence Test (SSEIT). Individual EI scores were then compared with composite course performance grade and team cohesion survey results. Mean pre-course EI score was 140.3 out of a possible 160. During the course, mean individual EI scores did not change significantly (P = 0.17) and no correlation between EI scores and academic performance was noted (P = 0.31). In addition, EI did not correlate with team cohesion (P = 0.16). While business has found significant utility for EI in increasing performance and productivity, its role in medical education is still uncertain. © 2015 American Association of Anatomists.

  12. Renal involvement in the antiphospholipid syndrome (APS)-APS nephropathy.

    Science.gov (United States)

    Tektonidou, Maria G

    2009-06-01

    Although the kidney represents a major target organ in antiphospholipid syndrome (APS), renal involvement in APS was poorly recognized until recently. The most well-recognized renal manifestations of APS are the renal artery thrombosis/stenosis, renal infarction, hypertension, renal vein thrombosis, end-stage renal disease, increased allograft vascular thrombosis, some types of glomerular disease, and a small-vessel vaso-occlusive nephropathy, recently defined as APS nephropathy. APS nephropathy was first described in primary APS patients, characterized by acute thrombotic lesions in glomeruli and/or arterioles (thrombotic microangiopathy) and chronic vascular lesions such as fibrous intimal hyperplasia of arterioles and interlobular arteries, organized thrombi with or without recanalization, and fibrous arterial and arteriolar occlusions or focal cortical atrophy. APS nephropathy was also detected in further studies including patients with systemic lupus erythematosus (SLE)-related APS and SLE/non-APS patients with positive antiphospholipid antibodies, independently of lupus nephritis. The same histologic lesions, especially thrombotic mictroangiopathy, were also observed in patients with catastrophic APS. The most frequent clinical and laboratory characteristics of APS nephropathy in all the above groups of patients are hypertension (often severe), proteinuria (ranging from mild to nephrotic range), hematuria, and acute or chronic renal insufficiency.

  13. Bridging the gap between informatics and medicine upon medical school entry: Implementing a course on the Applicative Use of ICT.

    Science.gov (United States)

    Milic, Natasa M; Ilic, Nikola; Stanisavljevic, Dejana M; Cirkovic, Andja M; Milin, Jelena S; Bukumiric, Zoran M; Milic, Nikola V; Savic, Marko D; Ristic, Sara M; Trajkovic, Goran Z

    2018-01-01

    Education is undergoing profound changes due to permanent technological innovations. This paper reports the results of a pilot study aimed at developing, implementing and evaluating the course, "Applicative Use of Information and Communication Technologies (ICT) in Medicine," upon medical school entry. The Faculty of Medicine, University of Belgrade, introduced a curriculum reform in 2014 that included the implementation of the course, "Applicative Use of ICT in Medicine" for first year medical students. The course was designed using a blended learning format to introduce the concepts of Web-based learning environments. Data regarding student knowledge, use and attitudes towards ICT were prospectively collected for the classes of 2015/16 and 2016/17. The teaching approach was supported by multimedia didactic materials using Moodle LMS. The overall quality of the course was also assessed. The five level Likert scale was used to measure attitudes related to ICT. In total, 1110 students were assessed upon medical school entry. A small number of students (19%) had previous experience with e-learning. Students were largely in agreement that informatics is needed in medical education, and that it is also useful for doctors (4.1±1.0 and 4.1±0.9, respectively). Ability in informatics and use of the Internet in education in the adjusted multivariate regression model were significantly associated with positive student attitudes toward ICT. More than 80% of students stated that they had learned to evaluate medical information and would use the Internet to search medical literature as an additional source for education. The majority of students (77%) agreed that a blended learning approach facilitates access to learning materials and enables time independent learning (72%). Implementing the blended learning course, "Applicative Use of ICT in Medicine," may bridge the gap between medicine and informatics upon medical school entry. Students displayed positive attitudes towards

  14. A learning skills course for the 1st year medical students: an experience at a Saudi medical school

    Directory of Open Access Journals (Sweden)

    Siddiqui IA

    2015-03-01

    Full Text Available Imran A Siddiqui,1 Khalid A Bin Abdulrahman,2 Mohammed A Alsultan3 1Department of Medical Education and Postgraduate Studies, Saudi Commission for Health Specialties, Riyadh, Saudi Arabia; 2College of Medicine, Al-Imam Muhammad Ibn Saud Islamic University (IMSIU, Riyadh, Saudi Arabia; 3College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia Background: Every year nearly 1,500 students enter into medical program after passing high school and national aptitude exams. However, many students experience frustration, failure, and psychological morbidities like stress, depression, and anxiety because they are not aware of their learning styles or do not have effective learning skills and strategies. The College of Medicine of Al-Imam Muhammad ibn Saud Islamic University has adopted the outcome based, community oriented, Spiral Curriculum. Although the curriculum is innovative, on the other hand, it is very demanding. Objective: The purpose of this paper is to share educational structure and evaluation results of the course on effective learning and study skills for the 1st year medical students. Methods: To prepare our students in order to cope with this demanding but promising curriculum, we conducted an effective and comprehensive learning skills course for 16 weeks in the first semester of year 1 in the medical program. Performance of each student was assessed and the course evaluation was done by students at the end of the course. Results: The attendance of the students throughout the course was over 90%. The average performance of students in the summative assessment was 78% and the course was generally liked by the students. Discussion: Students overall had a positive attitude toward the learning skills course. Majority of the students showed interest in attending the sessions regularly and realized the significance of this course to improve their learning skills. Keywords: medical students, learning

  15. GIS-Based Education Course for Bachelor of Management Program in the Lomonosov Moscow State University Business School

    OpenAIRE

    A. Pirogov

    2014-01-01

    An optional course, "Geographical Aspects of Business" in the framework of the Bachelor of management program in the Lomonosov Moscow State University Business School is setting the goal to introduce future discipline specialists with geographical topics of current interest for management and provide knowledge, skills and expertise of geospatial analysis and the use of geoinformation technologies in finding solutions to economic and managerial tasks. The students' feedback shows inte...

  16. Prevalence, Course, Incidence, and 1-Year Prediction of Deliberate Self-Harm and Suicide Attempts in Early Norwegian School Adolescents

    Science.gov (United States)

    Larsson, Bo; Sund, Anne Mari

    2008-01-01

    In this survey of early Norwegian school adolescents, the prevalence, course, and incidence of self-harm behavior with or without suicide intent were examined, in addition to predictors of self-harm for a 1-year follow-up period. Lifetime prevalence rates of self-harm without suicide intent and suicide attempts were 2.9% and 3.0%, respectively,…

  17. Genome sequencing of idiopathic pulmonary fibrosis in conjunction with a medical school human anatomy course.

    Science.gov (United States)

    Kumar, Akash; Dougherty, Max; Findlay, Gregory M; Geisheker, Madeleine; Klein, Jason; Lazar, John; Machkovech, Heather; Resnick, Jesse; Resnick, Rebecca; Salter, Alexander I; Talebi-Liasi, Faezeh; Arakawa, Christopher; Baudin, Jacob; Bogaard, Andrew; Salesky, Rebecca; Zhou, Qian; Smith, Kelly; Clark, John I; Shendure, Jay; Horwitz, Marshall S

    2014-01-01

    Even in cases where there is no obvious family history of disease, genome sequencing may contribute to clinical diagnosis and management. Clinical application of the genome has not yet become routine, however, in part because physicians are still learning how best to utilize such information. As an educational research exercise performed in conjunction with our medical school human anatomy course, we explored the potential utility of determining the whole genome sequence of a patient who had died following a clinical diagnosis of idiopathic pulmonary fibrosis (IPF). Medical students performed dissection and whole genome sequencing of the cadaver. Gross and microscopic findings were more consistent with the fibrosing variant of nonspecific interstitial pneumonia (NSIP), as opposed to IPF per se. Variants in genes causing Mendelian disorders predisposing to IPF were not detected. However, whole genome sequencing identified several common variants associated with IPF, including a single nucleotide polymorphism (SNP), rs35705950, located in the promoter region of the gene encoding mucin glycoprotein MUC5B. The MUC5B promoter polymorphism was recently found to markedly elevate risk for IPF, though a particular association with NSIP has not been previously reported, nor has its contribution to disease risk previously been evaluated in the genome-wide context of all genetic variants. We did not identify additional predicted functional variants in a region of linkage disequilibrium (LD) adjacent to MUC5B, nor did we discover other likely risk-contributing variants elsewhere in the genome. Whole genome sequencing thus corroborates the association of rs35705950 with MUC5B dysregulation and interstitial lung disease. This novel exercise additionally served a unique mission in bridging clinical and basic science education.

  18. Genome sequencing of idiopathic pulmonary fibrosis in conjunction with a medical school human anatomy course.

    Directory of Open Access Journals (Sweden)

    Akash Kumar

    Full Text Available Even in cases where there is no obvious family history of disease, genome sequencing may contribute to clinical diagnosis and management. Clinical application of the genome has not yet become routine, however, in part because physicians are still learning how best to utilize such information. As an educational research exercise performed in conjunction with our medical school human anatomy course, we explored the potential utility of determining the whole genome sequence of a patient who had died following a clinical diagnosis of idiopathic pulmonary fibrosis (IPF. Medical students performed dissection and whole genome sequencing of the cadaver. Gross and microscopic findings were more consistent with the fibrosing variant of nonspecific interstitial pneumonia (NSIP, as opposed to IPF per se. Variants in genes causing Mendelian disorders predisposing to IPF were not detected. However, whole genome sequencing identified several common variants associated with IPF, including a single nucleotide polymorphism (SNP, rs35705950, located in the promoter region of the gene encoding mucin glycoprotein MUC5B. The MUC5B promoter polymorphism was recently found to markedly elevate risk for IPF, though a particular association with NSIP has not been previously reported, nor has its contribution to disease risk previously been evaluated in the genome-wide context of all genetic variants. We did not identify additional predicted functional variants in a region of linkage disequilibrium (LD adjacent to MUC5B, nor did we discover other likely risk-contributing variants elsewhere in the genome. Whole genome sequencing thus corroborates the association of rs35705950 with MUC5B dysregulation and interstitial lung disease. This novel exercise additionally served a unique mission in bridging clinical and basic science education.

  19. High School and College Biology: A Multi-Level Model of the Effects of High School Courses on Introductory Course Performance

    Science.gov (United States)

    Loehr, John F.; Almarode, John T.; Tai, Robert H.; Sadler, Philip M.

    2012-01-01

    In a climate where increasing numbers of students are encouraged to pursue post-secondary education, the level of preparedness students have for college-level coursework is not far from the minds of all educators, especially high school teachers. Specifically within the biological sciences, introductory biology classes often serve as the…

  20. Maintenance of the APS of an electron beam accelerator

    International Nuclear Information System (INIS)

    Lee, Byung Cheol; Choi, Hwa Lim; Yang, Ki Ho; Kim, Sung Chan

    2008-12-01

    APS is a part of power supply system which provides the high voltage, high current to the anode of electron beam in the irradiation facility in KAERI. This APS had been used in turn-key base for 10 years, and frequently the Russian scientists had visited to repair this machine. In Summer the humid air had been supplied to dissipate the heat of APS. There is a big and high frequency noise around the transformer in the mutation room. So we stopped the irradiation works and analyzed and repaired the APS. The main course of the problem is the deterioration of IGBT and thyristors which are components of phase controller. We replaced this by new one and APS is now operating well

  1. Moving to higher ground: Closing the high school science achievement gap

    Science.gov (United States)

    Mebane, Joyce Graham

    The purpose of this study was to examine the perceptions of West High School constituents (students, parents, teachers, administrators, and guidance counselors) about the readiness and interest of African American students at West High School to take Advanced Placement (AP) and International Baccalaureate (IB) science courses as a strategy for closing the achievement gap. This case study utilized individual interviews and questionnaires for data collection. The participants were selected biology students and their parents, teachers, administrators, and guidance counselors at West High School. The results of the study indicated that just over half the students and teachers, most parents, and all guidance counselors thought African American students were prepared to take AP science courses. Only one of the three administrators thought the students were prepared to take AP science courses. Between one-half and two-thirds of the students, parents, teachers, and administrators thought students were interested in taking an AP science course. Only two of the guidance counselors thought there was interest among the African American students in taking AP science courses. The general consensus among the constituents about the readiness and interest of African American students at West High School to take IB science courses was that it is too early in the process to really make definitive statements. West is a prospective IB school and the program is new and not yet in place. Educators at the West High School community must find reasons to expect each student to succeed. Lower expectations often translate into lower academic demands and less rigor in courses. Lower academic demands and less rigor in courses translate into less than adequate performance by students. When teachers and administrators maintain high expectations, they encourage students to aim high rather than slide by with mediocre effort (Lumsden, 1997). As a result of the study, the following suggestions should

  2. Intended and Unintended Effects of State-Mandated High School Science and Mathematics Course Graduation Requirements on Educational Attainment.

    Science.gov (United States)

    Plunk, Andrew D; Tate, William F; Bierut, Laura J; Grucza, Richard A

    2014-06-01

    Mathematics and science course graduation requirement (CGR) increases in the 1980s and 1990s might have had both intended and unintended consequences. Using logistic regression with Census and American Community Survey (ACS) data ( n = 2,892,444), we modeled CGR exposure on (a) high school dropout, (b) beginning college, and (c) obtaining any college degree. Possible between-groups differences were also assessed. We found that higher CGRs were associated with higher odds to drop out of high school, but results for the college-level outcomes varied by group. Some were less likely to enroll, whereas others who began college were more likely to obtain a degree. Increased high school dropout was consistent across the population, but some potential benefit was also observed, primarily for those reporting Hispanic ethnicity.

  3. Social Consequences of Academic Teaming in Middle School: The Influence of Shared Course-Taking on Peer Victimization

    Science.gov (United States)

    Echols, Leslie

    2014-01-01

    This study examined the influence of academic teaming (i.e., sharing academic classes with the same classmates) on the relationship between social preference and peer victimization among 6th grade students in middle school. Approximately 1,000 participants were drawn from 5 middle schools that varied in their practice of academic teaming. A novel methodology for measuring academic teaming at the individual level was employed, in which students received their own teaming score based on the unique set of classmates with whom they shared academic courses in their class schedule. Using both peer- and self-reports of victimization, the results of two path models indicated that students with low social preference in highly teamed classroom environments were more victimized than low preference students who experienced less teaming throughout the school day. This effect was exaggerated in higher performing classrooms. Implications for the practice of academic teaming were discussed. PMID:25937668

  4. Cocoa High School's Academic Courses as Viewed by Their Consumers: A Field Study.

    Science.gov (United States)

    Louwerse, F. H.

    A 16-item self-report instrument (included in an appendix) was developed to determine the views held by students (N=1,004) concerning aspects of courses in 5 academic areas: English, foreign languages, mathematics, science, and social studies. Individual items reflected views concerning: understanding course requirments (2 items), teacher/student…

  5. Development of training course for high school 'Safety culture at nuclear facilities of Ukraine'

    International Nuclear Information System (INIS)

    Begun, V.V.; Shirokov, S.V.

    2008-01-01

    The content of new training course is considered. The course is introduced on the recommendations of the Institute for National Safety Issues of SNBO of Ukraine. The objective and tasks of the training are presented as a list of future knowledge and skills

  6. CGM ApS Årsberetning til DANAK

    DEFF Research Database (Denmark)

    De Chiffre, Leonardo

    Denne årsberetning omfatter CGM ApS' akkrediterede virksomhed i kalenderåret 2003. Årsberetningen er udarbejdet til DANAK (Dansk Akkreditering, ErhvervsfremmeStyrelsen), som led i opfyldelsen af laboratoriets informationspligt i henhold til gældende regler.......Denne årsberetning omfatter CGM ApS' akkrediterede virksomhed i kalenderåret 2003. Årsberetningen er udarbejdet til DANAK (Dansk Akkreditering, ErhvervsfremmeStyrelsen), som led i opfyldelsen af laboratoriets informationspligt i henhold til gældende regler....

  7. Thrombotic risk assessment in APS: the Global APS Score (GAPSS).

    Science.gov (United States)

    Sciascia, S; Bertolaccini, M L

    2014-10-01

    Recently, we developed a risk score for antiphospholipid syndrome (APS) (Global APS Score or GAPSS). This score derived from the combination of independent risk factors for thrombosis and pregnancy loss, taking into account the antiphospholipid antibodies (aPL) profile (criteria and non-criteria aPL), the conventional cardiovascular risk factors, and the autoimmune antibodies profile. We demonstrate that risk profile in APS can be successfully assessed, suggesting that GAPSS can be a potential quantitative marker of APS-related clinical manifestations. © The Author(s) 2014 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.

  8. Using Geophysical Data in the Texas High School Course, Geology, Meteorology, and Oceanography

    Science.gov (United States)

    Ellins, K.; Olson, H.; Pulliam, J.; Schott, M. J.

    2002-12-01

    Science educators working directly with scientists to develop inquiry-based instructional materials in Earth science yield some of the best results. The TEXTEAMS (Texas Teachers Empowered for Achievement in Mathematics and Science) Leadership Training for the Texas high school science course, Geology, Meteorology and Oceanography (GMO) is one example of a successful program that provides high-quality training to master teachers using geophysical data collected by scientists at The University of Texas Institute for Geophysics (UTIG). TEXTEAMS is a certification program of professional development and leadership training sponsored by the National Science Foundation that is part of the Texas Statewide Systemic Initiative. UTIG scientists teamed with science educators at the Charles A. Dana Center for Mathematics and Science Education at UT and the Texas Education Agency to develop inquiry-based instructional materials for eight GMO modules. Our learning activities help students and teachers understand how Earth scientists interpret the natural world and test their hypotheses, and provide opportunities for the use of technology in classroom science learning; they are aligned with national and state teaching standards. Examples of TEXTEAMS GMO learning activities that use geophysical data. 1. Neotectonics: radiocarbon dates and elevation above current sea level of raised coral reefs in the New Georgia Islands are used to calculate rates of tectonic uplift and as a basis for the development of a conceptual model to explain the pattern of uplift that emerges from the data. 2. Large Igneous Provinces:geophysical logging data collected on ODP Leg 183 (Kerguelen Plateau) are analyzed to identify the transition from sediment to basement rock. 3. The Search for Black Gold: petroleum exploration requires the integration of geology, geophysics, petrophysics and geochemistry. Knowledge gained in previous GMO modules is combined with fundamental knowledge about economics to

  9. Development of Meta-Subject Competencies of the 7-9 Grades Basic School Students through the Implementation of Interdisciplinary Mathematical Courses

    Science.gov (United States)

    Gorev, Pavel M.; Masalimova, Alfiya R.

    2017-01-01

    The article is aimed at describing one of the possible interdisciplinary courses for students of the 7-9 classes of the basic school connecting mathematics with natural sciences and the study of such courses role in the formation and development of meta-subject competencies of students. The leading method for this is the modeling of…

  10. Westinghouse AP1000 licensing maturity

    International Nuclear Information System (INIS)

    Schulz, T.; Vijuk, R.P.

    2005-01-01

    The Westinghouse AP1000 Program is aimed at making available a nuclear power plant that is economical in the U.S deregulated electrical power industry in the near-term. The AP1000 is two-loop 1000 MWe pressurizer water reactor (PWR). It is an up rated version of the AP600. The AP1000 uses passive safety systems to provide significant and measurable improvements in plant simplification, safety, reliability, investment protection and plant costs. The AP1000 uses proven technology, which builds on over 35 years of operating PWR experience. The AP1000 received Final Design Approval by the United States Nuclear Regulatory Commission (U.S. NRC) in September 2004. The AP1000 meets the US utility requirements. The AP1000 and its sister plant the AP600 have gone through a very through and complete licensing review. This paper describes the U.S. NRC review efforts of both the AP600 and the AP1000. The detail of the review and the independent calculations, evaluations and testing is discussed. The AP600 licensing documentation was submitted in 1992. The U.S. NRC granted Final Design Approval in 1999. During the intervening 7 years, the U.S. NRC asked thousands of questions, performed independent safety analysis, audited Westinghouse calculations and analysis, and performed independent testing. The more significant areas of discussion will be described. For the AP1000 Westinghouse first engaged the U.S. NRC in pre-certification discussions to define the extent of the review required, since the design is so similar to the AP600. The AP1000 licensing documentation was submitted in March 2002. The U.S. NRC granted Final Design Approval in September 2004. During the intervening 2 1/2 years, the U.S. NRC asked hundreds of questions, performed independent safety analysis, audited Westinghouse calculations and analysis, and performed independent testing. The more significant areas of discussion will be described. The implications of this review and approval on AP1000 applications in

  11. "Women in Business" as a Special Topics Course in the Collegiate Business School.

    Science.gov (United States)

    Dorrell, Jean

    1983-01-01

    Describes "Women in Business," a two-week course at Lamar University in which outstanding women from the community shared their expertise. The women included entrepreneurs, attorneys, certified public accountants, bankers, and politicians. (JOW)

  12. A School in Siberia: 14-Year-Olds Take University Math Course.

    Science.gov (United States)

    Bogdanovsky, Georgy

    1978-01-01

    Ordinary students (n=40) are participating in a Soviet experiment wherein they are taught by well-known scientists and specialists in a math-intensive course comparable to that taught at the Kiev University. (JC)

  13. Center for Geometrisk Metrologi, CGM ApS

    DEFF Research Database (Denmark)

    De Chiffre, Leonardo

    Denne årsberetning omfatter CGM ApS' akkrediterede virksomhed i kalenderåret 2002. Årsberetningen er udarbejdet til DANAK (Dansk Akkreditering, Erhvervsfremme Styrelsen), som led i opfyldelsen af laboratoriets informationspligt i henhold til gældende regler (Teknisk Forskrift Nr. TF4 af 2000...

  14. An Investigation of How a Physics Professional Development Course Influenced the Teaching Practices of Five Elementary School Teachers

    Science.gov (United States)

    Harlow, Danielle B.

    2014-02-01

    This paper reports the results of an investigation of how a professional development content course based on the Physics and Everyday Thinking (PET) curriculum affected the teaching practices of five case study elementary school teachers. The findings of this study highlight different ways that teachers use what they learn in content courses to teach science to elementary children. While some teachers transferred pedagogical practices along with the content, others transformed the content to be useful in already existing pedagogical frameworks, and still others show little or no evidence of transfer. The range of transfer is explained by considering how each teacher interacted with the learning context (the PET curriculum) and their initial ideas about teaching science.

  15. The effect of the flipped classroom on urban high school students' motivation and academic achievement in a high school science course

    Science.gov (United States)

    Dixon, Keshia L.

    This study investigated the effect of the flipped classroom on urban high school students' motivation and academic achievement in a high school science course. In this quantitative study, the sample population was comprised of North Star High School 12th grade students enrolled in human anatomy and physiology. A quasi-experimental, pretest-posttest non-equivalent group design was conducted. After receipt of Liberty University Institutional Review Board approval and the school district's Department of Research and Evaluation for School Improvement, students completed a pretest comprised of the Science Motivation Questionnaire II (SMQ-II) and the Human Anatomy and Physiology Unit Test. Participants in the experimental group engaged in the treatment, the flipped classroom, using instructional materials on the educational website, Edmodo(TM), and applied content material taught using hands-on activities inclusive of assigned laboratory experiments. Participants in the control group received instruction using traditional face-to-face lecture-homework format while also engaging in assigned laboratory experiments. After the completion of the treatment all participants completed a posttest. Data from both the pretest and posttest was statistically analyzed individually using two separate one-way ANOVA/ANCOVA analyses; and researcher reported the results of the statistical analyses. After completion of the analyses, and interpretation of the results, recommendations for future research were given.

  16. The Relationship between Student's Quantitative Skills, Application of Math, Science Courses, and Science Marks at Single-Sex Independent High Schools

    Science.gov (United States)

    Cambridge, David

    2012-01-01

    For independent secondary schools who offer rigorous curriculum to attract students, integration of quantitative skills in the science courses has become an important definition of rigor. However, there is little research examining students' quantitative skills in relation to high school science performance within the single-sex independent school…

  17. Increasing Knowledge and Self-Efficacy through a Pre-Service Course on Promoting Positive School Climate: The Crucial Role of Reducing Moral Disengagement

    Science.gov (United States)

    Crooks, Claire V.; Jaffe, Peter G.; Rodriguez, Arely

    2017-01-01

    Teachers play an important role in promoting a positive school climate, which in turns supports academic achievement and positive mental health among students. This study evaluated the impact of a pre-service teacher education course addressing a range of contributors to school climate. Participants included a cohort of 212 pre-service teachers…

  18. Implementation of multiple intelligences theory in the English language course syllabus at the University of Nis Medical School.

    Science.gov (United States)

    Bakić-Mirić, Natasa

    2010-01-01

    Theory of multiple intelligences (MI) is considered an innovation in learning the English language because it helps students develop all eight intelligences that, on the other hand, represent ways people understand the world around them, solve problems and learn. They are: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinaesthetic, musical/rhythmic, interpersonal, intrapersonal and naturalist. Also, by focusing on the problem-solving activities, teachers, by implementing theory of multiple intelligences, encourage students not only to build their existing language knowledge but also learn new content and skills. The objective of this study has been to determine the importance of implementation of the theory of multiple intelligences in the English language course syllabus at the University of Nis Medical School. Ways in which the theory of multiple intelligences has been implemented in the English language course syllabus particularly in one lecture for junior year students of pharmacy in the University of Nis Medical School. The English language final exam results from February 2009 when compared with the final exam results from June 2007 prior to the implementation of MI theory showed the following: out of 80 junior year students of pharmacy, 40 obtained grade 10 (outstanding), 16 obtained grade 9 (excellent), 11 obtained grade 8 (very good), 4 obtained grade 7 (good) and 9 obtained grade 6 (pass). No student failed. The implementation of the theory of multiple intelligences in the English language course syllabus at the University of Nis Medical School has had a positive impact on learning the English language and has increased students' interest in language learning. Genarally speaking, this theory offers better understanding of students' intelligence and greater appreciation of their strengths. It provides numerous opportunities for students to use and develop all eight intelligences not just the few they excel in prior to enrolling in a

  19. Survey of animal welfare, animal behavior, and animal ethics courses in the curricula of AVMA Council on Education-accredited veterinary colleges and schools.

    Science.gov (United States)

    Shivley, Chelsey B; Garry, Franklyn B; Kogan, Lori R; Grandin, Temple

    2016-05-15

    OBJECTIVE To explore the extent to which veterinary colleges and schools accredited by the AVMA Council on Education (COE) have incorporated specific courses related to animal welfare, behavior, and ethics. DESIGN Survey and curriculum review. SAMPLE All 49 AVMA COE-accredited veterinary colleges and schools (institutions). PROCEDURES The study consisted of 2 parts. In part 1, a survey regarding animal welfare, behavior, and ethics was emailed to the associate dean of academic affairs at all 49 AVMA COE-accredited institutions. In part 2, the curricula for the 30 AVMA COE-accredited institutions in the United States were reviewed for courses on animal behavior, ethics, and welfare. RESULTS Seventeen of 49 (35%) institutions responded to the survey of part 1, of which 10 offered a formal animal welfare course, 9 offered a formal animal behavior course, 8 offered a formal animal ethics course, and 5 offered a combined animal welfare, behavior, and ethics course. The frequency with which courses on animal welfare, behavior, and ethics were offered differed between international and US institutions. Review of the curricula for the 30 AVMA COE-accredited US institutions revealed that 6 offered a formal course on animal welfare, 22 offered a formal course on animal behavior, and 18 offered a formal course on animal ethics. CONCLUSIONS AND CLINICAL RELEVANCE Results suggested that AVMA COE-accredited institutions need to provide more formal education on animal welfare, behavior, and ethics so veterinarians can be advocates for animals and assist with behavioral challenges.

  20. Formulating a Curriculum Framework for Bible Study: Creating Course Objectives for Bible Curriculum in Jewish Schools

    Science.gov (United States)

    Kohn, Eli; Goldstein, Gabriel

    2008-01-01

    Bible teachers worldwide lack a shared language with which to describe expectations of what pupils will learn at various stages of their schooling. This article attempts such a language. If defines a framework, formulated with the assistance of twenty-five Bible teachers in Jewish schools in the United Kingdom. It is hoped that this article will…

  1. Equity Traps Redux: Inequitable Access to Foreign Language Courses for African American High School Students

    Science.gov (United States)

    Schoener, Herbert Joseph, III; McKenzie, Kathryn Bell

    2016-01-01

    Although much of the current educational research literature on achievement gaps has focused on core curricular areas in public schools, few have focused on racially identifiable gaps in non-core areas such as high school foreign languages. These achievement, and thus advancement, gaps often result in the under-representation of students of color…

  2. Stressors and Turning Points in High School and Dropout: A Stress Process, Life Course Framework

    Science.gov (United States)

    Dupéré, Véronique; Leventhal, Tama; Dion, Eric; Crosnoe, Robert; Archambault, Isabelle; Janosz, Michel

    2015-01-01

    High school dropout is commonly seen as the result of a long-term process of failure and disengagement. As useful as it is, this view has obscured the heterogeneity of pathways leading to dropout. Research suggests, for instance, that some students leave school not as a result of protracted difficulties but in response to situations that emerge…

  3. Assessment of primary school students’ level of understanding the concepts of 2nd grade life sciences course based on different variables

    Directory of Open Access Journals (Sweden)

    Altıntaş Gülşen

    2016-01-01

    Full Text Available The course of Life Sciences is one of the pivot courses taught in the first three years of primary school. Ensuring children get to know their environment and gain correct information related to their problems by making them investigate their natural and socio-cultural environment as well as providing them with necessary information, skills and behaviors for environmental adaptation are among the main purposes of Life Sciences course. The concepts to be instilled in students in line with these purposes are important. Since concepts are mostly intellectual and non-physical, they can only exist tangibly through examples. This study aims to assess Primary School Students’ Level of Understanding the Concepts of 2nd Grade Life Sciences Course Based on Different Variables. 17 concepts included in the 2nd Grade Life Sciences course within the subject of School Excitement were addressed within the study, and students were requested to define and exemplify these concepts. A total of 102 students from five different primary schools of upper-middle and lower socioeconomic classes located in Manisa and Istanbul were included in the study in line with the intentional maximum diversity sample selection. The answers given by students for each concept were categorized and analyzed in terms of liking or disliking home, school, technology and the course of Life Sciences.

  4. APS controls overview

    International Nuclear Information System (INIS)

    1996-01-01

    The APS accelerator control system described in this report is a distributed system consisting of operator interfaces, a network, and interfaces to hardware. The operator interface is a UNIX-based workstation with an X-windows graphical user interface. The workstation may be located at any point on the facility network and maintain full functionality. The user has the ability to generate and alter control displays and to access the alarm handler, the archiver, interactive control programs, custom code, and other tools. The TCP/EP networking protocol has been selected as the underlying protocol for the control system network. TCP/EP is a commercial standard and readily available from network hardware vendors. Its implementation is independent of the particular network medium selected to implement the controls network. In the development environment copper Ethernet is the network medium; however, in the actual implementation a fiber-based system using hub technology will be utilized. The function of the network is to provide a generalized communication path between the host computers, operator workstations, input/output crates, and other hardware that comprise the control system

  5. [Survey on public health nursing education-in the comparison of nursing education courses, universities, advanced courses for public health nurse with junior nursing colleges, and public health nursing school].

