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Sample records for student responses suggests

  1. Plagiarism in Student Research: Responsibility of the Supervisors and Suggestions to Ensure Plagiarism Free Research.

    Science.gov (United States)

    Krishan, Kewal; Kanchan, Tanuj; Baryah, Neha; Mukhra, Richa

    2017-08-01

    Plagiarism is a serious threat plaguing the research in publication of science globally. There is an increasing need to address the issue of plagiarism especially among young researchers in the developing part of the world. Plagiarism needs to be earnestly discouraged to ensure a plagiarism free research environment. We provide further suggestions to combat student plagiarism at Master's level and the regulations/guidelines regarding plagiarism in India.

  2. Voices that want to be heard: Using bereaved Danish students suggestions to update school bereavement response plans.

    Science.gov (United States)

    Lytje, Martin

    2018-04-01

    This study explored how Danish students experienced returning to school following parental bereavement. Eighteen focus group interviews were conducted with 39 participants aged 9 to 17. All participants had experienced the loss of a primary caregiver. Data collection was divided into two phases. In Phase I, 22 participants from four grief groups were interviewed 4 times over the course of a year. During Phase II, confirmatory focus groups were undertaken with the 17 participants. This article explores the findings related to ideas and suggestions made by the students about how the Danish school response could be improved to better meet their needs. The presentation of data is divided into seven themes, which are: Desired school response; Desired support from teachers; Desired boundaries between students and teachers; Desired collaboration; Desired support from peers; Desired rules and structure, and; Desires related to gifts and rituals. Study findings indicate that most students want to be included and have a say when the school plans how to respond to their loss. Students further highlight a need for teacher support when having to reconnect with the class; a need for set rules in relation to leaving the class when feeling sad, and; a need for schools to see the loss as a life-changing event, and grief as something that does not simply disappear after a few months. The article concludes by discussing the ways in which the recommendations provided by the participants can be incorporated into a modern revision of Danish school bereavement response plans.

  3. Responding to hypnotic and nonhypnotic suggestions: performance standards, imaginative suggestibility, and response expectancies.

    Science.gov (United States)

    Meyer, Eric C; Lynn, Steven Jay

    2011-07-01

    This study examined the relative impact of hypnotic inductions and several other variables on hypnotic and nonhypnotic responsiveness to imaginative suggestions. The authors examined how imaginative suggestibility, response expectancies, motivation to respond to suggestions, and hypnotist-induced performance standards affected participants' responses to both hypnotic and nonhypnotic suggestions and their suggestion-related experiences. Suggestions were administered to 5 groups of participants using a test-retest design: (a) stringent performance standards; (b) lenient performance standards; (c) hypnosis test-retest; (d) no-hypnosis test-retest; and (e) no-hypnosis/hypnosis control. The authors found no support for the influence of a hypnotic induction or performance standards on responding to suggestions but found considerable support for the role of imaginative suggestibility and response expectancies in predicting responses to both hypnotic and nonhypnotic suggestions.

  4. Suggestibility and signal detection performance in hallucination-prone students.

    Science.gov (United States)

    Alganami, Fatimah; Varese, Filippo; Wagstaff, Graham F; Bentall, Richard P

    2017-03-01

    Auditory hallucinations are associated with signal detection biases. We examine the extent to which suggestions influence performance on a signal detection task (SDT) in highly hallucination-prone and low hallucination-prone students. We also explore the relationship between trait suggestibility, dissociation and hallucination proneness. In two experiments, students completed on-line measures of hallucination proneness (the revised Launay-Slade Hallucination Scale; LSHS-R), trait suggestibility (Inventory of Suggestibility) and dissociation (Dissociative Experiences Scale-II). Students in the upper and lower tertiles of the LSHS-R performed an auditory SDT. Prior to the task, suggestions were made pertaining to the number of expected targets (Experiment 1, N = 60: high vs. low suggestions; Experiment 2, N = 62, no suggestion vs. high suggestion vs. no voice suggestion). Correlational and regression analyses indicated that trait suggestibility and dissociation predicted hallucination proneness. Highly hallucination-prone students showed a higher SDT bias in both studies. In Experiment 1, both bias scores were significantly affected by suggestions to the same degree. In Experiment 2, highly hallucination-prone students were more reactive to the high suggestion condition than the controls. Suggestions may affect source-monitoring judgments, and this effect may be greater in those who have a predisposition towards hallucinatory experiences.

  5. Infants' brain responses to speech suggest analysis by synthesis.

    Science.gov (United States)

    Kuhl, Patricia K; Ramírez, Rey R; Bosseler, Alexis; Lin, Jo-Fu Lotus; Imada, Toshiaki

    2014-08-05

    Historic theories of speech perception (Motor Theory and Analysis by Synthesis) invoked listeners' knowledge of speech production to explain speech perception. Neuroimaging data show that adult listeners activate motor brain areas during speech perception. In two experiments using magnetoencephalography (MEG), we investigated motor brain activation, as well as auditory brain activation, during discrimination of native and nonnative syllables in infants at two ages that straddle the developmental transition from language-universal to language-specific speech perception. Adults are also tested in Exp. 1. MEG data revealed that 7-mo-old infants activate auditory (superior temporal) as well as motor brain areas (Broca's area, cerebellum) in response to speech, and equivalently for native and nonnative syllables. However, in 11- and 12-mo-old infants, native speech activates auditory brain areas to a greater degree than nonnative, whereas nonnative speech activates motor brain areas to a greater degree than native speech. This double dissociation in 11- to 12-mo-old infants matches the pattern of results obtained in adult listeners. Our infant data are consistent with Analysis by Synthesis: auditory analysis of speech is coupled with synthesis of the motor plans necessary to produce the speech signal. The findings have implications for: (i) perception-action theories of speech perception, (ii) the impact of "motherese" on early language learning, and (iii) the "social-gating" hypothesis and humans' development of social understanding.

  6. Student Rights and Responsibilities

    Science.gov (United States)

    Today's Education, 1972

    1972-01-01

    Article summarizes National Education Association pamphlet. As citizens, students should have full protection of Bill of Rights, due process, protection from illegal search or seizure. As clients of institution, should have substantial influence on how institutions affect their lives. Proper disciplinary procedures for minor and major infractions…

  7. Validity of a Test of Children's Suggestibility for Predicting Responses to Two Interview Situations Differing in Their Degree of Suggestiveness.

    Science.gov (United States)

    Finnila, Katarina; Mahlberg, Nina; Santtila, Pekka; Sandnabba, Kenneth; Niemi, Pekka

    2003-01-01

    Examined the relative contributions of internal and external sources of variation in children's suggestibility in interrogative situations. Found that internal sources of individual differences in suggestibility measured on a suggestibility test did influence children's answers during an interview, but that external sources or interview styles had…

  8. Discrete response patterns in the upper range of hypnotic suggestibility: A latent profile analysis.

    Science.gov (United States)

    Terhune, Devin Blair

    2015-05-01

    High hypnotic suggestibility is a heterogeneous condition and there is accumulating evidence that highly suggestible individuals may be comprised of discrete subtypes with dissimilar cognitive and phenomenological profiles. This study applied latent profile analysis to response patterns on a diverse battery of difficult hypnotic suggestions in a sample of individuals in the upper range of hypnotic suggestibility. Comparisons among models indicated that a four-class model was optimal. One class was comprised of very highly suggestible (virtuoso) participants, two classes included highly suggestible participants who were alternately more responsive to inhibitory cognitive suggestions or posthypnotic amnesia suggestions, and the fourth class consisted primarily of medium suggestible participants. These results indicate that there are discrete response profiles in high hypnotic suggestibility. They further provide a number of insights regarding the optimization of hypnotic suggestibility measurement and have implications for the instrumental use of hypnosis for the modeling of different psychological conditions. Copyright © 2015 Elsevier Inc. All rights reserved.

  9. Undergraduate Psychology Students' Knowledge and Exposure to School Psychology: Suggestions for Diversifying the Field

    Science.gov (United States)

    Bocanegra, Joel O.; Gubi, Aaron A.; Fan, Chung-Hau; Hansmann, Paul R.

    2015-01-01

    Trainers within school psychology have struggled to recruit racial/ethnic minority graduate students, with a recent demographic survey suggesting that racial/ethnic minorities comprise 9.3% of school-based practitioners (Curtis, Castillo, & Gelley, 2012). Furthermore, research has suggested that school psychology training programs have also…

  10. "The internet is a mask": High School students' suggestions for preventing cyberbullying.

    Science.gov (United States)

    Parris, Leandra N; Varjas, Kris; Meyers, Joel

    2014-08-01

    Interactions through technology have an important impact on today's youth. While some of these interactions are positive, there are concerns regarding students engaging in negative interactions like cyberbullying behaviors and the negative impact these behaviors have on others. The purpose of the current study was to explore participant suggestions for both students and adults for preventing cyberbullying incidents. Forty high school students participated in individual, semi-structured interviews. Participant experiences and perceptions were coded using constant comparative methods to illustrate ways in which students and adults may prevent cyberbullying from occurring within their school and community. Students reported that peers would benefit from increasing online security, as well as becoming more aware of their cyber-surroundings. Regarding adult-provided prevention services, participants often discussed that there is little adults can do to reduce cyberbullying. Reasons included the difficulties in restricting online behaviors or providing effective consequences. However, some students did discuss the use of in-school curricula while suggesting that adults blame people rather than technology as potential ways to prevent cyberbullying. Findings from the current study indicate some potential ways to improve adult efforts to prevent cyberbullying. These strategies include parent/teacher training in technology and cyberbullying, interventions focused more on student behavior than technology restriction, and helping students increase their online safety and awareness.

  11. “The Internet is a Mask”: High School Students' Suggestions for Preventing Cyberbullying

    Science.gov (United States)

    Parris, Leandra N.; Varjas, Kris; Meyers, Joel

    2014-01-01

    Introduction: Interactions through technology have an important impact on today's youth. While some of these interactions are positive, there are concerns regarding students engaging in negative interactions like cyberbullying behaviors and the negative impact these behaviors have on others. The purpose of the current study was to explore participant suggestions for both students and adults for preventing cyberbullying incidents. Methods: Forty high school students participated in individual, semi-structured interviews. Participant experiences and perceptions were coded using constant comparative methods to illustrate ways in which students and adults may prevent cyberbullying from occurring within their school and community. Results: Students reported that peers would benefit from increasing online security, as well as becoming more aware of their cyber-surroundings. Regarding adult-provided prevention services, participants often discussed that there is little adults can do to reduce cyberbullying. Reasons included the difficulties in restricting online behaviors or providing effective consequences. However, some students did discuss the use of in-school curricula while suggesting that adults blame people rather than technology as potential ways to prevent cyberbullying. Conclusion: Findings from the current study indicate some potential ways to improve adult efforts to prevent cyberbullying. These strategies include parent/teacher training in technology and cyberbullying, interventions focused more on student behavior than technology restriction, and helping students increase their online safety and awareness. PMID:25157306

  12. Suggestions for Compliance with Privacy Rights of Parents and Students (Buckley Amendments).

    Science.gov (United States)

    Arizona State Dept. of Education, Phoenix.

    These suggestions for formulating school district policies governing the confidentiality and release of student records are based on the Family Educational Rights and Privacy Act (the Buckley amendment) and on relevant Arizona state law. A checklist, which covers the major section of the Family Educational Rights and Privacy Act, is designed to…

  13. Student-Led Conferences: Students Taking Responsibility

    Science.gov (United States)

    Nauss, Sherri A.

    2010-01-01

    One of the many challenges that face middle grade students, parents, and teachers is the student's lack of ownership of their academic achievements. Student-led conferences are a unique way to engage the student and the parent in the academic progress. Parents and teachers discuss the student's attitude toward the work, the student's work ethic in…

  14. Students' Responses to Teacher Comments

    Science.gov (United States)

    Gee, Thomas C.

    1972-01-01

    In an investigation of the effects of praise, negative comment and no comment on expository compositions of eleventh grade students, author hypothesized that praise might increase motivation more than criticism or no comment. He suggests an experiment to test this phypothesis. (NL)

  15. Responses to Deficiencies and Suggestions, AIHA Site Assessment July 12-14, 2016

    Energy Technology Data Exchange (ETDEWEB)

    Bennett, Jack T. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Harding, Ruth N. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States)

    2016-08-11

    These are the responses to the deficiencies and suggestions found during the American Industrial Hygiene Association external site assessment carried out July 12-14, 2016 in the Analytical Services and Instrumentation Division Analytical Laboratory.

  16. Not all group hypnotic suggestibility scales are created equal: individual differences in behavioral and subjective responses.

    Science.gov (United States)

    Barnes, Sean M; Lynn, Steven Jay; Pekala, Ronald J

    2009-03-01

    To examine the influence of hypnotic suggestibility testing as a source of individual differences in hypnotic responsiveness, we compared behavioral and subjective responses on three scales of hypnotic suggestibility: The Harvard Group Scale of Hypnotic Susceptibility, Form A (HGSHS: A; Shor, R. E., Orne, E. C. (1962). Harvard Group Scale of Hypnotic Susceptibility. Berlin: Consulting Psychologists Press); the Carleton University Responsiveness to Suggestion Scale (CURSS; Spanos, N. P., Radtke, H. L., Hodgins, D. C., Stam, H. J., Bertrand, L. D. (1983b). The Carleton University Responsiveness to Suggestion Scale: Normative data and psychometric properties. Psychological Reports, 53, 523-535); and the Group Scale of Hypnotic Ability (GSHA; Hawkins, R., Wenzel, L. (1999). The Group Scale of Hypnotic Ability and response booklet. Australian Journal of Clinical and Experimental Hypnosis, 27, 20-31). Behavioral and subjective responses to the CURSS were significantly different than those on the HGSHS: A and GSHA. More participants were classified as "low suggestible" on the CURSS and they reported subjective experiences more similar to everyday mentation. Attitudes and expectancies of participants who received the GSHA were less predictive of responding, but rates of responding and subjective experiences were similar on the GSHA and the HGSHS: A. Discussion focuses on implications for the use of group hypnotic suggestibility scales.

  17. Mediation and Moderation of Psychological Pain Treatments: Response Expectancies and Hypnotic Suggestibility

    Science.gov (United States)

    Milling, Leonard S.; Reardon, John M.; Carosella, Gina M.

    2006-01-01

    The mediator role of response expectancies and the moderator role of hypnotic suggestibility were evaluated in the analogue treatment of pain. Approximately 1,000 participants were assessed for hypnotic suggestibility. Later, as part of a seemingly unrelated experiment, 188 of these individuals were randomly assigned to distraction,…

  18. Suggestibility as a predictor of response to antidepressants: A preliminary prospective trial.

    Science.gov (United States)

    Nitzan, Uri; Chalamish, Yossi; Krieger, Israel; Erez, Hany Burstein; Braw, Yoram; Lichtenberg, Pesach

    2015-10-01

    The growing awareness that so many do not respond adequately to antidepressant (AD) pharmacotherapy has sparked research seeking to characterize those who do. While the pharmacological mechanisms of AD treatment have been extensively evaluated, much remains unknown about the placebo component of the response to medication. This study examined the association between suggestibility levels and response to ADs amongst depressed patients. Twenty unipolar depression outpatients, recruited before starting AD monotherapy, received clear, standardized instructions that the therapeutic effects of AD, though not side effects, would require 2-4 weeks. At baseline (T1), 1 week (T2), and 1 month (T3), participants were evaluated for depressive symptoms, using the Hamilton Rating Scale for Depression-17 items (HAM-D); for anxiety by the Hamilton Rating Scale for Anxiety (HAM-A); for side effects by the Antidepressant Side Effect Checklist (ASEC); and for suggestibility, using the Multidimensional Iowa Suggestibility Scale (MISS). High levels of baseline suggestibility were associated with less improvement in depression level and more side-effects during the first week. In accordance with our hypothesis the more suggestible patients improved more between T2 and T3. No significant correlations were found between baseline suggestibility levels and change in anxiety. Small sample size and a self-report questionnaire assessing suggestibility were limitations. This study offers a potentially new and clinically useful approach to understanding and predicting who will respond to AD treatment. Suggestibility seems to play a role, presumably by shaping expectation, in response to AD treatment. We hope that this avenue will be further explored. Copyright © 2015 Elsevier B.V. All rights reserved.

  19. Institutional and programmatic suggestions for satisfying public policy responsibilities in a retail competitive electric industry

    Energy Technology Data Exchange (ETDEWEB)

    Tonn, B.E.; Schweitzer, M. [Oak Ridge National Lab., TN (United States)

    1997-01-01

    The emergence of retail competition in the US electric power industry places at risk various environmental and social programmes such as demand side management, low income programmes and renewable energy. This paper presents institutional and programmatic suggestions for satisfying these kinds of public policy responsibilities in a disintegrated industry. Suggestions include customer owned electricity franchises, electricity facility siting marketplaces, electric industry foresight councils, model systems programmes, integrated social services programmes, collaborative electric service programmes, ISO standards and portfolio standards. These recommendations would be funded by a national transmission charge, a state level distribution charge and franchise level sales taxes, to be paid by transmission organizations, distribution organizations and electricity consumers, respectively. (author)

  20. EXAMINATION OF THE EMERGENCY MEDICAL RESPONSE SYSTEM IN KOREA AND SUGGESTIONS FOR IMPROVEMENTS RELATING TO TRANSPORT

    Directory of Open Access Journals (Sweden)

    Sei-Chang OH, Ph.D.

    2004-01-01

    This research focuses on the examination of current emergency medical response system related to the transport of emergency vehicles and suggests some transport-related ideas to improve the system in Korea. The study aimed to investigate the present emergency medical response system and identify problems, questionnaire survey and literature review were carried. The ideas include the improvement of emergency information flow and the development of preferential treatment methods for emergency vehicles. To improve the emergency information flow, this research studied the bridge between emergency medical information center and traffic information center and proposed the efficient utilization of traffic information for the better treatment of an emergency. When it comes to the movement of emergency vehicles, various preferential treatment methods were suggested.

  1. Prospective Molecular Profiling of Melanoma Metastases Suggests Classifiers of Immune Responsiveness

    Science.gov (United States)

    Wang, Ena; Miller, Lance D.; Ohnmacht, Galen A.; Mocellin, Simone; Perez-Diez, Ainhoa; Petersen, David; Zhao, Yingdong; Simon, Richard; Powell, John I.; Asaki, Esther; Alexander, H. Richard; Duray, Paul H.; Herlyn, Meenhard; Restifo, Nicholas P.; Liu, Edison T.; Rosenberg, Steven A.; Marincola, Francesco M.

    2008-01-01

    We amplified RNAs from 63 fine needle aspiration (FNA) samples from 37 s.c. melanoma metastases from 25 patients undergoing immunotherapy for hybridization to a 6108-gene human cDNA chip. By prospectively following the history of the lesions, we could correlate transcript patterns with clinical outcome. Cluster analysis revealed a tight relationship among autologous synchronously sampled tumors compared with unrelated lesions (average Pearson's r = 0.83 and 0.7, respectively, P < 0.0003). As reported previously, two subgroups of metastatic melanoma lesions were identified that, however, had no predictive correlation with clinical outcome. Ranking of gene expression data from pretreatment samples identified ∼30 genes predictive of clinical response (P < 0.001). Analysis of their annotations denoted that approximately half of them were related to T-cell regulation, suggesting that immune responsiveness might be predetermined by a tumor microenvironment conducive to immune recognition. PMID:12097256

  2. "Responsibility in Mobility": International Students and Social Responsibility

    Science.gov (United States)

    Tran, Ly Thi; Vu, Thao Thi Phuong

    2017-01-01

    Enhancing the educational experience and social connectedness for international students is the responsibility of different involved parties among whom international students themselves and host institutions play a key role. However, the question of how the condition of cross-border mobility has shaped and re-shaped international students'…

  3. Teaching Mathematics to Secondary Students with Emotional and Behavioral Disorders: Challenges and Practical Suggestions for Teachers

    Science.gov (United States)

    Mulcahy, Candace A.; Krezmien, Michael; Maccini, Paula

    2014-01-01

    While the Common Core State Standards and state learning standards guide teachers in what mathematical content knowledge should be addressed as well as the processes and proficiencies necessary for developing mathematical competence, several student- and teacher-related factors may hinder student access to the general education curriculum for…

  4. Experience from implementing international standards in national emergency response planning national adjustments and suggestions for improvements

    International Nuclear Information System (INIS)

    Naadland Holo, E.