    Science.gov (United States)

    Hirano, Kayoko; Ikeda, Nobuko; Kanagawa, Katuko; Shiomi, Sigeki; Suzuki, Akira; Hirayama, Tomoko; Furuya, Akie; Ymazaki, Kyoko; Yasumura, Seiji

    2005-08-01

    Changes in public health nursing education have been consideration. Theses changes include a dramatic increase in the number of public health nurses (PHNs) who have enrolled for nursing courses at university. This study was conducted to assess the current status and future of public health nursing education as perceived by teachers and students at three types of schools: universities offering nursing courses, advanced courses for PHNs with junior nursing colleges, and public health nursing schools. Questionnaires were distributed to teachers and students by mail. The questions that were sent to teachers asked which subjects were required to become a certified PHN, which lecture methods were employed to teach public health-particularly community health assessment methods, and what was the level of awareness of the activities of PHNs. Students were asked about their motivation to be a PHN, their understanding of public health, their views of public health activities and their images of PHNs. Responses were analyzed and differences between questionnaires from different schools were noted. These included the number of subjects and the total number of hours spent doing practical training and field experience in universities and the other types of schools, and the number of teachers. Differences also were noted among students at three types of schools about their age, methods of public health activities, knowledge about activities undertaken by PHNs, and their images of PHNs. No differences were observed among the schools with respect to the students' conceptual understanding of public health. Student age, practical training and field experience were found to contribute to their level of understanding of public health and public health nursing. It is thus necessary to consider the teaching methods employed by universities that administer nursing courses and the effectiveness of courses offered by graduate schools.

  6. Academic achievement and course taking among language minority youth in U.S. schools: Effects of ESL placement.

    Science.gov (United States)

    Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra

    2010-03-01

    The 1974 Lau decision requires that U.S. public schools ensure a meaningful education for students learning English. English as a Second Language (ESL) placement is an institutional response to the linguistic needs of these students; however, its academic implications remain largely unexplored. Using nationally representative data from the Educational Longitudinal Study (ELS), the effects of ESL placement on college preparatory course enrollment and academic achievement of language minority students are estimated, first with fixed effects regression models and then with multi-level propensity score matching techniques. While numerous school and individual level factors beyond language proficiency predict ESL placement, a significant negative estimated effect of ESL placement on science enrollment and cumulative GPA is consistently found. Perhaps more important, however, no positive effects of ESL placement on the achievement of language minority youth are found when accounting for English proficiency and other potential covariates.

  7. The Impact of E-Education on At Risk High School Students' Science Achievement and Experiences during Summer School Credit Recovery Courses

    Science.gov (United States)

    Phillips, Pamela Prevette

    Nationally, at risk students make up to 30% of U.S. students in public schools. Many at risk students have poor attendance, are disengaged from the learning environment and have low academic achievement. Educational failure occurs when students do not complete the required courses and as a result do not receive a high school diploma or a certificate of attendance. Many at risk students will not graduate; nearly one-third of all United States high school students have left the public school system before graduating, which has been referred to as a national crisis. Many at risk students fail science courses that are required for graduation, such as biology. Clearly, many students are not responding positively to the conditions in many public school classrooms, suggesting the need for different methods of educating at risk students, such as e-education. Three research questions guided the study: 1) Who are the students in an e-education, online summer school credit recovery course? 2) Do students' beliefs about their learning environment or other personal factors influence their academic achievement?, and 3) How do students describe their experiences of an e-education science course? This mixed methods study investigates thirty-two at risk students who were enrolled in one of three e-education science education courses (biology, earth science, and physical science) during a summer session in a rural county in a southeastern US state. These students failed their most recent science course taken in a traditional classroom setting. Artino's (2010) social-cognitive model of academic motivation and emotion was used as a theoretical framework to highlight the salient motivational factors toward learning science (e.g., task characteristics, task value beliefs, positive emotions). Student data included pre and post tests for all e-education lessons, a final exam, survey data (Students Motivation towards Science Learning (SMTSL), time (on task and idle), field notes, and

  8. [5-year course of dyslexia – Persistence, sex effects, performance in reading and spelling, and school-related success].

    Science.gov (United States)

    Wyschkon, Anne; Schulz, Franziska; Gallit, Finja Sunnyi; Poltz, Nadine; Kohn, Juliane; Moraske, Svenja; Bondü, Rebecca; von Aster, Michael; Esser, Günter

    2018-03-01

    The study examines the 5-year course of children with dyslexia with regard to their sex. Furthermore, the study investigates the impact of dyslexia on the performance in reading and spelling skills and school-related success. A group of 995 6- to 16-year-olds were examined at the initial assessment. Part of the initial sample was then re-examined after 43 and 63 months. The diagnosis of dyslexia was based on the double discrepancy criterion using a standard deviation of 1.5. Though they had no intellectual deficits, the children showed a considerable discrepancy between their reading or writing abilities and (1) their nonverbal intelligence and (2) the mean of their grade norm. Nearly 70 % of those examined had a persisting diagnosis of dyslexia over a period of 63 months. The 5-year course was not influenced by sex. Despite average intelligence, the performance in writing and spelling of children suffering from dyslexia was one standard deviation below a control group without dyslexia with average intelligence and 0.5 standard deviations below a group of children suffering from intellectual deficits. Furthermore, the school-related success of the dyslexics was significantly lower than those of children with average intelligence. Dyslexics showed similar school-related success rates to children suffering from intellectual deficits. Dyslexia represents a considerable developmental risk. The adverse impact of dyslexia on school-related success supports the importance of early diagnostics and intervention. It also underlines the need for reliable and general accepted diagnostic criteria. It is important to define such criteria in light of the prevalence rates.

  9. Childhood school performance, education and occupational complexity: a life-course study of dementia in the Kungsholmen Project.

    Science.gov (United States)

    Dekhtyar, Serhiy; Wang, Hui-Xin; Fratiglioni, Laura; Herlitz, Agneta

    2016-08-01

    Cognitive reserve hypothesis predicts that intellectually demanding activities over the life course protect against dementia. We investigate if childhood school performance remains associated with dementia once education and occupational complexity are taken into account. A cohort of 440 individuals aged 75+ from the Kungsholmen Project was followed up for 9 years to detect dementia. To measure early-life contributors to reserve, we used grades at age 9-10 extracted from the school archives. Data on formal education and occupational complexity were collected at baseline and first follow-up. Dementia was ascertained through comprehensive clinical examination. Cox models estimated the relationship between life-course cognitive reserve measures and dementia. Dementia risk was elevated [hazard ratio (HR): 1.54, 95% confidence interval (CI): 1.03 to 2.29] in individuals with low early-life school grades after adjustment for formal educational attainment and occupational complexity. Secondary education was associated with a lower risk of dementia (HR: 0.72, 95% CI: 0.50 to 1.03), although the effects of post-secondary and university degrees were indistinguishable from baseline. Occupational complexity with data and things was not related to dementia. However, an association was found between high occupational complexity with people and dementia, albeit only in women (HR: 0.39, 95% CI: 0.14 to 0.99). The pattern of results remained unchanged after adjustment for genetic susceptibility, comorbidities and depressive symptoms. Low early-life school performance is associated with an elevated risk of dementia, independent of subsequent educational and occupational attainment. © The Author 2016; all rights reserved. Published by Oxford University Press on behalf of the International Epidemiological Association.

  10. AP1000 Design for Security

    International Nuclear Information System (INIS)

    Long, L.B.; Cummins, W.E.; Winters, J.W.

    2006-01-01

    Nuclear power plants are protected from potential security threats through a combination of robust structures around the primary system and other vital equipment, security systems and equipment, and defensive strategy. The overall objective for nuclear power plant security is to protect public health and safety by ensuring that attacks or sabotage do not challenge the ability to safely shutdown the plant or protect from radiological releases. In addition, plants have systems, features and operational strategies to cope with external conditions, such as loss of offsite power, which could be created as part of an attack. Westinghouse considered potential security threats during design of the AP1000 PWR. The differences in plant configuration, safety system design, and safe shutdown equipment between existing plants and AP1000 affect potential vulnerabilities. This paper provides an evaluation of AP1000 with respect to vulnerabilities to security threats. The AP1000 design differs from the design of operating PWRs in the US in the configuration and the functional requirements for safety systems. These differences are intentional departures from conventional PWR designs which simplify plant design and enhance overall safety. The differences between the AP1000 PWR and conventional PWRs can impact vulnerabilities to security threats. The NRC addressed security concerns as part of their reviews for AP1000 Design Certification, and did not identify any security issues of concern. However, much of the detailed security design information for the AP1000 was deferred to the combined Construction and Operating License (COL) phase as many of the security issues are site-specific. Therefore, NRC review of security issues related to the AP1000 is not necessarily complete. Further, since the AP1000 plant design differs from existing PWRs, it is not obvious that the analyses and assessments prepared for existing plants also apply to the AP1000. We conclude that, overall, the AP1000

  11. AP1000. The PWR revisited

    International Nuclear Information System (INIS)

    Gaio, P.

    2006-01-01

    The distinguishing features of Westinghouse's AP1000 advanced passive pressurized water reactor are highlighted. In particular, the AP1000's passive safety features are described as well as their implications for simplifying the design, construction, and operation of this design compared to currently operating plants, and significantly increasing safety margins over current plants as well. The AP1000 design specifically incorporates the knowledge acquired from the substantial accumulation of power reactor operating experience and benefits from the application of the Probabilistic Risk Assessment in the design process itself. The AP1000 design has been certified by the US Nuclear Regulatory Commission under its new rules for licensing new nuclear plants, 10 CFR Part 52, and is the subject of six combined Construction and Operating License applications now being developed. Currently the AP1000 design is being assessed against the EUR Rev C requirements for new nuclear power plants in Europe. (author)

  12. An analysis of high-performing science students' preparation for collegiate science courses

    Science.gov (United States)

    Walter, Karen

    This mixed-method study surveyed first year high-performing science students who participated in high-level courses such as International Baccalaureate (IB), Advanced Placement (AP), and honors science courses in high school to determine their perception of preparation for academic success at the collegiate level. The study used 52 students from an honors college campus and surveyed the students and their professors. The students reported that they felt better prepared for academic success at the collegiate level by taking these courses in high school (pstudent GPA with honors science courses (n=55 and Pearson's r=-0.336), while AP courses (n=47 and Pearson's r=0.0016) and IB courses (n=17 and Pearson's r=-0.2716) demonstrated no correlation between perception of preparation and GPA. Students reported various themes that helped or hindered their perception of academic success once at the collegiate level. Those themes that reportedly helped students were preparedness, different types of learning, and teacher qualities. Students reported in a post-hoc experience that more lab time, rigorous coursework, better teachers, and better study techniques helped prepare them for academic success at the collegiate level. Students further reported on qualities of teachers and teaching that helped foster their academic abilities at the collegiate level, including teacher knowledge, caring, teaching style, and expectations. Some reasons for taking high-level science courses in high school include boosting GPA, college credit, challenge, and getting into better colleges.

  13. Integrating International Business Law Concepts into a High School Business Law Course.

    Science.gov (United States)

    Golden, Cathleen J.; McDonald, Michael L.

    1998-01-01

    Outlines international business content for a high school business law curriculum: history of international business law, World Trade Organization, international disputes, contracts and sales, financing/banking, currency, taxation, intellectual property, transportation, and multinational corporations. Considers whether to teach international…

  14. On the Development of Creativity and Cooperation Skills in Indigenous Elementary School Students During a LEGO Mindstorms NXT Course

    Directory of Open Access Journals (Sweden)

    Jenyi Chao

    2013-06-01

    Full Text Available The objective of the nine-year integrated curriculum in Taiwan is to cultivate the ten basic competencies of students. Nations around the world have also accentuated the importance of key competencies in citizens, and it is hoped that through education, civic literacy can be enhanced. Among the basic competencies, many nations value the abilities to use technology, to be creative, and cooperative. This study investigated the development of two abilities, creativity and cooperation, in indigenous students while they learned basic mechanical concepts in a LEGO Mindstorms NXT course, which comprised nine units, during the 2010-2011 school year. Indigenous Atayal culture and teaching strategies involving collaborative problem solving were integrated into the course. The participants were 24 third graders from an elementary school serving the Atayal Tribes of Nan-ao, Ilan County. Data was collected through pretests, posttests, and classroom observations. The findings of this study are as follows. (1 The scores of the pretests and posttests indicate that the basic mechanical concepts of the students improved significantly. (2 The results of the figural Torrance Tests of Creative Thinking showed that the students improved significantly in fluency, originality, elaboration, openness, and creative potential. (3 In learning, cooperating, and the division of labor, the students were able to perform their respective duties; in discussion, problem-solving, and presentation, they required some guidance from the teacher; in reflection, assessment, and summary, the students displayed high levels of interest and creative performance.

  15. Adopting Online Taster Courses in Postgraduate Recruitment: The Case of a British Business School

    Science.gov (United States)

    Papagiannidis, Savvas

    2013-01-01

    Given the increasing competition faced by higher education institutions when it comes to attracting postgraduate students, and the implications of the global financial crisis, technology can play a critical role in not only promoting courses, but also enhancing the student recruitment experience, especially for international students. This article…

  16. Adaptations to Curriculum at the Quartermaster School Officer Candidate Course during World War II

    Science.gov (United States)

    2012-06-08

    of that year, General Craig directed the war plans division to begin looking at how to prepare the army should war break out in Europe or Asia ...and AGF strongly disagreed with the recommendation.70 AGF argued that expanding the courses to six months would not aid the overpopulation problem

  17. Providing a Flexible Course in Multicultural, International Communications within a Traditional University School of Business.

    Science.gov (United States)

    Joy, Robert O.

    1990-01-01

    Describes a summer course designed for students interested in business, workers in business, and entrepreneurs to improve their skills in multicultural international business communication. Notes that students' comments and teacher evaluations suggest that the experience with the class was generally positive. (RS)

  18. Greening a Chemistry Teaching Methods Course at the School of Educational Studies, Universiti Sains Malaysia

    Science.gov (United States)

    Karpudewan, Mageswary; Hj Ismail, Zurida; Mohamed, Norita

    2011-01-01

    Green chemistry is the design, development and implementation of chemical products and processes to reduce or eliminate the use of sub-stances hazardous to human health and the environment. This article reports on the integration of green chemistry and sustainable development concepts (SDCs) into an existing teaching methods course for chemistry…

  19. Primary School Teachers' Views about Global Education in Social Studies Courses

    Science.gov (United States)

    Bozkurt, Mahmut; Yasar, Sefik

    2016-01-01

    Problem Statement: In recent years in Turkey, studies have been conducted that focus on the effects that globalisation has on education, but there have not been any papers based on the historical and conceptual framework of global education. Examining the literature, it can be argued that social studies courses have played a role in preparing…

  20. Careers in Construction, Building Maintenance and Allied Occupations. Junior High School. Course Outline.

    Science.gov (United States)

    Dade County Public Schools, Miami, FL. Office of Vocational and Adult Education.

    The guide was prepared to assist student emploration in the fields of construction and building maintenance and as preparation for further specialized training. The course was prepared for quinmester use and includes a series of manipulative job assignments within a laboratory equipped to simulate the actual job atmosphere found in the…

  1. Exploring the development of science self-efficacy in preservice elementary school teachers participating in a science education methods course

    Science.gov (United States)

    Gunning, Amanda M.

    The demands of society's increasing dependence on science and technology call for our students to have a solid foundation in science education, starting in the earliest grades. However, elementary school teachers often lack the necessary experiences to deliver that education. This qualitative study seeks to explore the development of six preservice elementary teachers in a semester-long science methods course. The course consisted of many components; one in particular was a microteaching experience, which emerged as especially significant. The participants' experiences throughout the semester were studied primarily through the lens of self-efficacy, but were also examined considering learning theories and mental models. It was found that two participants in particular were self-directed learners and were able to construct for themselves a self-selected cognitive apprenticeship. Other findings include the significance of a microteaching experience on development of self-efficacy in science teaching and the role mental models may or may not play in development of self-efficacy in the science methods course. This study has implications both for preservice elementary education in science and in general.

  2. Students' perceptions of a blended learning pharmacy seminar course in a Caribbean school of pharmacy.

    Science.gov (United States)

    Extavour, Rian Marie; Allison, Gillian L

    2018-04-01

    Blended learning (BL) integrates face-to-face and online instructional methods, with applications in pharmacy education. This study aimed to assess pharmacy students' perceptions of BL in a pharmacy seminar course at The University of the West Indies, St. Augustine campus, Trinidad and Tobago. Topics based on the use of medicines and public health were presented by student groups during live seminars, supplemented with online activities. An online survey of students' perceptions was administered at the end of the course. The usefulness of learning resources and course activities were assessed using 5-point Likert-like scales (1 = not helpful to 5 = very helpful). The effectiveness of the instructor, blended delivery, time value, and development of critical-thinking were rated on a 5-point Likert scale for agreement (1 = strongly disagree to 5 = strongly agree). Topics that were most instructive and additional topics of interest were also identified. Approximately 51% of students (37/72) completed the questionnaire; 73% were female and mean age was 24 years. The learning resources and most course activities were generally helpful (median = 4) in facilitating learning. There was strong agreement (median = 5) on the ease of navigating the online platform, and instructor encouraging interest in pharmacy issues. Students agreed (median = 4) that the course facilitated critical thinking, the BL approach was effective, and the time spent was worthwhile. The most instructive topics included medication errors, antibiotic resistance, and medicines in children and the elderly. BL in pharmacy seminars is a valuable approach to engage students learning about pharmacy and public health. Copyright © 2017 Elsevier Inc. All rights reserved.

  3. Virtue training in medical schools: the perspective of behavioral science course directors.

    Science.gov (United States)

    Olufowote, James Olumide

    2015-01-01

    Although the multidisciplinary research on physician socialization has focused on areas such as developments in learners' ideological commitments and ethics knowledge and skills, the literature on physician virtues has been anecdotal. To contribute empirical knowledge of virtue development during socialization, I performed constant comparisons on interviews with 20 directors of preclinical behavioral science courses. In discussing their courses, participants revealed foci on virtues involved in making intimate connections with patients (e.g., empathy) and "being professional" with colleagues (e.g., trustworthiness). To cultivate virtues for intimate connections, participants used the strategies of learner engagement with patients' narratives of illness, service in underserved communities, and shadowing and observing role models. To develop virtues for being professional, participants used the strategy of small learner groups, which consisted of discussions, project collaborations, and group evaluations. I conclude with implications for training students of various health sciences and managing health care teams.

  4. Course Notes: United States Particle Accelerator School Beam Physics with Intense Space-Charge

    International Nuclear Information System (INIS)

    Barnard, J.J.; Lund, S.M.

    2008-01-01

    The purpose of this course is to provide a comprehensive introduction to the physics of beams with intense space charge. This course is suitable for graduate students and researchers interested in accelerator systems that require sufficient high intensity where mutual particle interactions in the beam can no longer be neglected. This course is intended to give the student a broad overview of the dynamics of beams with strong space charge. The emphasis is on theoretical and analytical methods of describing the acceleration and transport of beams. Some aspects of numerical and experimental methods will also be covered. Students will become familiar with standard methods employed to understand the transverse and longitudinal evolution of beams with strong space charge. The material covered will provide a foundation to design practical architectures. In this course, we will introduce you to the physics of intense charged particle beams, focusing on the role of space charge. The topics include: particle equations of motion, the paraxial ray equation, and the Vlasov equation; 4-D and 2-D equilibrium distribution functions (such as the Kapchinskij-Vladimirskij, thermal equilibrium, and Neuffer distributions), reduced moment and envelope equation formulations of beam evolution; transport limits and focusing methods; the concept of emittance and the calculation of its growth from mismatches in beam envelope and from space-charge non-uniformities using system conservation constraints; the role of space-charge in producing beam halos; longitudinal space-charge effects including small amplitude and rarefaction waves; stable and unstable oscillation modes of beams (including envelope and kinetic modes); the role of space charge in the injector; and algorithms to calculate space-charge effects in particle codes. Examples of intense beams will be given primarily from the ion and proton accelerator communities with applications from, for example, heavy-ion fusion, spallation

  5. Pathways from parental stimulation of children's curiosity to high school science course accomplishments and science career interest and skill

    Science.gov (United States)

    Eskeles Gottfried, Adele; Johnson Preston, Kathleen Suzanne; Gottfried, Allen W.; Oliver, Pamella H.; Delany, Danielle E.; Ibrahim, Sirena M.

    2016-08-01

    Curiosity is fundamental to scientific inquiry and pursuance. Parents are important in encouraging children's involvement in science. This longitudinal study examined pathways from parental stimulation of children's curiosity per se to their science acquisition (SA). A latent variable of SA was indicated by the inter-related variables of high school science course accomplishments, career interest, and skill. A conceptual model investigated parental stimulation of children's curiosity as related to SA via science intrinsic motivation and science achievement. The Fullerton Longitudinal Study provided data spanning school entry through high school (N = 118). Parental stimulation of curiosity at age 8 years comprised exposing children to new experiences, promoting curiosity, encouraging asking questions, and taking children to a museum. Intrinsic motivation was measured at ages 9, 10, and 13 years, and achievement at ages 9, 10, and 11 years. Structural equation modelling was used for analyses. Controlling for socio-economic status, parental stimulation of curiosity bore positive and significant relations to science intrinsic motivation and achievement, which in turn related to SA. Gender neither related to stimulation of curiosity nor contributed to the model. Findings highlight the importance of parental stimulation of children's curiosity in facilitating trajectories into science, and relevance to science education is discussed.

  6. A case study of successful e-learning: a web-based distance course in medical physics held for school teachers of the upper secondary level.

    Science.gov (United States)

    Jönsson, Bo-Anders

    2005-09-01

    Learning activities and course design in the new context of e-learning, such as in web-based courses involves a change both for teachers and students. The paper discusses factors important for e-learning to be successful. The development of an online course in medical physics and technology for high school teachers of physics, details of the course, and experience gained in connection with it are described. The course syllabus includes basics of radiation physics, imaging techniques using ionizing or non-ionizing radiation, and external and internal radiation therapy. The course has a highly didactic approach. The final task is for participants to design a course of their own centered on some topic of medical physics on the basis of the knowledge they have acquired. The aim of the course is to help the teachers integrate medical physics into their own teaching. This is seen as enhancing the interest of high school students in later studying physics, medical physics or some other branch of science at the university level, and as increasing the knowledge that they and people generally have of science. It is suggested that the basic approach taken can also have applicability to the training of medical, nursing or engineering students, and be used for continuing professional development in various areas.

  7. Westinghouse AP 1000 program status

    International Nuclear Information System (INIS)

    Doehnert, B.

    2002-01-01

    The project 1000 is presented and features are discussed in the paper. Design maturity is characterized by 1300 man-year / $400 million design and testing effort, more than 12 000 design documents completed; 3D computer model developed. It includes structures, equipment, small / large pipe, cable trays, ducts etc. Licensing Maturity is determined by a very thorough and complete NRC review of AP600; 110 man-year effort (NRC) over 6 years, $30 million; independent, confirmatory plant analysis; independent, confirmatory plant testing (ROSA, OSU); over 7400 questions answered, no open items; over 380 meeting with NRC, 43 meetings with ACRS. NRC Design Certification is issued in December 1999. Reasons for developing AP 1000 and design changes are presented. Economic analysis shows an expectation for payback within 20 years. AP1000 provides 75% power uprate for 15% increment in capital cost. AP1000 meets new plant economic targets in the near term

  8. Explaining Gaps in Readiness for College-Level Math: The Role of High School Courses

    Science.gov (United States)

    Long, Mark C.; Iatarola, Patrice; Conger, Dylan

    2009-01-01

    Despite increased requirements for high school graduation, almost one-third of the nation's college freshmen are unprepared for college-level math. The need for remediation is particularly high among students who are low income, Hispanic, and black. Female students are also less likely than males to be ready for college-level math. This article…

  9. Teacher Use of Constructivism in High School Science Courses: Perception versus Reality

    Science.gov (United States)

    Williams, Alisha M.

    2017-01-01

    With all of the research devoted to the use and effectiveness of constructivist learning principles in high school science classes, it is somewhat surprising to find that there is very little research devoted to constructivism's use in international settings. The problem that this lack of research poses is that classrooms are increasingly diverse…

  10. Understanding Parents, Understanding Parenthood: An Education for Parenthood Course Piloted at Monifeith High School, Angus.

    Science.gov (United States)

    Cutting, Elizabeth; Tammi, Lynne

    This report is the result of an evaluation of the delivery of a pilot parenthood education program at Monifeith High School in Angus, Scotland. The program was developed as part of Save the Children, Scotland's 3-year Positive Parenting Project. The report is targeted at those responsible for the delivery of personal and social education to…

  11. Factors Influencing Enrollment in Public High School German Courses: Results of a National Survey.

    Science.gov (United States)

    Minert, Roger P.

    1992-01-01

    Questions regarding reasons students select or decline to study German are examined, based on the results of a survey conducted among students of German in 127 U.S. high schools. Student responses are discussed in the light of academic, demographic, social, and familial considerations, and a profile of the 1990s student of German is constructed.…

  12. Wise Choices? The Economics Discourse of a High School Economics and Personal Finance Course

    Science.gov (United States)

    Sober, Tamara Leigh

    2017-01-01

    Today's high school students will face a host of economic problems such as the demise of the social safety net, mounting college student debt, and costly health care plans, as stated in the rationale for financial literacy provided by the Council for Economic Education's National Standards for Financial Literacy. These problems are compounded by…

  13. When I Was Hungry. A Hunger Course for High School Students. [Student Packet].

    Science.gov (United States)

    Bread for the World Educational Fund, Washington, DC.

    This student packet contains readings and exercises for examining the problem of world hunger. Materials, which are suitable for use by high school students, are presented from a Christian perspective. Twelve chapters cover justice and the right to food; causes of hunger (poverty, land use, the international economy, the arms race, resource abuse,…

  14. When I Was Hungry. A Hunger Course for High School Students. Teacher's Manual [and] Action Packet.

    Science.gov (United States)

    Bread for the World Educational Fund, Washington, DC.

    Designed to accompany a student activity packet on issues related to world hunger, this teacher's manual provides 12 units of study at the high school level. Materials are presented from a Christian perspective. The following topics are covered in separate chapters: introduction (justice and the right to food), the dimensions and scope of the…

  15. Misconceptions of High School Students Related to the Conceptions of Absolutism and Constitutionalism in History Courses

    Science.gov (United States)

    Bal, Mehmet Suat

    2011-01-01

    The goal of this study is to analyze the 10th grade high school students' misconceptions related to the sense of ruling in the Ottoman State during the absolutist and constitutional periods and to investigate the causes of these misconceptions. The data were collected through eight open-ended questions related to the concepts of absolutism and…

  16. High School Students' Attitudes toward Islam and Muslims: Can a Social Studies Course Make a Difference?

    Science.gov (United States)

    Klepper, Adam

    2014-01-01

    Despite 9/11, the seemingly endless Israeli-Palestinian conflict, the possibility of Iran developing nuclear weapons capabilities, and the Arab Spring and its aftermath, the social studies curricula of high schools throughout the nation generally put little emphasis on the Middle East and Islam as the foundation for understanding vital issues that…

  17. The Modern U.S. High School Astronomy Course, Its Status and Makeup II: Additional Results

    Science.gov (United States)

    Krumenaker, Larry

    2009-01-01

    A postal survey of high school astronomy teachers strongly confirms many results of an earlier electronic survey. Additional and new results include a measure of the level of inquiry (more structured inquiry and teacher-led) in the classroom as well as data showing that more emphasis is given to traditional topics than to contemporary astronomy…

  18. Integration of Computers into the Medical School Curriculum: An Example from a Microbiology Course.

    Science.gov (United States)

    Platt, Mark W.; And Others

    1994-01-01

    While the use of computers has become widespread in recent years, a unified, integrated approach to their use in the medical school curriculum has not yet emerged. Describes a program at the University of New Mexico that will phase-in computerization of its curriculum beginning in the fall of 1993. (LZ)

  19. Mental health from a life-course perspective : The transition from school to work

    NARCIS (Netherlands)

    Veldman, Karin

    2016-01-01

    Adolescents suffering from mental health problems are at risk of dropping out from high school without a basic educational level (BEL) or to be in NEET (Neither in Education, Employment nor Training), and when having entered the labor market in adulthood, to be unemployed and earn lower wages. This

  20. Schooling, Learning Disposition, and Life Course Transitions: A Life History Study on Korean Elite Adult Learners

    Science.gov (United States)

    Choi, Seonjoo

    2017-01-01

    This article analyzes the crystallized learning disposition formed in secondary schools and its persistent influence on the transition between educational sectors and the workplace. Using interview data from eight adults who graduated from a prestigious university in Korea, this study reveals that "exam-inclined self-direction," a manner…

  1. Engineering Design Challenges in High School STEM Courses: A Compilation of Invited Position Papers

    Science.gov (United States)

    Householder, Daniel L., Ed.

    2011-01-01

    Since its initial funding by the National Science Foundation in 2004, the National Center for Engineering and Technology Education (NCETE) has worked to understand the infusion of engineering design experiences into the high school setting. Over the years, an increasing number of educators and professional groups have participated in the expanding…

  2. Johns Hopkins Bloomberg School of Public Health OpenCourseWare

    Science.gov (United States)

    Kanchanaraksa, Sukon; Gooding, Ira; Klaas, Brian; Yager, James D.

    2009-01-01

    The need for public health knowledge is ever increasing, but the educational options have been limited to coursework delivered by academics to individuals who can afford the cost of tuition at public health institutions. To overcome this disparity, Johns Hopkins Bloomberg School of Public Health (JHSPH) has joined the Massachusetts Institute of…

  3. Applying Multiculturalism to a High School American Literature Course: Changing Lenses and Crossing Borders.

    Science.gov (United States)

    Noskin, David; Marshalek, Angela

    1995-01-01

    Describes a nine-week, secondary-school, language arts unit on the American dream with an emphasis on multicultural issues, particularly as they concern those students who are apathetic about or resistant to the multicultural program. Reviews specific lesson approaches to "The Great Gatsby,""Baseball in April,""Justin and…

  4. Conceptual Formulation of Neologisms in Various Dictionaries and Primary School Macedonian Language Course Textbooks

    Science.gov (United States)

    Januševa, Violeta; Jurukovska, Jana

    2015-01-01

    The paper analyses the conceptual formulation of neologisms in various dictionaries of Macedonian language, other Slavic and non-Slavic languages, as well as in primary school Macedonian language textbooks, by putting special emphasis on the role of, both, time criterion, i.e. the period of time in which a lexical unit is present in the active…

  5. Investigation of 9th Grade High School Students’ Attitudes towards Science Course

    Directory of Open Access Journals (Sweden)

    Orhan Karamustafaoglu

    2017-12-01

    Full Text Available In this study, ninth grade students’ attitudes towards science were investigated in terms of self-regulation strategies, motivational beliefs and gender variables. The sample of this study includes 322 male and 296 female in total 618 students from 3 different high schools (Science high school, Anatolian high school, and Vocational high school in center district of Amasya city. To collect the data, the researchers employed “Motivated Strategies for Learning Questionnaire” which has been developed by Pintrich and De Groot in 1990, adapted into Turkish by Uredi in 2005 and consists of 44 items and “Colorado Learning Attitudes about Science Survey (CLASS” has been developed by Adams and others in 2006, adapted into Turkish by Bayar and Karamustafaoğlu in 2015 and consists of 36 items. For data analysis, mean, standard deviation, independent t-test and correlation were addressed. The results of this study show that there are statistically significant relationships between 9th grade students’ attitudes towards science and self-regulation strategies, motivational beliefs, and gender.