    2003-01-01

    Full text: A process has been going on for some time in Norway to establish a harmonized background for emergency response planning for any kind of nuclear or radiological accident. The national emergency preparedness organisation with the crisis committee for nuclear accident, consisting of representatives from civil defence, defence, police-, health-, and food control authorities, has the authority to implement countermeasures to protect health, environment and national interests in case of an accident or in case of nuclear terrorism. However, in an early phase, the response plans need to be fully harmonized to ensure that every operational level knows their responsibility and the responsibilities of others. Our intention is to implement the IAEA standard 'preparedness and response for a nuclear or radiological emergency'. We believe this will simplify national and international communication and also simplify the crisis management if an accident occurs. In revising the national plans, and also the planning basis at regional and local level, as well as the planning basis for response to accidents at national nuclear facilities and in connection with arrival of nuclear submarines in Norwegian harbours, we have seen the need to make national adjustments to the international standards. In addition to the standard, there exist several other processes and routines for reporting different kinds of incidents. We have seen a need to coordinate this internally at the competent authority to simplify the routines. This paper will focus on the challenges we have met, our national solutions and some suggestions for simplification. National adjustments to the international standard. - Firstly, the threat categorization needs to be adjusted. First of all, we do not have nuclear power plants in Norway. In the aftermath of 11 September 2001 we also have focused more an the potential for nuclear terrorism. Nuclear terrorism is unlikely but puts up some new requirements in the

  5. Republic of Georgia estimates for prevalence of drug use: Randomized response techniques suggest under-estimation.

    Science.gov (United States)

    Kirtadze, Irma; Otiashvili, David; Tabatadze, Mzia; Vardanashvili, Irina; Sturua, Lela; Zabransky, Tomas; Anthony, James C

    2018-06-01

    Validity of responses in surveys is an important research concern, especially in emerging market economies where surveys in the general population are a novelty, and the level of social control is traditionally higher. The Randomized Response Technique (RRT) can be used as a check on response validity when the study aim is to estimate population prevalence of drug experiences and other socially sensitive and/or illegal behaviors. To apply RRT and to study potential under-reporting of drug use in a nation-scale, population-based general population survey of alcohol and other drug use. For this first-ever household survey on addictive substances for the Country of Georgia, we used the multi-stage probability sampling of 18-to-64-year-old household residents of 111 urban and 49 rural areas. During the interviewer-administered assessments, RRT involved pairing of sensitive and non-sensitive questions about drug experiences. Based upon the standard household self-report survey estimate, an estimated 17.3% [95% confidence interval, CI: 15.5%, 19.1%] of Georgian household residents have tried cannabis. The corresponding RRT estimate was 29.9% [95% CI: 24.9%, 34.9%]. The RRT estimates for other drugs such as heroin also were larger than the standard self-report estimates. We remain unsure about what is the "true" value for prevalence of using illegal psychotropic drugs in the Republic of Georgia study population. Our RRT results suggest that standard non-RRT approaches might produce 'under-estimates' or at best, highly conservative, lower-end estimates. Copyright © 2018 Elsevier B.V. All rights reserved.

  6. Examples of verification knowledge and testing of the secondary students through the worksheet. Suggestions for leisure time activities

    International Nuclear Information System (INIS)

    Chmielewska, E.; Kuruc, J.

    2010-01-01

    In this chapter some examples of verification knowledge and testing of the secondary students through the worksheet as well as suggestions for leisure time activities are presented. Used and recommended literature is included.

  7. Measuring student responsibility in Physical Education ...

    African Journals Online (AJOL)

    The Contextual Self-Responsibility Questionnaire (CSRQ) and Personal and Social Responsibility Questionnaire (PSRQ) were developed to meausre student responsibility within the field of physical education. In the present study, the factor structure of the CSRQ and PSRQ was examined. Unlike previous structure ...

  8. Student Strategies Suggesting Emergence of Mental Structures Supporting Logical and Abstract Thinking: Multiplicative Reasoning

    Science.gov (United States)

    Carrier, Jim

    2014-01-01

    For many students, developing mathematical reasoning can prove to be challenging. Such difficulty may be explained by a deficit in the core understanding of many arithmetical concepts taught in early school years. Multiplicative reasoning is one such concept that produces an essential foundation upon which higher-level mathematical thinking skills…

  9. Universities Need to Teach Business Students About Patents: A Suggested Approach

    NARCIS (Netherlands)

    H.M. Gubby (Helen)

    2016-01-01

    textabstractAn understanding of IP should not be confined to the graduates of law schools. In today's knowledge-based economy, patents often play an important role in business. Yet many students graduate from their management programmes knowing little about intellectual property (IP) in general and

  10. In Their Own Words, Urban Students Make Suggestions for Improving the Appearance of Their Schools

    Science.gov (United States)

    Doan, Kim; Jablonski, Brian

    2012-01-01

    In their own words, 50 students in two Los Angeles area schools reveal their feelings about litter, graffiti, and the appearance of their schools. The analysis includes a discussion of the research in environmental psychology as it pertains to overcrowding, noise and pollution, design and appearance, and their effects on productivity. Excerpts of…

  11. Citizenship Engagement: Responses from High School Students

    OpenAIRE

    Martin, Leisa A.

    2017-01-01

    In the United States, the main mission of social studies education is to prepare students for citizenship. With this in mind, the following study examined 191 high school students’ views on how they demonstrated citizenship. Traditionally with this age group, personally responsible citizenship has been a common form of self-reported citizenship engagement. However, in this study, the students seemed to conceptualize citizenship differently. With the Akwesasne Mohawk students, the European Ame...

  12. Student Pugwash Conference Probes Scientists' Individual Responsibility.

    Science.gov (United States)

    Seltzer, Richard J.

    1985-01-01

    Students from 25 nations and senior scientists examined ethical and social dimensions of decision making about science and technology during the 1985 Student Pugwash Conference on scientists' individual responsibilities. Working groups focused on toxic wastes, military uses of space, energy and poverty, genetic engineering, and individual rights.…

  13. Student and resident perspectives on professionalism: beliefs, challenges, and suggested teaching strategies.

    Science.gov (United States)

    Salinas-Miranda, Abraham A; Shaffer-Hudkins, Emily J; Bradley-Klug, Kathy L; Monroe, Alicia D H

    2014-05-10

    The purpose of this study was to investigate the views of medical students and residents regarding the practice of professionalism, their perceived challenges, and ideas for the development of a new curriculum in medical professionalism. Data were collected from four focus groups comprised of 27 residents and medical students recruited from the University of South Florida Morsani School of Medicine and Residency Programs between January and March 2012. A questioning protocol was used to guide the focus group discussion. Data were transcribed for thematic analysis. Learners expressed beliefs regarding key attributes of professional behaviors, factors perceived to be associated with lapses of professional behavior, skills that need to be taught, and strategies to teach professionalism from the learners' perspective. Learners perceived that the values of professionalism are often disconnected from the reality evidenced in clinical training due to a myriad of personal and contextual challenges. Residents and students need help in negotiating some of the challenges to medical professionalism that are encountered in clinical settings. We recommend a learner's centered model of curriculum development in medical professionalism that takes into consideration perceived challenges and strategies for modeling and reinforcing medical professionalism.

  14. My Teaching Experience With Navajo College Students, Writing Anxiety, Contrastive Rhetoric, and Some Suggestions

    Directory of Open Access Journals (Sweden)

    Yi-Wen Huang

    2015-08-01

    Full Text Available This article analyzes factors that might be associated with Navajo college students’ writing anxiety. Oral tradition, reading, syntax, and past experience are the factors discussed. Suggestions based on previous literature and personal experience are provided.

  15. Pilot test of a novel food response and attention training treatment for obesity: Brain imaging data suggest actions shape valuation

    NARCIS (Netherlands)

    Stice, E.; Yokum, S.; Veling, H.P.; Kemps, E.; Lawrence, N.S.

    2017-01-01

    Elevated brain reward and attention region response, and weaker inhibitory region response to high-calorie food images have been found to predict future weight gain. These findings suggest that an intervention that reduces reward and attention region response and increases inhibitory control region

  16. Exploring networks of activism on corporate social responsibility: Suggestions for a research agenda

    NARCIS (Netherlands)

    de Bakker, F.G.A.

    2012-01-01

    One increasingly important development for which firms need to find innovative solutions is the growing attention to corporate social responsibility (CSR). The shaping of CSR can be seen as a process in which firms and a variety of other actors are involved. This paper highlights the role of

  17. Response expectancies, treatment credibility, and hypnotic suggestibility: mediator and moderator effects in hypnotic and cognitive-behavioral pain interventions.

    Science.gov (United States)

    Milling, Leonard S; Shores, Jessica S; Coursen, Elizabeth L; Menario, Deanna J; Farris, Catherine D

    2007-04-01

    Several studies have shown that response expectancies are an important mechanism of popular psychological interventions for pain. However, there has been no research on whether response expectancies and treatment credibility independently mediate hypnotic and cognitive-behavioral pain interventions and whether the pattern of mediation is affected by experience with the interventions. Also, past research has indicated that hypnotic pain interventions may be moderated by hypnotic suggestibility. However, these studies have typically failed to measure the full range of suggestibility and have assessed pain reduction and suggestibility in the same experimental context, possibly inflating the association between these variables. To clarify the mediator role of response expectancies and treatment credibility, and the moderator role of hypnotic suggestibility in the hypnotic and cognitive-behavioral reduction of pain. Approximately 300 participants were assessed for suggestibility. Then, as part of an apparently unrelated experiment, 124 of these individuals received analogue cognitive-behavioral, hypnotic, or placebo control pain interventions. Response expectancies and credibility independently mediated treatment. The extent of mediation increased as participants gained more experience with the interventions. Suggestibility moderated treatment and was associated with relief only from the hypnotic intervention. Response expectancies and treatment credibility are unique mechanisms of hypnotic and cognitive-behavioral pain interventions. Hypnotic suggestibility predicts relief from hypnotic pain interventions and this association is not simply an artifact of measuring suggestibility and pain reduction in the same experimental context. The relationship between suggestibility and hypnotic pain reduction appears to be linear in nature.

  18. The translucent cadaver: a follow-up study to gauge the efficacy of implementing changes suggested by students.

    Science.gov (United States)

    Kotzé, Sanet Henriët; Driescher, Natasha Darné; Mole, Calvin Gerald

    2013-01-01

    In a study conducted in 2011, the use of full body digital X-ray images (Lodox(®) Statscan(®)) and drawings were described for surface anatomy education during which suggestions were made by students on how to improve the method. Educational innovations should continuously be adjusted and improved to provide the best possible scenario for student learning. This study, therefore, reports on the efficacy of implementing some of these suggestions. Suggestions incorporated into the follow-up study included: (1) The inclusion of eight strategically placed labeled digital X-ray images to the dissection halls, (2) The placement of both labeled and unlabeled digital X-ray images online, (3) The inclusion of informal oral questions on surface anatomy during dissection, (4) The requirement of students to submit individual drawings in addition to group drawings into their portfolios, and (5) Integrating information on how to recognize anatomical structures on X-rays into gross anatomy lectures given prior to dissection. Students were requested to complete an anonymous questionnaire. The results of the drawings, tests and questionnaires were compared to the results from the 2011 cohort. During 2012, an increased usage of the digital X-rays and an increase in practical test marks in three out of the four modules (statistically significant only in the cardiovascular module) were reported. More students from the 2012 cohort believed the images enhanced their experience of learning surface anatomy and that its use should be continued in future. The suggested changes, therefore, had a positive effect on surface anatomy education. Copyright © 2013 American Association of Anatomists.

  19. Enhancing the Australian healthcare sector's responsiveness to environmental sustainability issues: suggestions from Australian healthcare professionals.

    Science.gov (United States)

    Dunphy, Jillian L

    2013-05-01

    Identify strategies to implement change across the Australian healthcare sector to better support social and natural environments. Methods. Qualitative analysis of semi-structured interviews with Australian healthcare professionals. Interviewees described multiple barriers to implementing change and numerous strategies to overcome these barriers. They argued that action must be taken at the individual and systemic levels to produce substantial and effective change. The strategies recommended fall into four main categories: altering workplace cultures and professional identities, community engagement, political activity, and change from within. The overarching goals of these strategies are to reduce negative impacts on the natural environment, and increase social equity within and across generations. By implementing the strategies described, a more cohesive effort to address sustainability issues across the sector can be made. This may improve local and global health, within current and future generations. WHAT IS KNOWN ABOUT THE TOPIC? Healthcare has a significant impact on the natural and social environments, which in turn have a significant impact upon health and healthcare. WHAT DOES THIS PAPER ADD? This paper describes strategies to alter healthcare to better support environmental sustainability. WHAT ARE THE IMPLICATIONS FOR PRACTITIONERS? Collective implementation of the described strategies may allow a more cohesive and effective response across the Australian healthcare sector, to enhance local and global health for current and future generations.

  20. Tissue accumulation of microplastics in mice and biomarker responses suggest widespread health risks of exposure

    Science.gov (United States)

    Deng, Yongfeng; Zhang, Yan; Lemos, Bernardo; Ren, Hongqiang

    2017-04-01

    Microplastics (MPs) are a significant environmental health issue and increasingly greater source of concern. MPs have been detected in oceans, rivers, sediments, sewages, soil and even table salts. MPs exposure on marine organisms and humans has been documented, but information about the toxicity of MPs in mammal is limited. Here we used fluorescent and pristine polystyrene microplastics (PS-MPs) particles with two diameters (5 μm and 20 μm) to investigate the tissue distribution, accumulation, and tissue-specific health risk of MPs in mice. Results indicated that MPs accumulated in liver, kidney and gut, with a tissue-accumulation kinetics and distribution pattern that was strongly depended on the MPs particle size. In addition, analyses of multiple biochemical biomarkers and metabolomic profiles suggested that MPs exposure induced disturbance of energy and lipid metabolism as well as oxidative stress. Interestingly, blood biomarkers of neurotoxicity were also altered. Our results uncovered the distribution and accumulation of MPs across mice tissues and revealed significant alteration in several biomarkers that indicate potential toxicity from MPs exposure. Collectively, our data provided new evidence for the adverse consequences of MPs.

  1. Ninth Grade Student Responses to Authentic Science Instruction

    Science.gov (United States)

    Ellison, Michael Steven

    science classwork was also measured. In addition, direct observation measures of student behavioral engagement showed that behavioral engagement was generally high, but not associated with the authenticity of the pedagogy. Direct observation measures of student self-regulation found evidence that when instruction focused on core science and engineering concepts and made stronger connections to the student's world beyond the classroom, student self-regulated learning was greater, and included evidence of student ownership. In light of the alignment between the model of authenticity used in this study and the Next Generation Science Standards (NGSS), the results suggest that further research on the value beyond school component of the model could improve understanding of student engagement and performance in response to the implementation of the NGSS. In particular, it suggests a unique role environmental education can play in affording student success in K-12 science and a tool to measure that role.

  2. Pilot test of a novel food response and attention training treatment for obesity: Brain imaging data suggest actions shape valuation.

    Science.gov (United States)

    Stice, Eric; Yokum, Sonja; Veling, Harm; Kemps, Eva; Lawrence, Natalia S

    2017-07-01

    Elevated brain reward and attention region response, and weaker inhibitory region response to high-calorie food images have been found to predict future weight gain. These findings suggest that an intervention that reduces reward and attention region response and increases inhibitory control region response to such foods might reduce overeating. We conducted a randomized pilot experiment that tested the hypothesis that a multi-faceted food response and attention training with personalized high- and low-calorie food images would produce changes in behavioral and neural responses to food images and body fat compared to a control training with non-food images among community-recruited overweight/obese adults. Compared to changes observed in controls, completing the intervention was associated with significant reductions in reward and attention region response to high-calorie food images (Mean Cohen's d = 1.54), behavioral evidence of learning, reductions in palatability ratings and monetary valuation of high-calorie foods (p = 0.009, d's = 0.92), and greater body fat loss over a 4-week period (p = 0.009, d = 0.90), though body fat effects were not significant by 6-month follow-up. Results suggest that this multifaceted response and attention training intervention was associated with reduced reward and attention region responsivity to food cues, and a reduction in body fat. Because this implicit training treatment is both easy and inexpensive to deliver, and does not require top-down executive control that is necessary for negative energy balance obesity treatment, it may prove useful in treating obesity if future studies can determine how to create more enduring effects. Copyright © 2017 Elsevier Ltd. All rights reserved.

  3. THE STRATEGIC PLANNING (SWOT ANALYSIS OUTCOMES AND SUGGESTIONS ACCORDING TO THE STUDENTS AND THE LECTURERS WITHIN THE DISTANCE EDUCATION SYSTEM

    Directory of Open Access Journals (Sweden)

    Tugba Yanpar YELKEN

    2012-04-01

    Full Text Available In recent years, strategic planning has become one of the subjects that many institutions work on to ensure the intuitions’ appropriate management based on realistic results. Therefore, this planning has to be taken into account and should provide planning direction on the bases of its results. Basically, the manager of strategic planning, leadership and strategic thinking and to act to help planners designed the tools, processes and concepts is a group. At the same time, the organization of the development and effective strategies will help to place. The purpose of this research is to provide SWOT (Strengths, Weaknesses, Opportunities and Threats analysis and to present new suggestions based on the opinions of students in the distance education system. In this work, we have applied Survey Method. The study group has consisted of 70 students and 11 instructors of Mersin Vocational School of Higher Education (MVSHE. All the data was surveyed during the spring semester of 2009. In the development of the questionnaire, a relevant literature has been investigated. Also, expert opinion has also been provided for the survey materials and survey articles. The questionnaire is finalized according to the expert’s opinion. The questionnaire was applied in the internet environment to both the students and the instructors. The outcomes of the survey have been evaluated quantatively along the direction of the survey’s fundamental question: “What are your views on strategic planning (SWOT of distance education?” The suggestions have been made about the distance learning education based on the findings of the survey.

  4. How Would Children Register Their Own Births? Insights from a Survey of Students Regarding Birth Registration Knowledge and Policy Suggestions in Kenya.

    Directory of Open Access Journals (Sweden)

    Matthew Pelowski

    Full Text Available Birth registration and obtaining physical birth certificates impose major challenges in developing countries, with impact on child and community health, education, planning, and all levels of development. However despite initiatives, universal registration is elusive, leading to calls for new approaches to understanding the decisions of parents. In this paper, we report results of a survey of students in grades six to eight (age ~12-16 in an under-registered area of Kenya regarding their own understanding of registration issues and their suggestions for improvement. These students were selected because they themselves were also nearing the age for high school enrollment/entrance examinations, which specifically requires possession of a birth certificate. This assessment was also a companion to our previous representative survey of adults in the same Kenyan region, allowing for parent-child comparison. Results supported previous research, showing that only 43% had birth certificates. At the same time, despite these low totals, students were themselves quite aware of registration factors and purposes. The students also made quite prescient sources for understanding their households' motivations, with many of their suggestions-for focus on communication of pragmatic benefits, or automatic measures shifting responsibility from parents-mirroring our own previous suggestions, and showing a level of pragmatism not witnessed when surveying their parents. This paper therefore adds evidence to the discussion of registration policy planning. More generally, it also builds on an important trend regarding the treatment of children as stakeholders and important sources of information, and raising an intriguing new avenue for future research.

  5. Education of Social Responsibility among Sports Schools Students

    Science.gov (United States)

    Malinauskas, Romualdas K.; Juodsnukis, Dalius R.

    2017-01-01

    Research aim was to analyze peculiarities of education of social responsibility among football sports school students. We hypothesized that after the educational program sport school students will have more developed social responsibility. The total sample comprised 52 male students. Experimental group consisted of 26 and the control group of 26…

  6. College Students' Perceptions of the Importance of Sexual Assault Prevention Education: Suggestions for Targeting Recruitment for Peer-Based Education

    Science.gov (United States)

    Jozkowski, Kristen N.; Henry, Dayna S.; Sturm, Ashley A.