  6. Cognitive Correlates of Performance in Algorithms in a Computer Science Course for High School

    Science.gov (United States)

    Avancena, Aimee Theresa; Nishihara, Akinori

    2014-01-01

    Computer science for high school faces many challenging issues. One of these is whether the students possess the appropriate cognitive ability for learning the fundamentals of computer science. Online tests were created based on known cognitive factors and fundamental algorithms and were implemented among the second grade students in the…

  7. Does the High School Geography Experience Influence Enrollment in University Geography Courses?

    Science.gov (United States)

    Leydon, Joseph; McLaughlin, Christina; Wilson, Heather

    2017-01-01

    The literature suggests that owing to profound difficulties with high school geography curricula, teachers play a vital role in stimulating student interest and in providing a platform for continuation in the study of geography at university. Yet, with little empirical evidence offered in support, it is unclear why students select geography at…

  8. College Readiness in California: A Look at Rigorous High School Course-Taking

    Science.gov (United States)

    Gao, Niu

    2016-01-01

    Recognizing the educational and economic benefits of a college degree, education policymakers at the federal, state, and local levels have made college preparation a priority. There are many ways to measure college readiness, but one key component is rigorous high school coursework. California has not yet adopted a statewide college readiness…

  9. Reading Comprehension Course through a Genre-Oriented Approach at a School in Colombia

    Science.gov (United States)

    Rodríguez Sánchez, Andrés

    2017-01-01

    This paper reports on an action-research study aimed at identifying the problems and needs of a specific group of tenth graders at a school in Colombia in relation to their reading comprehension in English in order to design, partially implement, and evaluate a genre-oriented syllabus. Findings show that the explicit instruction of metacognitive…

  10. Understanding and Using the New Guided-Inquiry AP Chemistry Laboratory Manual

    Science.gov (United States)

    Cacciatore, Kristen L.

    2014-01-01

    To support teaching and learning in the advanced placement (AP) chemistry laboratory, the College Board published a laboratory manual, "AP Chemistry Guided-Inquiry Experiments: Applying the Science Practices," in 2013 as part of the redesigned course. This article provides a discussion of the rationale for the existence of the manual as…

  11. Updating AP Potential™ Expectancy Tables Involving PSAT/NMSQT® Writing. Research Notes. RN-35

    Science.gov (United States)

    Ewing, Maureen; Camara, Wayne J.; Millsap, Roger E.; Milewski, Glenn B.

    2007-01-01

    AP Potential™ is a data-driven tool offered by the College Board that uses scores from the PSAT/NMSQT® to identify students who have the potential to succeed in Advanced Placement Program® (AP®) courses (College Board, 2007). Research showing a moderate-to-strong correlation between PSAT/NMSQT scores and AP Exam scores serves as the basis for this…

  12. Clinical Teaching of Prosthodontics in Undergraduate Courses in a German Dental School: Patients, Visits, Efforts, and Incentives.

    Science.gov (United States)

    Huettig, Fabian; Behrend, Florian

    2016-01-01

    It is unknown what disadvantages are faced by patients deciding for a prosthodontic treatment by inexperienced students. Commonly, the related extra effort and time are compensated by cost reduction of treatment fees. Thereby, the dental schools subsidize treatments to teach clinical prosthodontics. The aim of this study was to clarify the benefits to patients as well as the efforts of the dental school. Data collected from three courses in a dental school in Germany were patient gender, age, occupation, zip code, number of visits, scope of treatment including costs, financial discount, and remaining copayment. Travel costs were calculated based on zip code. Balance of travel costs and treatment discount was defined as financial benefit. The results showed that 185 patients (95 male) aged 32 to 82 years (median=58) were treated with fixed restorations (FR, n=110), telescopic dentures (TD, n=87), complete dentures (CD, n=17), or other (RD, n=3). The mean number of visits was 11 for FR, 12 for TD, and 9 for CD. Single distance to the clinic ranged from 0.6 to 65 miles (median=12). Total costs of prosthodontics were reduced by 19% on average. The mean financial benefit was 429 USD (median=298, min=-482, max=4025). The financial benefits were found to differ widely, including additional expenditures of patients. Participation, travel burden, and copayment did not depend on age, gender, or occupation. The financial benefit was relativized because students needed at least twice the sessions of a dentist. As a result, the financial efforts of dental schools are significant and compromise a cost-covering education.

  13. Task Force on Catastrophic Antiphospholipid Syndrome (APS) and Non-criteria APS Manifestations (I): catastrophic APS, APS nephropathy and heart valve lesions.

    Science.gov (United States)

    Cervera, R; Tektonidou, M G; Espinosa, G; Cabral, A R; González, E B; Erkan, D; Vadya, S; Adrogué, H E; Solomon, M; Zandman-Goddard, G; Shoenfeld, Y

    2011-02-01

    The objectives of the 'Task Force on Catastrophic Antiphospholipid Syndrome (APS) and Non-criteria APS Manifestations' were to assess the clinical utility of the international consensus statement on classification criteria and treatment guidelines for the catastrophic APS, to identify and grade the studies that analyse the relationship between the antiphospholipid antibodies and the non-criteria APS manifestations and to present the current evidence regarding the accuracy of these non-criteria APS manifestations for the detection of patients with APS. This article summarizes the studies analysed on the catastrophic APS, APS nephropathy and heart valve lesions, and presents the recommendations elaborated by the Task Force after this analysis.

  14. NEW STUDY ABOUT STUDENTS PROFILE IN THE FIRST COURSE OF THE TECHNICAL INDUSTRIAL ENGINEERING SCHOOL

    Directory of Open Access Journals (Sweden)

    Angel Valea

    2014-12-01

    Full Text Available The paper assesses the results of a questionnaire answered by Industrial Engineering students specialized in Mechanics and Industrial Chemistry, who are taking their obligatory and first university course in Chemistry. The questionnaire has 30 multiple selection questions related to 4 significant areas (subject contents, methodology, faculty and student body. The study results were grouped in 12 significant blocks that report statistical results and/or results interpretation. The aim is to know, from the standpoint of the students, their habits and weakness as students.

  15. From geography department to business school: strategies for transplanting GIS courses between disciplines

    OpenAIRE

    Shepherd, Ifan D. H.

    2009-01-01

    A number of strategies have been adopted for the development and delivery of GIS curricula in various disciplines. The main strategies are described, evaluated and illustrated with reference to recent practice. The author then uses a transplantation analogy to describe the process whereby he adapted his own GIS modules following a move from a modestly sized geography department to a large business school. Several critical questions are posed, including: what is the best strategy for developin...

  16. International School of Physics Enrico Fermi : Course 190 : Frontiers in Modern Optics

    CERN Document Server

    Dudley, J; Clerici, M

    2016-01-01

    The year 2015 was designated by the United Nations General Assembly as the Year of Light and Light-based Technologies, and also marks the anniversaries of a number of significant historical events related to light. In 1015, Ibn Al-Haytham published his book of optics; in 1815, Fresnel first proposed the notion that light is actually a wave; James Clerk Maxwell then firmly established this concept with his electromagnetic theory of light propagation; and Einstein announced his discovery of the photoelectric effect, demonstrating that light is made of photons in 1905, followed in 1915 by his general theory of relativity, in which light plays a central role. This book presents lectures from the International School of Physics Enrico Fermi summer school: Frontiers in Modern Optics, held in Varenna, Italy, in June and July 2014. The school attempted to give a broad and modern overview of the field of optics in a series of lectures addressing ongoing topics of research. Subject areas include: nonlinear optics; lig...

  17. [Is it Possible to Arouse Interest in a Career in Traumatology with a Curricular Course in Medical School?

    Science.gov (United States)

    Meder, A; Lammerding-Köppel, M; Zundel, S; Stöckle, U; Bahrs, C; Gonser, C

    2016-12-01

    Background: There is a serious lack of young doctors in trauma surgery, which has intensified in recent years. The reasons are complex. Studies have shown that the interest in starting a career in surgery significantly decreases during medical school. To counteract the lack of young talent in the clinic, interest in the subject should be aroused in medical school. The aim of the present study was to evaluate current teaching at our university, where trauma surgery is a curricular subject with mandatory attendance for all medical students. Material and Methods: The current curriculum is intended for medicine students in their fifth year. The curriculum comprises lectures, practical courses and observation modules held in small groups. Students are provided with an experienced surgeon as teacher and mentor for the whole week. A teaching and training centre is available for the practical courses. In an anonymised questionnaire, students were asked about their overall assessment and the training success of practical and theory-oriented modules, as well as their specific interest in traumatology. Results: The evaluated curriculum gave very good results, with an overall rating of 1.53 (average) on a 6-point Likert scale in the overall assessment. It could be shown that students previously not interested in starting a career in trauma surgery showed significantly more interest in the subject after the curriculum. The practical parts scored best in the individual assessment. Conclusion: We showed that intensive teaching can arouse interest in traumatology in students who had been indifferent to orthopaedics and traumatology. Georg Thieme Verlag KG Stuttgart · New York.

  18. Teacher Use of Constructivism in High School Science Courses: Perception versus Reality

    Science.gov (United States)

    Williams, Alisha M.

    With all of the research devoted to the use and effectiveness of constructivist learning principles in high school science classes, it is somewhat surprising to find that there is very little research devoted to constructivism's use in international settings. The problem that this lack of research poses is that classrooms are increasingly diverse as families are more and more frequently choosing to live in countries that they do not share a cultural background with. This means that there is an increasingly diverse range of cultural norms and expectations within a classroom, both of which are known to affect the effectiveness of learning strategies in general as the students will approach the problems in different ways. The purpose of this study, then, was to begin looking at whether teachers of international classrooms believe in the ideas of constructivism and whether those beliefs translate into classroom practice. A multiple case study approach was used to determine whether the beliefs of seven high school science classroom teachers and one high school administrator are consistent with constructivism and to what extent constructivist learning principles are being used to empower and engage students. The interview data suggested that most of the participants have some beliefs consistent with constructivism but do not fully embrace the learning theory. The observational evidence supported this by failing to provide evidence of constructivist activities in the classrooms. It was concluded that most of the participants in the study do not hold beliefs consistent with constructivism and that they are not using the learning theory to empower and engage students in the learning of science. Recommendations for future study include: exploring why teachers are not using constructivism to empower and engage students; provide training and support to help teachers successfully implement constructivism to engage and empower students; and expanding this study to determine

  19. A guided problem solving approach for teaching quantum physics in secondary school and physics introductory courses

    Directory of Open Access Journals (Sweden)

    Francisco Savall Alemany

    2017-01-01

    Full Text Available The effectiveness of the problem based teaching on the science learning has been highlighted by the didactic research. This teaching model is characterized by organizing the units around problems and by proposing a research plan to find a solution which requires concepts and models to be introduced in a functional way, as possible solutions to the problem. In this article we present a problem based unit for teaching quantum physics  in  introductory  physics  courses  and  we  analyze  in  detail  the  teaching  strategy  that  we  follow  to build a model to explain the emission and absorption of radiation.

  20. APS Education and Diversity Efforts

    Science.gov (United States)

    Prestridge, Katherine; Hodapp, Theodore

    2015-11-01

    American Physical Society (APS) has a wide range of education and diversity programs and activities, including programs that improve physics education, increase diversity, provide outreach to the public, and impact public policy. We present the latest programs spearheaded by the Committee on the Status of Women in Physics (CSWP), with highlights from other diversity and education efforts. The CSWP is working to increase the fraction of women in physics, understand and implement solutions for gender-specific issues, enhance professional development opportunities for women in physics, and remedy issues that impact gender inequality in physics. The Conferences for Undergraduate Women in Physics, Professional Skills Development Workshops, and our new Professional Skills program for students and postdocs are all working towards meeting these goals. The CSWP also has site visit and conversation visit programs, where department chairs request that the APS assess the climate for women in their departments or facilitate climate discussions. APS also has two significant programs to increase participation by underrepresented minorities (URM). The newest program, the APS National Mentoring Community, is working to provide mentoring to URM undergraduates, and the APS Bridge Program is an established effort that is dramatically increasing the number of URM PhDs in physics.

  1. Remote Education Software for "Wubi" Typewriting : --for elective course of elementary school

    OpenAIRE

    Li, Qian; Wu, Wei

    2012-01-01

    This master thesis design and implement new software which can help children learn and practice "Wubi" Chinese typewriting. The purpose of designing this software is to effectively reduce the phenomenon in China known as "forget how to write while taking pen", so-called character amnesia. First we interviewed two experienced teachers and one class of pupils from an elementary school to collect data. Based on the data we collected, we built a set of prototypes by using PowerPoint on computer a...

  2. ORGANIZING PROSPECTIVE PRIMARY SCHOOL TEACHERS’ INDEPENDENT WORK IN THE COURSE OF “FINE ARTS WITH METHODOLOGY”

    Directory of Open Access Journals (Sweden)

    Oleksandr Plakhotskyi

    2016-04-01

    Full Text Available This article is devoted to the actual problem of modern art education - organization of independent artwork of seekers of higher education in the prospective primary school teachers’ professional training. The authors note that the independent work is one of the most important components of the educational process, which involves the integration of different types of individual and collective educational activities conducted as in the classroom, extracurricular classes, without a teacher, and under his direct leadership. The authors point out that mastering the skills of independent work intensifies future specialist’s cognitive activity, facilitates searching scientific and methodological information, makes mastering of educational material more conscious, encourages self-development and self-study. Analysing the scientific exploration of modern educators and psychologists on the organization of independent work, the author determines the optimal forms and methods of students’ independent activity in the course "Fine Arts with Teaching Methodology." Particular attention is paid to methodological support of students' independent work with thematic module "Decorative painting", which contains forms and instructional techniques of teaching Petrykivska painting. The authors emphasize that one of the important conditions for successful primary school teachers’ fine arts training, developing their artistic abilities during the tasks of independent work is the individual approach, the choice of methods, techniques, learning pace, depending on students’ individual characteristics and interests.

  3. Palliative care education for medical students: Differences in course evolution, organisation, evaluation and funding: A survey of all UK medical schools.

    Science.gov (United States)

    Walker, Steven; Gibbins, Jane; Paes, Paul; Adams, Astrid; Chandratilake, Madawa; Gishen, Faye; Lodge, Philip; Wee, Bee; Barclay, Stephen

    2017-06-01

    A proportion of newly qualified doctors report feeling unprepared to manage patients with palliative care and end-of-life needs. This may be related to barriers within their institution during undergraduate training. Information is limited regarding the current organisation of palliative care teaching across UK medical schools. To investigate the evolution and structure of palliative care teaching at UK medical schools. Anonymised, web-based questionnaire. Settings/participants: Results were obtained from palliative care course organisers at all 30 UK medical schools. The palliative care course was established through active planning (13/30, 43%), ad hoc development (10, 33%) or combination of approaches (7, 23%). The place of palliative care teaching within the curriculum varied. A student-selected palliative care component was offered by 29/30 (97%). All medical schools sought student feedback. The course was reviewed in 26/30 (87%) but not in 4. Similarly, a course organiser was responsible for the palliative care programme in 26/30 but not in 4. A total of 22 respondents spent a mean of 3.9 h (median 2.5)/week in supporting/delivering palliative care education (organisers received titular recognition in 18/27 (67%; no title 9 (33%); unknown 3 (11%)). An academic department of Palliative Medicine existed in 12/30 (40%) medical schools. Funding was not universally transparent. Palliative care teaching was associated with some form of funding in 20/30 (66%). Development, organisation, course evaluation and funding for palliative care teaching at UK medical schools are variable. This may have implications for delivery of effective palliative care education for medical students.

  4. Time Trials--An AP Physics Challenge Lab

    Science.gov (United States)

    Jones, David

    2009-01-01

    I have come to the conclusion that for high school physics classroom and laboratory experiences, simpler is better! In this paper I describe a very simple and effective lab experience that my AP students have thoroughly enjoyed year after year. I call this lab exercise "Time Trials." The experiment is simple in design and it is a lot of fun for…

  5. Application of workshop oriented with new trends of teaching to technical course in chemistry: a partnership between university and public school

    Directory of Open Access Journals (Sweden)

    Marilde Beatriz Zorzi Sá

    2013-08-01

    Full Text Available With purpose to provide better training to citizens who have completed high school and they need better training to join the labor market, was created following courses, among them the Technical Course in Chemistry (CTQ. The structure consists of a formation that coordinates work, culture, science and technology as principles that summarize the training process whole. On a visit a public school in Maringá (PR, which implemented the CTQ, it was found that teachers were faced with several difficulties: lack of knowledge in technical skills early, how to articulate theory and practice, shortages of materials and reference theoretical, limitation of laboratories, lack of equipment and difficulties in developing practical activities for the course. Faced with this situation had the idea of support for these teachers and consequently their students. Thus, a group of academics after carry a survey in school in order to known the reality of the course and aspirations of students and teachers, it was developed a workshop with theme generator about the “milk”. These academics develop low-cost materials in aiding the practice of teachers. In addition, further research was conducted to check the results of the activity with the purpose of developing a new workshop looking for teaching strategies to contribute effectively to the course.

  6. Are Prospective Elementary School Teachers' Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course?

    Science.gov (United States)

    Dündar, Sahin

    2015-01-01

    This study aimed to contribute to the growing literature on learning approaches and teacher self-efficacy beliefs by examining associations between prospective elementary school teachers' learning approaches in a social studies teaching methods course and their social studies teaching efficacy beliefs. One hundred ninety-two prospective elementary…

  7. A Research Study Using the Delphi Method to Define Essential Competencies for a High School Game Art and Design Course Framework at the National Level

    Science.gov (United States)

    Mack, Nayo Corenus-Geneva

    2011-01-01

    This research study reports the findings of a Delphi study conducted to determine the essential competencies and objectives for a high school Game Art and Design course framework at the national level. The Delphi panel consisted of gaming, industry and educational experts from all over the world who were members of the International Game…

  8. The Role of Discussion Boards in Facilitating Communities of Inquiry: A Case of ICT and Sociology Courses at Zagreb School of Economics and Management

    Science.gov (United States)

    Aleksic-Maslac, Karmela; Magzan, Masha; Juric, Visnja

    2009-01-01

    The study focuses on the use of technology to design an electronic learning community for students. The importance of social experience in education and social participation through communication is examined through discussion boards of two different freshmen courses offered at Zagreb School of Economics and Management (ZSEM). Effectiveness and…

  9. A Development Curriculum Plan To Achieve a Sequenced Curriculum between High School Courses in Automotive Mechanics and the Mattatuck Community College Automotive Technician Program. Final Report.

    Science.gov (United States)

    Mattatuck Community Coll., Waterbury, CT.

    This document contains a developmental curriculum plan for an articulated curriculum in automotive mechanics for Connecticut's Mattatuck Community College and area high schools. The curriculum guide includes a course description, criteria for evaluation, attendance policy, objectives, a curriculum outline, a three-part automotive technician test,…

  10. A Developmental Curriculum Plan To Achieve a Sequenced Curriculum between High School Courses in Food Preparation and the Mattatuck Community College Hospitality/Food Services Program. Final Report.

    Science.gov (United States)

    Mattatuck Community Coll., Waterbury, CT.

    This document contains a developmental curriculum plan for an articulated curriculum in hospitality/food service for Connecticut's Mattatuck Community College and area high schools. The curriculum guide includes a course description, criteria for evaluation, attendance policy, objectives, a curriculum area outline, 17 content area objectives, a…

  11. Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions: 2010-11. First Look. NCES 2013-002

    Science.gov (United States)

    Marken, Stephanie; Gray, Lucinda; Lewis, Laurie

    2013-01-01

    This report provides descriptive national data on the prevalence and characteristics of dual enrollment programs at postsecondary institutions in the United States. For this survey, dual enrollment refers to high school students earning college credits for courses taken through a postsecondary institution. The National Center for Education…

  12. Examination of Science and Math Course Achievements of Vocational High School Students in the Scope of Self-Efficacy and Anxiety

    Science.gov (United States)

    Yüksel, Mehmet; Geban, Ömer

    2016-01-01

    This study attempted to predict physics, chemistry, and biology and math course achievements of vocational high school students according to the variables of student self-efficacy, academic self-efficacy, state anxiety and trait anxiety. Study data were collected using a questionnaire administered to the students of a vocational high school…

  13. The Impact of Teaching Academic Education Course of Children with Special Needs in the Ordinary Schools on Students' Attitudes toward Inclusion of Disabled Children

    Science.gov (United States)

    Salem, Abdelbaky Arafa

    2013-01-01

    The present study aimed at identifying the attitudes of the teacher student towards including students with special needs with the ordinary ones. Also, to determine whether there are statistically significant differences between students who have studied the academic education course of children with special needs in the ordinary schools and the…

  14. Results of Using the Take-Away Technique on Students' Achievements and Attitudes in High School Physics and Physical Science Courses

    Science.gov (United States)

    Carifio, James; Doherty, Michael

    2012-01-01

    The Take-away Technique was used in High School Physics and Physical Science courses for the unit on Newtonian mechanics in a teacher (6) by grade level (4) partially crossed design (N = 272). All classes received the same IE instructional treatment. The experimental group (classrooms) did a short Take-away after each class summarizing the key…

  15. Reassessing the English Course Offered to Computer Engineering Students at the National School of Applied Sciences of Al-Hoceima in Morocco: An Action Research Project

    Science.gov (United States)

    Dahbi, M.

    2015-01-01

    In computer engineering education, specific English language practices are needed to enable computer engineering students to succeed in professional settings. This study was conducted for two purposes. First, it aimed at investigating to what extent the English courses offered to computer engineering students at the National School of Applied…

  16. Bilingual (German-English) Molecular Biology Courses in an Out-of-School Lab on a University Campus: Cognitive and Affective Evaluation

    Science.gov (United States)

    Rodenhauser, Annika; Preisfeld, Angelika

    2015-01-01

    Taking into account (German) students' deficiencies in scientific literacy as well as reading competence and the "mother tongue + 2" objective of the European commission, a bilingual course on molecular biology was developed. It combines CLIL fundamentals and practical experimentation in an out-of-school lab. Cognitive and affective…

  17. Completion of a Full Course of Primary Schooling among All Children Everywhere by 2015: A Case of Sub-Saharan Africa

    Science.gov (United States)

    Wamala, Robert

    2013-01-01

    Achieving the United Nations Millennium Development Goals (MDGs) remains a major challenge, particularly in developing countries. Specifically, achieving the target of completing a full course of primary schooling among all children, which is goal two, is a major challenge for Sub-Saharan Africa. Though literature consensually suggests that the…

  18. A Web-Based Peer-Assessment Approach to Improving Junior High School Students' Performance, Self-Efficacy and Motivation in Performing Arts Courses

    Science.gov (United States)

    Hsia, Lu-Ho; Huang, Iwen; Hwang, Gwo-Jen

    2016-01-01

    In this paper, a web-based peer-assessment approach is proposed for conducting performing arts activities. A peer-assessment system was implemented and applied to a junior high school performing arts course to evaluate the effectiveness of the proposed approach. A total of 163 junior high students were assigned to an experimental group and a…

  19. Reading Comprehension Course Through a Genre-Oriented Approach at a School in Colombia

    Directory of Open Access Journals (Sweden)

    Andrés Rodríguez Sánchez

    2017-07-01

    Full Text Available This paper reports on an action-research study aimed at identifying the problems and needs of a specific group of tenth graders at a school in Colombia in relation to their reading comprehension in English in order to design, partially implement, and evaluate a genre-oriented syllabus. Findings show that the explicit instruction of metacognitive strategies helped students become more efficient readers, as well as the fact that the exposure and analysis of genres developed a better comprehension of different kinds of texts, making these students aware of the structure and patterns of the texts they were reading as they approached them with reading strategies that were appropriate for each genre and stage.

  20. Effects of differences in problem-based learning course length on academic motivation and self-directed learning readiness in medical school students.

    Science.gov (United States)

    Yune, So Jung; Im, Sun Ju; Lee, Sun Hee; Baek, Sun Yong; Lee, Sang Yeoup

    2010-03-01

    Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students. The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week. Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA. PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness. Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.

  1. Clinical significance of detection of plasma β-amyloid protein (β-AP) levels in patients with senile dementia

    International Nuclear Information System (INIS)

    Yu Binwei; Xu Shangao; Lu Zhifeng; Wang Weihua; Mao Xiaohua; Zhou Chaohua

    2007-01-01

    Objective: To explore the value of determination of plasma β-AP levels in the diagnosis and monitoring of Alzheimer's disease (AD). Methods: Plasma β-AP levels were weasured with RIA in 43 patients with AD and 58 controls, as well as in 8 AD patients after a course of cerebrolysin treatment. Results: The plasma β-AP levels in the AD patients were significance higher those in controls (P<0.01). The plasma β-AP levels were especially higher in the severe eases, however, the plasma β-AP levels in some late AD patients dropped again, even lower than those in the controls. The plasma β-AP levels in the 8 AD patients decreased significantly after treatment with cerebrolysin. Conclusion: The plasma β-AP is a biochemical maker of AD. Dynamic examnation of plasma β-AP levels is valuable in assessing the progression and prognosis of the disease. (authors)

  2. Cross-sectional evaluation of a longitudinal consultation skills course at a new UK medical school

    Directory of Open Access Journals (Sweden)

    Kemmy Julie

    2011-08-01

    Full Text Available Abstract Background Good communication is a crucial element of good clinical care, and it is important to provide appropriate consultation skills teaching in undergraduate medical training to ensure that doctors have the necessary skills to communicate effectively with patients and other key stakeholders. This article aims to provide research evidence of the acceptability of a longitudinal consultation skills strand in an undergraduate medical course, as assessed by a cross-sectional evaluation of students' perceptions of their teaching and learning experiences. Methods A structured questionnaire was used to collect student views. The questionnaire comprised two parts: 16 closed questions to evaluate content and process of teaching and 5 open-ended questions. Questionnaires were completed at the end of each consultation skills session across all year groups during the 2006-7 academic year (5 sessions in Year 1, 3 in Year 2, 3 in Year 3, 10 in Year 4 and 10 in Year 5. 2519 questionnaires were returned in total. Results Students rated Tutor Facilitation most favourably, followed by Teaching, then Practice & Feedback, with suitability of the Rooms being most poorly rated. All years listed the following as important aspects they had learnt during the session: • how to structure the consultation • importance of patient-centredness • aspects of professionalism (including recognising own limits, being prepared, generally acting professionally. All years also noted that the sessions had increased their confidence, particularly through practice. Conclusions Our results suggest that a longitudinal and integrated approach to teaching consultation skills using a well structured model such as Calgary-Cambridge, facilitates and consolidates learning of desired process skills, increases student confidence, encourages integration of process and content, and reinforces appreciation of patient-centredness and professionalism.

  3. AP Geography, Environmental Science Thrive

    Science.gov (United States)

    Robelen, Erik W.

    2012-01-01

    Geography may not be particularly known as a hot topic among today's students--even some advocates suggest it suffers from an image problem--but by at least one measure, the subject is starting to come into its own. Across more than 30 topics covered in the Advanced Placement (AP) program, participation in geography is rising faster than any…

  4. Influence of a School-Based Cooking Course on Students' Food Preferences, Cooking Skills, and Confidence.

    Science.gov (United States)

    Zahr, Rola; Sibeko, Lindiwe

    2017-03-01

    A quasi-experimental study was conducted to evaluate the influence of Project CHEF, a hands-on cooking and tasting program offered in Vancouver public schools, on students' food preferences, cooking skills, and confidence. Grade 4 and 5 students in an intervention group (n = 68) and a comparison group (n = 32) completed a survey at baseline and 2 to 3 weeks later. Students who participated in Project CHEF reported an increased familiarity and preference for the foods introduced through the program. This was statistically significant (P ≤ 0.05) for broccoli, swiss chard, carrots, and quinoa. A higher percentage of students exposed to Project CHEF reported a statistically significant increase (P ≤ 0.05) in: cutting vegetables and fruit (97% vs 81%), measuring ingredients (67% vs 44%), using a knife (94% vs 82%), and making a balanced meal on their own (69% vs 34%). They also reported a statistically significant increase (P ≤ 0.05) in confidence making the recipes introduced in the program: fruit salad (85% vs 81%), minestrone soup (25% vs 10%), and vegetable tofu stir fry (39% vs 26%). Involving students in hands-on cooking and tasting programs can increase their preferences for unpopular or unfamiliar foods and provide them with the skills and cooking confidence they need to prepare balanced meals.

  5. [Clinical pharmacy practice education in master's course of Meijo University in affiliation with medical school].

    Science.gov (United States)

    Matsuba, Kazuhisa

    2009-08-01

    In 2003, Meijo University has developed a new program to train students in master's degree in the field of clinical practice. This new curriculum has three big pillars of educational goal: Problem-Based Learning (PBL), communication skill and clinical pharmacy practice training. Before exposing students to clinical training, they must learn first how to solve various patients' problems through PBL and enhance their communication skill. To provide a clinical environment, education and training, the Faculty of Pharmacy cooperated with the School of Medicine of Fujita Health University. Master's students together with other members of the healthcare team observe patient's disease state and most especially monitor pharmacotherapy. At first, students will be trained for a month at the pharmacy division and experience one week-nursing job. Next, they will be trained at the clinical divisions such as General Internal Medicine, Cardiology, Endocrinology, Gastroenterology, Respiratory Medicine, Hematology, Chemotherapy, Gastroenterological Surgery, Psychiatry, and Emergency Unit. Students rotate three-month training on four clinical divisions during one year. The head physicians of the medical department hold concurrent post as professors and share responsibility with the pharmacy faculty in training the students. To have its venue where students, faculty and physicians conduct their discussion on clinical cases, a pharmacy satellite seminar class room was set up at Fujita Health University hospital. Through this, pharmacy students and faculty had more opportunities to exchange knowledge on medicine and pharmacy. Master's students are expected to acquire professionalism, ethical knowledge and pharmaceutical care skills through the clinical pharmacy practice program.

  6. APS beamline standard components handbook

    International Nuclear Information System (INIS)

    Kuzay, T.M.

    1992-01-01

    It is clear that most Advanced Photon Source (APS) Collaborative Access Team (CAT) members would like to concentrate on designing specialized equipment related to their scientific programs rather than on routine or standard beamline components. Thus, an effort is in progress at the APS to identify standard and modular components of APS beamlines. Identifying standard components is a nontrivial task because these components should support diverse beamline objectives. To assist with this effort, the APS has obtained advice and help from a Beamline Standardization and Modularization Committee consisting of experts in beamline design, construction, and operation. The staff of the Experimental Facilities Division identified various components thought to be standard items for beamlines, regardless of the specific scientific objective of a particular beamline. A generic beamline layout formed the basis for this identification. This layout is based on a double-crystal monochromator as the first optical element, with the possibility of other elements to follow. Pre-engineering designs were then made of the identified standard components. The Beamline Standardization and Modularization Committee has reviewed these designs and provided very useful input regarding the specifications of these components. We realize that there will be other configurations that may require special or modified components. This Handbook in its current version (1.1) contains descriptions, specifications, and pre-engineering design drawings of these standard components. In the future, the APS plans to add engineering drawings of identified standard beamline components. Use of standard components should result in major cost reductions for CATs in the areas of beamline design and construction

  7. Media influence on pre-middle school African Americans' perceptions toward science, mathematics, and technology courses and careers

    Science.gov (United States)

    Waters, Sharon Campbell

    2005-07-01

    A variety of previous studies have suggested that inaccurate, stereotypical or missing media depictions of science, engineering, and technology (SET) workers and fields have contributed to a growing shortage of youth interested in pursuing careers within the scientific endeavor. However, studies on the perceptions of African American youth have not usually been the focus of such research. In this exploratory study, in-depth interviews were conducted with 34 fifth grade African American students to determine the relative influence television and film portrayals of SET workers had on these children's perceptions of roles in SET fields and careers and school coursework related to them. Framed within the theoretical perspectives of cultivation analysis and the construction of social reality, results indicated the majority of participants perceived scientists as ambiguous, possessing either mythic characteristics of the fantastic persona or they saw them as altruistically inclined figures that saved the world from disease, destruction, and decay. Television and film portrayals of SET workers were found in varying degrees and ways to shape these African American children's perceptions toward SET careers. While children exhibited self-concepts about SET workers that were sometimes idealistic, distorted, or unrealistic, most had favorable perceptions toward math and science courses in school. However, it was the absence of television and film portrayals of African Americans in SET roles that was problematic for the majority of students. Recommendations for media producers, educators, scientific research foundations, and parents were suggested to dispel some of these commonly found media stereotypes of SET workers and African Americans in these roles and their effects.

  8. Radiation effects on active pixel sensors (APS)

    International Nuclear Information System (INIS)

    Cohen, M.; David, J.P.

    1999-01-01

    Active pixel sensor (APS) is a new generation of image sensors which presents several advantages relatively to charge coupled devices (CCDs) particularly for space applications (APS requires only 1 voltage to operate which reduces considerably current consumption). Irradiation was performed using 60 Co gamma radiation at room temperature and at a dose rate of 150 Gy(Si)/h. 2 types of APS have been tested: photodiode-APS and photoMOS-APS. The results show that photoMOS-APS is more sensitive to radiation effects than photodiode-APS. Important parameters of image sensors like dark currents increase sharply with dose levels. Nevertheless photodiode-APS sensitivity is one hundred time lower than photoMOS-APS sensitivity

  9. Motivation and Study Habits of College Calculus Students: Does Studying Calculus in High School Make a Difference?

    Science.gov (United States)

    Gibson, Megan

    2013-01-01

    Due in part to the growing popularity of the Advanced Placement program, an increasingly large percentage of entering college students are enrolling in calculus courses having already taken calculus in high school. Many students do not score high enough on the AP calculus examination to place out of Calculus I, and many do not take the…

  10. A Phenomenological Study of How High School Advanced Placement Classes Prepared First-Generation College Students for Postsecondary Education

    Science.gov (United States)

    Snyder, Scott

    2013-01-01

    This study investigated the lived experiences of first-generation college students and the perceived influence of taking high school Advanced Placement (AP) courses on their college education. The following research questions were addressed: (a) what motivated students to consider going to college, (b) what was their experience in taking AP…

  11. Collaborative course design

    NARCIS (Netherlands)

    Rien Brouwers; Ellen Simons

    2002-01-01

    International Summer School on the Digital Library Course 2: Digital Libraries and Education 8 August 2002 Our proposition in this paper is: The overall quality of education can be improved by application of the different expertises of educational and library staff in course design and course

  12. High Pressure Reverse Flow APS Engine

    Science.gov (United States)

    Senneff, J. M.

    1972-01-01

    A design and test demonstration effort was undertaken to evaluate the concept of the reverse flow engine for the APS engine application. The 1500 lb (6672 N) thrust engine was designed to operate on gaseous hydrogen and gaseous oxygen propellants at a mixture ratio of 4 and to achieve the objective performance of 435 sec (4266 Nsec/kg) specific impulse. Superimposed durability requirements called for a million-cycle capability with 50 hours duration. The program was undertaken as a series of tasks including the initial preliminary design, design of critical test components and finally, the design and demonstration of an altitude engine which could be used interchangeably to examine operating parameters as well as to demonstrate the capability of the concept. The program results are reported with data to indicate that all of the program objectives were met or exceeded within the course of testing on the program. The analysis effort undertaken is also reported in detail and supplemented with test data in some cases where prior definitions could not be made. The results are contained of these analyses as well as the test results conducted throughout the course of the program. Finally, the test data and analytical results were combined to allow recommendations for a flight weight design. This preliminary design effort is also detailed.

  13. Design a Solid Waste Management Course for Primary School focus on Reduce-Reuse-Recycle : Project: WastED – Export of Education, Waste Management - Target market: Vietnam

    OpenAIRE

    Pham, Linh

    2014-01-01

    This product-oriented Bachelor’s thesis looks at waste-management education in primary schools. The primary objective of the study was to design a basic wastemanagement course, concisely packed in a booklet, ready-to-use for teachers and trainers. The outcome of the thesis, the booklet (content of the course) is expected to be used as one of the materials for the WastED project – Export of Education in Waste Management. The study is made up of theory sections and a product design se...

  14. Culturally responsive engineering education: A case study of a pre-college introductory engineering course at Tibetan Children's Village School of Selakui

    Science.gov (United States)

    Santiago, Marisol Mercado

    Culturally responsive teaching has been argued to be effective in the education of Indigenous youth. This approach emphasizes the legitimacy of a group's cultural heritage, helps to associate abstract academic knowledge with the group's sociocultural context, seeks to incorporate a variety of strategies to engage students who have different learning styles, and strives to integrate multicultural information in the educational contents, among other considerations. In this work, I explore the outcomes of a culturally responsive introductory engineering short course that I developed and taught to Tibetan students at Tibetan Children's Village of Selakui (in Uttarakhand, India). Based on my ethnographic research in Tibetan communities in northern India, I examine two research questions: (a) What are the processes to develop and implement a pre-college culturally responsive introductory engineering course? and (b) How do Tibetan culture and Buddhism influence the engineering design and teamwork of the pre-college Tibetan students who took the course? I designed then taught the course that featured elementary lectures on sustainability, introductory engineering design, energy alternatives, and manufacturing engineering. The course also included a pre-college engineering design project through which Tibetan high school students investigated a problem at the school and designed a possible solution to it. Drawing from postcolonial studies, engineering studies, engineering and social justice, Buddhist studies, and Tibetan studies, I provide an analysis of my findings. Based on my findings, I conclude that my culturally responsive approach of teaching was an effective method to help students feel that their cultural background was respected and included in a pre-college engineering course; however, some students felt resistance toward the teaching approach. In addition, the culturally relevant content that connected with their ways of living in their school, Tibetan

  15. Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago

    OpenAIRE

    C. Kirabo Jackson

    2011-01-01

    Existing studies on single-sex schooling suffer from biases because students who attend single-sex schools differ in unmeasured ways from those who do not. In Trinidad and Tobago students are assigned to secondary schools based on an algorithm allowing one to address self-selection bias and estimate the causal effect of attending a single-sex school versus a similar coeducational school. While students (particularly females) with strong expressed preferences for single-sex schools benefit, mo...

  16. The APS control system network

    International Nuclear Information System (INIS)

    Sidorowicz, K.V.; McDowell, W.P.

    1995-01-01

    The APS accelerator control system is a distributed system consisting of operator interfaces, a network, and computer-controlled interfaces to hardware. This implementation of a control system has come to be called the open-quotes Standard Model.close quotes The operator interface is a UNDC-based workstation with an X-windows graphical user interface. The workstation may be located at any point on the facility network and maintain full functionality. The function of the network is to provide a generalized communication path between the host computers, operator workstations, input/output crates, and other hardware that comprise the control system. The crate or input/output controller (IOC) provides direct control and input/output interfaces for each accelerator subsystem. The network is an integral part of all modem control systems and network performance will determine many characteristics of a control system. This paper will describe the overall APS network and examine the APS control system network in detail. Metrics are provided on the performance of the system under various conditions

  17. Testing of Solar Heated Domestic Hot Water System for Solahart Scandinavia ApS

    DEFF Research Database (Denmark)

    Andersen, Elsa

    1997-01-01

    The solar heating system marketed by Solahart Scandinavia ApS was tested in the Institutes test facility for SDHWsystems. The test results are described in the report.......The solar heating system marketed by Solahart Scandinavia ApS was tested in the Institutes test facility for SDHWsystems. The test results are described in the report....

  18. Fellow's Apéro

    CERN Multimedia

    Staff Association

    2017-01-01

    Let's get together, meet each other, exchange experiences and ideas, and share useful information on CERN and the Staff Association. Join us for Fellow's Apéro, organised by the Staff Association on Tuesday 21 February at 16.30 in Restaurant 1. There will be drinks and snacks for everybody! We look forward to seeing you there! Please confirm your participation on Doodle http://doodle.com/poll/skvm7ucm2z78i6bt or alternatively on Facebook https://www.facebook.com/events/1862757017340069/. Your delegates in the Staff Association, Barbora & Jiri

  19. Development and Initial Validation of the Student Rating of Environmental Stressors Scale: Stressors Faced by Students in Accelerated High School Curricula

    Science.gov (United States)

    Suldo, Shannon M.; Dedrick, Robert F.; Shaunessy-Dedrick, Elizabeth; Roth, Rachel A.; Ferron, John

    2015-01-01

    High school students in accelerated curricula face stressors beyond typical adolescent developmental challenges. The Student Rating of Environmental Stressors Scale (StRESS) is a self-report measure of environmental stressors appropriate for students in Advanced Placement (AP) and International Baccalaureate (IB) courses. We developed the StRESS…

  20. APS high heat load monochromator

    International Nuclear Information System (INIS)

    Lee, W.K.; Mills, D.

    1993-02-01

    This document contains the design specifications of the APS high heat load (HHL) monochromator and associated accessories as of February 1993. It should be noted that work is continuing on many parts of the monochromator including the mechanical design, crystal cooling designs, etc. Where appropriate, we have tried to add supporting documentation, references to published papers, and calculations from which we based our decisions. The underlying philosophy behind performance specifications of this monochromator was to fabricate a device that would be useful to as many APS users as possible, that is, the design should be as generic as possible. In other words, we believe that this design will be capable of operating on both bending magnet and ID beamlines (with the appropriate changes to the cooling and crystals) with both flat and inclined crystal geometries and with a variety of coolants. It was strongly felt that this monochromator should have good energy scanning capabilities over the classical energy range of about 4 to 20 keywith Si (111) crystals. For this reason, a design incorporating one rotation stage to drive both the first and second crystals was considered most promising. Separate rotary stages for the first and second crystals can sometimes provide more flexibility in their capacities to carry heavy loads (for heavily cooled first crystals or sagittal benders of second crystals), but their tuning capabilities were considered inferior to the single axis approach

  1. A Composite Self-Report: Reasons for Taking Science Courses as Given by Cocoa High School Science Students.

    Science.gov (United States)

    Louwerse, Frances H.

    A self-report instrument (questionnaire/reaction scale) was developed and administered to students in grades 9-12 to: (1) determine the number of science courses taken by each grade level; (2) estimate the number of science courses requested for future years and indicate where recruitment efforts would be needed; (3) examine other-directed reasons…

  2. Do Mathematics and Reading Competencies Integrated into Career and Technical Education Courses Improve High School Student State Assessment Scores?

    Science.gov (United States)

    Pierce, Kristin B.; Hernandez, Victor M.

    2015-01-01

    A quasi experimental study tested a contextual teaching and learning model for integrating reading and mathematics competencies through 13 introductory career and technical education (CTE) courses. The treatment group consisted of students in the 13 introductory courses taught by the CTE teachers who designed the units and the control group…

  3. Using a Participatory Culture-Specific Model to Increase the Effectiveness of Social Justice Courses in School Psychology

    Science.gov (United States)

    Graybill, Emily C.; Varjas, Kris; Meyers, Joel; Greenberg, Daphne; Roach, Andrew T.

    2013-01-01

    The Participatory Culture-Specific Model of Course Development (PCSMCD), adapted from the Participatory Culture-Specific Intervention Model, is a proposed framework to address challenges to social justice education by addressing the following four course variables: instructor characteristics, instructor experiences, student characteristics, and…

  4. The Effects of Participation in an Accelerated Academic Math Course on the Academic Performance of Middle School Students

    Science.gov (United States)

    Pond, Jeff G.

    2017-01-01

    Acceleration refers to placing students in advanced courses to meet their individual learning ability. The problem of focus in this study was that the increased placement of students in advanced courses was often associated with negative impacts, including a lack of readiness, as well as emotional and social immaturity. As such, the purpose of…

  5. APS: Lighting up the future

    International Nuclear Information System (INIS)

    Potent, V.J.

    1993-01-01

    Work on the Advanced Photon Source (APS) at Argonne National Laboratory (ANL) involves the construction and supporting research and development for a national user facility for synchrotron radiation research in the x-ray region. The facility, when operational in 1997, will provide super-intense x-ray beams for many areas of basic research and will serve the entire US x-ray research community of several thousand users. This paper describes the pertinent features of the design, construction and planned operation of the facility; and the impact quality has had in these areas. In addition, the introduction of several quality management techniques such as total quality management, reliability/availability planning, and user interface are discussed concerning their status and success

  6. The immunobiology and clinical features of type 1 autoimmune polyglandular syndrome (APS-1).

    Science.gov (United States)

    Guo, Can-Jie; Leung, Patrick S C; Zhang, Weici; Ma, Xiong; Gershwin, M Eric

    2018-01-01

    Autoimmune Polyglandular Syndrome type 1 (APS-1) is a subtype of the autoimmune polyendocrine syndrome characterized by the simultaneous or sequential dysfunction of multiple endocrine or non-endocrine glands. A clinical diagnosis of APS-1 is typically based on the presence of at least two of three following criteria: chronic mucocutaneous candidiasis, hypoparathyroidism and adrenal insufficiency. The first identified causative mutated gene for APS-1 is autoimmune regulator (AIRE) encoding a critical transcription factor, which is primarily expressed in the medullary thymic epithelial cells (mTECs) for generating central immune tolerance. A wide range of chronic, debilitating complications, with no obvious correlation with genetics, makes a diagnosis of APS-1 challenging early in the disease course. Managing APS-1 is difficult due to its complexity, especially the intricate relationships within manifestations and genetic mutations. The past decades have witnessed dramatic progress in elucidating the function of AIRE and conducting large-scale cohort studies in APS-1. However, no clear evidence-based guidelines have been established in APS-1. In this review, we provide a detailed critical overview of the study history, epidemiology, clinical features, and related mechanisms of autoimmunity in APS-1, as well as currently available therapies for this autoimmune disorder. Copyright © 2017 Elsevier B.V. All rights reserved.

  7. Tank 241-AP-106, Grab samples, 6AP-98-1, 6AP-98-2 and 6AP-98-3 Analytical results for the final report

    International Nuclear Information System (INIS)

    FULLER, R.K.

    1999-01-01

    This document is the final report for tank 241-AP-106 grab samples. Three grab samples 6AP-98-1, 6AP-98-2 and 6AP-98-3 were taken from riser 1 of tank 241-AP-106 on May 28, 1998 and received by the 222-S Laboratory on May 28, 1998. Analyses were performed in accordance with the ''Compatability Grab Sampling and Analysis Plan'' (TSAP) (Sasaki, 1998) and the ''Data Quality Objectives for Tank Farms Waste Compatability Program (DQO). The analytical results are presented in the data summary report. No notification limits were exceeded. The request for sample analysis received for AP-106 indicated that the samples were polychlorinated biphenyl (PCB) suspects. The results of this analysis indicated that no PCBs were present at the Toxic Substance Control Act (TSCA) regulated limit of 50 ppm. The results and raw data for the PCB analysis are included in this document

  8. An Internet-Based Radiology Course in Medical School: Comparison of Academic Performance of Students on Campus Versus Those With Absenteeism Due to Residency Interviews.

    Science.gov (United States)

    Alexander, Andrew George; Deas, Deborah; Lyons, Paul Eric

    2018-05-18

    Imaging and its optimal use are imperative to the practice of medicine, yet many students don't receive a formal education in radiology. Concurrently, students look for ways to take time away from medical school for residency interviewing. Web-based instruction provides an opportunity to combine these imperatives using online modalities. A largely Web-based course in radiology during the 4th year of medical school was evaluated both for its acceptance to students who needed to be away from campus for interviews, and its effectiveness on a nationally administered standardized test. All students were placed into a structured program utilizing online videos, online modules, online textbook assignments, and live interactive online lectures. Over half of the course could be completed away from campus. The Alliance of Medical Student Educators in Radiology test exam bank was used as a final exam to evaluate medical knowledge. Positive student feedback included the freedom to travel for interviews, hands-on ultrasound training, interactive teaching sessions, and quality Web-based learning modules. Negative feedback included taking quizzes in-person, a perceived outdated online textbook, and physically shadowing hospital technicians. Most students elected to take the course during the interview months of October through January. The Alliance of Medical Student Educators in Radiology final exam results (70.5%) were not significantly different than the national cohort (70%) who took the course in-person. Test scores from students taking the course during interview travel months were not significantly different from students who took the course before (P=.30) or after (P=.34) the interview season. Students desire to learn radiology and often choose to do so when they need to be away from campus during the fall of their 4th year of study to accomplish their residency interviews. Web-based education in radiology allows students' interview traveling and radiology course

  9. Elective course planning

    DEFF Research Database (Denmark)

    Kristiansen, Simon; Sørensen, Matias; Stidsen, Thomas Riis

    2011-01-01

    Efficient planning increasingly becomes an indispensable tool for management of both companies and public organizations. This is also the case for high school management in Denmark, because the growing individual freedom of the students to choose courses makes planning much more complex. Due...... to reforms, elective courses are today an important part of the curriculum, and elective courses are a good way to make high school education more attractive for the students. In this article, the problem of planning the elective courses is modeled using integer programming and three different solution...... for the Elective Course Planning Problem has been described in the literature before. The proposed algorithms are tested on data sets from 98 of the 150 high schools in Denmark. The tests show that for the majority of the problems, the optimal solution can be obtained within the one hour time bound. Furthermore...

  10. Predictive Value of the School-leaving Grade and Prognosis of Different Admission Groups for Academic Performance and Continuity in the Medical Course – a Longitudinal Study

    Science.gov (United States)

    Kadmon, Guni; Resch, Franz; Duelli, Roman; Kadmon, Martina

    2014-01-01

    Background: The school-leaving GPA and the time since completion of secondary education are the major criteria for admission to German medical schools. However, the predictive value of the school-leaving grade and the admission delay have not been thoroughly examined since the amendment of the Medical Licensing Regulations and the introduction of reformed curricula in 2002. Detailed information on the prognosis of the different admission groups is also missing. Aim: To examine the predictive values of the school-leaving grade and the age at enrolment for academic performance and continuity throughout the reformed medical course. Methods: The study includes the central admission groups “GPA-best” and “delayed admission” as well as the primary and secondary local admission groups of three consecutive cohorts. The relationship between the criteria academic performance and continuity and the predictors school-leaving GPA, enrolment age, and admission group affiliation were examined up to the beginning of the final clerkship year. Results: The academic performance and the prolongation of the pre-clinical part of undergraduate training were significantly related to the school-leaving GPA. Conversely, the dropout rate was related to age at enrolment. The students of the GPA-best group and the primary local admission group performed best and had the lowest dropout rates. The students of the delayed admission group and secondary local admission group performed significantly worse. More than 20% of these students dropped out within the pre-clinical course, half of them due to poor academic performance. However, the academic performance of all of the admission groups was highly variable and only about 35% of the students of each group reached the final clerkship year within the regular time. Discussion: The school-leaving grade and age appear to have different prognostic implications for academic performance and continuity. Both factors have consequences for the

  11. [Type 2 autoimmune polyendocrine syndromes (APS-2)].

    Science.gov (United States)

    Vialettes, Bernard; Dubois-Leonardon, Noémie

    2013-01-01

    Type 2 autoimmune polyendocrine syndromes (APS-2) are the most frequent disorders associating several organ-specific autoimmune diseases. Their high prevalence is due to the fact that the main manifestations of APS-2, such as thyroidal autoimmunity, type 1 diabetes, autoimmune gastric atrophy and vitiligo, are common diseases. APS-2 represents a clinical model that can serve to help unravel the mechanisms underlying autoimmunity. Diagnosis of APS-2 is a challenge for the clinician, especially in poorly symptomatic forms, and may require systematic screening based on measurement of autoantibodies and functional markers.

  12. Important Skills for Internship and the Fourth-Year Medical School Courses to Acquire Them: A National Survey of Internal Medicine Residents.

    Science.gov (United States)

    Pereira, Anne G; Harrell, Heather E; Weissman, Arlene; Smith, Cynthia D; Dupras, Denise; Kane, Gregory C

    2016-06-01

    To obtain feedback from internal medicine residents, a key stakeholder group, regarding both the skills needed for internship and the fourth-year medical school courses that prepared them for residency. This feedback could inform fourth-year curriculum redesign efforts. All internal medicine residents taking the 2013-2014 Internal Medicine In-Training Examination were asked to rank the importance of learning 10 predefined skills prior to internship and to use a dropdown menu of 11 common fourth-year courses to rank the 3 most helpful in preparing for internship. The predefined skills were chosen based on a review of the literature, a national subinternship curriculum, and expert consensus. Chi-square statistics were used to test for differences in responses between training levels. Of the 24,820 internal medicine residents who completed the exam, 20,484 (83%) completed the survey, had complete identification numbers, and consented to have their responses used for research. The three skills most frequently rated as very important were identifying when to seek additional help and expertise, prioritizing clinical tasks and managing time efficiently, and communicating with other providers around care transitions. The subinternship/acting internship was most often selected as being the most helpful course in preparing for internship. These findings indicate which skills and fourth-year medical school courses internal medicine residents found most helpful in preparing for internship and confirm the findings of prior studies highlighting the perceived value of subinternships. Internal medicine residents and medical educators agree on the skills students should learn prior to internship.

  13. Consumo de antimicrobianos en APS

    Directory of Open Access Journals (Sweden)

    María Cristina Lara Bastanzuri

    2003-08-01

    Full Text Available Con el propósito de describir el patrón de uso de los medicamentos para el tratamiento con antimicrobianos en APS en Cuba en el período de 1989 al 2000, se diseñó un estudio descriptivo, observacional y retrospectivo clasificado dentro de los estudios de utilización de medicamentos como de consumo. Para ello se calcularon las dosis diarias definidas cada día de determinado fármaco de los grupos clasificados según ATC como tetraciclinas, anfenicoles, penicilinas de amplio espectro, cefalosporinas, sulfonamidas y trimetoprim, macrólidos, estreptomicinas y quinolonas. Además, se tomaron las cifras de pacientes inscriptos a penicilina benzatínica y se comparó con la población expuesta obtenida a partir de las DHD. Las penicilinas son las de mayor consumo con tendencia al aumento, igual que los aminoglucósidos, mientras que la tetraciclina presenta cifras mayores de DHD. La tendencia del cloranfenicol es a disminuir. La población expuesta está muy por debajo de los pacientes inscriptos en penicilina benzatínica y las líneas de tendencia no son similares. Excepto la docixiclina, el resto de los antimicrobianos recomendados en la Guía Terapéutica para APS se encuentran en el Listado Básico de Medicamentos del país para el nivel primario de atención médica.With the objective of describing the pattern of drug use in antimicrobial-based treatment in the primary health care in Cuba from 1989 to 2000, we designed a retrospective descriptive and observational study, classified into the study of drug use as consumption. To this end, the daily doses of certain drugs from the ATC-classified groups were calculated, which included tetracycline, amphenicols, broad spectrum penicilins, cephalosporins, sulfonamides, trimethoprim, macrolides, streptomycin and quinolones. Also, the number of patients registered as benzathine peniciline consumers was taken and compared to the exposed population data obtained from the DHD. Penicillins are the

  14. The Effects of an Undergraduate Algebra Course on Prospective Middle School Teachers' Understanding of Functions, Especially Quadratic Functions

    Science.gov (United States)

    Duarte, Jonathan T.

    2010-01-01

    Although current reform movements have stressed the importance of developing prospective middle school mathematics teachers' subject matter knowledge and understandings, there is a dearth of research studies with regard to prospective middle school teachers' confidence and knowledge with respect to quadratic functions. This study was intended to…

  15. The communication skills course for second year medical students at Hannover Medical School: An evaluation study based on students' self-assessments.

    Science.gov (United States)

    von Lengerke, Thomas; Kursch, Angelika; Lange, Karin

    2011-01-01

    In the model medical curriculum HannibaL at Hannover Medical School (MHH, Hannover, Germany), communication skills in taking case histories and disclosing diagnoses (breaking bad news) are assessed through an objective structured clinical examination (OSCE). This is part of the examinations which at the MHH represent the equivalent to the First Part of the Medical Examinations. The second year doctor-patient communication course preparing for these examinations was evaluated during the 2009/10 academic year.Using questionnaires specific to the learning objectives, learning needs were assessed, pre-post comparisons of self-assessed competencies were performed and key teaching methods were evaluated (5-point Likert scales, "5"=fully agree). At T0 (start of the course) 267 students participated (response rate: 93.7%), of which 180 filled out the T1 questionnaire during the last session of the course (67.4%). Within-subject analyses of variance and paired t-tests were conducted.The highest learning needs were found for the "to show how"-items regarding history taking and disclosing diagnoses (M=4.4). The T1-T0 comparisons showed the greatest improvements for history taking ("to know how": mean difference = +1.7, "to show how": +1.8, pdecision making (+1.2), self-assessing one's own strengths/weaknesses (+1.0) and confidently approaching new patients (+0.7). Students with T0 values of 1 or 2 on the respective scales improved on average by 2.2 points across all items, students with the value of 3 by 1.1, and from 4 or 5 by 0.1. Methodically, the use of simulated patients was rated the most helpful (M=4.8, 87% with the scale value 5). This doctor-patient communication course is associated with substantial improvements regarding all key learning objectives. Regarding methods, the deployed simulated patients (2-4 per 10-student-course group in 3 of the 7 course sessions, respectively) were rated the most helpful. The present evaluation calls for both further development of

  16. Professional practical knowledge on the evolution of a collage physics course in the school research approach, in the light of the gradualness hypothesis

    Directory of Open Access Journals (Sweden)

    John Freddy Ramírez Casallas

    2012-09-01

    Full Text Available Since 2001 an experience in physics teaching regarding the research school model has been carried out inside the engineering program of an university. The complexity in its development in the Colombian region of Tolima has demanded to respond specific difficulties; such as the recognition and overcoming of the training problems that bring our students to the classroom. In previous reports has been based and proposed the development of a physical with a regional sense in which it is essential the gradual approach to this model (gradualness hypothesis based on the premise that the majority of students have had access to a traditional teaching of the subject during secondary education. This report is intended, based on a process of practice systematization to introduce, conceptualize, support and raise interesting concerns around the successful development the course has had, since an option close to the traditional to one oriented by school research tasks.

  17. Using ESSEA Modules, Local Event Studies and Personal Learning Experiences in an Earth Systems Science Course for Preservice Middle School Teachers

    Science.gov (United States)

    Slattery, W.; Brown, D.

    2008-12-01

    Most science courses, including courses that provide preparation for pre-service K-12 teachers are only taught from a deductive big picture perspective. This method is fine for most abstract learners, but pre- service classroom educators that are being prepared to teach in middle school classrooms will be faced with the challenge of building science content knowledge in students that are concrete learners. For these K-12 students a better pedagogical practice is to use local real-world familiar places, issues and personal experience to connect student learning with more abstract concepts. To make it more likely that teachers have the requisite skills and pedagogical content knowledge to build K- 12 student science concept knowledge and science process skills we have integrated ESSEA modules that connect worldwide issues such as global climate change with local event studies chosen by learners. Some recent examples include how such local events such as landfill fires and suburban sprawl impact the local area's air, land, water and life. Course participants are able to choose a more personal route to understanding how their habits impact the global environment by participating in a three week learning experience called the Lifestyle Project. This experience asks students to incrementally reduce their use of heating or air-conditioning, the amount of waste going to landfills, to conserve electricity, drive less and eat less energy intensively. Pre-post content assessments indicate that students in this course scored significantly higher on post course content assessments and reported that by engaging in personal experience to global scale learning experiences they have a new appreciation for how personal choices impact the global environment and how to use local artifacts and issues to enhance K-12 student learning.

  18. Advanced APS Impacts on Vehicle Payloads

    Science.gov (United States)

    Schneider, Steven J.; Reed, Brian D.

    1989-01-01

    Advanced auxiliary propulsion system (APS) technology has the potential to both, increase the payload capability of earth-to-orbit (ETO) vehicles by reducing APS propellant mass, and simplify ground operations and logistics by reducing the number of fluids on the vehicle and eliminating toxic, corrosive propellants. The impact of integrated cryogenic APS on vehicle payloads is addressed. In this system, launch propulsion system residuals are scavenged from integral launch propulsion tanks for use in the APS. Sufficient propellant is preloaded into the APS to return to earth with margin and noncomplete scavenging assumed. No propellant conditioning is required by the APS, but ambient heat soak is accommodated. High temperature rocket materials enable the use of the unconditioned hydrogen/oxygen in the APS and are estimated to give APS rockets specific impulse of up to about 444 sec. The payload benefits are quantified and compared with an uprated monomethyl hydrazine/nitrogen tetroxide system in a conservative fashion, by assuming a 25.5 percent weight growth for the hydrogen/oxygen system and a 0 percent weight growth for the uprated system. The combination and scavenging and high performance gives payload impacts which are highly mission specific. A payload benefit of 861 kg (1898 lbm) was estimated for a Space Station Freedom rendezvous mission and 2099 kg (4626 lbm) for a sortie mission, with payload impacts varying with the amount of launch propulsion residual propellants. Missions without liquid propellant scavenging were estimated to have payload penalties, however, operational benefits were still possible.

  19. Modeling Instruction in AP Physics C: Mechanics and Electricity and Magnetism

    Science.gov (United States)

    Belcher, Nathan Tillman

    This action research study used data from multiple assessments in Mechanics and Electricity and Magnetism to determine the viability of Modeling Instruction as a pedagogy for students in AP Physics C: Mechanics and Electricity and Magnetism. Modeling Instruction is a guided-inquiry approach to teaching science in which students progress through the Modeling Cycle to develop a fully-constructed model for a scientific concept. AP Physics C: Mechanics and Electricity and Magnetism are calculus-based physics courses, approximately equivalent to first-year calculus-based physics courses at the collegiate level. Using a one-group pretest-posttest design, students were assessed in Mechanics using the Force Concept Inventory, Mechanics Baseline Test, and 2015 AP Physics C: Mechanics Practice Exam. With the same design, students were assessed in Electricity and Magnetism on the Brief Electricity and Magnetism Assessment, Electricity and Magnetism Conceptual Assessment, and 2015 AP Physics C: Electricity and Magnetism Practice Exam. In a one-shot case study design, student scores were collected from the 2017 AP Physics C: Mechanics and Electricity and Magnetism Exams. Students performed moderately well on the assessments in Mechanics and Electricity and Magnetism, demonstrating that Modeling Instruction is a viable pedagogy in AP Physics C: Electricity and Magnetism.