    2015-01-01

    Introduction: Sexual assault continues to be a pervasive health issue among college students in the USA. Prevention education initiatives have been implemented to address this concern. However, little is known about college students' perceptions of such programming. The purpose of this study was to assess predictors of college students'…

  7. Priors engaged in long-latency responses to mechanical perturbations suggest a rapid update in state estimation.

    Directory of Open Access Journals (Sweden)

    Frédéric Crevecoeur

    Full Text Available In every motor task, our brain must handle external forces acting on the body. For example, riding a bike on cobblestones or skating on irregular surface requires us to appropriately respond to external perturbations. In these situations, motor predictions cannot help anticipate the motion of the body induced by external factors, and direct use of delayed sensory feedback will tend to generate instability. Here, we show that to solve this problem the motor system uses a rapid sensory prediction to correct the estimated state of the limb. We used a postural task with mechanical perturbations to address whether sensory predictions were engaged in upper-limb corrective movements. Subjects altered their initial motor response in ∼60 ms, depending on the expected perturbation profile, suggesting the use of an internal model, or prior, in this corrective process. Further, we found trial-to-trial changes in corrective responses indicating a rapid update of these perturbation priors. We used a computational model based on Kalman filtering to show that the response modulation was compatible with a rapid correction of the estimated state engaged in the feedback response. Such a process may allow us to handle external disturbances encountered in virtually every physical activity, which is likely an important feature of skilled motor behaviour.

  8. A comparative experimental approach to ecotoxicology in shallow-water and deep-sea holothurians suggests similar behavioural responses.

    Science.gov (United States)

    Brown, Alastair; Wright, Roseanna; Mevenkamp, Lisa; Hauton, Chris

    2017-10-01

    Exploration of deep-sea mineral resources is burgeoning, raising concerns regarding ecotoxicological impacts on deep-sea fauna. Assessing toxicity in deep-sea species is technologically challenging, which promotes interest in establishing shallow-water ecotoxicological proxy species. However, the effects of temperature and hydrostatic pressure on toxicity, and how adaptation to deep-sea environmental conditions might moderate these effects, are unknown. To address these uncertainties we assessed behavioural and physiological (antioxidant enzyme activity) responses to exposure to copper-spiked artificial sediments in a laboratory experiment using a shallow-water holothurian (Holothuria forskali), and in an in situ experiment using a deep-sea holothurian (Amperima sp.). Both species demonstrated sustained avoidance behaviour, evading contact with contaminated artificial sediment. However, A. sp. demonstrated sustained avoidance of 5mgl -1 copper-contaminated artificial sediment whereas H. forskali demonstrated only temporary avoidance of 5mgl -1 copper-contaminated artificial sediment, suggesting that H. forskali may be more tolerant of metal exposure over 96h. Nonetheless, the acute behavioural response appears consistent between the shallow-water species and the deep-sea species, suggesting that H. forskali may be a suitable ecotoxicological proxy for A. sp. in acute (≤24h) exposures, which may be representative of deep-sea mining impacts. No antioxidant response was observed in either species, which was interpreted to be the consequence of avoiding copper exposure. Although these data suggest that shallow-water taxa may be suitable ecotoxicological proxies for deep-sea taxa, differences in methodological and analytical approaches, and in sex and reproductive stage of experimental subjects, require caution in assessing the suitability of H. forskali as an ecotoxicological proxy for A. sp. Nonetheless, avoidance behaviour may have bioenergetic consequences that

  9. Intraspecific niche models for ponderosa pine (Pinus ponderosa) suggest potential variability in population-level response to climate change

    Science.gov (United States)

    Maguire, Kaitlin C.; Shinneman, Douglas; Potter, Kevin M.; Hipkins, Valerie D.

    2018-01-01

    Unique responses to climate change can occur across intraspecific levels, resulting in individualistic adaptation or movement patterns among populations within a given species. Thus, the need to model potential responses among genetically distinct populations within a species is increasingly recognized. However, predictive models of future distributions are regularly fit at the species level, often because intraspecific variation is unknown or is identified only within limited sample locations. In this study, we considered the role of intraspecific variation to shape the geographic distribution of ponderosa pine (Pinus ponderosa), an ecologically and economically important tree species in North America. Morphological and genetic variation across the distribution of ponderosa pine suggest the need to model intraspecific populations: the two varieties (var. ponderosa and var. scopulorum) and several haplotype groups within each variety have been shown to occupy unique climatic niches, suggesting populations have distinct evolutionary lineages adapted to different environmental conditions. We utilized a recently-available, geographically-widespread dataset of intraspecific variation (haplotypes) for ponderosa pine and a recently-devised lineage distance modeling approach to derive additional, likely intraspecific occurrence locations. We confirmed the relative uniqueness of each haplotype-climate relationship using a niche-overlap analysis, and developed ecological niche models (ENMs) to project the distribution for two varieties and eight haplotypes under future climate forecasts. Future projections of haplotype niche distributions generally revealed greater potential range loss than predicted for the varieties. This difference may reflect intraspecific responses of distinct evolutionary lineages. However, directional trends are generally consistent across intraspecific levels, and include a loss of distributional area and an upward shift in elevation. Our results

  10. Intraspecific niche models for ponderosa pine (Pinus ponderosa) suggest potential variability in population-level response to climate change.

    Science.gov (United States)

    Maguire, Kaitlin C; Shinneman, Douglas J; Potter, Kevin M; Hipkins, Valerie D

    2018-03-14

    Unique responses to climate change can occur across intraspecific levels, resulting in individualistic adaptation or movement patterns among populations within a given species. Thus, the need to model potential responses among genetically distinct populations within a species is increasingly recognized. However, predictive models of future distributions are regularly fit at the species level, often because intraspecific variation is unknown or is identified only within limited sample locations. In this study, we considered the role of intraspecific variation to shape the geographic distribution of ponderosa pine (Pinus ponderosa), an ecologically and economically important tree species in North America. Morphological and genetic variation across the distribution of ponderosa pine suggest the need to model intraspecific populations: the two varieties (var. ponderosa and var. scopulorum) and several haplotype groups within each variety have been shown to occupy unique climatic niches, suggesting populations have distinct evolutionary lineages adapted to different environmental conditions. We utilized a recently-available, geographically-widespread dataset of intraspecific variation (haplotypes) for ponderosa pine and a recently-devised lineage distance modeling approach to derive additional, likely intraspecific occurrence locations. We confirmed the relative uniqueness of each haplotype-climate relationship using a niche-overlap analysis, and developed ecological niche models (ENMs) to project the distribution for two varieties and eight haplotypes under future climate forecasts. Future projections of haplotype niche distributions generally revealed greater potential range loss than predicted for the varieties. This difference may reflect intraspecific responses of distinct evolutionary lineages. However, directional trends are generally consistent across intraspecific levels, and include a loss of distributional area and an upward shift in elevation. Our results

  11. Student Responses Toward Student Worksheets Based on Discovery Learning for Students with Intrapersonal and Interpersonal Intelligence

    Science.gov (United States)

    Yerizon, Y.; Putra, A. A.; Subhan, M.

    2018-04-01

    Students have a low mathematical ability because they are used to learning to hear the teacher's explanation. For that students are given activities to sharpen his ability in math. One way to do that is to create discovery learning based work sheet. The development of this worksheet took into account specific student learning styles including in schools that have classified students based on multiple intelligences. The dominant learning styles in the classroom were intrapersonal and interpersonal. The purpose of this study was to discover students’ responses to the mathematics work sheets of the junior high school with a discovery learning approach suitable for students with Intrapersonal and Interpersonal Intelligence. This tool was developed using a development model adapted from the Plomp model. The development process of this tools consists of 3 phases: front-end analysis/preliminary research, development/prototype phase and assessment phase. From the results of the research, it is found that students have good response to the resulting work sheet. The worksheet was understood well by students and its helps student in understanding the concept learned.

  12. Open to Suggestion.

    Science.gov (United States)

    Journal of Reading, 1987

    1987-01-01

    Offers (1) suggestions for improving college students' study skills; (2) a system for keeping track of parent, teacher, and community contacts; (3) suggestions for motivating students using tic tac toe; (4) suggestions for using etymology to improve word retention; (5) a word search grid; and (6) suggestions for using postcards in remedial reading…

  13. The Effect of Accounting Question Response Formats on Student Performance

    Science.gov (United States)

    Jonick, Christine; Schneider, Jennifer; Boylan, Daniel

    2017-01-01

    The purpose of the research is to examine the effect of different response formats on student performance on introductory accounting exam questions. The study analyzes 1104 accounting students' responses to quantitative questions presented in two formats: multiple-choice and fill-in. Findings indicate that response format impacts student…

  14. Investigating with concept cartoons: practical suggestions for using concept cartoons to start student investigations in elementary school and beyond

    NARCIS (Netherlands)

    van den Berg, E.; Kruit, Patricia

    2017-01-01

    Concept cartoons can be used to diagnose misconceptions and stimulate discussion of basic concepts and phenomena. However, the teacher can also present a cartoon and then ask students to think of experiments to further investigate the phenomenon shown in the cartoon. Our experience is that students

  15. Radiolabelled somatostatin analogue treatment in gastroenteropancreatic neuroendocrine tumours: factors associated with response and suggestions for therapeutic sequence

    Energy Technology Data Exchange (ETDEWEB)

    Campana, Davide; Nori, Francesca; Cacciari, Giulia; Tomassetti, Paola [University of Bologna, Department of Medical and Surgical Sciences, Bologna (Italy); Capurso, Gabriele; Panzuto, Francesco; Delle Fave, Gianfranco [University of Rome, Digestive and Liver Disease Unit, Rome (Italy); Partelli, Stefano [Sacro Cuore Don Calabria Hospital, Department of Surgery, Negrar (Italy); University of Verona, Department of Surgery, Verona (Italy); Universita Politecnica delle Marche, Pancreas Surgical Unit, Ancona (Italy); Tamburrino, Domenico; Falconi, Massimo [University of Verona, Department of Surgery, Verona (Italy); Universita Politecnica delle Marche, Pancreas Surgical Unit, Ancona (Italy)

    2013-08-15

    Peptide receptor radionuclide therapy (PRRT) is a relatively new treatment modality for patients with unresectable or metastatic gastroenteropancreatic neuroendocrine tumours (GEP NETs). The aim of this study was to determine the time to progression of patients treated with PRRT and to identify the prognostic factors related to treatment response. Patients with sporadic GEP NETs prospectively treated with PRRT were retrospectively analysed. The primary end point was progression-free survival (PFS). A total of 69 patients (37 men and 32 women; 45 with pancreatic and 24 with gastrointestinal lesion; 22 NET G1 and 41 NET G2) were treated with {sup 90}Y or {sup 177}Lu. The objective response rate was 27.5 % (partial response, PR), while 50.7 % had stable disease and 23.2 % had progressive disease. Significant differences in PFS were observed in relationship to the stage of the disease (44 months for stage III, 23 months for stage IV), the evidence of a PR 6 months after the end of the PRRT (39 months in patients with a PR, 22 months in patients without a PR) and previous transarterial chemoembolization (TACE, yes 13 months vs no 31 months). Stage IV, NET G2 and previous TACE were found to be significant factors for tumour progression at multivariate analysis. Low tumour burden and a low proliferation index represent independent prognostic factors for long PFS, while previous chemoembolization techniques represent independent prognostic factors for early tumour progression and shorter PFS. Our data suggest that chemoembolization techniques to reduce the hepatic tumour burden should be avoided. (orig.)

  16. Evaluation of the Fecal Incontinence Quality of Life Scale (FIQL) using item response theory reveals limitations and suggests revisions.

    Science.gov (United States)

    Peterson, Alexander C; Sutherland, Jason M; Liu, Guiping; Crump, R Trafford; Karimuddin, Ahmer A

    2018-06-01

    The Fecal Incontinence Quality of Life Scale (FIQL) is a commonly used patient-reported outcome measure for fecal incontinence, often used in clinical trials, yet has not been validated in English since its initial development. This study uses modern methods to thoroughly evaluate the psychometric characteristics of the FIQL and its potential for differential functioning by gender. This study analyzed prospectively collected patient-reported outcome data from a sample of patients prior to colorectal surgery. Patients were recruited from 14 general and colorectal surgeons in Vancouver Coastal Health hospitals in Vancouver, Canada. Confirmatory factor analysis was used to assess construct validity. Item response theory was used to evaluate test reliability, describe item-level characteristics, identify local item dependence, and test for differential functioning by gender. 236 patients were included for analysis, with mean age 58 and approximately half female. Factor analysis failed to identify the lifestyle, coping, depression, and embarrassment domains, suggesting lack of construct validity. Items demonstrated low difficulty, indicating that the test has the highest reliability among individuals who have low quality of life. Five items are suggested for removal or replacement. Differential test functioning was minimal. This study has identified specific improvements that can be made to each domain of the Fecal Incontinence Quality of Life Scale and to the instrument overall. Formatting, scoring, and instructions may be simplified, and items with higher difficulty developed. The lifestyle domain can be used as is. The embarrassment domain should be significantly revised before use.

  17. Investigating with Concept Cartoons: Practical suggestions for using concept cartoons to start student investigations in elementary school and beyond

    Directory of Open Access Journals (Sweden)

    Ed van den Berg

    2017-04-01

    Full Text Available Concept cartoons can be used to diagnose misconceptions and stimulate discussion of basic concepts and phenomena. However, the teacher can also present a cartoon and then ask students to think of experiments to further investigate the phenomenon shown in the cartoon. Our experience is that students from age 9–18 very quickly come with creative ideas and start investigations. That is, of course, only the beginning. The teacher will have to follow the work of the students closely and help them to develop their investigation skills and critical thinking. In the workshop you will experience how to start an investigation with the cartoon and then we will focus on how to use formative assessment to improve the work of students.

  18. Increasing Opportunities for Student Responding: Response Cards in the Classroom

    Science.gov (United States)

    Helf, Shawnna

    2015-01-01

    Response cards are designed to encourage active student engagement during instruction. In this article, the use of response cards is described, along with ways teachers can use the information to inform their work and considerations for implementation.

  19. Dryland responses to global change suggest the potential for rapid non-linear responses to some changes but resilience to others

    Science.gov (United States)

    Reed, S.; Ferrenberg, S.; Tucker, C.; Rutherford, W. A.; Wertin, T. M.; McHugh, T. A.; Morrissey, E.; Kuske, C.; Belnap, J.

    2017-12-01

    Drylands represent our planet's largest terrestrial biome, making up over 35% of Earth's land surface. In the context of this vast areal extent, it is no surprise that recent research suggests dryland inter-annual variability and responses to change have the potential to drive biogeochemical cycles and climate at the global-scale. Further, the data we do have suggest drylands can respond rapidly and non-linearly to change. Nevertheless, our understanding of the cross-system consistency of and mechanisms behind dryland responses to a changed environment remains relatively poor. This poor understanding hinders not only our larger understanding of terrestrial ecosystem function, but also our capacity to forecast future global biogeochemical cycles and climate. Here we present data from a series of Colorado Plateau manipulation experiments - including climate, land use, and nitrogen deposition manipulations - to explore how vascular plants, microbial communities, and biological soil crusts (a community of mosses, lichens, and/or cyanobacteria living in the interspace among vascular plants in arid and semiarid ecosystems worldwide) respond to a host of environmental changes. These responses include not only assessments of community composition, but of their function as well. We will explore photosynthesis, net soil CO2 exchange, soil carbon stocks and chemistry, albedo, and nutrient cycling. The experiments were begun with independent questions and cover a range of environmental change drivers and scientific approaches, but together offer a relatively holistic picture of how some drylands can change their structure and function in response to change. In particular, the data show very high ecosystem vulnerability to particular drivers, but surprising resilience to others, suggesting a multi-faceted response of these diverse systems.

  20. Using Analytics to Nudge Student Responsibility for Learning

    Science.gov (United States)

    Fritz, John

    2017-01-01

    To scale student success, institutions may want to consider treating students more as partners, not just as customers or intervention recipients. One way to do so is sharing behavioral and academic feedback data that helps nudge students into taking responsibility for learning. The following chapter is drawn from the author's dissertation work…

  1. Response to Intervention with Older Students with Reading Difficulties

    Science.gov (United States)

    Vaughn, Sharon; Fletcher, Jack M.; Francis, David J.; Denton, Carolyn A.; Wanzek, Jeanne; Wexler, Jade; Cirino, Paul T.; Barth, Amy E.; Romain, Melissa A.

    2008-01-01

    Addressing the literacy needs of secondary school students involves efforts to raise the achievement levels of all students and to address specifically the needs of struggling readers. One approach to this problem is to consider the application of a Response to Intervention (RTI) model with older students. We describe an approach to enhanced…

  2. Improving Students' Vocabulary Mastery by Using Total Physical Response

    Science.gov (United States)

    Fahrurrozi

    2017-01-01

    This study aims to describe how Total Physical Response improves students' vocabulary learning outcomes at the third-grade elementary school Guntur 03 South Jakarta, Indonesia. This research was conducted in the first semester of the academic year 2015-2016 with the number of students as many as 40 students. The method used in this research is a…

  3. Effects of Different Student Response Modes on Science Learning

    Science.gov (United States)

    Kho, Lee Sze; Chen, Chwen Jen

    2017-01-01

    Student response systems (SRSs) are wireless answering devices that enable students to provide simple real-time feedback to instructors. This study aims to evaluate the effects of different SRS interaction modes on elementary school students' science learning. Three interaction modes which include SRS Individual, SRS Collaborative, and Classroom…

  4. Responsibility for Racism in the Everyday Talk of Secondary Students

    Science.gov (United States)

    Halse, Christine

    2017-01-01

    This article examines the attributions of responsibility for racism in the everyday talk of secondary school students. It draws on focus groups with a cross section of students from different ethnic backgrounds in three, very different, secondary schools. In these focus groups, students deploy six different, sometimes contradictory, racialised…

  5. Social Anxiety Experiences and Responses of University Students

    Science.gov (United States)

    Akacan, Behiye; Secim, Gurcan

    2015-01-01

    The aim of this study is to examine the responses of university students in social anxiety situations in order to create a psychological counselling program with a structured group based on Cognitive Behavioural and Existential Approaches. These responses involve the behaviour and thoughts of the university students in situations where they…

  6. Support for a nuclear future: student response to the CRBRP

    International Nuclear Information System (INIS)

    Bremseth, M.D.; Clelland, D.A.

    1977-01-01

    Results are presented of a multiple regression analysis of questionnaire data from two random samples of University of Tennessee seniors. Data were collected from 94 students with science/engineering majors (the ''Tech'' sample), and 91 students with non-science/engineering majors (the ''Mass'' sample--which represents the majority of the students). The purpose of the analysis was to isolate factors which independently explain student response to the CRBRP and to breeder reactors in general

  7. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    Directory of Open Access Journals (Sweden)

    Ronald Brecke, PhD

    2007-08-01

    Full Text Available This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We examine uses of cooperative learning, shared responsibility, ambiguity, controversy and support in student motivation.

  8. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    Directory of Open Access Journals (Sweden)

    Ronald Brecke

    2007-01-01

    Full Text Available This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We examine uses of cooperative learning, shared responsibility, ambiguity, controversy and support in student motivation.

  9. Surface pH changes suggest a role for H+/OH- channels in salinity response of Chara australis.

    Science.gov (United States)

    Absolonova, Marketa; Beilby, Mary J; Sommer, Aniela; Hoepflinger, Marion C; Foissner, Ilse

    2018-05-01

    To understand salt stress, the full impact of salinity on plant cell physiology has to be resolved. Electrical measurements suggest that salinity inhibits the proton pump and opens putative H + /OH - channels all over the cell surface of salt sensitive Chara australis (Beilby and Al Khazaaly 2009; Al Khazaaly and Beilby 2012). The channels open transiently at first, causing a characteristic noise in membrane potential difference (PD), and after longer exposure remain open with a typical current-voltage (I/V) profile, both abolished by the addition of 1 mM ZnCl 2 , the main known blocker of animal H + channels. The cells were imaged with confocal microscopy, using fluorescein isothiocyanate (FITC) coupled to dextran 70 to illuminate the pH changes outside the cell wall in artificial fresh water (AFW) and in saline medium. In the early saline exposure, we observed alkaline patches (bright fluorescent spots) appearing transiently in random spatial distribution. After longer exposure, some of the spots became fixed in space. Saline also abolished or diminished the pH banding pattern observed in the untreated control cells. ZnCl 2 suppressed the alkaline spot formation in saline and the pH banding pattern in AFW. The osmotic component of the saline stress did not produce transient bright spots or affect banding. The displacement of H + from the cell wall charges, the H + /OH - channel conductance/density, and self-organization are discussed. No homologies to animal H + channels were found. Salinity activation of the H + /OH - channels might contribute to saline response in roots of land plants and leaves of aquatic angiosperms.