  20. Examining the Contribution of Physical Education and Sports Courses in the Secondary School to the Sportsmanship Behaviours in Terms of Some Variables

    Directory of Open Access Journals (Sweden)

    Serkan HACICAFEROĞLU

    2015-08-01

    Full Text Available This study was carried out in order to determine the contribution of the physical education and sports classes in the secondary school to the sportsmanship behaviours in terms of some variables. The population of the study, which was carried out using a general screening model, consists of students from the government - dependent secondary schools in the county, of Malatya Battalgazi, and its sampling consists of 670 students, studying at “Atatürk, Barbaros, Türk Telekom, Türkiye’m and Vakifbank” public secondary schools in the city centre of Malatya, chosen from the these schools by a random method. In the research, "Physical Education Courses Sportsmanship Behaviours Scale" is used as a data collec ting tool. Analysis of data obtained from the research was conducted with the help of a SPSS 20 package program and arithmetic mean, t - test and one - way analysis of variance (ANOVA were used in the calculation. As the result of the study, relying on the an swers the students have given to the scale it has been determined that the overall arithmetic mean of the scale was lower than expected, that the views on the contribution of the physical education and sports classes to sportsmanship behaviours were equiva lent to each other depending on the demographic variables of gender and father’s education level, however, there were significant differences among students depending on the grade level.

  1. ELECTROCHEMICAL CORROSION TESTING OF TANKS 241-AN-102 & 241-AP-107 & 241-AP-108 IN SUPPORT OF ULTRASONIC TESTING

    Energy Technology Data Exchange (ETDEWEB)

    WYRWAS RB; DUNCAN JB

    2008-11-20

    This report presents the results of the corrosion rates that were measured using electrochemical methods for tanks 241-AN-102 (AN-102), 241-AP-107 (AP 107), and 241-AP-108 (AP-108) performed under test plant RPP-PLAN-38215. The steel used as materials of construction for AN and AP tank farms was A537 Class 1. Test coupons of A537 Class 1 carbon steel were used for corrosion testing in the AN-107, AP-107, and AP-108 tank waste. Supernate will be tested from AN-102, AP-107, and Ap-108. Saltcake testing was performed on AP-108 only.

  2. Field studies courses open

    Science.gov (United States)

    Fourteen month-long courses combining applied academics with training in field research methodology are being offered this summer by the School for Field Studies. The courses, held in eight countries during May, June, July, and August, provide unique opportunities for participants to work as a team under primitive conditions.‘Our courses bind together the academic challenge of the research problem, the physical challenge of the site itself, and the interpersonal challenge of the expedition team in a dynamic way so that both cognitive and affective learning are accelerated,’ according to Jim Elder, the school's director.

  3. Course diversity within South Australian secondary schools as a factor of successful transition and retention within Australian universities

    Directory of Open Access Journals (Sweden)

    Scott Wright

    2010-07-01

    Full Text Available There has long been a disparity in the provision of curriculum within Australian secondary schools. This study aims to evaluate whether diversity within schools alters students’ university experiences. While much of the existing literature focuses on each aspect individually, this paper attempts to clarify a link between these factors by focussing on the transition process. A theoretical analysis of key concepts surrounding a web of inter-related issues, including student satisfaction, interest and motivation frames the quantitative data collection. The methodology employed consists of analysing a balanced sample of South Australian secondary schools, from an array of different locations, SES groupings and sizes, and an acknowledgement of previous studies into the first year experience within Australian Universities. The findings suggest that there is a disparity between learning areas in school curricula and an inherent link has been established with issues such as student attrition and dissatisfaction in universities.

  4. Development of the Assistance to Participate Scale (APS) for children's play and leisure activities.

    Science.gov (United States)

    Bourke-Taylor, H; Law, M; Howie, L; Pallant, J F

    2009-09-01

    This paper describes the development and psychometric evaluation of the Assistance to Participate Scale (APS). The APS measures the assistance that a school-aged child with a disability requires to participate in play and leisure activities from the primary carer's perspective. Mixed methodology using an instrument design model was used to complete two studies. First, a qualitative research design was used to generate items and scoring criteria for the APS. Second, a quantitative study evaluated the instrument using data collected from 152 mothers with children aged 5-18 years. Statistical analysis assessed the underlying structure, internal consistency and construct validity of the APS. Exploratory factor analysis revealed two correlated components, reflecting home-based and community-based play activities. Both subscales and the total APS scale showed good internal consistency. The APS correlated as predicted with individual domains and overall scores for other validated measures (Pediatric Evaluation of Disability Inventory caregiver scales and Pediatric Quality of Life Inventory) with correlations ranging from rho = 0.42 to rho = 0.77. The APS was able to discriminate between groups of children based on type of schooling (regular or segregated), need for equipment/assistive devices, frequency of lifting and disability. The APS provides professionals with a brief psychometrically sound tool that measures the amount of caregiver assistance provided to a child with a disability to participate in play and recreation. The APS may be used as an outcome measure and to evaluate and predict the amount and type of additional assistance families need to facilitate their child's participation in an important aspect of the child's daily life and development: play and recreation.

  5. Symposium 20 - PABMB: Teaching biochemistry in a connected world: Hands-on inquiry-based biochemistry courses for improving scientific literacy of school teachers and students

    Directory of Open Access Journals (Sweden)

    Andrea T. da Poian

    2015-08-01

    Full Text Available Wednesday – August 26th, 2015 - 3:30 to 5:30 pm – Room: Iguaçu II – 5th floorSymposium 20 - PABMB: Teaching biochemistry in a connected world Chair: Miguel Castanho, Universidade de Lisboa, PortugalAbstract:In the last decades, Brazil has reached a prominent position in the world rank of scientific production. Despite this progress, the establishment of a scientific culture in Brazilian society is still challenging. Our group has been offering hands-on inquiry-based courses to primary and secondary students, which aim to introduce them to the scientific method and improve their interest in science. More recently, we started new initiatives focused on the improvement of the scientific literacy of school science teachers. Here we describe two intensive short-term courses designed in different formats. One consists in a discipline offered to a Master Program to school science teachers, in which the main objective was to work with core disciplinary concepts through an active teachers engagement in “doing science”. The discipline, named “Energy transformation in the living organisms”, intends to deal with the main Biochemistry subjects that take part of the high-school science curriculum, namely, fermentation, photosynthesis and cellular respiration processes. The other initiative was developed in Urucureá, a small community with about 600 residents, located on the banks of the River Arapiuns, in Amazonia region. We trained the local school teachers to act as tutors in the course offered to 40 students of the community, ages 10 to 17. The theme we chose to address was the properties and effects of snakes´ poisons, since poisoning events are a problem with which the local community frequently deal with. Another important point was that we adapted a number of experiments to make them feasible with very limited laboratory resources. Our results show that the activities that we have developed offer real opportunity of scientific training

  6. Suggestion on Information Sharing for AP implementation

    Energy Technology Data Exchange (ETDEWEB)

    Shim, Hye Won; Kim, Min Su; Koh, Byung Marn [Korea Institute of Nuclear Nonproliferation and Control, Daejeon (Korea, Republic of)

    2013-10-15

    Under the Additional Protocol, States should provide the IAEA with expanded declarations of activities related to the nuclear fuel cycle and other nuclear activities, and with expanded access to the relevant information and sites to allow the IAEA to verify the completeness of these declarations. The AP to the Safeguards Agreement (the Additional Protocol) was signed on June 21{sup st}, 1999 and entered into force on February 19{sup th}, 2004. ROK submitted initial declarations in August 2004. Since then, ROK has been submitting annual updated reports of initial declaration on every May 15{sup th}. To achieve successful implementation, it is necessary to collect the information for each individual article in Article 2 of the AP and verify the declared information provided by facility operators. Therefore, the cooperation among the ministries and offices concerned is a prerequisite for successful implementation of AP. Unfortunately, the formal procedure for inter-organizational information sharing and cooperation is not established. This paper will briefly outline the AP declarations and suggest the information sharing among the ministries, offices and organizations for effective and efficient implementation of AP. The State authority has responsibility for AP implementation and it should verify correctness and completeness of the information declared by facility operators before submitting the declarations. The close cooperation and information sharing among the ministries, offices and organizations are indispensable to effective and efficient implementation of AP.

  7. Antiphospholipid syndrome (APS) nephropathy in catastrophic, primary, and systemic lupus erythematosus-related APS.

    Science.gov (United States)

    Tektonidou, Maria G; Sotsiou, Flora; Moutsopoulos, Haralampos M

    2008-10-01

    Renal involvement in antiphospholipid syndrome (APS) has been poorly recognized. A renal small-vessel vasculopathy, defined as APS nephropathy, has recently been observed in small series of patients with primary APS (PAPS) and systemic lupus erythematosus (SLE)-APS. We examined the renal histologic, clinical, and laboratory characteristics of different groups of patients with APS including catastrophic APS (CAPS). Our study included all CAPS (n=6), PAPS (n=8), and SLE-APS (n=23) patients with biopsy-proven renal involvement who were referred to our departments. The kidney biopsy specimens were retrospectively examined by the same renal pathologist. APS nephropathy was diagnosed as previously described. Demographic, clinical, and laboratory data were recorded. All patients with CAPS had acute and chronic renal vascular lesions compatible with diagnosis of APS nephropathy. Thrombotic microangiopathy (TMA), the acute lesion, was observed in all CAPS patients. Fibrous intimal hyperplasia of interlobular arteries (FIH) and focal cortical atrophy (FCA) were the most common chronic vascular lesions, occurring in 4 of 6 (66.7%) and 3 of 6 (50%) patients with CAPS, respectively. TMA was detected in 3 of 8 (37.5%) patients with PAPS and in 8 of 23 (35%) patients with SLE-APS, while FIH and FCA were found with similar frequencies in all 3 groups. Hypertension, proteinuria, hematuria, and renal insufficiency were the most common renal manifestations of all APS groups. Acute and chronic APS nephropathy lesions were detected in all 3 APS groups. Acute lesions were more prominent in CAPS, while chronic lesions were found with similar frequencies in all groups. Hypertension, proteinuria, hematuria, and renal insufficiency were the most common renal manifestations of all APS groups.

  8. AP1000 Containment Design and Safety Assessment

    International Nuclear Information System (INIS)

    Wright, Richard F.; Ofstun, Richard P.; Bachere, Sebastien

    2002-01-01

    The AP1000 is an up-rated version of the AP600 passive plant design that recently received final design certification from the US NRC. Like AP600, the AP1000 is a two-loop, pressurized water reactor featuring passive core cooling and passive containment safety systems. One key safety feature of the AP1000 is the passive containment cooling system which maintains containment integrity in the event of a design basis accident. This system utilizes a high strength, steel containment vessel inside a concrete shield building. In the event of a pipe break inside containment, a high pressure signal actuates valves which allow water to drain from a storage tank atop the shield building. Water is applied to the top of the containment shell, and evaporates, thereby removing heat. An air flow path is formed between the shield building and the containment to aid in the evaporation and is exhausted through a chimney at the top of the shield building. Extensive testing and analysis of this system was performed as part of the AP600 design certification process. The AP1000 containment has been designed to provide increased safety margin despite the increased reactor power. The containment volume was increased to accommodate the larger steam generators, and to provide increased margin for containment pressure response to design basis events. The containment design pressure was increased from AP600 by increasing the shell thickness and by utilizing high strength steel. The passive containment cooling system water capacity has been increased and the water application rate has been scaled to the higher decay heat level. The net result is higher margins to the containment design pressure limit than were calculated for AP600 for all design basis events. (authors)

  9. Operation of the APS rf gun

    International Nuclear Information System (INIS)

    Lewellen, J. W.

    1998-01-01

    The Advanced Photon Source (APS) has a thermionic-cathode rf gun system capable of providing beam to the APS linac. The gun system consists of a 1.6-cell thermionic-cathode rf gun, a fast kicker for beam current control, and an alpha magnet for bunch compression and injection into the APS linac line. This system is intended for use both as an injector for positron creation, and as a first beam source for the Low-Energy Undulator Test Line (LEUTL) project [1]. The first measured performance characteristics of the gun are presented.

  10. Nutrition education in the medical school curriculum: a review of the course content at the Royal College of Surgeons in Ireland-Bahrain.

    Science.gov (United States)

    Schreiber, K R; Cunningham, F O

    2016-11-01

    Only 14 % of American physicians report that they feel adequately trained to provide nutritional counselling. The average number of nutrition teaching hours in American medical schools is falling below recommendations by the National Academy of Sciences and nutritional education in the medical school curriculum is currently an important discussion topic. This study aimed to review the teaching hours delivered during a 6-year medical programme at The Royal College of Surgeons in Ireland-Bahrain (RCSI-B) and define the importance of nutritional education for medical students. Lecture time regarding the topic of nutrition was quantified by studying the contents of the 6-year course materials on the Moodle ® platform virtual learning environment used by RCSI-B. Students are exposed to approximately 15 h of education in nutrition during their medical studies at RCSI-B. The 15 h spent educating RCSI-B medical students on nutrition is inadequate according to international recommendations. However, RCSI-B is one of many medical schools that do not reach the minimum required hours (25-44) as set by the National Academy of Sciences and the American Society for Nutrition. We recommend that more teaching hours on nutrition be introduced into the curriculum. These extra teaching hours may greatly benefit RCSI-B students, patients and public health in Bahrain.

  11. NATO Advanced Study Institute on Physical Processes in Laser-Materials Interaction, which was the 9th course of the Europhysics School of Quantum Electronics

    CERN Document Server

    1983-01-01

    It is a pleasure to write a few words as an introduction to the proceedings of the 1980 NATO ASI on "Physical Processes in Laser­ Naterial Interaction." This ASI is the ninth course of a series devoted to lasers and their applications, held under the responsibility of the Quantum Electronics Division of the European Physical Society, and for this reason known as the "Europhysics School of Quantum Electronics." Since 1971 the School has been operating with the joint direc­ tion of myself as representative of the academic research, and Dr. D. Roess (formerly with Siemens AEG, Munich, and now with Sick, Optik und Electronik, GmbH, Munich) for the industrial applications. Indeed the aim of the School is to alternate fundamental and applied frontier topics in the area of quantum electronics and modern optics, in order to introduce young research people from universities and industrial R&D laboratories to the new aspects of research opened by the laser.

  12. Gourmet Foods. Course of Study.

    Science.gov (United States)

    Marshall, Martha; And Others

    Four units are included in this curriculum guide for a semester elective credit course in gourmet foods for high school juniors and seniors: (1) Introudction to the Course, and the Development of "A Gourmet," intended to facilitate defining and participating in planning the course program and goals, (2) "Basic Food Preparation for…

  13. An Ecological Approach to a University Course that Develops Partnerships Impacting Health and Wellness in K-12 Schools and Communities

    Science.gov (United States)

    Shields, Sharon L.; Gilchrist, Leigh Z.; Nixon, Carol T.; Holland, Barbara A.; Thompson, Elizabeth A.

    2013-01-01

    Over the past several decades, there has been an increased focus on health promotion as opposed to individual health determinants and disease prevention. Given the association between health and academic success, health promotion is a vastly overlooked lever for establishing effective K-12 schools. Student, organizational, and community well-being…

  14. Undergraduate Students' Perceptions of the Mathematics Courses Included in the Primary School Teacher Education Program

    Science.gov (United States)

    Serin, Mehmet Koray; Incikabi, Semahat

    2017-01-01

    Mathematics educators have reported on many issues regarding students' mathematical education, particularly students who received mathematics education at different departments such as engineering, science or primary school, including their difficulties with mathematical concepts, their understanding of and preferences for mathematical concepts.…

  15. Curriculum Preparation for Adulthood: A Course for High School Seniors. Pennsylvania Cooperative Extension Studies 66, November 1976.

    Science.gov (United States)

    Wiker, Nancy R.

    Resulting from a survey of two past graduating classes (1967 and 1972) and teacher involvement, this curriculum guide for seniors in the Pequea Valley School District (a rurally conservative area comprised mainly of an Amish and Mennonite population in Lancaster County, Pennsylvania) constitutes the home economics component of a joint effort on…

  16. The Incorporation of Micro-Computer Technology into School Mathematics: Some Suggestions for Middle and Senior Mathematics Courses.

    Science.gov (United States)

    Newton, Bill

    1987-01-01

    Argues that the use of computer technologies in secondary schools should change the nature of mathematics education. Urges the rethinking of the uses of traditional paper-and-pencil computations. Suggests some computer applications for elementary algebra and for problem solving in arithmetic and calculus. (TW)

  17. Tank 241-AP-104 tank characterization plan

    International Nuclear Information System (INIS)

    Homi, C.S.

    1995-11-01

    This document is a plan that identifies the information needed to address relevant issues concerning short-term and long-term safe storage and long-term management of Double-Shell Tank (DST) 241-AP-104

  18. AP1000 design and construction integration

    International Nuclear Information System (INIS)

    Winters, James W.; Clelland, Jill A.

    2004-01-01

    Construction costs of commercial nuclear generating plants must be reduced in order to expand the future use of nuclear energy. Two of the drivers of plant construction costs are the cost of financing during the construction duration and the substantial amount of skilled craft labor hours needed on site during construction. The application of information technology (IT) has been used to understand and reduce both of these drivers by establishing parallel construction paths using modules and integrating construction sequence review into the design process. In a program sponsored by EPRI, Westinghouse has modeled the construction of AP1000 in '4D' to show its viability, to improve its logic, to improve the plant design for constructibility and overall to reduce time and risk in the construction schedule. The design of most of AP1000 was constrained to be a duplicate of AP600 except where components required expansion for the higher power level. As a result, the construction schedule for AP1000 is as mature and as robust as that for AP600. Two areas important to the construction of AP1000 did require some design work because they could not remain the same as AP1000. First, the turbine building had to be redesigned to accommodate the larger turbine and its support systems. Again, as much of the AP600 design and philosophy as possible was retained. The building required enlargement and the basemat, foundations, steel structure and structural modules required modification. As concrete, steel, and equipment were defined by the designers, they were matched to the original AP600 turbine building schedule. This forced designers to assemble files to be consistent with building assembly activities and to think about constructibility as they defined the final design. Second, the reinforcement structure within the concrete under and supporting the containment vessel required detail design. Westinghouse was fortunate to have the constructor Obayashi of Japan recommend a detailed

  19. AP1000{sup TM} plant modularization

    Energy Technology Data Exchange (ETDEWEB)

    Cantarero L, C.; Demetri, K. J. [Westinghouse Electric Co., 1000 Westinghouse Drive, Cranberry Township, PA 16066 (United States); Quintero C, F. P., E-mail: cantarc@westinghouse.com [Westinghouse Electric Spain, Padilla 17, 28006 Madrid (Spain)

    2016-09-15

    The AP1000{sup TM} plant is an 1100 M We pressurized water reactor (PWR) with passive safety features and extensive plant simplifications that enhance construction, operation, maintenance and safety. Modules are used extensively in the design of the AP1000 plant nuclear island. The AP1000 plant uses modern, modular-construction techniques for plant construction. The design incorporates vendor-designed skids and equipment packages, as well as large, multi-ton structural modules and special equipment modules. Modularization allows traditionally sequential construction tasks to be completed simultaneously. Factory-built modules can be installed at the site in a planned construction schedule. The modularized AP1000 plant allows many more construction activities to proceed in parallel. This reduces plant construction calendar time, thus lowering the costs of plant financing. Furthermore, performing less work onsite significantly reduces the amount of skilled field-craft labor, which costs more than shop labor. In addition to labor cost savings, doing more welding and fabrication in a factory environment raises the quality of work, allowing more scheduling flexibility and reducing the amount of specialized tools required onsite. The site layout for the AP1000 plant has been established to support modular construction and efficient operations during construction. The plant layout is compact, using less space than previous conventional plant layouts. This paper provides and overview of the AP1000 plant modules with an emphasis on structural modules. Currently the Westinghouse AP1000 plant has four units under construction in China and four units under construction in the United States. All have shown successful fabrication and installation of various AP1000 plant modules. (Author)

  20. AP1000"T"M plant modularization

    International Nuclear Information System (INIS)

    Cantarero L, C.; Demetri, K. J.; Quintero C, F. P.

    2016-09-01

    The AP1000"T"M plant is an 1100 M We pressurized water reactor (PWR) with passive safety features and extensive plant simplifications that enhance construction, operation, maintenance and safety. Modules are used extensively in the design of the AP1000 plant nuclear island. The AP1000 plant uses modern, modular-construction techniques for plant construction. The design incorporates vendor-designed skids and equipment packages, as well as large, multi-ton structural modules and special equipment modules. Modularization allows traditionally sequential construction tasks to be completed simultaneously. Factory-built modules can be installed at the site in a planned construction schedule. The modularized AP1000 plant allows many more construction activities to proceed in parallel. This reduces plant construction calendar time, thus lowering the costs of plant financing. Furthermore, performing less work onsite significantly reduces the amount of skilled field-craft labor, which costs more than shop labor. In addition to labor cost savings, doing more welding and fabrication in a factory environment raises the quality of work, allowing more scheduling flexibility and reducing the amount of specialized tools required onsite. The site layout for the AP1000 plant has been established to support modular construction and efficient operations during construction. The plant layout is compact, using less space than previous conventional plant layouts. This paper provides and overview of the AP1000 plant modules with an emphasis on structural modules. Currently the Westinghouse AP1000 plant has four units under construction in China and four units under construction in the United States. All have shown successful fabrication and installation of various AP1000 plant modules. (Author)

  1. Gender Differences in the High School and Affective Experiences of Introductory College Physics Students

    Science.gov (United States)

    Hazari, Zahra; Sadler, Philip M.; Tai, Robert H.

    2008-10-01

    The disparity in persistence between males and females studying physics has been a topic of concern to physics educators for decades. Overall, while female students perform as well as or better than male students, they continue to lag considerably in terms of persistence. The most significant drop in females studying physics occurs between high school and college.2 Since most female physicists report that they became attracted to physics and decided to study it further while in high school, according to the International Study of Women in Physics,3 it is problematic that high school is also the stage at which females begin to opt out at much higher rates than males. Although half of the students taking one year of physics in high school are female, females are less likely than males to take a second or Advanced Placement (AP) physics course.4 In addition, the percentage of females taking the first physics course in college usually falls between 30% and 40%. In other words, although you may see gender parity in a first high school physics course, this parity does not usually persist to the next level of physics course. In addition, even if there is parity in a high school physics course, it does not mean that males and females experience the course in the same way. It is this difference in experience that may help to explain the drop in persistence of females.

  2. Tank 241-AP-106, Grab samples, 6AP-98-1, 6AP-98-2 and 6AP-98-3 Analytical results for the final report

    Energy Technology Data Exchange (ETDEWEB)

    FULLER, R.K.

    1999-02-23

    This document is the final report for tank 241-AP-106 grab samples. Three grab samples 6AP-98-1, 6AP-98-2 and 6AP-98-3 were taken from riser 1 of tank 241-AP-106 on May 28, 1998 and received by the 222-S Laboratory on May 28, 1998. Analyses were performed in accordance with the ''Compatability Grab Sampling and Analysis Plan'' (TSAP) (Sasaki, 1998) and the ''Data Quality Objectives for Tank Farms Waste Compatability Program (DQO). The analytical results are presented in the data summary report. No notification limits were exceeded. The request for sample analysis received for AP-106 indicated that the samples were polychlorinated biphenyl (PCB) suspects. The results of this analysis indicated that no PCBs were present at the Toxic Substance Control Act (TSCA) regulated limit of 50 ppm. The results and raw data for the PCB analysis are included in this document.

  3. Identification and treatment of APS renal involvement.

    Science.gov (United States)

    Tektonidou, M G

    2014-10-01

    Renal involvement in antiphospholipid syndrome (APS), either primary or systemic lupus erythematosus (SLE)-related APS, includes renal artery stenosis or thrombosis, renal infarction, renal vein thrombosis and a small-vessel vaso-occlusive nephropathy defined as "antiphospholipid antibody (aPL)-associated nephropathy." aPL-associated nephropathy is characterized by acute lesions, thrombotic microangiopathy, and chronic lesions such as fibrous intimal hyperplasia, organizing thrombi with or without recanalization, fibrous occlusions of arteries or arterioles and focal cortical atrophy. Systemic hypertension, hematuria, proteinuria (ranging from mild to nephrotic level) and renal insufficiency represent the major clinical manifestations associated with aPL-associated nephropathy. Similar renal histologic and clinical characteristics have been described among all different groups of patients with positive aPL (primary APS, SLE-related APS, catastrophic APS and SLE/non-APS with positive aPL). In patients with aPL-associated nephropathy lesions in the absence of other causes associated with similar histological characteristics, aPL testing needs to be considered. © The Author(s) 2014 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.

  4. Cantinas escolares de Florianópolis: existência e produtos comercializados após a instituição da Lei de Regulamentação School canteens of Florianópolis: existence and foods for sale after the institution of the law of regulation

    Directory of Open Access Journals (Sweden)

    Cristine Garcia Gabriel

    2010-04-01

    Full Text Available OBJETIVO: Realizar um diagnóstico da existência das cantinas em Florianópolis, verificando os alimentos e bebidas comercializados, após a instituição da Lei Estadual de Regulamentação das Cantinas. MÉTODOS: Questionário estruturado foi aplicado por telefone com os diretores ou responsáveis pelas cantinas do universo de escolas de ensino fundamental das redes municipal, estadual e particular de Florianópolis. Os dados foram processados e analisados utilizando-se o software SPSS versão 10.0. RESULTADOS: Das 117 instituições do município em 2006, 89,7% aceitaram participar. Dessas, 53,3% possuem cantina, sendo 31 particulares, 22 estaduais e apenas 3 municipais. Os principais motivos referidos para a ausência de cantinas nas escolas públicas consistiram na existência do Programa de Alimentação Escolar e nas exigências para sua adequação à Lei. Dentre os alimentos proibidos pela Lei, salienta-se que os salgados fritos e industrializados não são mais comercializados pelas escolas, e a maioria não comercializa mais refrigerantes (98,2% e pipocas industrializadas (92,9%. Ressalta-se, também, que os sucos naturais e os salgados assados são comercializados por 75,0% e 98,2% das escolas, respectivamente. Por outro lado, 60,7% das escolas comercializam sucos artificiais. Ainda de acordo com a Lei, as cantinas deverão disponibilizar dois tipos de frutas sazonais. No entanto 60,7% dos estabelecimentos não disponibilizam frutas ou salada de frutas. CONCLUSÃO: Itens proibidos pela Lei foram fortemente reduzidos ou retirados de comercialização, porém alimentos considerados inadequados continuam sendo comercializados em muitas escolas. A fiscalização desses estabelecimentos é necessária, juntamente com ações educativas destinadas aos proprietários das cantinas, escolares, pais e professores.OBJECTIVE: The objective of this study was to verify the existence of canteens in Florianópolis and the foods and beverages that

  5. Vascular Manifestations in Antiphospholipid Syndrome (APS): Is APS a Thrombophilia or a Vasculopathy?

    Science.gov (United States)

    Siddique, Salma; Risse, Jessie; Canaud, Guillaume; Zuily, Stéphane

    2017-09-04

    Antiphospholipid antibody syndrome (APS) is characterized primarily by thrombosis and pregnancy morbidity. Chronic vascular lesions can also occur. While the underlying mechanisms of these vascular lesions are not entirely known, there have been multiple theories describing the potential process of vasculopathy in APS and the various clinical manifestations associated with it. Recently, it has been demonstrated that endothelial proliferation in kidneys can be explained by the activation of the mammalian target of rapamycin complex (mTORC) pathway by antiphospholipid antibodies (aPL). These data support the existence of an APS-related vasculopathy in different locations which can explain-in part-the different manifestations of APS. This review focuses on the various manifestations of APS as a result of APS-related vasculopathy, as well as pathophysiology, current screening, and treatment options for clinicians to be aware of.

  6. An Investigation into Information Needs and Information Seeking Behavior of Elementary and Middle School Teachers Teaching Indigenous Courses

    Directory of Open Access Journals (Sweden)

    Shan-Ju L. Chang

    2006-12-01

    Full Text Available The purpose of this research is to systematically study the information need, seeking, and use behavior of middle school teachers of Taiwan historical resources, and to explore the implications of the findings for digital library system design. This research employs multiple methods, first by qualitative approach followed by quantitative approach. The study investigated elementary and high school teachers, and compared the findingswith those of the scholar user group, using literature analysis, deep interview, and questionnaire survey as the methods for data collection, and content analysis, case study, and statistic analysis for data analysis. The results lead to (1 a better understanding of information seeking and use behavior of primary and middle school teachers of Taiwan historical archives; (2 deeper knowledge and empirical data for developing theory on human information behavior of Taiwan local people; (3 identification of important teaching and learning resources on Taiwan and the salient characteristics of those resources; (4 development of information organization guideline for localized digital library and museum systems. [Article content in Chinese

  7. Kepler observations of rapidly oscillating Ap, δ Scuti and γ Doradus pulsations in Ap stars

    DEFF Research Database (Denmark)

    Balona, Luis A.; Cunha, Margarida S.; Kurtz, Donald W.

    2011-01-01

    Observations of the A5p star KIC 8677585 obtained during the Kepler 10-d commissioning run with 1-min time resolution show that it is a rapidly oscillating Ap (roAp) star with several frequencies with periods near 10 min. In addition, a low frequency at 3.142 d−1 is also clearly present....... Multiperiodic γ Doradus (γ Dor) and δ Scuti (δ Sct) pulsations, never before seen in any Ap star, are present in Kepler observations of at least three other Ap stars. Since γ Dor pulsations are seen in Ap stars, it is likely that the low frequency in KIC 8677585 is also a γ Dor pulsation. The simultaneous...... presence of both γ Dor and roAp pulsations and the unexpected detection of δ Sct and γ Dor pulsations in Ap stars present new opportunities and challenges for the interpretation of these stars. Since it is easy to confuse Am and Ap stars at classification dispersions, the nature of these Ap stars...

  8. Time course of EEG slow-wave activity in pre-school children with sleep disordered breathing: a possible mechanism for daytime deficits?

    Science.gov (United States)

    Biggs, Sarah N; Walter, Lisa M; Nisbet, Lauren C; Jackman, Angela R; Anderson, Vicki; Nixon, Gillian M; Davey, Margot J; Trinder, John; Hoffmann, Robert; Armitage, Roseanne; Horne, Rosemary S C

    2012-09-01

    Daytime deficits in children with sleep disordered breathing (SDB) are theorized to result from hypoxic insult to the developing brain or fragmented sleep. Yet, these do not explain why deficits occur in primary snorers (PS). The time course of slow wave EEG activity (SWA), a proxy of homeostatic regulation and cortical maturation, may provide insight. Clinical and control subjects (N=175: mean age 4.3±0.9 y: 61% male) participated in overnight polysomnography (PSG). Standard sleep scoring and power spectral analyses were conducted on EEG (C4/A1; 0.5-sleep stages and respiratory parameters. Repeated-measures ANCOVA evaluated group differences in the time course of SWA. Four groups were classified: controls (OAHI ≤ 1 event/h; no clinical history); PS (OAHI ≤ 1 event/h; clinical history); mild OSA (OAHI=1-5 events/h); and moderate to severe OSA (MS OSA: OAHI>5 events/h). Group differences were found in the percentage of time spent in NREM Stages 1 and 4 (psleep pressure but impaired restorative sleep function in pre-school children with SDB, providing new insights into the possible mechanism for daytime deficits observed in all severities of SDB. Copyright © 2012 Elsevier B.V. All rights reserved.