  10. Student-peer mentoring on a drug information response.

    Science.gov (United States)

    Rodis, Jennifer Lin; Backo, Jennifer; Schmidt, Brittany M; Pruchnicki, Maria C

    2014-03-12

    To implement a student peer-mentoring program with a drug information response assignment in an introductory pharmacy practice course. Second-year student pharmacists (P2 mentors) enrolled in an independent study course were randomly assigned first-year student pharmacists (P1 mentees) to mentor on a drug information assignment. The P2 mentors provided feedback to P1 mentees' assignment drafts. The P1 mentees had the opportunity to revise the draft prior to turning in the completed assignment to course faculty members for grading. Both P1 mentees and P2 mentors agreed the mentorship improved their ability to prepare a drug information response (76% and 100%, respectively). A majority of the student pharmacists would choose to be involved in the program again. The student peer-mentoring program was successful in improving student pharmacists' perceptions of ability to compose a drug information response.

  11. Assessment of microbiology students' progress with an audience response system.

    Science.gov (United States)

    Chaudhry, M Ahmad

    2011-01-01

    The development of new approaches to teaching of large lecture courses is needed. Today's classroom has a wide range of students including high-achieving motivated learners, students struggling to understand basic concepts, and learning-challenged students. Many of these students can be lost in large classes under the shadow of the high-achieving extroverted students who dominate classroom question-and-answer sessions. Measuring a student's understanding and achievement of content standards becomes difficult until an assessment has been done. To close this gap, an audience response system was introduced in an introductory Principles of Microbiology course. This technology specifically addressed the goal of individualizing instruction to the needs of the students. The evaluation of this project indicated an overall positive impact on student learning.

  12. Student Response to Faculty Instruction (SRFI): An Empirically Derived Instrument to Measure Student Evaluations of Teaching

    Science.gov (United States)

    Beitzel, Brian D.

    2013-01-01

    The Student Response to Faculty Instruction (SRFI) is an instrument designed to measure the student perspective on courses in higher education. The SRFI was derived from decades of empirical studies of student evaluations of teaching. This article describes the development of the SRFI and its psychometric attributes demonstrated in two pilot study…

  13. Students Prefer Audience Response System for Lecture Evaluation

    Directory of Open Access Journals (Sweden)

    Joseph W Turban

    2011-12-01

    Full Text Available Objectives: Student evaluation of courses is an important component of overall course evaluation. The extent of student participation in the evaluation may be related to the ease of the evaluation process. The standard evaluation format is a paper form. This study examines medical students preference of utilizing Audience Response System compared to a paper method. Methods: Following several medical school lectures, students were queried if they preferred Audience Response System versus a paper method, and if they would prefer using Audience Response System more for future course evaluations. Results: 391 students were queried. Overall response rate was 94%. Using a five point Likert scale, 299 out of 361 (82% responded they agreed, or strongly agreed with the statement “We should use ARS more. . .” When asked which format they preferred to use for evaluation, 299/367 (81% responded Audience Response System, 31 (8% preferred paper, and 37 (10% were not sure, or had no opinion (chi squared = 378.936, df2, p<0.0001. Conclusion: The medical students surveyed showed a strong preference for utilizing Audience Response System as a course evaluation modality, and desired its continued use in medical school. Audience Response System should be pursued as a lecture evaluation modality, and its use in medical school education should be encouraged.

  14. Response to Haskell's "Academic Freedom ... & Student Evaluation"

    Directory of Open Access Journals (Sweden)

    Jeffrey E. Stake

    1997-03-01

    Full Text Available Haskell (1997 argued that the administrative practice of student evaluation of faculty is a threat to academic freedom. However, before that claim can be substantiated, several prior questions must be addressed: To whom does academic freedom belong? Individual faculty? The academy? Whose actions can violate the right? Can any lines be drawn based on whether the substance or form of classroom behavior is influenced? And still another crucial point is whether a body can violate academic freedom without any intent to interfere with or control the substance of what is said to students.

  15. How College Students Conceptualize and Practice Responsible Drinking

    Science.gov (United States)

    Barry, Adam E.; Goodson, Patricia

    2011-01-01

    Objective: This study sought to employ a mixed-methods approach to (a) qualitatively explore responsible drinking beliefs and behaviors among a sample of college students, and (b) quantitatively assess the prevalence of those behaviors. Participants: Convenience samples, drawn from currently enrolled students attending a large public university in…

  16. Culturally Responsive Social Skill Instruction for Latino Male Students

    Science.gov (United States)

    Lo, Ya-yu; Correa, Vivian I.; Anderson, Adrienne L.

    2015-01-01

    Cross-cultural friendships and peer interactions are important skills for Latino students to become socially adjusted in U.S. schools. Culturally responsive social skill instruction allows educators to teach essential social skills while attending to the native culture and personal experiences of the students. The present study examined the…

  17. Facilitating Student Engagement: Social Responsibility and Freshmen Learning Communities

    Science.gov (United States)

    Kingston, Lindsey N.; MacCartney, Danielle; Miller, Andrea

    2014-01-01

    Human rights education is advanced as a method for promoting social responsibility, with an emphasis on promoting ideals of "global citizenship" among undergraduate students. At the same time, the practice of learning communities is widespread on college campuses for retaining freshmen and promoting student success. However, there is…

  18. Examining Experienced Teachers' Noticing of and Responses to Students' Engineering

    Science.gov (United States)

    Johnson, Aaron W.; Wendell, Kristen B.; Watkins, Jessica

    2017-01-01

    Engineering design places unique demands on teachers, as students are coming up with new, unanticipated ideas to problems along often unpredictable trajectories. These demands motivate a responsive approach to teaching, in which teachers attend their students' thinking and flexibly adapt their instructional plans and objectives. A great deal of…

  19. Factors Responsible for Students' Involvement in Internet Fraud as ...

    African Journals Online (AJOL)

    Internet fraud is one of the most rapidly increasing forms of cybercrime. It has become rampant among students generally because they make use of different Internet devices in schools. The purpose of this study was to examine the factors responsible for students' involvement in Internet fraud as expressed by tertiary ...

  20. Software-Based Student Response Systems: An Interdisciplinary Initiative

    Science.gov (United States)

    Fischer, Carol M.; Hoffman, Michael S.; Casey, Nancy C.; Cox, Maureen P.

    2015-01-01

    Colleagues from information technology and three academic departments collaborated on an instructional technology initiative to employ student response systems in classes in mathematics, accounting and education. The instructors assessed the viability of using software-based systems to enable students to use their own devices (cell phones,…

  1. Student Rights and Responsibilities. Derechos y Responsabilidades de Estudiantes.

    Science.gov (United States)

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

    Developed to enable teachers, counselors, and administrators in local school districts to provide Mexican American parents and students with needed information regarding student rights and responsibilities, this Spanish translation for the state of Washington provides general information concerning state regulations which school districts and…

  2. College Students' Responses to Kanakun and Kantaro.

    Science.gov (United States)

    Inoue, Fumiko

    1998-01-01

    Japanese learners must acquire three sets of orthographic characters (Hiragana, Katakana, and Kanji). Computerized programs were developed to facilitate learners' acquisition of Japanese characters and vocabulary items. Surveys of college students in first-, second-, and third-year Japanese courses examined their feelings about the programs. The…

  3. Alcohol drinking among college students: college responsibility for personal troubles.

    Science.gov (United States)

    Lorant, Vincent; Nicaise, Pablo; Soto, Victoria Eugenia; d'Hoore, William

    2013-06-28

    One young adult in two has entered university education in Western countries. Many of these young students will be exposed, during this transitional period, to substantial changes in living arrangements, socialisation groups, and social activities. This kind of transition is often associated with risky behaviour such as excessive alcohol consumption. So far, however, there is little evidence about the social determinants of alcohol consumption among college students. We set out to explore how college environmental factors shape college students' drinking behaviour. In May 2010 a web questionnaire was sent to all bachelor and master students registered with an important Belgian university; 7,015 students participated (participation = 39%). The survey looked at drinking behaviour, social involvement, college environmental factors, drinking norms, and positive drinking consequences. On average each student had 1.7 drinks a day and 2.8 episodes of abusive drinking a month. We found that the more a student was exposed to college environmental factors, the greater the risk of heavy, frequent, and abusive drinking. Alcohol consumption increased for students living on campus, living in a dormitory with a higher number of room-mates, and having been in the University for a long spell. Most such environmental factors were explained by social involvement, such as participation to the student folklore, pre-partying, and normative expectations. Educational and college authorities need to acknowledge universities' responsibility in relation to their students' drinking behaviour and to commit themselves to support an environment of responsible drinking.

  4. Responsibility among bachelor degree nursing students: A concept analysis.

    Science.gov (United States)

    Ghasemi, Saeed; Ahmadi, Fazlollah; Kazemnejad, Anoshirvan

    2018-01-01

    Responsibility is an important component of the professional values and core competencies for bachelor degree nursing students and has relationships with nursing education and professionalization. It is important for providing safe and high-quality care to the clients for the present and future performance of student. But there is no clear and operational definition of this concept for bachelor degree nursing students; however, there are extensive contents and debates about the definitions, attributes, domains and boundaries of responsibility in nursing and non-nursing literature. To examine the concept of responsibility among bachelor degree nursing students using the evolutionary approach to concept analysis. A total of 75 articles published between 1990 and 2016 and related to the concept of responsibility were selected from seven databases and considered for concept analysis based on Rogers' evolutionary approach. Ethical considerations: Throughout all stages of data collection, analysis and reporting, accuracy and bailment were respected. Responsibility is a procedural, spectral, dynamic and complex concept. The attributes of the concept are smart thinking, appropriate managerial behaviours, appropriate communicational behaviours, situational self-mandatory and task-orientation behaviours. Personal, educational and professional factors lead to the emergence of the responsible behaviours among bachelor degree nursing students. The emergence of such behaviours facilitates the learning and education process, ensures nursing profession life and promotes clients and community health level. Responsibility has some effects on nursing students. This concept had been changed over time since 1990-2016. There are similarities and differences in the elements of this concept in disciplines of nursing and other educational disciplines. Conclusion The analysis of this concept can help to develop educational or managerial theories, design instruments for better identification

  5. A Comparison of Reading Response Methods to Increase Student Learning

    Directory of Open Access Journals (Sweden)

    Cheryl J. Davis

    2016-01-01

    Full Text Available It is common in college courses to test students on the required readings for that course. With a rise in online education it is often the case that students are required to provide evidence of reading the material. However, there is little empirical research stating the best written means to assess that students read the materials. This study experimentally compared the effect of assigned reading summaries or study questions on student test performance. The results revealed that study questions produced higher quiz scores and higher preparation for the quiz, based on student feedback. Limitations of the study included a small sample size and extraneous activities that may have affected general knowledge on a topic. Results suggest that study questions focusing students on critical information in the required readings improve student learning.

  6. Dialogizing Response in the Writing Classroom: Students Answer Back.

    Science.gov (United States)

    Gay, Pamela

    1998-01-01

    Notes that while informed teachers of writing have moved toward more dialogic approaches, they still have colonial tendencies when responding to student writing. Suggests an activity that invites students to talk back to the teacher-reader as a means of helping them move more effectively toward revision. (PA)

  7. Exposure–response model for sibutramine and placebo: suggestion for application to long-term weight-control drug development

    Science.gov (United States)

    Han, Seunghoon; Jeon, Sangil; Hong, Taegon; Lee, Jongtae; Bae, Soo Hyeon; Park, Wan-su; Park, Gab-jin; Youn, Sunil; Jang, Doo Yeon; Kim, Kyung-Soo; Yim, Dong-Seok

    2015-01-01

    No wholly successful weight-control drugs have been developed to date, despite the tremendous demand. We present an exposure–response model of sibutramine mesylate that can be applied during clinical development of other weight-control drugs. Additionally, we provide a model-based evaluation of sibutramine efficacy. Data from a double-blind, randomized, placebo-controlled, multicenter study were used (N=120). Subjects in the treatment arm were initially given 8.37 mg sibutramine base daily, and those who lost sibutramine, including the placebo effect, were modeled using NONMEM 7.2. An asymptotic model approaching the final body weight was chosen to describe the time course of weight loss. Extent of weight loss was described successfully using a sigmoidal exposure–response relationship of the drug with a constant placebo effect in each individual. The placebo effect was influenced by subjects’ sex and baseline body mass index. Maximal weight loss was predicted to occur around 1 year after treatment initiation. The difference in mean weight loss between the sibutramine (daily 12.55 mg) and placebo groups was predicted to be 4.5% in a simulation of 1 year of treatment, with considerable overlap of prediction intervals. Our exposure–response model, which included the placebo effect, is the first example of a quantitative model that can be used to predict the efficacy of weight-control drugs. Similar approaches can help decision-making during clinical development of novel weight-loss drugs. PMID:26392753

  8. Exposure-response model for sibutramine and placebo: suggestion for application to long-term weight-control drug development.

    Science.gov (United States)

    Han, Seunghoon; Jeon, Sangil; Hong, Taegon; Lee, Jongtae; Bae, Soo Hyeon; Park, Wan-su; Park, Gab-jin; Youn, Sunil; Jang, Doo Yeon; Kim, Kyung-Soo; Yim, Dong-Seok

    2015-01-01

    No wholly successful weight-control drugs have been developed to date, despite the tremendous demand. We present an exposure-response model of sibutramine mesylate that can be applied during clinical development of other weight-control drugs. Additionally, we provide a model-based evaluation of sibutramine efficacy. Data from a double-blind, randomized, placebo-controlled, multicenter study were used (N=120). Subjects in the treatment arm were initially given 8.37 mg sibutramine base daily, and those who lost sibutramine, including the placebo effect, were modeled using NONMEM 7.2. An asymptotic model approaching the final body weight was chosen to describe the time course of weight loss. Extent of weight loss was described successfully using a sigmoidal exposure-response relationship of the drug with a constant placebo effect in each individual. The placebo effect was influenced by subjects' sex and baseline body mass index. Maximal weight loss was predicted to occur around 1 year after treatment initiation. The difference in mean weight loss between the sibutramine (daily 12.55 mg) and placebo groups was predicted to be 4.5% in a simulation of 1 year of treatment, with considerable overlap of prediction intervals. Our exposure-response model, which included the placebo effect, is the first example of a quantitative model that can be used to predict the efficacy of weight-control drugs. Similar approaches can help decision-making during clinical development of novel weight-loss drugs.

  9. How does feedback in mini-CEX affect students' learning response?

    Science.gov (United States)

    Sudarso, Sulistiawati; Rahayu, Gandes Retno; Suhoyo, Yoyo

    2016-12-19

    This study was aimed to explore students' learning response toward feedback during mini-CEX encounter. This study used a phenomenological approach to identify the students' experiences toward feedback during mini-CEX encounter. Data was collected using Focus Group Discussion (FGD) for all students who were in their final week of clerkship in the internal medicine rotation. There were 4 FGD groups (6 students for each group). All FGD were audio-taped and transcribed verbatim. The FGD transcripts were analyzed thematically and managed using Atlas-ti (version 7.0). Feedback content and the way of providing feedback on mini-CEX stimulated students' internal process, including self-reflection, emotional response, and motivation. These internal processes encouraged the students to take action or do a follow-up on the feedback to improve their learning process. In addition, there was also an external factor, namely consequences, which also influenced the students' reaction to the follow-up on feedback. In the end, this action caused several learning effects that resulted in the students' increased self-efficacy, attitude, knowledge and clinical skill. Feedback content and the way of providing feedback on mini-CEX stimulates the students' internal processes to do a follow-up on feedback. However, another external factor also affects the students' decision on the follow-up actions. The follow-ups result in various learning effects on the students. Feedback given along with summative assessment enhances learning effects on students, as well. It is suggested that supervisors of clinical education are prepared to comprehend every factor influencing feedback on mini CEX to improve the students' learning response.

  10. Exposure–response model for sibutramine and placebo: suggestion for application to long-term weight-control drug development

    Directory of Open Access Journals (Sweden)

    Han S

    2015-09-01

    Full Text Available Seunghoon Han,1,2 Sangil Jeon,1,2 Taegon Hong,1,2 Jongtae Lee,1,2 Soo Hyeon Bae,1,2 Wan-su Park,1,2 Gab-jin Park,1,2 Sunil Youn,1,2 Doo Yeon Jang,1,2 Kyung-Soo Kim,3 Dong-Seok Yim1,2 1Department of Pharmacology, College of Medicine, The Catholic University of Korea, 2Pharmacometrics Institute for Practical Education and Training, 3Department of Family Medicine, Seoul St Mary’s Hospital, Seochogu, Seoul, Republic of KoreaAbstract: No wholly successful weight-control drugs have been developed to date, despite the tremendous demand. We present an exposure–response model of sibutramine mesylate that can be applied during clinical development of other weight-control drugs. Additionally, we provide a model-based evaluation of sibutramine efficacy. Data from a double-blind, randomized, placebo-controlled, multicenter study were used (N=120. Subjects in the treatment arm were initially given 8.37 mg sibutramine base daily, and those who lost <2 kg after 4 weeks’ treatment were escalated to 12.55 mg. The duration of treatment was 24 weeks. Drug concentration and body weight were measured predose and at 4 weeks, 8 weeks, and 24 weeks after treatment initiation. Exposure and response to sibutramine, including the placebo effect, were modeled using NONMEM 7.2. An asymptotic model approaching the final body weight was chosen to describe the time course of weight loss. Extent of weight loss was described successfully using a sigmoidal exposure–response relationship of the drug with a constant placebo effect in each individual. The placebo effect was influenced by subjects’ sex and baseline body mass index. Maximal weight loss was predicted to occur around 1 year after treatment initiation. The difference in mean weight loss between the sibutramine (daily 12.55 mg and placebo groups was predicted to be 4.5% in a simulation of 1 year of treatment, with considerable overlap of prediction intervals. Our exposure–response model, which

  11. Analysis of emergency response to fukushima nuclear accident in Japan and suggestions for China's nuclear emergency management

    International Nuclear Information System (INIS)

    Li Wei; Ding Qihua; Wu Haosong

    2014-01-01

    On March 11, 2011, the Fukushima Dai-ichi Nuclear Power Station of the Tokyo Electric Power Company ('TEPCO') was hit and damaged by a magnitude 9 earthquake and accompanying tsunami. The accident is determined to be of the highest rating on the International Nuclear Event Scale. The Government of Japan and TEPCO have taken emergency response actions on-site and off-site at the accident. It became clear through the investigation that the accident had been initiated on the occasion of a natural disaster of an earthquake and tsunami, but there have been various complex problems behind this very serious and large scale accident. For an example, the then-available accident preventive measures and disaster preparedness of TEPCO were insufficient against tsunami and severe accidents; inadequate TEPCO emergency responses to the accident at the site were also identified. The accident rang the alarm for the nuclear safety of nuclear power plants. It also taught us a great of lessons in nuclear emergency management. (authors)

  12. Social Responsibility in Advertising: A Marketing Communications Student Perspective

    Science.gov (United States)

    Kendrick, Alice; Fullerton, Jami A.; Kim, Yeo Jung

    2013-01-01

    Although advertising has played a key role in bringing corporate social responsibility (CSR) to the public agenda on behalf of agency clients, little effort has been made to define what social responsibility means in advertising. A national survey of 1,045 advertising and marketing communications students from 176 colleges and universities were…

  13. Minority Students' Responses to Racism: The Case of Cyprus

    Science.gov (United States)

    Stevens, Peter A. J.; Charalambous, Panayiota; Mesaritou, Evgenia; Spyrou, Spyros; Van Praag, Lore; D'hondt, Fanny; Vervaet, Roselien; Van Houtte, Mieke

    2016-01-01

    While research has focused on the role of racism in (re)producing ethnic/racial inequalities in education, there is very little research that investigates how variability in minority students' responses to racism can be explained. By using an ecological approach to integrate existing research on actors' responses to racism, this study finds that…

  14. Suggestions for Modifications in the Teaching of General Chemistry to Accommodate Learning Disabled Students: Alternative Techniques for Teaching General Chemistry to Learning Disabled Students in the University.

    Science.gov (United States)

    Habib, H. S.

    A professor involved with the HELDS project (Higher Education for Learning Disabled Students) describes modifications in a general chemistry course. A syllabus lists program objectives for eight text chapters, evaluation components, and course rules. Two units are described in detail, with information presented on modifications made for LD…

  15. The dependencies of fronto-parietal BOLD responses evoked by covert visual search suggest eye-centred coding.

    Science.gov (United States)

    Atabaki, A; Dicke, P W; Karnath, H-O; Thier, P

    2013-04-01

    Visual scenes explored covertly are initially represented in a retinal frame of reference (FOR). On the other hand, 'later' stages of the cortical network allocating spatial attention most probably use non-retinal or non-eye-centred representations as they may ease the integration of different sensory modalities for the formation of supramodal representations of space. We tested if the cortical areas involved in shifting covert attention are based on eye-centred or non-eye-centred coding by using functional magnetic resonance imaging. Subjects were scanned while detecting a target item (a regularly oriented 'L') amidst a set of distractors (rotated 'L's). The array was centred either 5° right or left of the fixation point, independent of eye-gaze orientation, the latter varied in three steps: straight relative to the head, 10° left or 10° right. A quantitative comparison of the blood-oxygen-level-dependent (BOLD) responses for the three eye-gaze orientations revealed stronger BOLD responses in the right intraparietal sulcus (IPS) and the right frontal eye field (FEF) for search in the contralateral (i.e. left) eye-centred space, independent of whether the array was located in the right or left head-centred hemispace. The left IPS showed the reverse pattern, i.e. an activation by search in the right eye-centred hemispace. In other words, the IPS and the right FEF, members of the cortical network underlying covert search, operate in an eye-centred FOR. © 2013 Federation of European Neuroscience Societies and Blackwell Publishing Ltd.

  16. Molecular epidemiology and in vitro evidence suggest that Leishmania braziliensis strain helps determine antimony response among American tegumenary leishmaniasis patients.

    Science.gov (United States)

    Silva, Silvana C; Guimarães, Luiz Henrique; Silva, Juliana A; Magalhães, Viviane; Medina, Lilian; Queiroz, Adriano; Machado, Paulo Roberto L; Schriefer, Albert

    2018-02-01

    Antimony is the first line drug for treating American tegumentary leishmaniasis (ATL) in Brazil. In this country, Leishmania braziliensis causes at least three distinct forms of disease: localized cutaneous (CL), mucosal (ML) and disseminated leishmaniasis (DL). All forms can be found in Corte de Pedra, Northeast Brazil. ML and DL respond poorly to antimony, in contrast to CL. The L. braziliensis population causing ATL in Corte de Pedra is genetically very diverse, with strains of the parasite associating with the clinical form of leishmaniasis. We tested the hypotheses that antimony refractoriness is associated with L. braziliensis genotypes, and that parasites from ML and DL present greater in vitro resistance to antimony than L. braziliensis from CL. Comparison of geographic coordinates of living sites between antimony responders and non-responders by Cusick and Edward́s test showed that refractoriness and responsiveness to the drug were similarly wide spread in the region (p>0.05). Parasites were then genotyped by sequencing a locus starting at position 425,451 on chromosome 28, which is polymorphic among L. braziliensis of Corte de Pedra. Haplotype CC- in CHR28/425,451 was associated with risk of treatment failure among CL patients (Fisheŕs exact test, p=0.03, odds ratio=4.65). This haplotype could not be found among parasites from ML or DL. Finally, sensitivity to antimony was evaluated exposing L. braziliensis promastigotes to increasing concentrations of meglumine antimoniate in vitro. Parasites from ML and DL were more resistant to antimony at doses of 2mg/100μL and beyond than those isolated from CL (Fisher's exact test, p=0.02 and p=0.004, respectively). The intrinsically lower susceptibility of L. brazliensis from ML and DL to antimony parallels what is observed for patients' responsiveness in the field. This finding reinforces that ML and DL patients would benefit from initiating treatment with drugs currently considered as second line, like

  17. Business Students' Perceptions of Corporate Social Responsibility

    Science.gov (United States)

    Fitzpatrick, Julie

    2013-01-01

    Corporate social responsibility (CSR) is a key element of today's Business school curricula. Proponents of CSR have argued that a business has an obligation to balance the interests of its many stakeholders. Critics of CSR, however, have argued that a business has an obligation only to its owners--its shareholders. In this paper I examined the…

  18. Formation of Social Competencies and Socially Responsible Thinking of Students

    OpenAIRE

    Belousov, Artyom; Redko, Lyudmila Anatolevna; Tichonova, Evgeniya; Yanushevskaya, Marina Nikolaevna

    2017-01-01

    The research is focused on the preparation of undergraduate students enrolled in the quality management program in Tomsk Polytechnic University. The subject of the research is organizational and pedagogical conditions necessary for the formation of social competencies and socially responsible thinking in future undergraduate students enrolled in the quality management program. The research aims to identify and present the theoretical basis for organizational and pedagogical conditions to form...

  19. Model-Based Collaborative Filtering Analysis of Student Response Data: Machine-Learning Item Response Theory

    Science.gov (United States)

    Bergner, Yoav; Droschler, Stefan; Kortemeyer, Gerd; Rayyan, Saif; Seaton, Daniel; Pritchard, David E.

    2012-01-01

    We apply collaborative filtering (CF) to dichotomously scored student response data (right, wrong, or no interaction), finding optimal parameters for each student and item based on cross-validated prediction accuracy. The approach is naturally suited to comparing different models, both unidimensional and multidimensional in ability, including a…

  20. Academic disintegrity among medical students: a randomised response technique study.

    Science.gov (United States)

    Mortaz Hejri, Sameh; Zendehdel, Kazem; Asghari, Fariba; Fotouhi, Akbar; Rashidian, Arash

    2013-02-01

    Medical students, as tomorrow's doctors, are responsible for their patients' health; cheating may affect their academic knowledge and clinical skills. The main purpose of this study was to investigate the frequency of and attitudes towards academic disintegrity among medical students at Tehran University of Medical Sciences (TUMS). Anonymous questionnaires including questions about various types of academic disintegrity were distributed among medical students during the clerkship and internship phases of the curriculum. Randomised response technique (RRT) was used to maintain the responders' privacy. Because the study design guaranteed the confidentiality of respondents, the TUMS Institutional Review Board declared that formal ethical approval was not required. A total of 124 students were enrolled in this study, of whom 63 were in the clerkship phase and 61 were in the internship phase. Of these respondents, 29% (n = 36) were male. The most frequently reported type of academic disintegrity was found to be 'impersonating an absent student in a class' (93%) and the least frequent to be 'legitimising absences by using bribes' (5%). Only a small number of interns considered 'buying hospital shifts', 'selling hospital shifts', 'impersonating an absent student' and 'helping others to cheat in examinations' as representing academic disintegrity. Approximately one third of participants stated that the RRT increased their confidence in anonymity and 90% of students found the use of RRT not difficult. Academic integrity is widely disrespected in different ways among medical students. Effective policies and interventions are required to control these misbehaviours in future doctors in order to optimise medical practice. Almost all respondents found it not difficult to use the RRT; the technique proved to be an effective and easily applied method of eliciting truthful responses to sensitive questions and represents an alternative to conventional anonymising techniques.

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

    Science.gov (United States)

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

    2017-11-01

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

  2. Enhancing Self-Awareness: A Practical Strategy to Train Culturally Responsive Social Work Students

    Directory of Open Access Journals (Sweden)

    Nalini J. Negi

    2010-10-01

    Full Text Available A primary goal of social justice educators is to engage students in a process of self-discovery, with the goal of helping them recognize their own biases, develop empathy, and become better prepared for culturally responsive practice. While social work educators are mandated with the important task of training future social workers in culturally responsive practice with diverse populations, practical strategies on how to do so are scant. This article introduces a teaching exercise, the Ethnic Roots Assignment, which has been shown qualitatively to aid students in developing self-awareness, a key component of culturally competent social work practice. Practical suggestions for classroom utilization, common challenges, and past student responses to participating in the exercise are provided. The dissemination of such a teaching exercise can increase the field’s resources for addressing the important goal of cultural competence training.

  3. The Responsive Classroom approach and fifth grade students' math and science anxiety and self-efficacy.

    Science.gov (United States)

    Griggs, Marissa Swaim; Rimm-Kaufman, Sara E; Merritt, Eileen G; Patton, Christine L

    2013-12-01

    Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as schools' use of Social and Emotional Learning (SEL) practices to students' math and science self-efficacy. Fifth graders (n = 1,561) completed questionnaires regarding their feelings about math and science. Approximately half of the students attended schools implementing the Responsive Classroom® (RC) approach, an SEL intervention, as part of a randomized controlled trial. Results suggested no difference in math and science self-efficacy between boys and girls. Students who self-reported higher math and science anxiety also reported less self-efficacy toward these subjects. However, the negative association between students' anxiety and self-efficacy was attenuated in schools using more RC practices compared with those using fewer RC practices. RC practices were associated with higher science self-efficacy. Results highlight anxiety as contributing to poor self-efficacy in math and science and suggest that RC practices create classroom conditions in which students' anxiety is less strongly associated with negative beliefs about their ability to be successful in math and science. PsycINFO Database Record (c) 2013 APA, all rights reserved.

  4. The Impact of Student Response Systems on the Learning Experience of Undergraduate Psychology Students

    Science.gov (United States)

    Walklet, Elaine; Davis, Sarah; Farrelly, Daniel; Muse, Kate

    2016-01-01

    Student response systems (SRS) are hand-held devices or mobile phone polling systems which collate real-time, individual responses to on-screen questions. Previous research examining their role in higher education has highlighted both advantages and disadvantages of their use. This paper explores how different SRS influence the learning experience…

  5. The Impact of a Student Response System on Academic Performance

    Science.gov (United States)

    Dunham, Victoria K.

    2011-01-01

    Today, the importance of learning mathematics and reading by students in our schools has been underscored by the introduction of various high-stakes testing regimens in all states across the country. The requirements mandated by the No Child Left Behind Act (2002) necessitated a response to intervention that introduced many difficult challenges…

  6. Court Decisions Specific to Public School Responses to Student Concussions

    Science.gov (United States)

    Zirkel, Perry A.

    2016-01-01

    This article provides an up-to-date and comprehensive canvassing of the judicial case law concerning the responses to students with concussions in the public school context. The two categories of court decisions are (a) those concerning continued participation in interscholastic athletics, referred to under the rubric of "return to play"…

  7. Social anxiety experiences and responses of university students

    Directory of Open Access Journals (Sweden)

    Behiye Akacan

    2015-09-01

    Full Text Available The aim of this study is to examine the responses of university students in social anxiety situations in order to create a psychological counselling program with a structured group based on Cognitive Behavioural and Existential Approaches. These responses involve the behaviour and thoughts of the university students in situations where they experience or anticipate social anxiety. The semi-structured interview form developed by the researchers was used in the study during the face-to-face interviews with fifty-one 4th year students from the Guidance and Psychological Counselling (GPC and Pre-School Teaching (PST departments. The scope of the interview form includes the situations where 1 students experience social anxiety in the school setting and their thoughts and behaviours regarding these situations, 2 the situations where they anticipate social anxiety in their future profession, and 3 the situations where they experience social anxiety in their daily lives. Our aim was to collect data from these areas. The data collected were analysed through content analysis. The findings of the study revealed that the thoughts regarding the social anxiety situations of the final year students studying in Guidance and Psychological Counselling and Pre-School Teaching departments are generally negative and their behaviour usually presents as desertion or avoidance.

  8. Hypnosis, suggestion, and suggestibility: an integrative model.

    Science.gov (United States)

    Lynn, Steven Jay; Laurence, Jean-Roch; Kirsch, Irving

    2015-01-01

    This article elucidates an integrative model of hypnosis that integrates social, cultural, cognitive, and neurophysiological variables at play both in and out of hypnosis and considers their dynamic interaction as determinants of the multifaceted experience of hypnosis. The roles of these variables are examined in the induction and suggestion stages of hypnosis, including how they are related to the experience of involuntariness, one of the hallmarks of hypnosis. It is suggested that studies of the modification of hypnotic suggestibility; cognitive flexibility; response sets and expectancies; the default-mode network; and the search for the neurophysiological correlates of hypnosis, more broadly, in conjunction with research on social psychological variables, hold much promise to further understanding of hypnosis.

  9. Engineers' Responsibilities for Global Electronic Waste: Exploring Engineering Student Writing Through a Care Ethics Lens.

    Science.gov (United States)

    Campbell, Ryan C; Wilson, Denise

    2017-04-01

    This paper provides an empirically informed perspective on the notion of responsibility using an ethical framework that has received little attention in the engineering-related literature to date: ethics of care. In this work, we ground conceptual explorations of engineering responsibility in empirical findings from engineering student's writing on the human health and environmental impacts of "backyard" electronic waste recycling/disposal. Our findings, from a purposefully diverse sample of engineering students in an introductory electrical engineering course, indicate that most of these engineers of tomorrow associated engineers with responsibility for the electronic waste (e-waste) problem in some way. However, a number of responses suggested attempts to deflect responsibility away from engineers towards, for example, the government or the companies for whom engineers work. Still other students associated both engineers and non-engineers with responsibility, demonstrating the distributed/collective nature of responsibility that will be required to achieve a solution to the global problem of excessive e-waste. Building upon one element of a framework for care ethics adopted from the wider literature, these empirical findings are used to facilitate a preliminary, conceptual exploration of care-ethical responsibility within the context of engineering and e-waste recycling/disposal. The objective of this exploration is to provide a first step toward understanding how care-ethical responsibility applies to engineering. We also hope to seed dialogue within the engineering community about its ethical responsibilities on the issue. We conclude the paper with a discussion of its implications for engineering education and engineering ethics that suggests changes for educational policy and the practice of engineering.

  10. A model for successful use of student response systems.

    Science.gov (United States)

    Klein, Kathleen; Kientz, Mary

    2013-01-01

    This article presents a model developed to assist teachers in selecting, implementing, and assessing student response system (SRS) use in the classroom. Research indicates that SRS technology is effective in achieving desired outcomes in higher education settings. Studies indicate that effective SRS use promotes greater achievement of learning outcomes, increased student attention, improved class participation, and active engagement. The model offered in this article is based on best practices described in the literature and several years of SRS use in a traditional higher education classroom setting. Student feedback indicates increased class participation and engagement with SRS technology. Teacher feedback indicates opportunities for contingent teaching. The model described in this article provides a process to assist teachers in the successful selection, implementation, and assessment of SRS technology in the classroom.

  11. Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses.

    Science.gov (United States)

    Preszler, Ralph W; Dawe, Angus; Shuster, Charles B; Shuster, Michèle

    2007-01-01

    With the advent of wireless technology, new tools are available that are intended to enhance students' learning and attitudes. To assess the effectiveness of wireless student response systems in the biology curriculum at New Mexico State University, a combined study of student attitudes and performance was undertaken. A survey of students in six biology courses showed that strong majorities of students had favorable overall impressions of the use of student response systems and also thought that the technology improved their interest in the course, attendance, and understanding of course content. Students in lower-division courses had more strongly positive overall impressions than did students in upper-division courses. To assess the effects of the response systems on student learning, the number of in-class questions was varied within each course throughout the semester. Students' performance was compared on exam questions derived from lectures with low, medium, or high numbers of in-class questions. Increased use of the response systems in lecture had a positive influence on students' performance on exam questions across all six biology courses. Students not only have favorable opinions about the use of student response systems, increased use of these systems increases student learning.

  12. Preparing for Success: One Institution's Aspirational and Student Focused Response to the National Student Survey

    Science.gov (United States)

    Flint, Abbi; Oxley, Anne; Helm, Paul; Bradley, Sally

    2009-01-01

    This paper describes quality enhancement (QE) focused response to the 2006 National Student Survey (NSS) by a post-1992 Higher Education Institution. Recognising the increasing importance of the NSS to a wide range of stakeholders, the University established a task team to explore, from a QE perspective, why the institution received particular…

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

    Science.gov (United States)

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

    2008-09-01

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

  14. Effectiveness of Student Response Systems in Terms of Learning Environment, Attitudes and Achievement

    Science.gov (United States)

    Cohn, Stephen T.; Fraser, Barry J.

    2016-01-01

    In order to investigate the effectiveness of using Student Response Systems (SRS) among grade 7 and 8 science students in New York, the How Do You Feel About This Class? (HDYFATC) questionnaire was administered to 1097 students (532 students did use SRS and 565 students who did not use SRS). Data analyses attested to the sound factorial validity…

  15. Early transcriptional response to aminoglycoside antibiotic suggests alternate pathways leading to apoptosis of sensory hair cells in the mouse inner ear

    Directory of Open Access Journals (Sweden)

    Neil eSegil

    2015-05-01

    Full Text Available Aminoglycoside antibiotics are the drug of choice for treating many bacterial infections, but their administration results in hearing loss in nearly one fourth of the patients who receive them. Several biochemical pathways have been implicated in aminoglycoside antibiotic ototoxicity; however, little is known about how hair cells respond to aminoglycoside antibiotics at the transcriptome level. Here we have investigated the genome-wide response to the aminoglycoside antibiotic gentamicin. Using organotypic cultures of the perinatal organ of Corti, we performed RNA sequencing using cDNA libraries obtained from FACS-purified hair cells. Within 3 hours of gentamicin treatment, the messenger RNA level of more than three thousand genes in hair cells changed significantly. Bioinformatic analysis of these changes highlighted several known signal transduction pathways, including the JNK pathway and the NF-κB pathway, in addition to genes involved in the stress response, apoptosis, cell cycle control, and DNA damage repair. In contrast, only 698 genes, mainly involved in cell cycle and metabolite biosynthetic processes, were significantly affected in the non-hair cell population. The gene expression profiles of hair cells in response to gentamicin share a considerable similarity with those previously observed in gentamicin-induced nephrotoxicity. Our findings suggest that previously observed early responses to gentamicin in hair cells in specific signaling pathways are reflected in changes in gene expression. Additionally, the observed changes in gene expression of cell cycle regulatory genes indicate a disruption of the postmitotic state, which may suggest an alternative pathway regulating gentamicin-induced hair cell death. This work provides a more comprehensive view of aminoglycoside antibiotic ototoxicity, and thus contribute to identifying potential pathways or therapeutic targets to alleviate this important side effect of aminoglycoside

  16. Engineers’ Responsibilities for Global Electronic Waste: Exploring Engineering Student Writing Through a Care Ethics Lens

    Science.gov (United States)

    Campbell, Ryan C.; Wilson, Denise

    2016-01-01

    This paper provides an empirically informed perspective on the notion of responsibility using an ethical framework that has received little attention in the engineering-related literature to date: ethics of care. In this work, we ground conceptual explorations of engineering responsibility in empirical findings from engineering student’s writing on the human health and environmental impacts of “backyard” electronic waste recycling/disposal. Our findings, from a purposefully diverse sample of engineering students in an introductory electrical engineering course, indicate that most of these engineers of tomorrow associated engineers with responsibility for the electronic waste (e-waste) problem in some way. However, a number of responses suggested attempts to deflect responsibility away from engineers towards, for example, the government or the companies for whom engineers work. Still other students associated both engineers and non-engineers with responsibility, demonstrating the distributed/collective nature of responsibility that will be required to achieve a solution to the global problem of excessive e-waste. Building upon one element of a framework for care ethics adopted from the wider literature, these empirical findings are used to facilitate a preliminary, conceptual exploration of care-ethical responsibility within the context of engineering and e-waste recycling/disposal. The objective of this exploration is to provide a first step toward understanding how care-ethical responsibility applies to engineering. We also hope to seed dialogue within the engineering community about its ethical responsibilities on the issue. We conclude the paper with a discussion of its implications for engineering education and engineering ethics that suggests changes for educational policy and the practice of engineering. PMID:27368195

  17. Developing cultural competence and social responsibility in preclinical dental students.

    Science.gov (United States)

    Rubin, Richard W

    2004-04-01

    Dental student development of cultural competence and social responsibility is recognized by educators as an important element in the overall shaping of minds and attitudes of modem dental practitioners. Yet training modalities to achieve these competencies are not clearly defined, and outcome measurements are elusive. This article shows an effective method to meet these desired outcomes. Sixty-one freshmen (class of 2005) participated in forty hours of nondental community service, and reflective journals were completed by the end of second year. Competency outcomes were measured by selecting key words and phrases found in the individual journals. Key phrases were related to compassion, righteousness, propriety, and wisdom. Also, phrases had to be accompanied by written indications of direct program causation. The combination of active-learning (based upon service learning models) in public health settings outside of the dental realm, accompanied by reflective journaling, enhanced cultural understanding and community spirit in the majority of students.