  9. Discriminant Analysis of Essay, Mathematics/Science Type of Essay, College Scholastic Ability Test, and Grade Point Average as Predictors of Acceptance to a Pre-med Course at a Korean Medical School

    OpenAIRE

    Geum-Hee Jeong

    2008-01-01

    A discriminant analysis was conducted to investigate how an essay, a mathematics/science type of essay, a college scholastic ability test, and grade point average affect acceptance to a pre-med course at a Korean medical school. Subjects included 122 and 385 applicants for, respectively, early and regular admission to a medical school in Korea. The early admission examination was conducted in October 2007, and the regular admission examination was conducted in January 2008. The analysis of ea...

  10. Westinghouse AP600 advanced nuclear plant design

    International Nuclear Information System (INIS)

    Gangloff, W.

    1999-01-01

    As part of the cooperative US Department of Energy (DOE) Advanced Light Water Reactor (ALWR) Program and the Electric Power Research Institute (EPRI), the Westinghouse AP600 team has developed a simplified, safe, and economic 600-megawatt plant to enter into a new era of nuclear power generation. Designed to satisfy the standards set by DOE and defined in the ALWR Utility Requirements Document (URD), the Westinghouse AP600 is an elegant combination of innovative safety systems that rely on dependable natural forces and proven technologies. The Westinghouse AP600 design simplifies plant systems and significant operation, inspections, maintenance, and quality assurance requirements by greatly reducing the amount of valves, pumps, piping, HVAC ducting, and other complex components. The AP600 safety systems are predominantly passive, depending on the reliable natural forces of gravity, circulation, convection, evaporation, and condensation, instead of AC power supplies and motor-driven components. The AP600 provides a high degree of public safety and licensing certainty. It draws upon 40 years of experience in light water reactor components and technology, so no demonstration plant is required. During the AP600 design program, a comprehensive test program was carried out to verify plant components, passive safety systems components, and containment behavior. When the test program was completed at the end of 1994, the AP600 became the most thoroughly tested advanced reactor design ever reviewed by the US Nuclear Regulatory Commission (NRC). The test results confirmed the exceptional behavior of the passive systems and have been instrumental in facilitating code validations. Westinghouse received Final Design Approval from the NRC in September 1998. (author)

  11. Is the admission test for a course in medicine a good predictor of academic performance? A case-control experience at the school of medicine of Turin.

    Science.gov (United States)

    Migliaretti, Giuseppe; Bozzaro, Salvatore; Siliquini, Roberta; Stura, Ilaria; Costa, Giuseppe; Cavallo, Franco

    2017-12-01

    The usefulness of university admission tests to medical schools has been discussed in recent years. In the academic year 2014-15 in Italy, several students who failed the admission test appealed to the regional administrative court ('Tribunale Amministrativo Regionale'-TAR) requesting to be included, despite their test results, and all were admitted to their respective courses. The existence of this population of students generated a control group, in order to evaluate the predictive capacity of the admission test. The aim of the present work is to discuss the ability of university admission tests to predict subsequent academic success. The study involved 683 students who enrolled onto the first year of the degree course in medicine in the academic year 2014-15 at the University of Turin (Molinette and San Luigi Gonzaga colleges). The students were separated into two categories: those who passed the admission test (n1=531) and those who did not pass the admission test but won their appeal in the TAR (n2=152). The validity of the admission test was analysed using specificity, sensitivity, positive and negative likelihood ratios (LH+, LH-), receiver operating characteristic (ROC) curves, area under the ROC curve (AUC), and relative (95% CI). The results showed that the admission test appeared to be a good tool for predicting the academic performances in the first year of the course (AUC=0.70, 95% CI 0.64 to 0.76). Moreover, some subject areas seemed to have a greater discriminating capacity than others. In general, students who obtained a high score in scientific questions were more likely to obtain the required standards during the first year (LH+ 1.22, 95% CI 1.14 to 1.25). Based on a consistent statistical approach, our study seems to confirm the ability of the admission test to predict academic success in the first year at the school of medicine of Turin. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All

  12. Leveraging Scratch4SL and Second Life to motivate high school students' participation in introductory programming courses: findings from a case study

    Science.gov (United States)

    Pellas, Nikolaos; Peroutseas, Efstratios

    2017-01-01

    Students in secondary education strive hard enough to understand basic programming concepts. With all that is known regarding the benefits of programming, little is the published evidence showing how high school students can learn basic programming concepts following innovative instructional formats correctly with the respect to gain/enhance their computational thinking skills. This distinction has caused lack of their motivation and interest in Computer Science courses. This case study presents the opinions of twenty-eight (n = 28) high school students who participated voluntarily in a 3D-game-like environment created in Second Life. This environment was combined with the 2D programming environment of Scratch4SL for the implementation of programming concepts (i.e. sequence and concurrent programming commands) in a blended instructional format. An instructional framework based on Papert's theory of Constructionism to assist students how to coordinate or manage better the learning material in collaborative practice-based learning activities is also proposed. By conducting a mixed-method research, before and after finishing several learning tasks, students' participation in focus group (qualitative data) and their motivation based on their experiences (quantitative data) are measured. Findings indicated that an instructional design framework based on Constructionism for acquiring or empowering students' social, cognitive, higher order and computational thinking skills is meaningful. Educational implications and recommendations for future research are also discussed.

  13. Tank 241-AP-107, grab samples 7AP-97-1, 7AP-97-2 and 7AP-97-3 analytical results for the final report

    International Nuclear Information System (INIS)

    Steen, F.H.

    1997-01-01

    This document is the final report for tank 241-AP-107 grab samples. Three grab samples were collected from riser 1 on September 11, 1997. Analyses were performed on samples 7AP-97-1, 7AP-97-2 and 7AP-97-3 in accordance with the Compatibility Grab Sampling and Analysis Plan (TSAP) (Sasaki, 1997) and the Data Quality Objectives for Tank Farms Waste Compatibility Program (DQO) (Rev. 1: Fowler, 1995; Rev. 2: Mulkey and Nuier, 1997). The analytical results are presented in the data summary report (Table 1). A notification was made to East Tank Farms Operations concerning low hydroxide in the tank and a hydroxide (caustic) demand analysis was requested. The request for sample analysis (RSA) (Attachment 2) received for AP-107 indicated that the samples were polychlorinated biphenyl (PCB) suspects. Therefore, prior to performing the requested analyses, aliquots were made to perform PCB analysis in accordance with the 222-S Laboratory administrative procedure, LAP-101-100. The results of this analysis indicated that no PCBs were present at 50 ppm and analysis proceeded as non-PCB samples. The results and raw data for the PCB analysis will be included in a revision to this document. The sample breakdown diagrams (Attachment 1) are provided as a cross-reference for relating the tank farm customer identification numbers with the 222-S Laboratory sample numbers and the portion of sample analyzed

  14. The AP Calculus Exam Reading Experience: Implications for Teacher Classroom Practice and Student Comprehension

    Science.gov (United States)

    Corcoran, Mimi

    2017-01-01

    This dissertation explores the views and experiences of high school calculus teachers and college mathematics professors on the professional development which occurs at the annual national AP Calculus exam grading. This professional development experience comes in several forms: the exam briefing sessions, the actual reading of the exams, the…

  15. Intellectually Gifted Females and Their Perspectives of Lived Experience in the AP and IB Programs

    Science.gov (United States)

    Vanderbrook, Carrie M.

    2006-01-01

    The Advanced Placement (AP) and International Baccalaureate (IB) programs serve as popular choices for many intellectually gifted high school students. This article describes an aspect of a larger study that examined 5 intellectually gifted females' perceptions of their educational experience while enrolled in one of the programs. Using the…

  16. Cytosine deletion at AP2-box region of HSP70 promoter and its ...

    Indian Academy of Sciences (India)

    Cytosine deletion at AP2-box region of HSP70 promoter and its influence on semen quality traits in crossbred bulls ... Laboratory, ICAR-Central Institute for Research on Cattle, Meerut 250 001, India; School of Atmospheric Stress Management, ICAR-National Institute of Abiotic Stress Management, Baramati 413 115, India ...

  17. Center for Geometrisk Metrologi CGM ApS, Årsberetning 2001 til DANAK

    DEFF Research Database (Denmark)

    De Chiffre, Leonardo

    Denne årsberetning omfatter CGM ApS' akkrediterede virksomhed i kalenderåret 2001. Årsberetningen er udarbejdet til DANAK (Dansk Akkreditering, Erhvervsfremme Styrelsen), som led i opfyldelsen af laboratoriets informationspligt i henhold til gældende regler (Teknisk Forskrift Nr. TF4 af 2000...

  18. AP600 - an ALWR conceptual design

    International Nuclear Information System (INIS)

    Bruce, R.A.; Vijuk, R.P.

    1988-01-01

    The Electric Power Research Institute is spearheading an effort to develop utility requirements for the Advanced Light Water Reactor (ALWR) plants which will become the next generation nuclear power plants for the U.S. This EPRI ALWR Program involves utilities, the U.S. Department of Energy, the U.S. Nuclear Regulatory Commission, and various industry suppliers. The ALWR Program is aimed at ALWR plants which incorporate step improvements in safety, reliability, operability and power generation costs. As part of the ALWR efforts, a Westinghouse team is conducting conceptual design development of a PWR plant design called the AP600, reflecting advanced passive safety features and the chosen 600 MWe plant output. The AP600 conceptual design provides significant improvements while employing proven component technology. This paper describes the basic reactor and primary coolant system features, the passive safety system features, and plant arrangement/construction features of AP600

  19. Unveiling the Teachers' Profiles through an INSET (In Service Training) Course of Greek Primary School Teachers in the Pedagogy of ICT (Information and Communications Technology) In-Classroom Instruction

    Science.gov (United States)

    Amanatidis, Nikolaos

    2015-01-01

    To meet the increasing demand for change in the infusion of ICT pedagogy in education a nationwide project was launched in Greece on May 2008. An INSET course for primary school teachers in the pedagogy of ICT in classroom instruction. The writer, aimed to study the teachers' views about certain aspects of the training experience in terms of the…

  20. Matematica Para La Escuela Secundaria, Primer Curso de Algebra (Parte 1). Traduccion Preliminar de la Edicion Inglesa Revisada. (Mathematics for High School, First Course in Algebra, Part 1. Preliminary Translation of the Revised English Edition).

    Science.gov (United States)

    Allen, Frank B.; And Others

    This is the student text for part one of a three-part SMSG algebra course for high school students. The principal objective of the text is to help the student develop an understanding and appreciation of some of the algebraic structure as a basis for the techniques of algebra. Chapter topics include congruence; numbers and variables; operations;…

  1. A Phenomenological Study of the Impact of the South Carolina U.S. History End of Course Exam on High School Teachers' Perceptions of Autonomy and Self-Efficacy

    Science.gov (United States)

    Whitmore, Debra Ann

    2017-01-01

    The purpose of this phenomenological qualitative study was to describe the impact of the South Carolina U.S. History End of Course Exam (EOCE) on teachers' perceptions of autonomy and self-efficacy for high school U.S. History teachers in the Midlands region of South Carolina. The theory guiding this study was Bandura's (1994) theory of…

  2. AP1000, a nuclear central of advanced design; AP1000, una central nuclear de diseno avanzado

    Energy Technology Data Exchange (ETDEWEB)

    Hernandez M, N.; Viais J, J. [ININ, 52045 Ocoyoacac, Estado de Mexico (Mexico)]. e-mail: nhm@nuclear.inin.mx

    2005-07-01

    The AP1000 is a design of a nuclear reactor of pressurized water (PWR) of 1000 M We with characteristic of safety in a passive way; besides presenting simplifications in the systems of the plant, the construction, the maintenance and the safety, the AP1000 is a design that uses technology endorsed by those but of 30 years of operational experience of the PWR reactors. The program AP1000 of Westinghouse is focused to the implementation of the plant to provide improvements in the economy of the same one and it is a design that is derived directly of the AP600 designs. On September 13, 2004 the US-NRC (for their initials in United States- Nuclear Regulatory Commission) approved the final design of the AP1000, now Westinghouse and the US-NRC are working on the whole in a complete program for the certification. (Author)

  3. International school of plasma physics course on instabilities and confinement in toroidal plasmas. Varenna (Italy), September 27-October 9, 1971

    International Nuclear Information System (INIS)

    1974-11-01

    The lectures of a Varenna Summer School about the theme Instabilities and Confinement in toroidal Plasmas are given. The topics included are: high-beta toroidal pinches, non-MHD instabilities and anomalous transport, analogy between turbulent transfer in velocity space and plasma collisioned transport in real space, the magnetohydrodynamic approach of plasma confinement in closed magnetic configurations, properties of isodynamical equilibrium configurations and their generalization, transport theory for toroidal plasmas, plasma physics, low-β toroidal machines, the neoclassical theory of transit time magnetic pumping, radio frequency heating of toroidal plasmas, plasma heating at lower hybrid frequency, RF-plasma heating with L-structures, numerical simulation, dynamical stabilization of low frequency waves in inhomogeneous plasmas, dynamic and feedback stabilization of plasmas and problems with nuclear fusion reactors

  4. The new AP Physics exams: Integrating qualitative and quantitative reasoning

    Science.gov (United States)

    Elby, Andrew

    2015-04-01

    When physics instructors and education researchers emphasize the importance of integrating qualitative and quantitative reasoning in problem solving, they usually mean using those types of reasoning serially and separately: first students should analyze the physical situation qualitatively/conceptually to figure out the relevant equations, then they should process those equations quantitatively to generate a solution, and finally they should use qualitative reasoning to check that answer for plausibility (Heller, Keith, & Anderson, 1992). The new AP Physics 1 and 2 exams will, of course, reward this approach to problem solving. But one kind of free response question will demand and reward a further integration of qualitative and quantitative reasoning, namely mathematical modeling and sense-making--inventing new equations to capture a physical situation and focusing on proportionalities, inverse proportionalities, and other functional relations to infer what the equation ``says'' about the physical world. In this talk, I discuss examples of these qualitative-quantitative translation questions, highlighting how they differ from both standard quantitative and standard qualitative questions. I then discuss the kinds of modeling activities that can help AP and college students develop these skills and habits of mind.

  5. An analysis of AP600 design features

    International Nuclear Information System (INIS)

    Park, Jong Kyoon; Jang, Moon Heui; Hwang, Yung Dong

    1994-01-01

    In the aspect of engineering, passive safety system concept has improved the safety degree of nuclear power plant. Therefore, the objective of this study is to check on the possibility of the capacity upgrade of nuclear power plant in the case of adopting the passive safety system concept of AP 600. The characteristics of AP 600 are the advanced functions in ECCS, heat removal of containment building and residual heat removal under the passive safety system concept. The result of this study will become the basic data of capacity upgrade of nuclear power plant and will be widely used in second year project. (Author)

  6. An analysis of AP600 design features

    Energy Technology Data Exchange (ETDEWEB)

    Park, Jong Kyoon; Jang, Moon Heui; Hwang, Yung Dong [Korea Atomic Energy Research Institute, Taejon (Korea, Republic of); and others

    1994-01-01

    In the aspect of engineering, passive safety system concept has improved the safety degree of nuclear power plant. Therefore, the objective of this study is to check on the possibility of the capacity upgrade of nuclear power plant in the case of adopting the passive safety system concept of AP 600. The characteristics of AP 600 are the advanced functions in ECCS, heat removal of containment building and residual heat removal under the passive safety system concept. The result of this study will become the basic data of capacity upgrade of nuclear power plant and will be widely used in second year project. (Author).

  7. Shuttle APS propellant thermal conditioner study

    Science.gov (United States)

    Pearson, W. E.

    1971-01-01

    A study program was performed to allow selection of thermal conditioner assemblies for superheating O2 and H2 at supercritical pressures. The application was the auxiliary propulsion system (APS) for the space shuttle vehicle. The O2/H2 APS propellant feed system included propellant conditioners, of which the thermal conditioner assemblies were a part. Cryogens, pumped to pressures above critical, were directed to the thermal conditioner assembly included: (1) a gas generator assembly with ignition system and bipropellant valves, which burned superheated O2 and H2 at rich conditions; (2) a heat exchanger assembly for thermal conditioning of the cryogenic propellant; and (3) a dump nozzle for heat exchanger exhaust.

  8. Dropping of mixing pump in Tank 102-AP

    International Nuclear Information System (INIS)

    Jimenez, R.F.

    1995-01-01

    The purpose of this study is to examine dropping of the mixing pump in Tank 102-AP during its removal poses the risk of causing a leak in the tank bottom with attendant potential for public exposure from the leak. The purpose of this investigation is to examine the potential for causing such a leak (i.e., estimated frequency of leak occurrence); to qualitatively estimate leak magnitude if its is a credible event; and, finally to compare the worker hazard, in the installation of an impact limiter (should it be required), to that which the public might incur if a leak is manifest in the tank bottom. The ultimate goal of the study is, of course, to assess the need for installation of an impact limiter

  9. FORMING PROSPECTIVE PRIMAPY SCHOOL TEACHERS’ NATIONAL SELF-IDENTIFICATION IN THE COURSE “FOLK DANCE THEORY AND METHODOLOGY”

    Directory of Open Access Journals (Sweden)

    Volodymyr Kotov

    2017-04-01

    Full Text Available The article highlights the urgent problem of contemporary art pedagogy – involvement to training future professional choreographic traditions of different nations. Addressing to this problem is caused by a number of socio-political events in Ukraine, mainstreaming of national and international education, integration of Ukrainian education with the European educational space, intensive development of domestic students’ intercultural communication with young people from different countries, which is the basis for updating national art education. Prospective choreographers, who are being training at pedagogical universities to manage children's dance groups, should actively be involved into creating their own productions of folk dance various genres. It promotes the formation of choreographers’ professional competence and pedagogical skills. The development of Ukrainian dance “Opryshky” is proposed – a joint creative work of the teacher and students who get higher education degree in SHEE “Donbass State Pedagogical University” (Bachelor's Degree. Development of the dance contains schematic drawings of dance figures, it is recommended for use in forming choreographers’ professional skills while studying the course "Folk Dance Theory and Methodology". The author admits that folklore material requires a cautious, respectful attitude. Therefore, modern folk stage dances are integrally to combine traditional choreographic manner with its new interpretations. The author believes the actual capture of different nations’ choreographic culture improves intercultural youth communication; involves future professionals into the traditions of different nations; form professional skills of managers of children’s dance groups. The author concluded that a dance always reflects consciousness of different nations; future choreographers should be aware of characteristic features of dances of different world nations so that on the basis of

  10. Integration of Environmental Issues in a Physics Course: 'Physics by Inquiry' High School Teachers' Integration Models and Challenges

    Science.gov (United States)

    Kimori, David Abiya

    As we approach the second quarter of the twenty-first century, one may predict that the environment will be among the dominant themes in the political and educational discourse. Over the past three decades, particular perspectives regarding the environment have begun to emerge: (i) realization by human beings that we not only live on earth and use its resources at an increasingly high rate but we also actually belong to the earth and the total ecology of all living systems, (ii) there are strong interactions among different components of the large and complex systems that make up our environment, and (iii) the rising human population and its impact on the environment is a great concern (Hughes & Mason, 2014). Studies have revealed that although the students do not have a deep understanding of environmental issues and lack environmental awareness and attitudes necessary for protecting the environment, they have great concern for the environment (Chapman & Sharma, 2001; Fien, Yencken, & Sykes, 2002). However, addressing environmental issues in the classroom and other disciplines has never been an easy job for teachers (Pennock & Bardwell, 1994; Edelson, 2007). Using multiple case studies, this study investigated how three purposefully selected physics teachers teaching a 'Physics by Inquiry' course integrated environmental topics and issues in their classroom. Particularly this study looked at what integration models and practices the three physics teachers employed in integrating environmental topics and issues in their classroom and what challenges the teachers faced while integrating environmental topics in their classrooms. Data collection methods including field notes taken from observations, teachers' interviews and a collection of artifacts and documents were used. The data were coded analyzed and organized into codes and categories guided by Fogarty (1991) models of curriculum integration and Ham and Sewing (1988) four categories of barriers to environmental

  11. A criação do curso de engenharia química na escola nacional de química da universidade do Brasil The creation of the chemical engineering course at the national school of chemistry of the university of Brazil

    Directory of Open Access Journals (Sweden)

    Alexandro Pereira da Silva

    2006-07-01

    Full Text Available The goal of this work was to establish the origins of the chemical engineering course at the National School of Chemistry of the University of Brazil (at present, the School of Chemistry of the Federal University of Rio de Janeiro. There was a previous Industrial Chemistry course at the Higher School of Agriculture and Veterinary, established in 1920, following the French model. This course was the basis of the creation of the National School of Chemistry in 1933. During the 1940s, teachers and students claimed for a new course in true connection with the needs of the country and to reach full valorization of their job. The structure of the new Chemical Engineering course was approved in 1946 and the first class begun in 1952. This course was of great importance during the Brazilian industrial development during the 1950s and 1960s.

  12. 38 CFR 21.4274 - Law courses.

    Science.gov (United States)

    2010-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Law courses. 21.4274... Pursuit of Courses § 21.4274 Law courses. (a) Accredited. A law course in an accredited law school leading to a standard professional law degree will be assessed as provided in § 21.4273(a). (b) Nonaccredited...

  13. Tank 241-AP-107 tank characterization plan

    International Nuclear Information System (INIS)

    Schreiber, R.D.

    1994-01-01

    This document is a plan which serves as the contractual agreement between the Characterization Program, Sampling Operations, WHC 222-S Laboratory, and PNL 325 Analytical Chemistry Laboratory. The scope of this plan is to provide guidance for the sampling and analysis of samples from tank 241-AP-107

  14. The Demographic Wave: Rethinking Hispanic AP Trends

    Science.gov (United States)

    Edwards, Kelcey; Sawtell, Ellen

    2013-01-01

    Presented at the Advanced Placement Annual Conference (APAC) in Las Vegas, NV in July 2013. This presentation reviews new research examining the AP® experience of Hispanic graduates over the past decade. Topics include an in-depth look at the AP Spanish Language and Culture gateway hypothesis and trends in family characteristics such as parent…

  15. Functional description of APS beamline front ends

    International Nuclear Information System (INIS)

    Kuzay, T.

    1993-02-01

    Traditional synchrotron sources were designed to produce bending magnet radiation and have proven to be an essential scientific tool. Currently, a new generation of synchrotron sources is being built that will be able to accommodate a large number of insertion device (ID) and high quality bending magnet (BM) sources. One example is the 7-GeV Advanced Photon Source (APS) now under construction at Argonne National Laboratory. The research and development effort at the APS is designed to fully develop the potential of this new generation of synchrotron sources. Of the 40 straight sections in the APS storage ring, 34 will be available for IDs. The remaining six sections are reserved for the storage ring hardware and diagnostics. Although the ring incorporates 80 BMs, only 40 of them can be used to extract radiation. The accelerator hardware shadows five of these 40 bending magnets, so the maximum number of BM sources on the lattice is 35. Generally, a photon beamline consists of four functional sections. The first section is the ID or the BM, which provides the radiation source. The second section, which is immediately outside the storage ring but inside a concrete shielding tunnel, is the front end, which is designed to control, define, and/or confine the x-ray beam. In the case of the APS, the front ends are designed to confine the photon beam. The third section, just outside the concrete shielding tunnel and on the experimental floor, is the first optics enclosure, which contains optics to filter and monochromatize the photon beam. The fourth section of a beamline consists of beam transports, additional optics, and experiment stations to do the scientific investigations. This document describes only the front ends of the APS beamlines

  16. Global Project Management: Graduate Course

    National Research Council Canada - National Science Library

    Beranek, Thomas R

    2006-01-01

    ..., A. James Clark School of Engineering - Project Management Program. The course slides and suggested readings provide a general exploration of the nuances of doing projects globally as compared to domestically...

  17. Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago. NBER Working Paper No. 16817

    Science.gov (United States)

    Jackson, C. Kirabo

    2011-01-01

    Existing studies on single-sex schooling suffer from biases due to student selection to schools and single-sex schools being better in unmeasured ways. In Trinidad and Tobago students are assigned to secondary schools based on an algorithm allowing one to address self-selection bias and cleanly estimate an upper-bound single-sex school effect. The…

  18. New approach for treatment of prolonged postoperative pain: APS Out-Patient Clinic.

    Science.gov (United States)

    Tiippana, Elina; Hamunen, Katri; Heiskanen, Tarja; Nieminen, Teija; Kalso, Eija; Kontinen, Vesa K

    2016-07-01

    % with a psychologist or psychiatrist. At discharge after surgery, 54% of the patients were using weak opioids, 32% strong opioids and 71% gabapentinoids; at discharge from the APS-OPC, these numbers were 20%, 6% and 43%, respectively. Twenty-two per cent of the patients were referred to the MPC for further pain management. The APS-OPC provides a fluent fast-track method of ensuring effective multimodal analgesia in the subacute recovery phase after surgery. Even strong opioids can be safely used after discharge and then tapered off in close supervision of the APS-OPC anaesthesiologist. As the APS-OPC was implemented in close collaboration with the MPC, the multidisciplinary resources are easily available during the course of the APS-OPC treatment. The first two years of the APS-OPC have shown that a significant number of surgical patients benefit from continuing active pain management after discharge from hospital. This fast-track service provides physician-supervised titration of analgesics to improve pain relief in the subacute phase. An important task of the APS-OPC is to ensure that strong opioids are not inappropriately continued after recovery. Another goal of the APS-OPC is to identify patients in need of multidisciplinary pain management services to prevent chronification. Copyright © 2016 Scandinavian Association for the Study of Pain. Published by Elsevier B.V. All rights reserved.

  19. Greenhouse evaluation of Bacillus subtilis AP-01 and Trichoderma harzianum AP-001 in controlling tobacco diseases.

    Science.gov (United States)

    Maketon, Monchan; Apisitsantikul, Jirasak; Siriraweekul, Chatchai

    2008-04-01

    Two biological control agents, Bacillus subtilis AP-01 (Larminar(™)) and Trichoderma harzianum AP-001 (Trisan(™)) alone or/in combination were investigated in controlling three tobacco diseases, including bacterial wilt (Ralstonia solanacearum), damping-off (Pythium aphanidermatum), and frogeye leaf spot (Cercospora nicotiana). Tests were performed in greenhouse by soil sterilization prior to inoculation of the pathogens. Bacterial-wilt and damping off pathogens were drenched first and followed with the biological control agents and for comparison purposes, two chemical fungicides. But for frogeye leaf spot, which is an airborne fungus, a spraying procedure for every treatment including a chemical fungicide was applied instead of drenching. Results showed that neither B. subtilis AP-01 nor T harzianum AP-001 alone could control the bacterial wilt, but when combined, their controlling capabilities were as effective as a chemical treatment. These results were also similar for damping-off disease when used in combination. In addition, the combined B. subtilis AP-01 and T. harzianum AP-001 resulted in a good frogeye leaf spot control, which was not significantly different from the chemical treatment.

  20. Comparative analysis between radiographic views for knee osteoarthrosis (bipedal AP versus monopedal AP

    Directory of Open Access Journals (Sweden)

    Rodrigo Pires e Albuquerque

    2013-08-01

    Full Text Available OBJECTIVE: A comparative analysis by applying the criteria of the original classification Ahlbäck in the anteroposterior (AP bipedal knee in extension and anteroposterior (AP monopodal knee in symptomatic knee arthrosis. With this analysis we intend to observe the agreement, any advantage or difference between the incidence and degree of joint involvement between the orthopedic surgeons and radiologists with the referring physician. METHODS: From January 2012 to March 2012, was a prospective study of 60 symptomatic arthrosis knees (60 patients, clinically selected group of outpatient knee and radiographic proposals submitted to the search. Of the 60 patients, 39 were female and 21 male, mean age 64 years (ranging from 50 to 84 years. Of the 60 knees studied, 37 corresponded to the right side and 23 on the left side. Statistical analysis was performed by Kappa statistics, which evaluates the interobserver agreement for qualitative data. RESULTS: According to the scale of Ahlbäck, there was a significant agreement (p < 0.0001 intra-observer in the classification of knee osteoarthritis among the five evaluators. There was a significant agreement (p < 0.0001 with inter-observer referring physician in the incidence of AP monopodal and AP bipedal for the four raters. CONCLUSION: The study found no difference between the incidence in the AP monopodal versus AP bipedal in osteoarthritis of the knee.

  1. Radiation effects on active pixel sensors (APS); Effets de l'irradiation sur les capteurs a pixels actifs (APS)

    Energy Technology Data Exchange (ETDEWEB)

    Cohen, M.; David, J.P. [ONERA-CERT/, 31 - Toulouse (France)

    1999-07-01

    Active pixel sensor (APS) is a new generation of image sensors which presents several advantages relatively to charge coupled devices (CCDs) particularly for space applications (APS requires only 1 voltage to operate which reduces considerably current consumption). Irradiation was performed using {sup 60}Co gamma radiation at room temperature and at a dose rate of 150 Gy(Si)/h. 2 types of APS have been tested: photodiode-APS and photoMOS-APS. The results show that photoMOS-APS is more sensitive to radiation effects than photodiode-APS. Important parameters of image sensors like dark currents increase sharply with dose levels. Nevertheless photodiode-APS sensitivity is one hundred time lower than photoMOS-APS sensitivity.

  2. Radiation effects on active pixel sensors (APS); Effets de l'irradiation sur les capteurs a pixels actifs (APS)

    Energy Technology Data Exchange (ETDEWEB)

    Cohen, M; David, J P [ONERA-CERT/, 31 - Toulouse (France)

    1999-07-01

    Active pixel sensor (APS) is a new generation of image sensors which presents several advantages relatively to charge coupled devices (CCDs) particularly for space applications (APS requires only 1 voltage to operate which reduces considerably current consumption). Irradiation was performed using {sup 60}Co gamma radiation at room temperature and at a dose rate of 150 Gy(Si)/h. 2 types of APS have been tested: photodiode-APS and photoMOS-APS. The results show that photoMOS-APS is more sensitive to radiation effects than photodiode-APS. Important parameters of image sensors like dark currents increase sharply with dose levels. Nevertheless photodiode-APS sensitivity is one hundred time lower than photoMOS-APS sensitivity.

  3. CLEARING MAGNET DESIGN FOR APS-U

    Energy Technology Data Exchange (ETDEWEB)

    Abliz, M.; Grimmer, J.; Jaski, Y.; Westferro, F.; Ramanathan, M.

    2017-06-25

    The Advanced Photon Source is in the process of developing an upgrade (APS-U) of the storage ring. The upgrade will be converting the current double bend achromat (DBA) lattice to a multi-bend achromat (MBA) lattice. In addition, the storage ring will be operated at 6 GeV and 200 mA with regular swap-out injection to keep the stored beam current constant [1]. The swap-out injection will take place with beamline shutters open. For radiation safety to ensure that no electrons can exit the storage ring, a passive method of protecting the beamline and containing the electrons inside the storage ring is proposed. A clearing magnet will be located in all beamline front ends inside the storage ring tunnel. This article will discuss the features and design of the clearing magnet scheme for APS-U.

  4. Flipping the Classroom: Assessment of Strategies to Promote Student-Centered, Self-Directed Learning in a Dental School Course in Pediatric Dentistry.