  18. Effects of autogenic training on stress response and heart rate variability in nursing students.

    Science.gov (United States)

    Lim, Seung-Joo; Kim, Chunmi

    2014-12-01

    This study was undertaken to confirm the effects of autogenic training (AT) on stress response and heart rate variability in nursing school students experiencing stress related to clinical training. The study was carried out from September 2012 to April 2013 in a quasi-experimental nonequivalent control group using a pretest-posttest design. The participants were 40 nursing students in their third year at either of two nursing colleges. All consented to participate. Nineteen nursing students at one college were assigned to the experimental group and underwent the 8-week AT program, and the other 21 were assigned to the control group and did not undergo any training. Stress response was assessed by questionnaire and HRV was measured three times, that is, before the program, at the end of the program, and 6 months after the end of the AT program. A significant time/group interaction was found for stress response (F = 4.68, p = .012), a subjective indicator. However, no significant interaction was found for the objective indicators of heart rate variability, normalized low frequency (F = 2.59, p = .090), normalized high frequency (F = 2.59, p = .090), or low frequency to high frequency ratio (F = 1.38, p = .257). The results suggest that AT provides an acceptable approach to stress reduction in nursing students. Copyright © 2014. Published by Elsevier B.V.

  19. Teachers’ Relationship Closeness with Students as a Resource for Teacher Wellbeing: A Response Surface Analytical Approach

    Science.gov (United States)

    Milatz, Anne; Lüftenegger, Marko; Schober, Barbara

    2015-01-01

    Teachers’ relationship quality with students has been argued to be an important source of teacher wellbeing. Thus, the current study aimed to investigate to what extent teachers’ relationship closeness toward students, combined with attachment security is a resource protecting against teacher burnout. Eighty-three elementary school teachers reported on their most and least attached student’s relationship closeness, their attachment security and levels of burnout, as measured by emotional exhaustion, depersonalization and personal accomplishment. Response surface analysis (RSA), enabling researchers to investigate the effect of congruence/incongruence of two predictors on an outcome, revealed that teachers’ depersonalization and emotional exhaustion were lowest when they developed homogenous close relationships toward the students within their classroom and when teachers in general made congruent relationship experiences. No RSA model could be specified for personal accomplishment, even though a correlational analysis revealed that increasing closeness with students fostered teachers’ personal accomplishment. Teachers’ secure attachment experiences were not directly related to burnout, but enhanced their capability to establish close relationships toward their students. Findings suggest that teachers’ relationships toward students are a resource for the teacher’s wellbeing, which highlights once again the importance of student–teacher relationships in education. PMID:26779045

  20. Expression Patterns and Identified Protein-Protein Interactions Suggest That Cassava CBL-CIPK Signal Networks Function in Responses to Abiotic Stresses.

    Science.gov (United States)

    Mo, Chunyan; Wan, Shumin; Xia, Youquan; Ren, Ning; Zhou, Yang; Jiang, Xingyu

    2018-01-01

    Cassava is an energy crop that is tolerant of multiple abiotic stresses. It has been reported that the interaction between Calcineurin B-like (CBL) protein and CBL-interacting protein kinase (CIPK) is implicated in plant development and responses to various stresses. However, little is known about their functions in cassava. Herein, 8 CBL ( MeCBL ) and 26 CIPK ( MeCIPK ) genes were isolated from cassava by genome searching and cloning of cDNA sequences of Arabidopsis CBL s and CIPK s. Reverse-transcriptase polymerase chain reaction (RT-PCR) analysis showed that the expression levels of MeCBL and MeCIPK genes were different in different tissues throughout the life cycle. The expression patterns of 7 CBL and 26 CIPK genes in response to NaCl, PEG, heat and cold stresses were analyzed by quantitative real-time PCR (qRT-PCR), and it was found that the expression of each was induced by multiple stimuli. Furthermore, we found that many pairs of CBLs and CIPKs could interact with each other via investigating the interactions between 8 CBL and 25 CIPK proteins using a yeast two-hybrid system. Yeast cells co-transformed with cassava MeCIPK24, MeCBL10 , and Na + /H + antiporter MeSOS1 genes exhibited higher salt tolerance compared to those with one or two genes. These results suggest that the cassava CBL-CIPK signal network might play key roles in response to abiotic stresses.

  1. Body temperatures of hibernating little brown bats reveal pronounced behavioural activity during deep torpor and suggest a fever response during white-nose syndrome.

    Science.gov (United States)

    Mayberry, Heather W; McGuire, Liam P; Willis, Craig K R

    2018-03-01

    Hibernating animals use torpor [reduced body temperature (T b ) and metabolic rate] to reduce energy expenditure during winter. Periodic arousals to normal T b are energetically expensive, so hibernators trade off arousal benefits against energetic costs. This is especially important for bats with white-nose syndrome (WNS), a fungal disease causing increased arousal frequency. Little brown bats (Myotis lucifugus) with WNS show upregulation of endogenous pyrogens and sickness behaviour. Therefore, we hypothesized that WNS should cause a fever response characterized by elevated T b . Hibernators could also accrue some benefits of arousals with minimal T b increase, thus avoiding full arousal costs. We compared skin temperature (T sk ) of captive Myotis lucifugus inoculated with the WNS-causing fungus to T sk of sham-inoculated controls. Infected bats re-warmed to higher T sk during arousals which is consistent with a fever response. Torpid T sk did not differ. During what we term "cold arousals", bats exhibited movement following T sk increases of only 2.2 ± 0.3 °C, compared to >20 °C increases during normal arousals. Cold arousals occurred in both infected and control bats, suggesting they are not a pathophysiological consequence of WNS. Fever responses are energetically costly and could exacerbate energy limitation and premature fat depletion for bats with WNS. Cold arousals could represent an energy-saving mechanism for both healthy and WNS-affected bats when complete arousals are unnecessary or too costly. A few cold arousals were observed mid-hibernation, typically in response to disturbances. Cold arousals may, therefore, represent a voluntary restriction of arousal temperature instead of loss of thermoregulatory control.

  2. Engineering Students' Views of Corporate Social Responsibility: A Case Study from Petroleum Engineering.

    Science.gov (United States)

    Smith, Jessica M; McClelland, Carrie J; Smith, Nicole M

    2017-12-01

    The mining and energy industries present unique challenges to engineers, who must navigate sometimes competing responsibilities and codes of conduct, such as personal senses of right and wrong, professional ethics codes, and their employers' corporate social responsibility (CSR) policies. Corporate social responsibility (CSR) is the current dominant framework used by industry to conceptualize firms' responsibilities to their stakeholders, yet has it plays a relatively minor role in engineering ethics education. In this article, we report on an interdisciplinary pedagogical intervention in a petroleum engineering seminar that sought to better prepare engineering undergraduate students to critically appraise the strengths and limitations of CSR as an approach to reconciling the interests of industry and communities. We find that as a result of the curricular interventions, engineering students were able to expand their knowledge of the social, rather than simply environmental and economic dimensions of CSR. They remained hesitant, however, in identifying the links between those social aspects of CSR and their actual engineering work. The study suggests that CSR may be a fruitful arena from which to illustrate the profoundly sociotechnical dimensions of the engineering challenges relevant to students' future careers.

  3. The Student Volunteer Army: a 'repeat emergent' emergency response organisation.

    Science.gov (United States)

    Carlton, Sally; Mills, Colleen E

    2017-10-01

    This paper seeks to contribute to understanding of the factors associated with an effective emergent emergency response organisation and to provide new insights into this understudied area. It examines, through an analysis of a range of textual resources, the emergence and re-emergence of the Student Volunteer Army (SVA) during the devastating earthquakes in Canterbury, New Zealand, in 2010-11. This evaluation is conducted in relation to the four key features of an effective emergency response organisation: adaptability; direction; leadership; and communication. In addition, the paper aims to further understanding of 'emergency entrepreneurship' and thus of the values and strategies that underpin social entrepreneur organisations in times of normalcy. The paper concludes that the unique position of the SVA as a 'repeat emergent' emergency response organisation enabled it to innovate continually and to improve repeatedly its systems, relationships, and image, such that it exhibited features common to emergent and established emergency response organisations. © 2017 The Author(s). Disasters © Overseas Development Institute, 2017.

  4. Response to multi-generational selection under elevated [CO2] in two temperature regimes suggests enhanced carbon assimilation and increased reproductive output in Brassica napus L

    DEFF Research Database (Denmark)

    Frenck, Georg; van der Linden, Leon; Mikkelsen, Teis Nørgaard

    2013-01-01

    different temperature regimes. To reveal phenotypic divergence at the manipulated [CO2] and temperature conditions, a full-factorial natural selection regime was established in a phytotron environment over the range of four generations. It is demonstrated that a directional response to selection at elevated......Functional plant traits are likely to adapt under the sustained pressure imposed by environmental changes through natural selection. Employing Brassica napus as a model, a multi-generational study was performed to investigate the potential trajectories of selection at elevated [CO2] in two...... subjected to increased levels of CO2 over the generational range investigated. The results of this study suggest that phenotypic divergence of plants selected under elevated atmospheric CO2 concentration may drive the future functions of plant productivity to be different from projections that do...

  5. Stomatal responses to flooding of the intercellular air spaces suggest a vapor-phase signal between the mesophyll and the guard cells.

    Science.gov (United States)

    Sibbernsen, Erik; Mott, Keith A

    2010-07-01

    Flooding the intercellular air spaces of leaves with water was shown to cause rapid closure of stomata in Tradescantia pallida, Lactuca serriola, Helianthus annuus, and Oenothera caespitosa. The response occurred when water was injected into the intercellular spaces, vacuum infiltrated into the intercellular spaces, or forced into the intercellular spaces by pressurizing the xylem. Injecting 50 mm KCl or silicone oil into the intercellular spaces also caused stomata to close, but the response was slower than with distilled water. Epidermis-mesophyll grafts for T. pallida were created by placing the epidermis of one leaf onto the exposed mesophyll of another leaf. Stomata in these grafts opened under light but closed rapidly when water was allowed to wick between epidermis and the mesophyll. When epidermis-mesophyll grafts were constructed with a thin hydrophobic filter between the mesophyll and epidermis stomata responded normally to light and CO(2). These data, when taken together, suggest that the effect of water on stomata is caused partly by dilution of K(+) in the guard cell and partly by the existence of a vapor-phase signal that originates in the mesophyll and causes stomata to open in the light.

  6. Stomatal Responses to Flooding of the Intercellular Air Spaces Suggest a Vapor-Phase Signal Between the Mesophyll and the Guard Cells1[OA

    Science.gov (United States)

    Sibbernsen, Erik; Mott, Keith A.

    2010-01-01

    Flooding the intercellular air spaces of leaves with water was shown to cause rapid closure of stomata in Tradescantia pallida, Lactuca serriola, Helianthus annuus, and Oenothera caespitosa. The response occurred when water was injected into the intercellular spaces, vacuum infiltrated into the intercellular spaces, or forced into the intercellular spaces by pressurizing the xylem. Injecting 50 mm KCl or silicone oil into the intercellular spaces also caused stomata to close, but the response was slower than with distilled water. Epidermis-mesophyll grafts for T. pallida were created by placing the epidermis of one leaf onto the exposed mesophyll of another leaf. Stomata in these grafts opened under light but closed rapidly when water was allowed to wick between epidermis and the mesophyll. When epidermis-mesophyll grafts were constructed with a thin hydrophobic filter between the mesophyll and epidermis stomata responded normally to light and CO2. These data, when taken together, suggest that the effect of water on stomata is caused partly by dilution of K+ in the guard cell and partly by the existence of a vapor-phase signal that originates in the mesophyll and causes stomata to open in the light. PMID:20472750

  7. Visualizing Changes in Pretest and Post-Test Student Responses with Consistency Plots

    Science.gov (United States)

    Wittmann, Michael C.; Black, Katrina E.

    2014-01-01

    Tabular presentations of student data often hide information about the switches in responses by individual students over the course of a semester. We extend unpublished work by Kanim on "escalator diagrams," which show changes in student responses from correct to incorrect (and vice versa) while representing pre- and postinstruction…

  8. Expression Patterns and Identified Protein-Protein Interactions Suggest That Cassava CBL-CIPK Signal Networks Function in Responses to Abiotic Stresses

    Directory of Open Access Journals (Sweden)

    Chunyan Mo

    2018-03-01

    Full Text Available Cassava is an energy crop that is tolerant of multiple abiotic stresses. It has been reported that the interaction between Calcineurin B-like (CBL protein and CBL-interacting protein kinase (CIPK is implicated in plant development and responses to various stresses. However, little is known about their functions in cassava. Herein, 8 CBL (MeCBL and 26 CIPK (MeCIPK genes were isolated from cassava by genome searching and cloning of cDNA sequences of Arabidopsis CBLs and CIPKs. Reverse-transcriptase polymerase chain reaction (RT-PCR analysis showed that the expression levels of MeCBL and MeCIPK genes were different in different tissues throughout the life cycle. The expression patterns of 7 CBL and 26 CIPK genes in response to NaCl, PEG, heat and cold stresses were analyzed by quantitative real-time PCR (qRT-PCR, and it was found that the expression of each was induced by multiple stimuli. Furthermore, we found that many pairs of CBLs and CIPKs could interact with each other via investigating the interactions between 8 CBL and 25 CIPK proteins using a yeast two-hybrid system. Yeast cells co-transformed with cassava MeCIPK24, MeCBL10, and Na+/H+ antiporter MeSOS1 genes exhibited higher salt tolerance compared to those with one or two genes. These results suggest that the cassava CBL-CIPK signal network might play key roles in response to abiotic stresses.

  9. Lack of genetic variation in tree ring delta13C suggests a uniform, stomatally-driven response to drought stress across Pinus radiata genotypes.

    Science.gov (United States)

    Rowell, Douglas M; Ades, Peter K; Tausz, Michael; Arndt, Stefan K; Adams, Mark A

    2009-02-01

    We assessed the variation in delta(13)C signatures of Pinus radiata D. Don stemwood taken from three genetic trials in southern Australia. We sought to determine the potential of using delta(13)C signatures as selection criteria for drought tolerance. Increment cores were taken from P. radiata and were used to determine the basal area increment and the delta(13)C signature of extracted cellulose. Both growth increment and cellulose delta(13)C were affected by water availability. Growth increment and delta(13)C were negatively correlated suggesting that growth was water-limited. While there was significant genetic variation in growth, there was no significant genetic variation in cellulose delta(13)C of tree rings. This suggests that different genotypes of P. radiata display significant differences in growth and yet respond similarly to drought stress. The delta(13)C response to drought stress was more due to changes in stomatal conductance than to the variation in photosynthetic capacity, and this may explain the lack of genetic variation in delta(13)C. The lack of genetic variation in cellulose delta(13)C of tree rings precludes its use as a selection criterion for drought tolerance among P. radiata genotypes.

  10. Types of suggestibility: Relationships among compliance, indirect, and direct suggestibility.

    Science.gov (United States)

    Polczyk, Romuald; Pasek, Tomasz

    2006-10-01

    It is commonly believed that direct suggestibility, referring to overt influence, and indirect suggestibility, in which the intention to influence is hidden, correlate poorly. This study demonstrates that they are substantially related, provided that they tap similar areas of influence. Test results from 103 students, 55 women and 48 men, were entered into regression analyses. Indirect suggestibility, as measured by the Sensory Suggestibility Scale for Groups, and compliance, measured by the Gudjonsson Compliance Scale, were predictors of direct suggestibility, assessed with the Barber Suggestibility Scale. Spectral analyses showed that indirect suggestibility is more related to difficult tasks on the BSS, but compliance is more related to easy tasks on this scale.

  11. Middle School Students' Perceptions of and Responses to Cyber Bullying

    Science.gov (United States)

    Holfeld, Brett; Grabe, Mark

    2012-01-01

    This study explored the nature and extent of middle school students' (n = 665) experiences with cyber bullying. Approximately one in five students reported being cyber bullied in the past year, with 55% of those students being repeatedly victimized within the past 30 days. Female students were more likely to be involved in cyber bullying (victim,…

  12. Differential effects of MPEP and diazepam in tests of conditioned emotional response and Pavlovian-to-instrumental transfer suggests 'anxiolytic' effects are mediated by different mechanisms.

    Science.gov (United States)

    George, S A; Hutson, P H; Stephens, D N

    2009-06-01

    The selective mGluR5 antagonist 2-methyl-6-(phenylethynyl)-pyridine (MPEP) is reported to be anxiolytic in several animal models of anxiety, including the conditioned emotional response (CER) paradigm. Suppression of responding during conditioned stimulus (CS) presentation in CER may reflect behavioural competition between lever pressing and adopting a shock-avoidance posture, or it may alternatively reflect altered value of the food reward following its association with a footshock, thus reducing its ability to motivate responding. If this is the case, then drugs that reduce the CER may interfere with the mechanism by which CSs are able to motivate responding, rather than by reducing anxiety. The standard test of the ability of Pavlovian cues to motivate responding is the Pavlovian-to-instrumental transfer (PIT) paradigm and it has recently been suggested that CER may be 'negative PIT'. We compared the effect of MPEP (0, 3, 10 and 30 mg/kg) and diazepam (0, 1, 3 and 10 mg/kg) in CER and PIT. Both MPEP and diazepam significantly reduced conditioned suppression in the CER paradigm. MPEP, but not diazepam, significantly reduced PIT. The findings support the hypothesis that MPEP may reduce expression of anxiety in the CER paradigm by interfering with the way in which emotionally salient cues are able to affect behaviour, but do not support such an analysis of the effect of diazepam. Diazepam and MPEP may therefore achieve their effects in CER by influencing different psychological processes.

  13. A critique of response strategies: Measures to induce a paradigmatic shift in response to student writing

    Directory of Open Access Journals (Sweden)

    Spencer, Brenda

    2009-08-01

    Full Text Available This paper explores response to student writing in entry-level English modules in an Open and Distance Learning (ODL context at the University of South Africa (UNISA. After an evaluation of the research undertaken by Spencer (1999 and Lephalala and Pienaar (2008, both conducted in this specific teaching context, the argument is put forward that the predominantly formalist orientation of the marking can be described as an attractor (Weideman, 2009, since it seems that the system is attracted into this state and has maintained it over a number of years. There is a need to shift towards a cognitive, reader-based orientation. The author uses the categories defined in Lephalala and Pienaar (2008 to describe feedback styles. The categories are L1 (minimal feedback, L2 (general and non-text-specific feedback and L3 (feedback with a focus on content and organisation. Four amendments are proposed to the existing marking code which will encourage markers to operate in the desired L3 feedback category. This paper argues that these additions to the marking code will address limitations inherent in the marking code. At present, marked scripts contain a jumble of recommendations relating to content/form and global/local issues and there is little indication of the relative importance of an error. The marking code is inherently negative in orientation and promotes a formalist L1 style of response. A qualitative investigation into the reaction to the proposed changes was obtained from 33 marked samples of response to student writing provided by external markers. Compared to the data given in Lephalala and Pienaar (2008, the changes tested in this study were unable to influence the dominant L1 response strategy, but caused a shift away from L2 formulaic responses and an increase in the desired L3 feedback. There is a need for intensive investigation into feedback in this ODL teaching context and into measures to promote L3 feedback.

  14. Evolving social responsibility understandings, motivations, and career goals of undergraduate students initially pursuing engineering degrees

    Science.gov (United States)

    Rulifson, Gregory A.

    Engineers impact the lives of every person every day, and need to have a strong sense of social responsibility. Understanding what students think about social responsibility in engineering and their futures is very important. Further, by identifying influences that change these ideas and shape their conceptualizations, we can intervene to help prepare students for their responsibilities as part of the profession in the future. This thesis presents the experiences, in their own words, of 34 students who started in engineering. The study is composed of three parts: (i) engineering students' ideas about socially responsible engineering and what influenced these ideas, (ii) how students see themselves as future socially responsible engineers and how this idea changes over their first three years of college, and (iii) what social responsibility-related reasons students who leave engineering have for choosing a new major. Results show that students are complicated and have varied paths through and out of engineering studies. Students came up with their own ideas about socially responsible engineering that converged over the years on legal and safety related aspects of the profession. Relatedly, students identified with the engineering profession through internships and engineering courses, and rarely described socially responsible aspirations that could be accomplished with engineering. More often, those students who desired to help the disadvantaged through their engineering work left engineering. Their choice to leave was a combination of an unsupportive climate, disinterest in their classes, and a desire to combine their personal and professional social responsibility ambitions. If we want engineering students to push the engineering profession forward to be more socially responsible, we can identify the effective influences and develop a curriculum that encourages critical thinking about the social context and impacts of engineering. Additionally, a social

  15. Students' Reading Responses to Tess of the d'Urbervilles, a Novel by Thomas Hardy

    Directory of Open Access Journals (Sweden)

    Yazid Basthomi

    2016-02-01

    Full Text Available The study explored how students responded to Tess of the d'Urbervilles, a novel by Thomas Hardy. This study was a case study of an in-tact class of Prose I at the English Department, Universitas Negeri Malang. The data were collected from 25 students, and were in the form of students' papers, written in English, which were of the students' personal responses towards the novel. The study found that the students resorted to their re-ligius knowledge (ideology when responding to the characters and subject matter of the novel. Students also developed certain kinds of feeling (emotion as their religious ideology was challenged by that offered by the novel. The study also diclosed that the students' responses fell into the categories of thematic and empathetic. It follows that teachers of Literature need to make attempts to situate the students to arrive at higher level of responses: motivational, predictive, and critical-evaluative.

  16. Genome-wide investigation and expression analysis suggest diverse roles and genetic redundancy of Pht1 family genes in response to Pi deficiency in tomato.

    Science.gov (United States)

    Chen, Aiqun; Chen, Xiao; Wang, Huimin; Liao, Dehua; Gu, Mian; Qu, Hongye; Sun, Shubin; Xu, Guohua

    2014-03-11

    Phosphorus (P) deficiency is one of the major nutrient stresses limiting plant growth. The uptake of P by plants is well considered to be mediated by a number of high-affinity phosphate (Pi) transporters belonging to the Pht1 family. Although the Pht1 genes have been extensively identified in several plant species, there is a lack of systematic analysis of the Pht1 gene family in any solanaceous species thus far. Here, we report the genome-wide analysis, phylogenetic evolution and expression patterns of the Pht1 genes in tomato (Solanum lycopersicum). A total of eight putative Pht1 genes (LePT1 to 8), distributed on three chromosomes (3, 6 and 9), were identified through extensive searches of the released tomato genome sequence database. Chromosomal organization and phylogenetic tree analysis suggested that the six Pht1 paralogues, LePT1/3, LePT2/6 and LePT4/5, which were assigned into three pairs with very close physical distance, were produced from recent tandem duplication events that occurred after Solanaceae splitting with other dicot families. Expression analysis of these Pht1 members revealed that except LePT8, of which the transcript was undetectable in all tissues, the other seven paralogues showed differential but partial-overlapping expression patterns. LePT1 and LePT7 were ubiquitously expressed in all tissues examined, and their transcripts were induced abundantly in response to Pi starvation; LePT2 and LePT6, the two paralogues harboring identical coding sequence, were predominantly expressed in Pi-deficient roots; LePT3, LePT4 and LePT5 were strongly activated in the roots colonized by arbuscular mycorrhizal fungi under low-P, but not high-P condition. Histochemical analysis revealed that a 1250-bp LePT3 promoter fragment and a 471-bp LePT5 promoter fragment containing the two elements, MYCS and P1BS, were sufficient to direct the GUS reporter expression in mycorrhizal roots and were limited to distinct cells harboring AM fungal structures

  17. Using Audience Response Technology to provide formative feedback on pharmacology performance for non-medical prescribing students - a preliminary evaluation

    Science.gov (United States)

    2012-01-01

    Background The use of anonymous audience response technology (ART) to actively engage students in classroom learning has been evaluated positively across multiple settings. To date, however, there has been no empirical evaluation of the use of individualised ART handsets and formative feedback of ART scores. The present study investigates student perceptions of such a system and the relationship between formative feedback results and exam performance. Methods Four successive cohorts of Non-Medical Prescribing students (n=107) had access to the individualised ART system and three of these groups (n=72) completed a questionnaire about their perceptions of using ART. Semi-structured interviews were carried out with a purposive sample of seven students who achieved a range of scores on the formative feedback. Using data from all four cohorts of students, the relationship between mean ART scores and summative pharmacology exam score was examined using a non-parametric correlation. Results Questionnaire and interview data suggested that the use of ART enhanced the classroom environment, motivated students and promoted learning. Questionnaire data demonstrated that students found the formative feedback helpful for identifying their learning needs (95.6%), guiding their independent study (86.8%), and as a revision tool (88.3%). Interviewees particularly valued the objectivity of the individualised feedback which helped them to self-manage their learning. Interviewees’ initial anxiety about revealing their level of pharmacology knowledge to the lecturer and to themselves reduced over time as students focused on the learning benefits associated with the feedback. A significant positive correlation was found between students’ formative feedback scores and their summative pharmacology exam scores (Spearman’s rho = 0.71, N=107, pstudents rated the helpfulness of the individualised handsets and personalised formative feedback highly. The significant correlation between ART

  18. Determining the Response Behaviors of Middle School Students for Open-Ended Questions

    Directory of Open Access Journals (Sweden)

    Neslihan Tuğçe ŞİMŞEK

    2017-04-01

    Full Text Available When the literature for measurement and evaluation in education is reviewed, research related to student achievement are mainly outcome-oriented rather than process-oriented. Researchers pay attention to the responses that a student constructs or chooses, and ignore the cognitive processes that forces students to construct or choose that specific response. Recognizing the cognitive processes a student uses in responding to a question affects the item construction process and psychometric audit on items. Response behavior is a result of a cognitive process used to respond to a question and is accepted as an indicator of student cognitive competence. This study aims to determine the students’ response behaviors for open-ended questions. The study group consisted of 70 students from the 5th grade studying during the 2015-2016 education year spring term in the Cankaya and Mamak districts of Ankara province, Turkey. An authentic achievement test which consisted of eight open-ended questions is used as the data collection tool. Students are asked to write in detail how they construct their response in their mind in the blank space set aside after each question. Data is analyzed via grouping students’ response behaviors and expert opinions. Research findings revealed that students perform 14 different response behaviors for open-ended questions. These behaviors are themed as responses constructed directly from the text, responses constructed by interpreting the text, and responses constructed by linking real life and the text.

  19. Expertly validated models and phylogenetically-controlled analysis suggests responses to climate change are related to species traits in the order lagomorpha.

    Directory of Open Access Journals (Sweden)

    Katie Leach

    Full Text Available Climate change during the past five decades has impacted significantly on natural ecosystems, and the rate of current climate change is of great concern among conservation biologists. Species Distribution Models (SDMs have been used widely to project changes in species' bioclimatic envelopes under future climate scenarios. Here, we aimed to advance this technique by assessing future changes in the bioclimatic envelopes of an entire mammalian order, the Lagomorpha, using a novel framework for model validation based jointly on subjective expert evaluation and objective model evaluation statistics. SDMs were built using climatic, topographical, and habitat variables for all 87 lagomorph species under past and current climate scenarios. Expert evaluation and Kappa values were used to validate past and current models and only those deemed 'modellable' within our framework were projected under future climate scenarios (58 species. Phylogenetically-controlled regressions were used to test whether species traits correlated with predicted responses to climate change. Climate change is likely to impact more than two-thirds of lagomorph species, with leporids (rabbits, hares, and jackrabbits likely to undertake poleward shifts with little overall change in range extent, whilst pikas are likely to show extreme shifts to higher altitudes associated with marked range declines, including the likely extinction of Kozlov's Pika (Ochotona koslowi. Smaller-bodied species were more likely to exhibit range contractions and elevational increases, but showing little poleward movement, and fecund species were more likely to shift latitudinally and elevationally. Our results suggest that species traits may be important indicators of future climate change and we believe multi-species approaches, as demonstrated here, are likely to lead to more effective mitigation measures and conservation management. We strongly advocate studies minimising data gaps in our knowledge of

  20. A suggested emergency medicine boot camp curriculum for medical students based on the mapping of Core Entrustable Professional Activities to Emergency Medicine Level 1 milestones

    Directory of Open Access Journals (Sweden)

    Lamba S

    2016-03-01

    Full Text Available Sangeeta Lamba, Bryan Wilson, Brenda Natal, Roxanne Nagurka, Michael Anana, Harsh Sule Department of Emergency Medicine, Rutgers New Jersey Medical School, Newark, NJ, USA Background: An increasing number of students rank Emergency Medicine (EM as a top specialty choice, requiring medical schools to provide adequate exposure to EM. The Core Entrustable Professional Activities (EPAs for Entering Residency by the Association of American Medical Colleges combined with the Milestone Project for EM residency training has attempted to standardize the undergraduate and graduate medical education goals. However, it remains unclear as to how the EPAs correlate to the milestones, and who owns the process of ensuring that an entering EM resident has competency at a certain minimum level. Recent trends establishing specialty-specific boot camps prepare students for residency and address the variability of skills of students coming from different medical schools. Objective: Our project’s goal was therefore to perform a needs assessment to inform the design of an EM boot camp curriculum. Toward this goal, we 1 mapped the core EPAs for graduating medical students to the EM residency Level 1 milestones in order to identify the possible gaps/needs and 2 conducted a pilot procedure workshop that was designed to address some of the identified gaps/needs in procedural skills. Methods: In order to inform the curriculum of an EM boot camp, we used a systematic approach to 1 identify gaps between the EPAs and EM milestones (Level 1 and 2 determine what essential and supplemental competencies/skills an incoming EM resident should ideally possess. We then piloted a 1-day, three-station advanced ABCs procedure workshop based on the identified needs. A pre-workshop test and survey assessed knowledge, preparedness, confidence, and perceived competence. A post-workshop survey evaluated the program, and a posttest combined with psychomotor skills test using three

  1. Individual Values and Sensitivity to Corporate Ethical Responsibility of Business Students and Managers

    NARCIS (Netherlands)

    Perrinjaquet, A.; Furrer, O.F.G.

    2005-01-01

    This study investigates the relationship between individual values and sensitivity to corporate ethical responsibility (CER) among current business students and practicing managers. Using Schwartz’s values typology and Maignan and Ferrell’s corporate ethical responsibility operationalization, survey

  2. A Comparison of Reading Response Methods to Increase Student Learning

    Science.gov (United States)

    Davis, Cheryl J.; Zane, Thomas

    2016-01-01

    It is common in college courses to test students on the required readings for that course. With a rise in online education it is often the case that students are required to provide evidence of reading the material. However, there is little empirical research stating the best written means to assess that students read the materials. This study…

  3. Affective Responses of Students Who Witness Classroom Cheating

    Science.gov (United States)

    Firmin, Michael W.; Burger, Amanda; Blosser, Matthew

    2009-01-01

    For this study, 82 general psychology students (51 females, 31 males) witnessed a peer cheating while completing a test. Following the incident, we tape recorded semi-structured interviews with each student who saw the cheating event for later analysis. Using qualitative coding and methodology, themes emerged regarding students' emotional…

  4. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    Science.gov (United States)

    Brecke, Ronald; Jensen, Jacy

    2007-01-01

    This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We…

  5. Culturally Responsive Reading Instruction for Students with Learning Disabilities

    Science.gov (United States)

    Kourea, Lefki; Gibson, Lenwood; Werunga, Robai

    2018-01-01

    As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students' learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and…

  6. Experiences of faculty and students using an audience response system in the classroom.

    Science.gov (United States)

    Thomas, Christine M; Monturo, Cheryl; Conroy, Katherine

    2011-07-01

    The advent of innovative technologies, such as the audience response system, provides an opportunity to engage students and enhance learning. Based on their experiences, three nursing faculty evaluated the use of an audience response system in four distinct nursing courses through the use of informal survey results. When using the audience response system, the faculty experienced an increased perception of student attentiveness and engagement, high level of class attendance, and enhanced learning. Faculty feelings were mixed concerning the burden in adapting to increased classroom time and increased preparation time. Students' perception of the value of audience response system use was mostly positive, except when responses were included as part of the grade. The majority of the students indicated that use of the audience response system enhanced learning and was a helpful learning method when used with NCLEX-style questions. Overall, faculty believed that the benefits of student engagement and enhanced learning outweighed the burdens of incorporating this new technology in the classroom.

  7. Using Audience Response Systems to Encourage Student Engagement and Reflection on Ethical Orientation and Behavior

    Science.gov (United States)

    Micheletto, Melinda J.

    2011-01-01

    The purpose of this study was to use an audience response system (ARS) to engage students in classroom discussions concerning sensitive and controversial topics (e.g., business ethics), assess student's ethical orientation and conduct in unethical behaviors, and encourage reflection on their personal level of ethicality. Students used ARS devices…

  8. Qualitative Student Responses to Service Learning with Veterans who are Homeless

    Directory of Open Access Journals (Sweden)

    Lindsay A. Phillips

    2012-04-01

    Full Text Available This article presents a description of a service learning activity in which students assisted veterans who are homeless. The article outlines how the event was organized, provides resources for implementation, discusses student response using evaluations from 15 students, and discusses considerations made in organizing such an event. KEYWORDSService Learning, Qualitative Evaluation, Homeless Veterans

  9. Students' Responses to Ethical Dilemmas in an Academic Setting and in the Work Place

    Science.gov (United States)

    Teer, Faye P.; Kruck, S. E.

    2012-01-01

    It is important for students to be prepared to act ethically when they face real world situations that test their ethical leadership. The purpose of this study was to examine university students' responses to ethical dilemmas. One hundred and sixty two students in numerous majors and both undergraduate and graduate classifications responded to a…

  10. Sticks, Stones, and Stigma: Student Bystander Behavior in Response to Hearing the Word "Retard"

    Science.gov (United States)

    Albert, Avery B.; Jacobs, Holly E.; Siperstein, Gary N.

    2016-01-01

    The present study explored the prevalence of the r-word in schools and students' bystander behavior in response to hearing the word. In total, 2,297 students from 12 high schools across the country participated in this study. Results revealed the r-word was used frequently among high school students, most often toward individuals without…

  11. Language Teaching and Technology Forum: The Integration of a Student Response System in Flipped Classrooms

    Science.gov (United States)

    Hung, Hsiu-Ting

    2017-01-01

    The present study incorporates a student response system (SRS) as a means to engage students in a flipped classroom and promote active learning. While the effectiveness of such systems with regard to student learning has been well documented in disciplines that are dominated by lecture-based instruction, no studies have compared the effectiveness…

  12. Getting the Most out of Audience Response Systems: Predicting Student Reactions

    Science.gov (United States)

    Trew, Jennifer L.; Nelsen, Jacqueline L.

    2012-01-01

    Audience response systems (ARS) are effective tools for improving learning outcomes and student engagement in large undergraduate classes. However, if students do not accept ARS and do not find them to be useful, ARS may be less effective. Predicting and improving student perceptions of ARS may help to ensure positive outcomes. The present study…

  13. Investigation of Millennial Students' Responses to a Shelter-in-Place Experience

    Science.gov (United States)

    Johnson, Thomas C.; Frick, Melodie H.

    2016-01-01

    This study investigated millennial students' responses to an armed gunman threat and shelter-in-place warnings that occurred on a university campus. Using descriptive statistics and quantitative analysis, several significant differences were found for students' responses for sheltering-in-place and engaging in protective behaviors. Baxter Magolda'…

  14. Listen Up! Be Responsible! What Graduate Students Hear about University Teaching, Graduate Education and Employment

    Science.gov (United States)

    Aspenlieder, Erin; Kloet, Marie Vander

    2014-01-01

    What we hear at universities and in public conversations is that there is a crisis in graduate student education and employment. We are interested here in the (re)circulation of the discourses of crisis and responsibility. What do graduate students hear about their education, their career prospects, and their responsibilities? How does work in…

  15. Instructional Reasoning about Interpretations of Student Thinking That Supports Responsive Teaching in Secondary Mathematics

    Science.gov (United States)

    Dyer, Elizabeth B.; Sherin, Miriam Gamoran

    2016-01-01

    Basing instruction on the substance of student thinking, or responsive teaching, is a critical strategy for supporting student learning. Previous research has documented responsive teaching by identifying observable teaching practices in a broad range of disciplines and classrooms. However, this research has not provided access to the teacher…

  16. Student Writing Accepted as High-Quality Responses to Analytic Text-Based Writing Tasks

    Science.gov (United States)

    Wang, Elaine; Matsumura, Lindsay Clare; Correnti, Richard

    2018-01-01

    Literacy standards increasingly emphasize the importance of analytic text-based writing. Little consensus exists, however, around what high-quality student responses should look like in this genre. In this study, we investigated fifth-grade students' writing in response to analytic text-based writing tasks (15 teachers, 44 writing tasks, 88 pieces…

  17. Relations of perception of responsibility to intrinsic motivation and physical activity among Korean middle school students.

    Science.gov (United States)

    Lee, Okseon; Kim, Younhee; Kim, Oung Jun

    2012-12-01

    To validate the Personal and Social Responsibility Questionnaire, the relations between perceived responsibility and intrinsic motivation were examined among Korean middle school students. The relations of change in stages of physical activity and students' perceived responsibility were also examined. Participants were 357 middle school students (160 boys, 197 girls) from three schools in the Seoul metropolitan area. Exploratory factor analysis supported a three-factor structure with effort and self-direction merged into one factor and the responsibilities of respect and caring for others constituted separate factors. Pearson correlations among factors showed perceptions of personal responsibility were associated with more intrinsic motivation toward physical education and a higher stage of physical activity. A moderate or low association between perceived social responsibility and intrinsic motivation implied a need to develop strategies for Korean students to use social responsibility for promoting physical activity.

  18. The Effect of Student Collaboration in Solving Physics Problems Using an Online Interactive Response System

    OpenAIRE

    Balta, Nuri; Awedh, Mohammad Hamza

    2016-01-01

    Advanced technology helps educational institutes to improve student learning performance and outcomes. In this study, our aim is to measure and assess student engagement and collaborative learning in engineering classes when using online technology in solving physics problems. The interactive response system used in this study is a collaborative learning tool that allows teachers to monitor their students’ response and progress in real time. Our results indicated that students have highly pos...

  19. Changes in the Social Responsibility Attitudes of Engineering Students Over Time.

    Science.gov (United States)

    Bielefeldt, Angela R; Canney, Nathan E

    2016-10-01

    This research explored how engineering student views of their responsibility toward helping individuals and society through their profession, so-called social responsibility, change over time. A survey instrument was administered to students initially primarily in their first year, senior year, or graduate studies majoring in mechanical, civil, or environmental engineering at five institutions in September 2012, April 2013, and March 2014. The majority of the students (57 %) did not change significantly in their social responsibility attitudes, but 23 % decreased and 20 % increased. The students who increased, decreased, or remained the same in their social responsibility attitudes over time did not differ significantly in terms of gender, academic rank, or major. Some differences were found between institutions. Students who decreased in social responsibility initially possessed more positive social responsibility attitudes, were less likely to indicate that college courses impacted their views of social responsibility, and were more likely to have decreased in the frequency that they participated in volunteer activities, compared to students who did not change or increased their social responsibility. Although the large percentage of engineering students who decreased their social responsibility during college was disappointing, it is encouraging that courses and participation in volunteer activities may combat this trend.

  20. A small unconditional non-financial incentive suggests an increase in survey response rates amongst older general practitioners (GPs): a randomised controlled trial study.