    Science.gov (United States)

    Bohaty, Brenda S; Redford, Gloria J; Gadbury-Amyot, Cynthia C

    2016-11-01

    The aim of this study was to explore student and course director experiences with the redesign of a traditional lecture-based course into a flipped classroom for teaching didactic content in pediatric dentistry to second-year dental students. The study assessed student satisfaction, extent of student engagement, overall course grades, and course director satisfaction. The students enrolled in a flipped classroom pediatric dentistry course (spring semester 2014; SP14) were asked to complete pre- and post-course questionnaires to assess their perceptions of active learning, knowledge acquisition, and course satisfaction. The process was repeated with the class enrolled in the same course the following year (SP15). Responses for SP14 and SP15 resulted in an overall response rate of 95% on the pre questionnaire and 84% on the post questionnaire. The results showed that the greatest perceived advantage of the flipped classroom design was the availability and access to online content and course materials. Students reported enhanced learning due to heightened engagement in discussion. The results also showed that students' overall course grades improved and that the course director was satisfied with the experience, particularly after year two. Many calls have been made for educational strategies that encourage critical thinking instead of passive learning environments. This study provides one example of a course redesign and demonstrates the need for both faculty and student development to ensure success when a flipped classroom methodology is introduced.

  5. Correction magnet power supplies for APS machine

    International Nuclear Information System (INIS)

    Kang, Y.G.

    1991-01-01

    The Advanced Photon Source machine requires a number of correction magnets; five kinds for the storage ring, two for the injector synchrotron, and two for the positron accumulator ring. Three types of bipolar power supply will be used for all the correction magnets. This paper describes the design aspects and considerations for correction magnet power supplies for the APS machine. 3 refs., 3 figs., 1 tab

  6. Final report for tank 241-AP-108, grab samples 8AP-96-1, 8AP-96-2 and 8AP-96-FB

    International Nuclear Information System (INIS)

    Esch, R.A.

    1996-01-01

    This document is the final report deliverable for the tank 241-AP-108 grab samples. The samples were subsampled and analyzed in accordance with the TSAP. Included in this report are the results for the Waste Compatibility analyses, with the exception of DSC and thermogravimetric analysis (TGA) results which were presented in the 45 Day report (Part 2 of this document). The raw data for all analyses, with the exception of DSC and TGA, are also included in this report

  7. Children born to SLE and APS mothers.

    Science.gov (United States)

    Nalli, C; Iodice, A; Andreoli, L; Lojacono, A; Motta, M; Fazzi, E; Tincani, A

    2014-10-01

    Systemic lupus erythematosus (SLE) and antiphospholipid antibody syndrome (APS) are autoimmune diseases that affect women of childbearing age. Pregnancies in these patients carry several complications such as prematurity. Maternal IgG antiphospholipid antibodies (aPL) can cross the placenta but they don't generally cause any neonatal thrombotic event. Because of the incompleteness of the fetal blood-brain barrier, aPL could theoretically reach the fetal brain. Whether this can have an effect on brain development is still under investigation. Some studies performed in children of patients with SLE and/or APS showed an increased number of learning disabilities without impairment in intelligence level. The objectives of this article are to evaluate the neurodevelopment outcome in 30 children (median age 9 years) born to mothers with SLE and/or APS with IgG anti-beta2-glycoprotein I during the third trimester of pregnancy and found positive for the same antibodies at birth. A neurological physical exam was performed in all children. We submitted some questionnaires to the mothers: the Child Behavior CheckList (CBCL) and a homemade set of questions obtained by a team composed of rheumatologists and pediatric neurologists. Intellectual functioning was determined by the Wechsler scale for corrected age. In all children neurological physical exam and intelligence levels were found to be normal but mild behavior disorders and history of neurological manifestations were shown in three children. Offspring of patients with SLE and/or APS are generally healthy. We and others observed the occurrence of minor neurological disorders that might be related to maternal disease or to prematurity. The limited number of the available data on this sensitive issue supports the need for further studies. © The Author(s) 2014 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.

  8. Sherwood/APS 2006 Conference. Final report

    International Nuclear Information System (INIS)

    Drake, James F.

    2009-01-01

    The International Sherwood Theory Meeting is a yearly meeting that focuses on the theory of magnetically confined fusion plasmas. There are many topics of common interest in fusion plasma systems and space and astrophysical plasmas. These common topics include such key topics as magnetic reconnection, the dynamo, turbulence and transport and particle heating and acceleration. One of the major participants of the April APS meeting is the APS Division of Astrophysics (DAP). The goal of having the Sherwood Meeting jointly with the April meeting was to promote discussion of topics of common interest in fusion and space and astrophysics. Scientists from the DAP, the Division of Plasma Physics (DPP), the Topical Group on Plasma Astrophysics (GPAP) and Sherwood worked together closely to produce a joint program that addressed areas of common interest. Four sessions of invited talks were sponsored jointly by the DAP, DPP and GPAP on laboratory experiments related to astrophysics. Plasma scientists working in theory and computation play a key role in connecting these laboratory experiments to the very disparate conditions found in fusion and astrophysical systems. Thus, the attendees of the Sherwood Theory meeting were critical to facilitating this effort at cross-disciplinary communication. Noteworthy were the selection of two of the prestigious plenary talks at the joint meeting on plasma topics - one related to the gyrokinetic modeling of turbulence and the other related to the structure of collisionless shocks. It is rare to see even a single plenary talk on plasma physics at the APS April Meeting. There were additional costs associated with hosting a joint meeting. The Office of Fusion Energy Sciences contributed $3000 in partial support of this meeting. This funding covered part of the costs of the poster boards and A. V. equipment that was used in the presentation of nearly 200 scientific papers related to magnetically confined fusion plasmas. The APS waived its

  9. APS storage ring vacuum system performance

    International Nuclear Information System (INIS)

    Noonan, J.R.; Gagliano, J.; Goeppner, G.A.

    1997-01-01

    The Advanced Photon Source (APS) storage ring was designed to operated with 7-GeV, 100-mA positron beam with lifetimes > 20 hours. The lifetime is limited by residual gas scattering and Touschek scattering at this time. Photon-stimulated desorption and microwave power in the rf cavities are the main gas loads. Comparison of actual system gas loads and design calculations will be given. In addition, several special features of the storage ring vacuum system will be presented

  10. APS [Advanced Photon Source] interests in PEP

    International Nuclear Information System (INIS)

    Moncton, D.E.; Shenoy, G.K.; Mills, D.M.

    1987-11-01

    As one of the very few high-energy electron storage rings in the world, potentially available for synchrotron radiation studies, PEP represents an opportunity to accomplish certain preconstruction R and D tasks relevant to the successful construction and operation of dedicated user facilities such as the Advanced Photon Source (APS) at Argonne. Three topical areas are discussed: Accelerator R and D, Insertion Devices (ID) R and D, and Beam Line Instrumentation R and D

  11. Preparing High School Students for Success in Advanced Placement Statistics: An Investigation of Pedagogies and Strategies Used in an Online Advanced Placement Statistics Course

    Science.gov (United States)

    Potter, James Thomson, III

    2012-01-01

    Research into teaching practices and strategies has been performed separately in AP Statistics and in K-12 online learning (Garfield, 2002; Ferdig, DiPietro, Black & Dawson, 2009). This study seeks combine the two and build on the need for more investigation into online teaching and learning in specific content (Ferdig et al, 2009; DiPietro,…

  12. APS - Diagnostics and challenges for the future.

    Science.gov (United States)

    Pengo, V; Bison, E; Zoppellaro, G; Padayattil Jose, S; Denas, G; Hoxha, A; Ruffatti, A; Banzato, A

    2016-11-01

    Diagnosis of antiphospholipid syndrome (APS) is essentially based on the detection of circulating antiphospholipid (aPL) antibodies. Progress have been made on the standardization of tests exploring the presence of aPL as guidelines on coagulation and immunological tests were recently published in the literature. Clinical relevance of aPL profile has come from prospective cohort studies in populations with a homogeneous antibody profile supporting the view that triple positivity is a high risk pattern in patients and carriers. In addition to the classic ones, several other tests have been proposed for the diagnosis of APS. The detection of antibodies directed to domain 1 and 4/5 of β2-Glycoprotein I (β2GP1) were found to be particularly sound. Several issues remain to be addressed. We do not yet know what is the physiological function of β2GP1 and the pathophysiology of thrombosis and pregnancy loss in these patients. Moreover, treatment is poorly defined especially in the case of feared catastrophic APS. Copyright © 2016 Elsevier B.V. All rights reserved.

  13. Overview of the advanced photon source (APS)

    International Nuclear Information System (INIS)

    White, M.M.

    1994-01-01

    The Advanced Photon Source (APS) is a state-of-the-art synchrotron light source facility dedicated to the production of extremely brilliant x-ray beams for research. Its super-intense x-ray beams will be used in many areas of research including industrial research, biological and medical research, defense-related research, and basic research. The APS x-ray beams will allow scientists to study smaller samples, more complex systems, faster reactions and processes, and gather data at a greater level of detail than has been possible to date. Creation of these beams begins with electron production by an electron gun with a thermionic cathode. The electrons are accelerated to 200 MeV by a linear accelerator (linac) and then impinge on a tungsten target, resulting in electron-positron pair production. The positrons are accelerated to 450 MeV in the remainder of the linac, then accumulated, damped, and transferred to a synchrotron that increases their energy to 7 GeV. The 7-GeV positrons are injected into a storage ring, where they pass through special magnets that cause them to emit x-rays of the desired quality. Construction at ANL is nearly complete at this time, and the APS will begin operating for users in 1996. The accelerator and experimental facilities are described in this paper, and a brief overview of some of the experimental programs is given

  14. Task Force on Catastrophic Antiphospholipid Syndrome (APS) and Non-criteria APS Manifestations (II): thrombocytopenia and skin manifestations.

    Science.gov (United States)

    Cervera, R; Tektonidou, M G; Espinosa, G; Cabral, A R; González, E B; Erkan, D; Vadya, S; Adrogué, H E; Solomon, M; Zandman-Goddard, G; Shoenfeld, Y

    2011-02-01

    The objectives of the 'Task Force on Catastrophic Antiphospholipid Syndrome (APS) and Non-criteria APS Manifestations' were to assess the clinical utility of the international consensus statement on classification criteria and treatment guidelines for the catastrophic APS, to identify and grade the studies that analyze the relationship between the antiphospholipid antibodies and the non-criteria APS manifestations, and to present the current evidence regarding the accuracy of these non-criteria APS manifestations for the detection of patients with APS. This article summarizes the studies analyzed on thrombocytopenia and skin manifestations, and presents the recommendations elaborated by the Task Force after this analysis.

  15. TECHNICAL COURSES

    CERN Multimedia

    Enseignement Technique; Technical Training; Monique Duval - Tel. 74924

    2000-01-01

    C++ for Particle Physicists By Paul KUNZ Please note that Paul Kunz will be giving his very popular and highly recommended C++ course again on 20 ­ 24 November. The course costs 200 CHF, and advance registration is required. People with CERN EDH accounts can apply electronically directly from the Web course description page : C++ for Particle Physicists Team Visitors should ask their Group Leader to send an e-mail to the DTO of EP Division, M. Burri, referring to the ‘C++ for Particle Physicists’ course and giving their name, CERN ID number, the Team account number to which the course fee should be charged, and VERY IMPORTANTLY an email address to which an invitation to the course can be sent.

  16. NEW COURSES

    CERN Document Server

    Enseignement Technique; Tél. 74924; Technical Training; Monique Duval; Tel. 74924

    2000-01-01

    C++ for Particle Physicists By Paul KUNZ Please note that Paul Kunz will be giving his very popular and highly recommended C++ course again on 20-24 November. The course costs 200 CHF, and advance registration is required. People with CERN EDH accounts can apply electronically directly from the Web course description page : http://www.cern.ch/Training/ENSTEC/P9798/Software/cpppp_e.htm Team Visitors should ask their Group Leader to send an e-mail to the DTO of EP Division, M. Burri, referring to the ‘C++ for Particle Physicists’ course and giving their name, CERN ID number, the Team account number to which the course fee should be charged, and VERY IMPORTANTLY an email address to which an invitation to the course can be sent.

  17. TECHNICAL COURSES

    CERN Multimedia

    Technical Training; Tel. 74924

    2000-01-01

    C++ for Particle Physicists By Paul KUNZ Please note that Paul Kunz will be giving his very popular and highly recommended C++ course again on 20 ­ 24 November. The course costs 200 CHF, and advance registration is required. People with CERN EDH accounts can apply electronically directly from the Web course description page : http://www.cern.ch/Training/ENSTEC/P9798/Software/cpppp_e.htm Team Visitors should ask their Group Leader to send an e-mail to the DTO of EP Division, M. Burri, referring to the ‘C++ for Particle Physicists’ course and giving their name, CERN ID number, the Team account number to which the course fee should be charged, and VERY IMPORTANTLY an email address to which an invitation to the course can be sent.

  18. A novel homozygous AP4B1 mutation in two brothers with AP-4 deficiency syndrome and ocular anomalies.

    Science.gov (United States)

    Accogli, Andrea; Hamdan, Fadi F; Poulin, Chantal; Nassif, Christina; Rouleau, Guy A; Michaud, Jacques L; Srour, Myriam

    2018-04-01

    Adaptor protein complex-4 (AP-4) is a heterotetrameric protein complex which plays a key role in vesicle trafficking in neurons. Mutations in genes affecting different subunits of AP-4, including AP4B1, AP4E1, AP4S1, and AP4M1, have been recently associated with an autosomal recessive phenotype, consisting of spastic tetraplegia, and intellectual disability (ID). The overlapping clinical picture among individuals carrying mutations in any of these genes has prompted the terms "AP-4 deficiency syndrome" for this clinically recognizable phenotype. Using whole-exome sequencing, we identified a novel homozygous mutation (c.991C>T, p.Q331*, NM_006594.4) in AP4B1 in two siblings from a consanguineous Pakistani couple, who presented with severe ID, progressive spastic tetraplegia, epilepsy, and microcephaly. Sanger sequencing confirmed the mutation was homozygous in the siblings and heterozygous in the parents. Similar to previously reported individuals with AP4B1 mutations, brain MRI revealed ventriculomegaly and white matter loss. Interestingly, in addition to the typical facial gestalt reported in other AP-4 deficiency cases, the older brother presented with congenital left Horner syndrome, bilateral optic nerve atrophy and cataract, which have not been previously reported in this condition. In summary, we report a novel AP4B1 homozygous mutation in two siblings and review the phenotype of AP-4 deficiency, speculating on a possible role of AP-4 complex in eye development. © 2018 Wiley Periodicals, Inc.

  19. Molecular characterization of the 30-AA N-terminal mineral interaction domain of the biomineralization protein AP7.

    Science.gov (United States)

    Kim, Il Won; Morse, Daniel E; Evans, John Spencer

    2004-12-21

    The AP7 protein is one of several mollusk shell proteins which are responsible for aragonite polymorph formation and stabilization within the nacre layer of the Pacific red abalone, H. rufescens. Previously, we demonstrated that the 30-AA N-terminal domain of AP7, denoted as AP7-1, exists as an unfolded sequence and possesses the capability of inhibiting calcium carbonate crystal growth in vitro via growth step frustration or interruption. However, very little is known with regard to the interactive capabilities of this sequence with Ca(II) and with calcium carbonates. Using multidisciplinary techniques, we determine that the AP7-1 polypeptide interacts with Ca(II) ions at the -DD- sequence clusters, yet retains its unfolded, conformationally labile structure in the presence of Ca(II) ions. Further, NMR experiments reveal that the extended structured sequence blocks, -GNGM-, -SVRTQG-, and -ISYL, exhibit motional, chemical exchange, and/or backbone geometry perturbations in response to Ca(II) interactions with AP7-1. Solid-state NMR magic angle spinning studies verify that during the course of in vitro calcium carbonate crystal growth, AP7-1 becomes bound to calcite fragments and cannot be entirely displaced from the mineral fragments using competitive Ca(II) washing. Finally, using a scrambled sequence version of the AP7-1 polypeptide, we observe that sequence scrambling does not adversely affect the crystal growth inhibitory activity of AP7-1, suggesting that the amino acid composition of AP7-1 may be more critical to growth step inhibition than the linear ordering of amino acids.

  20. Teaching Materials and Strategies for the AP Music Theory Exam

    Science.gov (United States)

    Lively, Michael T.

    2017-01-01

    Each year, many students take the Advanced Placement (AP) Music Theory Exam, and the majority of these students enroll in specialized AP music theory classes as part of the preparation process. For the teachers of these AP music theory classes, a number of challenges are presented by the difficulty and complexity of the exam subject material as…

  1. AIRE variations in Addison's disease and autoimmune polyendocrine syndromes (APS)

    DEFF Research Database (Denmark)

    Bøe Wolff, A S; Oftedal, B; Johansson, S

    2008-01-01

    Autoimmune Addison's disease (AAD) is often associated with other components in autoimmune polyendocrine syndromes (APS). Whereas APS I is caused by mutations in the AIRE gene, the susceptibility genes for AAD and APS II are unclear. In the present study, we investigated whether polymorphisms...

  2. A Comparison between Discrimination Indices and Item-Response Theory Using the Rasch Model in a Clinical Course Written Examination of a Medical School.

    Science.gov (United States)

    Park, Jong Cook; Kim, Kwang Sig

    2012-03-01

    The reliability of test is determined by each items' characteristics. Item analysis is achieved by classical test theory and item response theory. The purpose of the study was to compare the discrimination indices with item response theory using the Rasch model. Thirty-one 4th-year medical school students participated in the clinical course written examination, which included 22 A-type items and 3 R-type items. Point biserial correlation coefficient (C(pbs)) was compared to method of extreme group (D), biserial correlation coefficient (C(bs)), item-total correlation coefficient (C(it)), and corrected item-total correlation coeffcient (C(cit)). Rasch model was applied to estimate item difficulty and examinee's ability and to calculate item fit statistics using joint maximum likelihood. Explanatory power (r2) of Cpbs is decreased in the following order: C(cit) (1.00), C(it) (0.99), C(bs) (0.94), and D (0.45). The ranges of difficulty logit and standard error and ability logit and standard error were -0.82 to 0.80 and 0.37 to 0.76, -3.69 to 3.19 and 0.45 to 1.03, respectively. Item 9 and 23 have outfit > or =1.3. Student 1, 5, 7, 18, 26, 30, and 32 have fit > or =1.3. C(pbs), C(cit), and C(it) are good discrimination parameters. Rasch model can estimate item difficulty parameter and examinee's ability parameter with standard error. The fit statistics can identify bad items and unpredictable examinee's responses.

  3. Progression from acute to chronic pancreatitis: prognostic factors, mortality, and natural course.

    Science.gov (United States)

    Nøjgaard, Camilla; Becker, Ulrik; Matzen, Peter; Andersen, Jens Rikardt; Holst, Claus; Bendtsen, Flemming

    2011-11-01

    Knowledge of the natural course of acute pancreatitis (AP) and risk of progression to chronic pancreatitis (CP) is limited. The aims were to describe: (1) the incidence of progression from AP to CP, (2) prognostic factors for progression, and (3) the natural course and mortality of progressive AP. During 1977 to 1982, patients admitted to hospitals in Copenhagen with a diagnosis of AP or CP were included in a prospective cohort and followed up by the Danish registries in 2008. The subcohort analyses comprised 352 AP patients. Progressive AP was found in 85 patients (24.1%) during follow-up; 48.2% developed from alcoholic AP, 47.0% from idiopathic AP, and 4.8% from other causes. The mortality rate for patients with progressive AP was 2.7 times higher than in patients with nonprogressive acute pancreatitis, and 5.3 to 6.5 times higher than in the background population. In Cox regression analyses corrected for age, only smoking was of significance for the progression from AP to CP. Acute pancreatitis can progress to CP, not only from alcoholic but also from nonalcoholic AP. Smoking was the strongest risk factor associated with progression. The mortality rate for these patients was 5 to 6 times the mortality rate in the population.

  4. French Courses

    CERN Multimedia

    2012-01-01

    General and Professional French Courses These courses are open to all persons working on the CERN site, and to their spouses. The next session will take place from 28 January to 5 April 2013. Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. The next session will take place from 28 January to 5 April 2013. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. The next session will take place from 28 January to 5 April 2013. For registration and further information on the courses, please consult our Web pages or contact Kerstin Fuhrmeister.

  5. AP600 containment purge radiological analysis

    Energy Technology Data Exchange (ETDEWEB)

    O`Connor, M.; Schulz, J.; Tan, C. [Bechtel Power Corporation (United States)] [and others

    1995-02-01

    The AP600 Project is a passive pressurized water reactor power plant which is part of the Design Certification and First-of-a-Kind Engineering effort under the Advanced Light Water Reactor program. Included in this process is the design of the containment air filtration system which will be the subject of this paper. We will compare the practice used by previous plants with the AP600 approach to meet the goals of industry standards in sizing the containment air filtration system. The radiological aspects of design are of primary significance and will be the focus of this paper. The AP600 Project optimized the design to combine the functions of the high volumetric flow rate, low volumetric flow rate, and containment cleanup and other filtration systems into one multi-functional system. This achieves a more simplified, standardized, and lower cost design. Studies were performed to determine the possible concentrations of radioactive material in the containment atmosphere and the effectiveness of the purge system to keep concentrations within 10CFR20 limits and within offsite dose objectives. The concentrations were determined for various reactor coolant system leakage rates and containment purge modes of operation. The resultant concentrations were used to determine the containment accessibility during various stages of normal plant operation including refueling. The results of the parametric studies indicate that a dual train purge system with a capacity of 4,000 cfm per train is more than adequate to control the airborne radioactivity levels inside containment during normal plant operation and refueling, and satisfies the goals of ANSI/ANS-56.6-1986 and limits the amount of radioactive material released to the environment per ANSI/ANS 59.2-1985 to provide a safe environment for plant personnel and offsite residents.

  6. Adesão ao tratamento da tuberculose após a instituição da estratégia de tratamento supervisionado no município de Carapicuíba, grande São Paulo Compliance with tuberculosis treatment after the implementation of the directly observed treatment, short-course strategy in the city of Carapicuíba, Brazil

    Directory of Open Access Journals (Sweden)

    Amadeu Antonio Vieira

    2011-04-01

    Full Text Available OBJETIVO: Verificar a adesão ao tratamento dos casos atendidos no programa de controle da tuberculose do município de Carapicuíba (SP, antes e após a implantação da estratégia directly observed treatment, short-course (DOTS, tratamento supervisionado. MÉTODOS: Estudo operacional do tipo coorte histórica a partir dos registros de comparecimento e evolução do tratamento dos pacientes submetidos ao tratamento autoadministrado (TAA e daqueles submetidos a DOTS. Tábuas de desfecho de tratamento mês a mês foram elaboradas, e a probabilidade de adesão foi calculada para cada grupo de pacientes. RESULTADOS: Um total de 360 pacientes com tuberculose preencheu os critérios de elegibilidade: 173 (48,1% no grupo TAA e 187 (51,9% no grupo TS. A adesão ao tratamento foi 6,1% maior no grupo DOTS do que no grupo TAA. Ao final de seis meses, 91,6% dos pacientes sob TS completaram o tratamento padrão, enquanto 85,5% dos pacientes do grupo TAA completaram o tratamento. CONCLUSÕES: Este estudo mostrou que a estratégia DOTS pode ser realizada com sucesso em unidades básicas de saúde e que essa estratégia foi mais efetiva que o TAA nesta população de pacientes de uma cidade com população de baixa renda e alta carga de tuberculose.OBJECTIVE: To determine the compliance with tuberculosis treatment among patients enrolled the tuberculosis control program in the city of Carapicuíba, Brazil, before and after the implementation of the directly observed treatment, short-course (DOTS strategy. METHODS: A retrospective historical cohort study of operational aspects based on records of attendance and treatment evolution of patients in self-administered treatment (SAT and of those submitted to DOTS. Monthly treatment outcome tables were created, and the probability of compliance with the treatment was calculated for both groups of patients. RESULTS: A total of 360 patients with tuberculosis met the inclusion criteria: 173 (48.1% in the SAT group; and

  7. Track Placement and the Motivational Predictors of Math Course Enrollment

    Science.gov (United States)

    Reyes, Marcela; Domina, Thurston

    2017-01-01

    Background: Virtually all high schools offer a range of courses to allow students to enroll in four years of high school mathematics. However, only two thirds of U.S. high school graduates took mathematics courses each school year. Purpose/Research Question: This study addresses three research questions: First, how do students' math course…

  8. The APS machine protection system (MPS)

    International Nuclear Information System (INIS)

    Fuja, R.; Berg, B.; Arnold, N.

    1996-01-01

    The machine protection system (MPS) that protects the APS storage ring vacuum chamber from x-ray beams, is active. There are over 650 sensors monitored and networked through the MPS system. About the same number of other process variables are monitored by the much slower EPICS control system, which also has an input to the rf abort chain. The MPS network is still growing with the beam position limits detection system coming on-line. The network configuration, along with a limited description of individual subsystems, is presented

  9. The APS machine protection system (MPS)

    Energy Technology Data Exchange (ETDEWEB)

    Fuja, R.; Berg, B.; Arnold, N. [and others

    1996-08-01

    The machine protection system (MPS) that protects the APS storage ring vacuum chamber from x-ray beams, is active. There are over 650 sensors monitored and networked through the MPS system. About the same number of other process variables are monitored by the much slower EPICS control system, which also has an input to the rf abort chain. The MPS network is still growing with the beam position limits detection system coming on-line. The network configuration, along with a limited description of individual subsystems, is presented.

  10. The APS thin pulsed septum magnets

    International Nuclear Information System (INIS)

    Lopez, F.; Mills, F.; Milton, S.; Reeves, S.; Sheynin, S.; Thompson, K.; Turner, L.

    1994-01-01

    A thin (2-mm) eddy-current pulsed septum magnet was developed for use in the Advanced Photon Source (APS) machines. A number of different configurations of the magnet were assembled and tested in an effort to minimize the undesired leakage field in the stored-beam region. However, because of measured excessive leakage fields, an alternative direct-drive septum magnet was also constructed and tested. We present here the design specifications and acceptable performance criteria along with results of magnetic field measurements

  11. Ozone mitigation tests at the APS

    International Nuclear Information System (INIS)

    Kuzay, T.M.; Collins, J.T.; Pisharody, M.; Job, P.K.; Wang Zhibi.

    1996-09-01

    Ozone is generated in the APS experimental stations whenever the x-ray beam has a chance to interact with air. Ozone concentrations in an experimental station have to be below a certain defined limit (current OSHA regulations specify 0.08 ppm as the maximum limit) before an experimenter can reenter the hutch. This limit is said to be currently under study for a downward adjustment. One method of depleting the ozone generated in an experimental station is mitigation through either adsorption or direct destruction. In recent tests, both methods were tried using commercially available units. Test results and some analytical predictions are presented

  12. Studies of microparticles in patients with the antiphospholipid syndrome (APS).

    Science.gov (United States)

    Vikerfors, A; Mobarrez, F; Bremme, K; Holmström, M; Ågren, A; Eelde, A; Bruzelius, M; Antovic, A; Wallén, H; Svenungsson, E

    2012-06-01

    To study circulating platelet, monocyte and endothelial microparticles (PMPs, MMPs and EMPs) in patients with antiphospholipid syndrome (APS) in comparison with healthy controls. Fifty-two patients with APS and 52 healthy controls were investigated. MPs were measured on a flow cytometer (Beckman Gallios) and defined as particles sized APS patients versus controls (p APS patients. We observed a high number of EMPs expressing TF in APS patients. The numbers of MMPs and total EMPs were also higher as compared with healthy controls but in contrast to previous reports, the number of PMPs did not differ between groups.

  13. Science Academies' Refresher Course in Mathematics

    Indian Academy of Sciences (India)

    IAS Admin

    2015-06-14

    Jun 14, 2015 ... A two-week Refresher Course in Mathematics will be organized during 1–14 June 2015 at School of Mathematics,. SMVD University, Katra, Jammu & Kashmir in association with School of Innovation and Community Develop- ment, SMVDU. The aim of the Course is to display the beauty of “complex ...

  14. Inspiring the Next Generation of Scientists: Building on 52 Years of Tradition in Diatom Research with Open-Source, Web-Based Collaboration Tools and Online Resources in a Field Course for High School Students

    Science.gov (United States)

    Howard, K. L.; Lee, S. S.

    2015-12-01

    Open-source, web-based forums and online resources can be used to develop a collaborative, active-learning approach for engaging and training students in the scientific process. We used the Diatoms of the United States website as an online resource for diatom taxonomy and developed a Google+ class community to serve as a platform for high school students to learn about research in diatom taxonomy, community ecology and diatom applications to the earth sciences. Ecology and Systematics of Diatoms is a field course that has been taught at the undergraduate and graduate levels at the Iowa Lakeside Lab field station for 52 years, beginning with the Diatom Clinic in 1963. Freshwater diatom education at Lakeside Lab has since evolved into a foundational training course attracting budding diatomists from all over the world, and has grown to include a week-long course for high school students. Successful since 2012, the high school course is now offered for college credit (University of Iowa), and covers methods of diatom specimen collection and preparation, microscopy, identification of diatom genera, diatom ecology, applications of diatom research, and an introduction to data analysis incorporating multivariate statistics (ordination) using the R statistical program, as well as primary scientific literature. During the 2015 course, students contributed to a Google+ class community where they posted images, data, and questions. The web-based platform allowed students to easily share information and to give and receive feedback from both peers and instructors. Students collaborated via the Google+ community and used the Diatoms of the United States website to develop a taxonomic reference for a field-based group research project, simulating how an actual diatom research program would develop a region or project-specific flora harmonized across analysts. Students investigated the taxonomy and ecology of diatom epiphytes on the green alga Cladophora from the littoral zone of

  15. English courses

    CERN Multimedia

    HR Department

    2010-01-01

    New courses University of Cambridge ESOL examination course We will be starting two new courses in October leading to the Cambridge First Certificate in English (level B2 of the European Framework) and the Cambridge Advanced English (level C1) examinations. These courses will consist of two semesters of 15 weeks with two two-hourly classes per week. There will be an average of eight students per class. Normally the examination will be taken in June 2011 but strong participants could take it earlier. People wishing to take these courses should enrol: http://cta.cern.ch/cta2/f?p=110:9:1927376177842004::NO::X_COURSE_ID,X_STATUS:4133%2CD and they will then be required to take a placement test to check that their level of English is of an appropriate level. Please note that we need a minimum of seven students enrolled to open a session. For further information please contact Tessa Osborne 72957. General and Professional English Courses The next session will take place: From 4th October 2010 to 5th Feb...

  16. Proactive AP Selection Method Considering the Radio Interference Environment

    Science.gov (United States)

    Taenaka, Yuzo; Kashihara, Shigeru; Tsukamoto, Kazuya; Yamaguchi, Suguru; Oie, Yuji

    In the near future, wireless local area networks (WLANs) will overlap to provide continuous coverage over a wide area. In such ubiquitous WLANs, a mobile node (MN) moving freely between multiple access points (APs) requires not only permanent access to the Internet but also continuous communication quality during handover. In order to satisfy these requirements, an MN needs to (1) select an AP with better performance and (2) execute a handover seamlessly. To satisfy requirement (2), we proposed a seamless handover method in a previous study. Moreover, in order to achieve (1), the Received Signal Strength Indicator (RSSI) is usually employed to measure wireless link quality in a WLAN system. However, in a real environment, especially if APs are densely situated, it is difficult to always select an AP with better performance based on only the RSSI. This is because the RSSI alone cannot detect the degradation of communication quality due to radio interference. Moreover, it is important that AP selection is completed only on an MN, because we can assume that, in ubiquitous WLANs, various organizations or operators will manage APs. Hence, we cannot modify the APs for AP selection. To overcome these difficulties, in the present paper, we propose and implement a proactive AP selection method considering wireless link condition based on the number of frame retransmissions in addition to the RSSI. In the evaluation, we show that the proposed AP selection method can appropriately select an AP with good wireless link quality, i.e., high RSSI and low radio interference.

  17. Capstone Course Innovation: Bloomberg Professional Service

    Science.gov (United States)

    Payette, Dennis L.; Libertella, Anthony F.

    2012-01-01

    This paper reports on the introduction of a curricular innovation in a required capstone course: namely the Business Policy and Strategy course in the School of Business at Adelphi University. The curriculum capstone courses have tended to primarily include business related case studies and business simulation exercises. Consequently, curriculum…

  18. Digital Imaging: An Adobe Photoshop Course

    Science.gov (United States)

    Cobb, Kristine

    2007-01-01

    This article introduces digital imaging, an Adobe Photoshop course at Shrewsbury High School in Shrewsbury, Massachusetts. Students are able to earn art credits to graduate by successfully completing the course. Digital imaging must cover art criteria as well as technical skills. The course begins with tutorials created by the instructor and other…

  19. PARTICLE BEAMS: Frontier course

    International Nuclear Information System (INIS)

    Anon.

    1987-01-01

    Driven by the quest for higher energies and optimal physics conditions, the behaviour of particle beams in accelerators and storage rings is the subject of increasing attention. Thus the second course organized jointly by the US and CERN Accelerator Schools looked towards the frontiers of particle beam knowledge. The programme held at South Padre Island, Texas, from 23-29 October attracted 125 participants including some 35 from Europe

  20. PARTICLE BEAMS: Frontier course

    Energy Technology Data Exchange (ETDEWEB)

    Anon.

    1987-01-15

    Driven by the quest for higher energies and optimal physics conditions, the behaviour of particle beams in accelerators and storage rings is the subject of increasing attention. Thus the second course organized jointly by the US and CERN Accelerator Schools looked towards the frontiers of particle beam knowledge. The programme held at South Padre Island, Texas, from 23-29 October attracted 125 participants including some 35 from Europe.

  1. Westinghouse AP1000 advanced passive plant: design features and benefits

    International Nuclear Information System (INIS)

    Walls, S.J.; Cummins, W.E.

    2003-01-01

    The Westinghouse AP1000 Program is aimed at implementing the AP1000 plant to provide a further major improvement in plant economics while maintaining the passive safety advantages established by the AP600. An objective is to retain to the maximum extent possible the plant design of the AP600 so as to retain the licensing basis, cost estimate, construction schedule, modularization scheme, and the detailed design from the AP600 program. Westinghouse and the US Nuclear Regulatory Commission staff have embarked on a program to complete Design Certification for the AP1000 by 2004. A pre-certification review phase was completed in March 2002 and was successful in establishing the applicability of the AP600 test program and AP600 safety analysis codes to the AP1000 Design Certification. On March 28, 2002, Westinghouse submitted to US NRC the AP1000 Design Control Document and Probabilistic Risk Assessment, thereby initiating the formal design certification review process. The results presented in these documents verify the safety performance of the API 000 and conformance with US NRC licensing requirements. Plans are being developed for implementation of a series of AP1000 plants in the US. Key factors in this planning are the economics of AP1000, and the associated business model for licensing, constructing and operating these new plants. Similarly plans are being developed to get the AP1000 design reviewed for use in the UK. Part of this planning has been to examine the AP1000 design relative to anticipated UK safety and licensing issues. (author)

  2. The APS control system network upgrade

    International Nuclear Information System (INIS)

    Sidorowicz, K. v.; Leibfritz, D.; McDowell, W. P.

    1999-01-01

    When it was installed,the Advanced Photon Source (APS) control system network was at the state-of-the-art. Different aspects of the system have been reported at previous meetings [1,2]. As loads on the controls network have increased due to newer and faster workstations and front-end computers, we have found performance of the system declining and have implemented an upgraded network. There have been dramatic advances in networking hardware in the last several years. The upgraded APS controls network replaces the original FDDI backbone and shared Ethernet hubs with redundant gigabit uplinks and fully switched 10/100 Ethernet switches with backplane fabrics in excess of 20 Gbits/s (Gbps). The central collapsed backbone FDDI concentrator has been replaced with a Gigabit Ethernet switch with greater than 30 Gbps backplane fabric. Full redundancy of the system has been maintained. This paper will discuss this upgrade and include performance data and performance comparisons with the original network

  3. Structural modules in AP1000 plant design

    International Nuclear Information System (INIS)

    Prasad, N.; Tunon-Sanjur, L.

    2007-01-01

    Structural modules are extensively used in AP1000 plant design. The shop manufacturing of modules components improves the quality and reliability of plant structures. The application of modules has a positive impact on construction schedules, and results in substantial savings in the construction cost. This paper describes various types of structural modules used for AP1000 plant structures. CA structural wall modules are steel plate modules with concrete placed, on or within the module, after module installation. The layout and design of the largest CA wall modules, CA01 and CA20, is described in detail. General discussion of structural floor modules, such as the composite and finned floors, is also included. Steel form CB modules (liners) consist of plate reinforced with angle stiffeners and tee sections. The angles and the tee sections are on the concrete side of the plate. Design of CB20 has been included as an example of CB type modules. Design codes and structural concepts related to module designs are discussed. (authors)

  4. Correction magnet power supplies for APS machine

    International Nuclear Information System (INIS)

    Kang, Y.G.

    1991-04-01

    A number of correction magnets are required for the advanced photon source (APS) machine to correct the beam. There are five kinds of correction magnets for the storage ring, two for the injector synchrotron, and two for the positron accumulator ring (PAR). Table I shoes a summary of the correction magnet power supplies for the APS machine. For the storage ring, the displacement of the quadrupole magnets due to the low frequency vibration below 25 Hz has the most significant effect on the stability of the positron closed orbit. The primary external source of the low frequency vibration is the ground motion of approximately 20 μm amplitude, with frequency components concentrated below 10 Hz. These low frequency vibrations can be corrected by using the correction magnets, whose field strengths are controlled individually through the feedback loop comprising the beam position monitoring system. The correction field require could be either positive or negative. Thus for all the correction magnets, bipolar power supplies (BPSs) are required to produce both polarities of correction fields. Three different types of BPS are used for all the correction magnets. Type I BPSs cover all the correction magnets for the storage ring, except for the trim dipoles. The maximum output current of the Type I BPS is 140 Adc. A Type II BPS powers a trim dipole, and its maximum output current is 60 Adc. The injector synchrotron and PAR correction magnets are powered form Type III BPSs, whose maximum output current is 25 Adc

  5. RELAP5/MOD3 AP600 problems

    International Nuclear Information System (INIS)

    Riemke, R.A.

    1993-01-01

    RELAP5/MOD3 is a reactor systems analysis code that has been developed jointly by the US Nuclear Regulatory Commission (USNRC) and a consortium consisting of several of the countries and domestic organizations that were members of the International Code Assessment and Applications Program (ICAP). The code is currently being used to simulate transients for the next generation of advanced light water reactors (ALWR's). One particular reactor design is the Westinghouse AP600 pressurized water reactor (PWR), which consists of two hot legs and four cold legs as well as passive emergency core cooling (ECC) systems. Initial calculations with RELAP5/MOD3 indicated that the code was not as robust as RELAP5/MOD2.5 with regard to AP600 calculations. Recent modifications in the areas of condensation wall heat transfer, interfacial heat transfer in the presence of noncondensibles, bubbly flow interfacial heat transfer, and time smoothing of both interfacial drag and interfacial heat transfer have improved the robustness, although more reliability is needed

  6. AP1000 shield building: a constructability challenge

    International Nuclear Information System (INIS)

    Di Giuseppe, Giovanni; Bonanno, Domenico

    2010-01-01

    The AP1000 Shield Building, an enhanced structure which surrounds the containment vessel, consists of standard Reinforced Concrete (RC) and composite Steel and Concrete (SC) construction. In the SC module the surface steel plates, (with attached shear studs and angles) filled with concrete, act as the steel reinforcement in concrete. This is a relatively new design technology that required the appropriate use of structural codes, supplemented with information from applicable tests on similar composite steel and concrete construction. Being a newer design concept, existing codes do not provide explicit guidance on SC construction so a review of literature and test data on composite structures similar to AP1000 shield building was done in order to confirm the technical basis for the design. The SC walls, air inlet structure and roof of the Shield Building will be constructed using modular construction practices and then transported to site and lifted into place. These modules, working also as permanent form-work, will be filled with high strength Self- Consolidating Concrete. (SCC) This paper provides a focused and integrated presentation of the enhanced shield building design methodology, testing, constructability and inspection. (authors)

  7. Student Enrollment in a Supplement Course for Anatomy and Physiology Results in Improved Retention and Success

    Science.gov (United States)

    Hopper, Mari

    2011-01-01

    Anatomy and Physiology I (A&P 1) has one of the highest failure and withdrawal rates on campus. To increase academic success, a course to supplement A&P 1 (Supplement) was developed and taught by anatomy and physiology faculty. Primary goals for the Supplement included (1) early identification of students at risk for failing or withdrawal;…

  8. Control units for APS power supplies

    International Nuclear Information System (INIS)

    Despe, O.D.; Saunders, C.; McGhee, D.G.

    1993-01-01

    The Advanced Photon Source (APS) accelerator facility is made up of five major subsystems in addition to the linac: the positron accumulator ring (PAR), low energy transport (LET), booster synchrotron (SYNCH), high energy transport (HET), the storage ring (SR). Each subsystem has multiple magnet power supply combinations, some requiring multiple of operation. These magnet and power supply combinations computer controlled and monitored. The power supply control unit (PSCU) is the first layer of hardware and software above the power supply itself and is described in this paper. The description includes the basic philosophy for each of operation and how it influences the topology and of implementing control. The design of the analog reference blocks (ARBs) influenced the design of other custom functions well as the feedback controls for vibration and other dynamic corrections. The command set supported by the PSCU is discussed

  9. The positron accumulator ring for the APS

    International Nuclear Information System (INIS)

    Crosbie, E.A.

    1989-01-01

    The Positron Accumulator Ring (PAR) is designed to accumulate and damp positrons from the 450-MeV linac during the 0.5-s cycle time of the injector synchrotron for the APS 7-GeV storage ring. During 0.4 s of each synchrotron cycle, up to 24 linac pulses are injected into the horizontal phase space of the PAR at a 60-Hz rate. Each injected pulse occupies about 1.3 of the circumference of the accumulator ring. After 0.1 s for longitudinal damping, the single accumulated bunch is transferred to one of the 353-MHz buckets of the injector synchrotron RF system. The bunch is accelerated to 7 GeV and transferred to the storage ring, while the PAR accumulates the next bunch of positrons. 2 refs., 3 figs., 2 tabs

  10. The positron accumulator ring for the APS

    International Nuclear Information System (INIS)

    Crosbie, E.A.

    1989-01-01

    The Positron Accumulator Ring (PAR) is designed to accumulate and damp positrons from the 450-MeV linac during the 0.5-s cycle time of the injector synchrotron for the APS 7-GeV storage ring. During 0.4 s of each synchrotron cycle, up to 24 linac pulses are injected into the horizontal phase space of the PAR at a 60-Hz rate. Each injected pulse occupies about 1/3 of the circumference of the accumulator ring. After 0.1 s for longitudinal damping, the single accumulated bunch is transferred to one of the 353-MHz buckets of the injector synchrotron RF system. The bunch is accelerated to 7 GeV and transferred to the storage ring, while the PAR accumulates the next bunch of positrons. 2 refs., 3 figs., 2 tabs

  11. English course

    CERN Multimedia

    HR Department

    2011-01-01

    General and Professional English Courses The next sessions will take place: From 3rd October 2011 to beginning of February 2012 (break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Kerstin Fuhrmeister, tel. 70896. Oral Expression The next sessions will take place from 3rd October 2011 to beginning of February 2012 (break at Christmas). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Kerstin Fuhrmeister, tel. 70896. Writing Professional Documents in English - Administrative Wr...

  12. Language Courses

    CERN Multimedia

    HR Department

    2010-01-01

    General and Professional English Courses The next session will take place: from 1st March to end of June 2010 (1/2 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages or contact Nathalie Dumeaux, tel. 78144. Oral Expression The next session will take place from 1st March to end of June 2010 (1/2 weeks break at Easter). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 30 hours Price: 660 CHF (for a minimum of 8 students) More details Writing Professional Documents in English The next session will take place from 1st March to end of June 2010 (1/2 weeks break at Easter). This course is designed for people with a good le...

  13. NEW COURSES

    CERN Multimedia

    Technical Training; Tel. 74924

    2001-01-01

    Hands-on Training Support for the Windows 2000 Migration Please note that the set of hands-on courses listed below has been added to the Technical Training Programme to support the labwide migration to Windows 2000. If there is enough demand it is planned to organise sessions throughout the summer period. Anyone interested is asked to register for the course(s) of their choice by accessing the web course description from : http://training.web.cern.ch/Training/Welcome.html As soon as a minimum number of applications have been received dates will be fixed and published in the weekly bulletin and on the web. Please note that in order to get maximum benefit from these courses it is important to have Windows 2000 installed on your computer either before or immediately after you attend the session. People who do not have access to a Windows 2000 PC are strongly recommended to plan their training to coincide with the migration of their PC. A migration plan has been prepared in agreement with the NICE 2000 divisiona...

  14. French courses

    CERN Document Server

    HR Department

    2012-01-01

    General and Professional French Courses The next session will take place from 2nd May to 6th July 2012. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages or contact Kerstin Fuhrmeister.   Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 2nd May to 6th July 2012.   Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 2nd May to ...

  15. Language courses

    CERN Multimedia

    2014-01-01

    General and Professional French Courses The next session will take place from 5 May to 11 July 2014. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://hr-training.web.cern.ch/hr-training/ or contact Kerstin Fuhrmeister (kerstin.fuhrmeister@cern.ch). Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 5 May to 11 July 2014. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session...

  16. French courses

    CERN Document Server

    2013-01-01

    General and Professional French Courses The next session will take place from 29 April to 5 July 2013. These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages or contact Kerstin Fuhrmeister (kerstin.fuhrmeister@cern.ch). Oral Expression This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 29 April to 5 July 2013. Writing professional documents in French These courses are designed for non-French speakers with a very good standard of spoken French. Suitable candidates should contact Kerstin Fuhrmeister (70896) in order to arrange an appointment for a test. The next session will take place from 29 April to 5 July...

  17. High School Book Fairs

    Science.gov (United States)

    Fitzgerald, Marianne

    2006-01-01

    Many secondary students have given up the joy of reading. When asked why they don't read for pleasure, students came up with many different reasons, the first being lack of time. High school students are busy with after school jobs, sports, homework, etc. With the growing number of students enrolled in AP classes, not only is there not much time…

  18. Clinical manifestations of antiphospholipid syndrome (APS) with and without antiphospholipid antibodies (the so-called 'seronegative APS').

    Science.gov (United States)

    Rodriguez-Garcia, Jose Luis; Bertolaccini, Maria Laura; Cuadrado, Maria Jose; Sanna, Giovanni; Ateka-Barrutia, Oier; Khamashta, Munther A

    2012-02-01

    Although the medical literature currently provides a growing number of isolated case reports of patients with clinically well-defined antiphospholipid syndrome (APS) and persistently negative antiphospholipid antibodies (aPL), there are no studies including a series of patients addressing the clinical features of this condition. The authors assessed clinical manifestations of APS in 154 patients: 87 patients with seropositive APS and 67 patients with thrombosis and/or pregnancy morbidity persistently negative for aPL and presenting with at least two additional non-criteria manifestations of APS (the so-called 'seronegative APS', SN-APS). Patients were interviewed at the time of recruitment, and a retrospective file review was carried out. There were no significant differences in the frequency of thrombotic events or obstetric morbidity in patients with SN-APS versus patients with seropositive APS: deep vein thrombosis (31.4% vs 31.0%), pulmonary embolism (23.8% vs 28.7%), stroke (14.9% vs 17.2%), transient ischaemic attack (11.9% vs 10.3%), early spontaneous abortions (67.1% vs 52.1%), stillbirths (62.5% vs 59.4%), prematurity (28.1% vs 21.7%) or pre-eclampsia (28.1% vs 23.1%). Classic and SN-APS patients show similar clinical profiles. The results suggest that clinical management in patients with APS should not be based only on the presence of conventional aPL.

  19. CAS Introductory Course in Italy

    CERN Multimedia

    2008-01-01

    The CERN Accelerator School’s introductory course is a great success. This year the CERN Accelerator School held its "Introduction to Accelerator Physics" course in Frascati, Italy, from 2-14 November in collaboration with the University of Rome "La Sapienza" and the INFN Frascati National Laboratory. The Introductory level course is particularly important since, for the majority of participants, it is the first opportunity to discover the various aspects of accelerator physics. For this school the programme had been significantly revised in order to take into account the new trends currently being developed in the field, thus putting more emphasis on linacs, synchrotron light sources and free-electron lasers. The school was a resounding success with 115 participants of more than 23 nationalities. Feedback from the students praised the expertise of the lecturers, the high standard of the lectures as well as the excellent organizati...

  20. Entrepreneurship Course

    CERN Multimedia

    2003-01-01

    +++++++ Turn your idea into a company +++++++ Starting date: Thursday 23 October 2003 Timing: Every Thursday from 5 p.m. to 9 p.m. Venue: University of Geneva, Sciences II Duration: 1 semester Registration: http://www.startupcafe.ch/learn More Information: info@createswitzerland.ch Deadline to submit the application: 10 October 2003. Check the CREATE website for alternative dates and venues. The course is restricted to 30 pre-selected participants. The course covers important aspects of launching a business from initial idea to growth and international expansion and addresses two kind of skills requested to start a high tech company which are divided into personal skills (entrepreneur skills) and those to start a company (Start-up tools). The 14 week course is free of charge. For any question, please, contact Ilias.Goulas@cern.ch from the Technology Transfer Group (http://cern.ch/ttdb).

  1. Florida SpringBoard® Schools Efficacy Study. Statistical Report 2015-1

    Science.gov (United States)

    Niu, Sunny; Li, Jun; Merriman, Jennifer; Matos-Elefonte, Haifa

    2015-01-01

    In this study, we compare SpringBoard® (SB) schools that had continuously used the SB English Language Arts (ELA) curriculum for at least three years with comparable non-SB schools. For high schools, the outcomes examined were school-level AP® participation and performance for a) all AP subjects, b) ELA and social science AP subjects, and c) ELA…

  2. Auricular Chondritis in a Postpartum Flare of SLE and APS

    Directory of Open Access Journals (Sweden)

    Elodie Ponce

    2014-10-01

    Full Text Available Introduction: Auricular chondritis has been occasionally described in patients with systemic lupus erythematosus (SLE and antiphospholipid syndrome (APS. Materials and methods: We report the case of a woman with a previous history of APS who presented with auricular chondritis with onset of SLE symptoms during the postpartum period. Conclusion: SLE and APS should be taken into consideration in the differential diagnosis of auricular chondritis.

  3. FRANX. Application for analysis and quantification of the APS fire

    International Nuclear Information System (INIS)

    Snchez, A.; Osorio, F.; Ontoso, N.

    2014-01-01

    The FRANX application has been developed by EPRI within the Risk and Reliability User Group in order to facilitate the process of quantification and updating APS Fire (also covers floods and earthquakes). By applying fire scenarios are quantified in the central integrating the tasks performed during the APS fire. This paper describes the main features of the program to allow quantification of an APS Fire. (Author)

  4. Essence and characteristics of the Westinghouse technology AP1000

    International Nuclear Information System (INIS)

    Llovet, Ricardo

    2014-01-01

    The AP1000 nuclear power plant can place the reactor in a Safe Shutdown Condition within the first 72 hours of a Station Blackout, without the use of AC power or operator action •With some operator action after 3 days, the AP1000 nuclear power plant continues to maintain reactor core cooling and Spent Fuel Pool cooling indefinitely •The AP1000 nuclear power plant has superior coping capabilities as well as significantly reduced risk for core damage

  5. Theoretical studies on the electronic and optoelectronic properties of [A.2AP(w)/A*.2AP(WC)/C.2AP(w)/C*.2AP(WC)/C.A(w)/C*.A(WC)]-Au8 mismatch nucleobase complexes

    Science.gov (United States)

    Srivastava, Ruby

    2018-01-01

    The electronic and optoelectronic properties of [A.2AP(w)/A*.2AP(WC)/C.2AP(w)/C*.2AP(WC)/C.A(w)/ C*.A(WC)]-Au8 metal-mismatch nucleobase complexes are investigated by means of density functional theory and time-dependent methods. We selected these mispairs as 2-aminopurine (2AP) produces incorporation errors when binding with cytosine (C) into the wobble (w) C.2AP(w) mispair, and is tautomerised into Watson-Crick (WC)-like base mispair C*.2AP(WC) and less effectively produces A.2AP(w)/A*.2AP(WC) mispairs. The vertical ionisation potential, vertical electron affinity, hardness and electrophilicity index of these complexes have also been discussed. The modifications of energy levels and charge density distributions of the frontier orbitals are also analysed. The absorption spectra of these complexes lie in the visible region, which suggests their application in fluorescent-bio imaging. The mechanism of cooperativity effect is studied by molecular orbital potential (MEP), atoms-in-molecules (AIM) and natural bond orbital analyses. Most metalated pairs have smaller HOMO-LUMO band gaps than the isolated mismatch nucleobases which suggest interesting consequences for electron transfer through DNA duplexes.

  6. Market analysis of APS/SCM applications and technologies

    OpenAIRE

    Prášil, Zdeněk

    2009-01-01

    The bachelor thesis aims to describe a current worldwide market of APS/SCM technologies and applications , i.e. advanced planned scheduling /supply chain management. In the first part, the APS/SCM is described in theory. The APS/SCM is defined and its benefits and impacts on company are discussed. The next part of the work is focused on the market with APS/SCM and the distribution of forces in the market. The demand and supply of this market segment is analyzed. In the last part, solutions of...

  7. Classification of Ap-stars HR 830 and ZI CVn

    International Nuclear Information System (INIS)

    Zverko, J.

    1984-01-01

    Two ambiguously classified Ap-stars, HR 830 and 21 CVn, are studied. The observational data are compared with the data for normal stars αDel and αLyr. Star HR 830 is classified as Ap of type Si based on the enhanced absorption in the Si lines and photometric variability in UBV. 21 CVn is classified as Ap Si based on weaker absorption of helium, the variability of helium lines, photometric periodic variability and the properties of the UV spectrum. It is concluded that the photometric periodic variability is a good indicator of Ap-properties of rapidly rotating A and late B stars. (author)

  8. The Ped-APS Registry: the antiphospholipid syndrome in childhood.

    Science.gov (United States)

    Avcin, T; Cimaz, R; Rozman, B

    2009-09-01

    In recent years, antiphospholipid syndrome (APS) has been increasingly recognised in various paediatric autoimmune and nonautoimmune diseases, but the relatively low prevalence and heterogeneity of APS in childhood made it very difficult to study in a systematic way. The project of an international registry of paediatric patients with APS (the Ped-APS Registry) was initiated in 2004 to foster and conduct multicentre, controlled studies with large number of paediatric APS patients. The Ped-APS Registry is organised as a collaborative project of the European Forum on Antiphospholipid Antibodies and Juvenile Systemic Lupus Erythematosus Working Group of the Paediatric Rheumatology European Society. Currently, it documents a standardised clinical, laboratory and therapeutic data of 133 children with antiphospholipid antibodies (aPL)-related thrombosis from 14 countries. The priority projects for future research of the Ped-APS Registry include prospective enrollment of new patients with aPL-related thrombosis, assessment of differences between the paediatric and adult APS, evaluation of proinflammatory genotype as a risk factor for APS manifestations in childhood and evaluation of patients with isolated nonthrombotic aPL-related manifestations.

  9. ONLINE MINIMIZATION OF VERTICAL BEAM SIZES AT APS

    Energy Technology Data Exchange (ETDEWEB)

    Sun, Yipeng

    2017-06-25

    In this paper, online minimization of vertical beam sizes along the APS (Advanced Photon Source) storage ring is presented. A genetic algorithm (GA) was developed and employed for the online optimization in the APS storage ring. A total of 59 families of skew quadrupole magnets were employed as knobs to adjust the coupling and the vertical dispersion in the APS storage ring. Starting from initially zero current skew quadrupoles, small vertical beam sizes along the APS storage ring were achieved in a short optimization time of one hour. The optimization results from this method are briefly compared with the one from LOCO (Linear Optics from Closed Orbits) response matrix correction.

  10. Anatomy of a Bible Course Curriculum.

    Science.gov (United States)

    Paterson, Frances R. A.

    2003-01-01

    Examines case law on the subject of Bible instruction in the public schools, offers a detailed analysis and critique of the National Council on Bible Curriculum in Public Schools curriculum, and provides suggestions for public schools contemplating adding a course on the Bible to their curricula. (Contains 89 references.) (Author/PKP)

  11. Courses in Media Ethics. A Spring 1977 Survey.

    Science.gov (United States)

    Christians, Clifford G.

    A questionnaire regarding the teaching of media ethics courses was sent to communication program administrators in 1977. This paper reports the responses obtained from 237 programs (96% response rate). For the 27% of schools reporting specific courses in ethics, the paper notes the number and types of schools with ethics courses, the place of…

  12. Project W-211, initial tank retrieval systems, description of operations for 241-AP-102 and 241-AP-104

    Energy Technology Data Exchange (ETDEWEB)

    RIECK, C.A.

    1999-02-25

    The primary purpose of the Initial Tank Retrieval Systems (ITRS) is to provide systems for retrieval of radioactive wastes stored in underground double-shell tanks (DSTS) for transfer to alternate storage, evaporation, pretreatment or treatment, while concurrently reducing risks associated with safety watch list and other DSTs. This Description of Operations (DOO) defines the control philosophy for the waste retrieval system for tanks 241-AP-102 (AP-102) and 241-AP-104 (AP-104). This DOO will provide a basis for the detailed design of the Retrieval Control System (RCS) for AP-102 and AP-104 and establishes test criteria for the RCS. The test criteria will be used during qualification testing and acceptance testing to verify operability.

  13. Project W-211, initial tank retrieval systems, description of operations for 241-AP-102 and 241-AP-104

    International Nuclear Information System (INIS)

    RIECK, C.A.

    1999-01-01

    The primary purpose of the Initial Tank Retrieval Systems (ITRS) is to provide systems for retrieval of radioactive wastes stored in underground double-shell tanks (DSTS) for transfer to alternate storage, evaporation, pretreatment or treatment, while concurrently reducing risks associated with safety watch list and other DSTs. This Description of Operations (DOO) defines the control philosophy for the waste retrieval system for tanks 241-AP-102 (AP-102) and 241-AP-104 (AP-104). This DOO will provide a basis for the detailed design of the Retrieval Control System (RCS) for AP-102 and AP-104 and establishes test criteria for the RCS. The test criteria will be used during qualification testing and acceptance testing to verify operability

  14. AE8/AP8 Implementations in AE9/AP9, IRBEM, and SPENVIS

    Science.gov (United States)

    2014-02-18

    period applies to orbit generation only; AE8/AP8 utilizes geomagnetic field models from other epochs as specified in the table below.) SHIELDOSE2 model...finite and semi- infinite slab data tables for Bremsstrahlung have been reversed [Heynderickx, private communication, May 2013]. This correction is...Cain, J. C., S. J. Hendricks, R. A. Langel, and W. V. Hudson (1967), A proposed model for the international geomagnetic reference field, 1965, J

  15. AP-2α and AP-2β cooperatively orchestrate homeobox gene expression during branchial arch patterning.

    Science.gov (United States)

    Van Otterloo, Eric; Li, Hong; Jones, Kenneth L; Williams, Trevor

    2018-01-25

    The evolution of a hinged moveable jaw with variable morphology is considered a major factor behind the successful expansion of the vertebrates. DLX homeobox transcription factors are crucial for establishing the positional code that patterns the mandible, maxilla and intervening hinge domain, but how the genes encoding these proteins are regulated remains unclear. Herein, we demonstrate that the concerted action of the AP-2α and AP-2β transcription factors within the mouse neural crest is essential for jaw patterning. In the absence of these two proteins, the hinge domain is lost and there are alterations in the size and patterning of the jaws correlating with dysregulation of homeobox gene expression, with reduced levels of Emx, Msx and Dlx paralogs accompanied by an expansion of Six1 expression. Moreover, detailed analysis of morphological features and gene expression changes indicate significant overlap with various compound Dlx gene mutants. Together, these findings reveal that the AP-2 genes have a major function in mammalian neural crest development, influencing patterning of the craniofacial skeleton via the DLX code, an effect that has implications for vertebrate facial evolution, as well as for human craniofacial disorders. © 2018. Published by The Company of Biologists Ltd.

  16. Course Programme

    DEFF Research Database (Denmark)

    Tvedebrink, Tenna Doktor Olsen

    2015-01-01

    Welcome to your first DESIGN course: ‘Mapping Meals and their Spaces’. I hope you are ready to learn about the emerging discipline of Food Design and the so‐called “Design Thinking” perspective, as well as how to implement the interdisciplinary knowledge characterizing your new education Integrated...

  17. Language courses

    CERN Multimedia

    2013-01-01

    General and Professional French Courses: The next session will take place from 7 October to 13 December 2013. These courses are open to all persons working on the CERN site, and to their spouses. Oral Expression: This course is aimed for students with a good knowledge of French who want to enhance their speaking skills. Speaking activities will include discussions, meeting simulations, role-plays etc. The next session will take place from 7 October to 13 December 2013. Writing professional documents in French: These courses are designed for non-French speakers with a very good standard of spoken French. The next session will take place from 7 October to 13 December 2013. Cours d'anglais général et professionnel: La prochaine session se déroulera du 7 octobre 2013 au 31 janvier 2014 (interruption à Noël). Ces cours s'adressent à toute personne travaillant au CERN ainsi qu'à leur conjoint. Oral Expression: F...

  18. Course Layout

    OpenAIRE

    2005-01-01

    present roll Presentation roll Interactive Media Element This is an interactive diagram of a MATLAB course layout covering 16 topics in 4 different main areas: Basics of MATLAB, Numerical Methods in MATLAB, Symbolic Manipulations in MATLAB, Mathematical Modeling in MATLAB and Simulink AE2440 Introduction to Digital Computation

  19. Language Courses

    CERN Document Server

    2007-01-01

    General and Professional English Courses The next session will be held from 26 February or 5 March to end of June 2007 (1/2 week's break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Françoise Benz, tel. 73127. Oral Expression The next session will be held from 26 February or 5 March to end of June 2007 (1/2 week's break at Easter). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-play, etc., depending on the needs of the students. Duration: 30 hours Price: 660 CHF (for a minimum of 8 students). Writing Professional Documents in English The next session will be held from 26 February or 5 March to e...

  20. Language courses

    CERN Multimedia

    2006-01-01

    General and Professional English Courses The next session will take place from beginning of October 2006 to beginning of February 2007 (3 weeks break at Christmas).These courses are open to all persons working on the CERN site and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Tessa Osborne, tel.16 23 40. Oral Expression The next session will take place from beginning of October 2006 to beginning of February 2007 (3 weeks break at Christmas).This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc., depending on the needs of the students. Duration: 30 hours (2 hours a week) Price: 660 CHF (for a minimum of 8 students). Writing Professional Documents in English The next...