    Science.gov (United States)

    Pit, Sabrina Winona; Hansen, Vibeke; Ewald, Dan

    2013-07-30

    Few studies have investigated the effect of small unconditional non-monetary incentives on survey response rates amongst GPs or medical practitioners. This study assessed the effectiveness of offering a small unconditional non-financial incentive to increase survey response rates amongst general practitioners within a randomised controlled trial (RCT). An RCT was conducted within a general practice survey that investigated how to prolong working lives amongst ageing GPs in Australia. GPs (n = 125) were randomised to receive an attractive pen or no pen during their first invitation for participation in a survey. GPs could elect to complete the survey online or via mail. Two follow up reminders were sent without a pen to both groups. The main outcome measure was response rates. The response rate for GPs who received a pen was higher in the intervention group (61.9%) compared to the control group (46.8%). This study did not find a statistically significant effect of a small unconditional non-financial incentive (in the form of a pen) on survey response rates amongst GPs (Odds ratio, 95% confidence interval: 1.85 (0.91 to 3.77). No GPs completed the online version. A small unconditional non-financial incentives, in the form of a pen, may improve response rates for GPs.

  1. Students' approaches to learning in a clinical practicum: A psychometric evaluation based on item response theory.

    Science.gov (United States)

    Zhao, Yue; Kuan, Hoi Kei; Chung, Joyce O K; Chan, Cecilia K Y; Li, William H C

    2018-07-01

    The investigation of learning approaches in the clinical workplace context has remained an under-researched area. Despite the validation of learning approach instruments and their applications in various clinical contexts, little is known about the extent to which an individual item, that reflects a specific learning strategy and motive, effectively contributes to characterizing students' learning approaches. This study aimed to measure nursing students' approaches to learning in a clinical practicum using the Approaches to Learning at Work Questionnaire (ALWQ). Survey research design was used in the study. A sample of year 3 nursing students (n = 208) who undertook a 6-week clinical practicum course participated in the study. Factor analyses were conducted, followed by an item response theory analysis, including model assumption evaluation (unidimensionality and local independence), item calibration and goodness-of-fit assessment. Two subscales, deep and surface, were derived. Findings suggested that: (a) items measuring the deep motive from intrinsic interest and deep strategies of relating new ideas to similar situations, and that of concept mapping served as the strongest discriminating indicators; (b) the surface strategy of memorizing facts and details without an overall picture exhibited the highest discriminating power among all surface items; and, (c) both subscales appeared to be informative in assessing a broad range of the corresponding latent trait. The 21-item ALWQ derived from this study presented an efficient, internally consistent and precise measure. Findings provided a useful psychometric evaluation of the ALWQ in the clinical practicum context, added evidence to the utility of the ALWQ for nursing education practice and research, and echoed the discussions from previous studies on the role of the contextual factors in influencing student choices of different learning strategies. They provided insights for clinical educators to measure

  2. Cognitive Responses of Students Who Witness Classroom Cheating

    Science.gov (United States)

    Firmin, Michael W.; Burger, Amanda; Blosser, Matthew

    2007-01-01

    We arranged for 82 General Psychology students (51 females, 31 males) to observe peers in a course cheating situation. Individual, in-depth, qualitative interviews following the experiment we were conducting, using rigorous coding and grounded theory methodology for analysis. Results showed students to experience particular cognitive stages as…

  3. A Qualitative Study of Student Responses to Body Painting

    Science.gov (United States)

    Finn, Gabrielle M.; McLachlan, John C.

    2010-01-01

    One hundred and thirty-three preclinical medical students participated in 24 focus groups over the period 2007-2009 at Durham University. Focus groups were conducted to ascertain whether or not medical students found body painting anatomical structures to be an educationally beneficial learning activity. Data were analyzed using a grounded theory…

  4. Students Learning Agroecology: Phenomenon-Based Education for Responsible Action

    Science.gov (United States)

    Ostergaard, Edvin; Lieblein, Geir; Breland, Tor Arvid; Francis, Charles

    2010-01-01

    Preparing students for a complex and dynamic future is a challenge for educators. This article explores three crucial issues related to agroecological education and learning: (1) the phenomenological foundation for learning agroecology in higher education; (2) the process of students' interactions with a wide range of various learners within and…

  5. Student Press and Distribution Issues: Rights and Responsibilities.

    Science.gov (United States)

    Bartlett, Larry D.

    1984-01-01

    This review analyzes case law in the area of student press and distribution and offers some guidelines for developing and implementing school policy and rules. Litigation is reviewed in order to clarify students' rights, limitations on administrative authority in matters of censorship and prior restraint, and actions in connection with writing and…

  6. Online Peer Review: Encouraging Student Response and Development

    Science.gov (United States)

    Lansiquot, Reneta; Rosalia, Christine

    2015-01-01

    This study explored the use of a tailored online peer review program for first-year undergraduate students at an urban college of technology. The program facilitated group peer review in meaningful and technologically elegant ways. Students in a composition class were divided into two groups. One group acted as first reviewers, and the other group…

  7. 'Present nuclear emergency responses in India: tracing requirements and guidelines suggested after Fukushima accident in regards to public and plant safety

    International Nuclear Information System (INIS)

    Jawale, Priyanka M.

    2014-01-01

    In this poster the primary initiative is to educate the public at large and instill confidence about the present Emergency Response Systems of DAE and the imminent agencies in India. Poster attempts to analyse present regulatory and safety systems, mechanisms like plant and site emergency response plans are in place to handle radiation emergencies and how public will not be affected in any manner. In India also we needed some supplementary provisions to cope up with major disasters in Nuclear Power Plants (NPP) apart from the existing one. Some of the NPPs are not under the UN safeguards, which can not import Uranium also need extra care and protection. Regulatory and safety functions of Atomic Energy in India are carried out by the Atomic Energy Regulatory Board (Atomic Energy Regulatory Board), the poster attempts to explain the present regulatory and safety mechanism under Atomic Energy Regulatory Board. We have the plant and site emergency response plans in place. The well planned functioning of these is demonstrated here. India is equipped with detail plans of emergency response system, to handle the radiation emergencies in public domain even at the locations where DAE facility is not available

  8. Build-up forces at Military Institute of Medical Radiology and Oncology for emergency medical response to some eventualities of radiological accidents - some suggestions

    International Nuclear Information System (INIS)

    Ho Van Cu; Nguyen Huu Nghia

    2011-01-01

    Nowadays, the use of various nuclear sources in some fields of the life has brought many practical advantages in general; especially in the next several years, our country will begin construction of the first nuclear plant. However, if there were user carelessness or objective disadvantageous factors (earthquake, tsunami, etc.), that disadvantages could lead to a radiation accident or nuclear accident which causes damages not only for economy but also for public health. Therefore, the emergency response to radiation accident, especially the emergency medical response that has a great important position. To satisfy this real demand, in 1996, Vietnam Ministry of Defence made the decision to establish Center for Nuclear Medicine and Radiation Protecting (now becomes Military Institute of Medical Radiology and Oncology) with the main missions are research, applying radiation protecting methods and organizing treatments to radiation injured victims. To fulfill above main missions, with the help of Vietnam Atomic Energy Institute (VAEI), Vietnam Agency for Radiation and Nuclear Safety (VARANS), the doctors and staffs of our Institute have been participated in the international training courses and workshops that organized in Vietnam or in regional countries about emergency medical response to radiation accidents, they get valuable information, knowledge and documents from these courses and workshops. Depending on the principles of radiation emergency medical response to nuclear/ radiation accidents that International Atomic Energy Agency (IAEA) guided, and with the experience learned from other countries in Asia region, our Institute have been gradually improving on organization and curing processes for the radiation victims and also setting the preparedness for emergency medical response to radiation accidents if maybe they could occur. (author)

  9. Whole-transcriptome analysis of verocytotoxigenic Escherichia coli O157:H7 (Sakai suggests plant-species-specific metabolic responses on exposure to spinach and lettuce extracts.

    Directory of Open Access Journals (Sweden)

    Louise Crozier

    2016-07-01

    Full Text Available Verocytotoxigenic Escherichia coli (VTEC can contaminate crop plants, potentially using them as secondary hosts, which can lead to food-borne infection. Currently, little is known about the influence of the specific plant species on the success of bacterial colonisation. As such, we compared the ability of the VTEC strain, E. coli O157:H7 ‘Sakai’, to colonise the roots and leaves of four leafy vegetables: spinach (Spinacia oleracea, lettuce (Lactuca sativa, vining green pea (Pisum sativum and prickly lettuce (L. serriola, a wild relative of domesticated lettuce. Also, to determine the drivers of the initial response on interaction with plant tissue, the whole transcriptome of E. coli O157:H7 Sakai was analysed following exposure to plant extracts of varying complexity (spinach leaf lysates or root exudates, and leaf cell wall polysaccharides from spinach or lettuce. Plant extracts were used to reduce heterogeneity inherent in plant-microbe interactions and remove the effect of plant immunity. This dual approach provided information on the initial adaptive response of E. coli O157:H7 Sakai to the plant environment together with the influence of the living plant during bacterial establishment and colonisation. Results showed that both the plant tissue type and the plant species strongly influence the short-term (1 hour transcriptional response to extracts as well as longer-term (10 days plant colonisation or persistence. We show that propagation temperature (37 versus 18 oC has a major impact on the expression profile and therefore pre-adaptation of bacteria to a plant-relevant temperature is necessary to avoid misleading temperature-dependent wholescale gene-expression changes in response to plant material. For each of the plant extracts tested, the largest group of (annotated differentially regulated genes were associated with metabolism. However, large-scale differences in the metabolic and biosynthetic pathways between treatment types

  10. Nursing students' responses to ethical dilemmas in nursing practice.

    Science.gov (United States)

    Dierckx de Casterlé, B; Grypdonck, M; Vuylsteke-Wauters, M; Janssen, P J

    1997-01-01

    In literature as well as in nursing practice a growing concern about nurses' ethical competence can be observed. Based on the cognitive theory of moral development by Kohlberg, this research examined nursing students' ethical behaviour in five nursing dilemmas. Ethical behaviour refers not only to the ethical reasoning of nursing students but also to the relationship between reasoning and behaviour. Kohlberg's definition of morality was refined by adding a care perspective. The results show that the majority of students can be located in the fourth moral stage according to Kohlberg's theory, that is, the conventional level of moral development. This finding implies that students are still guided by professional rules, norms and duties, and have not (yet) succeeded in making personal ethical decisions on the basis of their own principles and acting according to such decisions.

  11. The Impact of Lottery Incentives on Student Survey Response Rates.

    Science.gov (United States)

    Porter, Stephen R.; Whitcomb, Michael E.

    2003-01-01

    A controlled experiment tested the effects of lottery incentives using a prospective college applicant Web survey, with emails sent to more than 9,000 high school students. Found minimal effect of postpaid incentives for increasing levels of incentive. (EV)

  12. Student Perception on a Student Response System Formed by Combining Mobile Phone and a Polling Website

    Science.gov (United States)

    Wong, Adam

    2016-01-01

    Every teacher understands the importance of getting timely student feedback for effective and efficient teaching and learning. However, students are not always keen to answer questions in the classroom in front of their peers. There is a need for an efficient method to engage all the students in a classroom and quickly evaluate the progress of…

  13. Students and Teacher Responses to a Unit of Student-Designed Games

    Science.gov (United States)

    Casey, Ashley; Hastie, Peter A.

    2011-01-01

    Background: Despite the support in primary education that student-designed games enhance student contextualisation of skills and tactics, there has been little support in secondary education, nor any empirical research exploring these claims. This paper attempts to rekindle these beliefs and explores the use of student-designed games in an English…

  14. The Zygosaccharomyces bailii transcription factor Haa1 is required for acetic acid and copper stress responses suggesting subfunctionalization of the ancestral bifunctional protein Haa1/Cup2.

    Science.gov (United States)

    Palma, Margarida; Dias, Paulo Jorge; Roque, Filipa de Canaveira; Luzia, Laura; Guerreiro, Joana Fernandes; Sá-Correia, Isabel

    2017-01-13

    The food spoilage yeast species Zygosaccharomyces bailii exhibits an extraordinary capacity to tolerate weak acids, in particular acetic acid. In Saccharomyces cerevisiae, the transcription factor Haa1 (ScHaa1) is considered the main player in genomic expression reprogramming in response to acetic acid stress, but the role of its homologue in Z. bailii (ZbHaa1) is unknown. In this study it is demonstrated that ZbHaa1 is a ScHaa1 functional homologue by rescuing the acetic acid susceptibility phenotype of S. cerevisiae haa1Δ. The disruption of ZbHAA1 in Z. bailii IST302 and the expression of an extra ZbHAA1 copy confirmed ZbHAA1 as a determinant of acetic acid tolerance. ZbHaa1 was found to be required for acetic acid stress-induced transcriptional activation of Z. bailii genes homologous to ScHaa1-target genes. An evolutionary analysis of the Haa1 homologues identified in 28 Saccharomycetaceae species genome sequences, including Z bailii, was carried out using phylogenetic and gene neighbourhood approaches. Consistent with previous studies, this analysis revealed a group containing pre-whole genome duplication species Haa1/Cup2 single orthologues, including ZbHaa1, and two groups containing either Haa1 or Cup2 orthologues from post-whole genome duplication species. S. cerevisiae Cup2 (alias Ace1) is a transcription factor involved in response and tolerance to copper stress. Taken together, these observations led us to hypothesize and demonstrate that ZbHaa1 is also involved in copper-induced transcriptional regulation and copper tolerance. The transcription factor ZbHaa1 is required for adaptive response and tolerance to both acetic acid and copper stresses. The subfunctionalization of the single ancestral Haa1/Cup2 orthologue that originated Haa1 and Cup2 paralogues after whole genome duplication is proposed.

  15. Anti-Inflammation Activities of Mycosporine-Like Amino Acids (MAAs) in Response to UV Radiation Suggest Potential Anti-Skin Aging Activity

    Science.gov (United States)

    Suh, Sung-Suk; Hwang, Jinik; Park, Mirye; Seo, Hyo Hyun; Kim, Hyoung-Shik; Lee, Jeong Hun; Moh, Sang Hyun; Lee, Taek-Kyun

    2014-01-01

    Certain photosynthetic marine organisms have evolved mechanisms to counteract UV-radiation by synthesizing UV-absorbing compounds, such as mycosporine-like amino acids (MAAs). In this study, MAAs were separated from the extracts of marine green alga Chlamydomonas hedleyi using HPLC and were identified as porphyra-334, shinorine, and mycosporine-glycine (mycosporine-Gly), based on their retention times and maximum absorption wavelengths. Furthermore, their structures were confirmed by triple quadrupole MS/MS. Their roles as UV-absorbing compounds were investigated in the human fibroblast cell line HaCaT by analyzing the expression levels of genes associated with antioxidant activity, inflammation, and skin aging in response to UV irradiation. The mycosporine-Gly extract, but not the other MAAs, had strong antioxidant activity in the 2,2-diphenyl-1-picryhydrazyl (DPPH) assay. Furthermore, treatment with mycosporine-Gly resulted in a significant decrease in COX-2 mRNA levels, which are typically increased in response to inflammation in the skin, in a concentration-dependent manner. Additionally, in the presence of MAAs, the UV-suppressed genes, procollagen C proteinase enhancer (PCOLCE) and elastin, which are related to skin aging, had increased expression levels equal to those in UV-mock treated cells. Interestingly, the increased expression of involucrin after UV exposure was suppressed by treatment with the MAAs mycosporine-Gly and shinorine, but not porphyra-334. This is the first report investigating the biological activities of microalgae-derived MAAs in human cells. PMID:25317535

  16. An exposure-response analysis based on rifampin suggests CYP3A4 induction is driven by AUC: an in vitro investigation.

    Science.gov (United States)

    Chang, Cheng; Yang, Xin; Fahmi, Odette A; Riccardi, Keith A; Di, Li; Obach, R Scott

    2017-08-01

    1. Induction is an important mechanism contributing to drug-drug interactions. It is most commonly evaluated in the human hepatocyte assay over 48-h or 72-h incubation period. However, whether the overall exposure (i.e. Area Under the Curve (AUC) or C ave ) or maximum exposure (i.e. C max ) of the inducer is responsible for the magnitude of subsequent induction has not been thoroughly investigated. Additionally, in vitro induction assays are typically treated as static systems, which could lead to inaccurate induction potency estimation. Hence, European Medicines Agency (EMA) guidance now specifies quantitation of drug levels in the incubation. 2. This work treated the typical in vitro evaluation of rifampin induction as an in vivo system by generating various target engagement profiles, measuring free rifampin concentration over 3 d of incubation and evaluating the impact of these factors on final induction response. 3. This rifampin-based analysis demonstrates that the induction process is driven by time-averaged target engagement (i.e. AUC-driven). Additionally, depletion of rifampin in the incubation medium over 3 d as well as non-specific/specific binding were observed. 4. These findings should help aid the discovery of clinical candidates with minimal induction liability and further expand our knowledge in the quantitative translatability of in vitro induction assays.

  17. Evolution of Students' Varied Conceptualizations About Socially Responsible Engineering: A Four Year Longitudinal Study.

    Science.gov (United States)

    Rulifson, Greg; Bielefeldt, Angela R

    2018-03-20

    Engineers should learn how to act on their responsibility to society during their education. At present, however, it is unknown what students think about the meaning of socially responsible engineering. This paper synthesizes 4 years of longitudinal interviews with engineering students as they progressed through college. The interviews revolved broadly around how students saw the connections between engineering and social responsibility, and what influenced these ideas. Using the Weidman Input-Environment-Output model as a framework, this research found that influences included required classes such as engineering ethics, capstone design, and some technical courses, pre-college volunteering and familial values, co-curricular groups such as Engineers Without Borders and the Society of Women Engineers, as well as professional experiences through internships. Further, some experiences such as technical courses and engineering internships contributed to confine students' understanding of an engineer's social responsibility. Overall, students who stayed in engineering tended to converge on basic responsibilities such as safety and bettering society as a whole, but tended to become less concerned with improving the lives of the marginalized and disadvantaged. Company loyalty also became important for some students. These results have valuable, transferable contributions, providing guidance to foster students' ideas on socially responsible engineering.

  18. With great control comes great responsibility: the relationship between perceived academic control, student responsibility, and self-regulation.

    Science.gov (United States)

    Fishman, Evan J

    2014-12-01

    Students' perceived control over academic outcomes has been linked to their use of self-regulated strategies. However, students' sense of responsibility, or internal commitment to produce such outcomes, has not often been considered in this relationship. The purpose of this study was to examine the relationships between perceived academic control (PAC), student responsibility (SR), and knowledge building (KB). Participants were 152 undergraduate students enrolled in an educational technology course. An exploratory factor analysis was conducted to demonstrate the distinction between the PAC and SR constructs. A series of regression analyses were conducted to address the research hypotheses, and a bootstrap test was used to assess the mediating role of SR in the relationship between the PAC variables and KB. Initial evidence regarding the uniqueness of the PAC and SR constructs was provided. PAC (both primary control and secondary control [SC]) were positively and significantly related to SR. KB was positively and significantly related to SR, as was SC. Additionally, SR partially mediated the relationship between the PAC variables and KB. The findings showed that those who perceived the capability to achieve academic outcomes were more likely to feel internally obligated to produce such outcomes. The same was true for students who perceived the capability to psychologically adjust to academic situations. The results also demonstrated that students' sense of responsibility for academic outcomes played a partially mediating role in the relationship between their perceptions of control and reported use of self-regulated behaviour. © 2014 The British Psychological Society.

  19. Anti-Inflammation Activities of Mycosporine-Like Amino Acids (MAAs in Response to UV Radiation Suggest Potential Anti-Skin Aging Activity

    Directory of Open Access Journals (Sweden)

    Sung-Suk Suh

    2014-10-01

    Full Text Available Certain photosynthetic marine organisms have evolved mechanisms to counteract UV-radiation by synthesizing UV-absorbing compounds, such as mycosporine-like amino acids (MAAs. In this study, MAAs were separated from the extracts of marine green alga Chlamydomonas hedleyi using HPLC and were identified as porphyra-334, shinorine, and mycosporine-glycine (mycosporine-Gly, based on their retention times and maximum absorption wavelengths. Furthermore, their structures were confirmed by triple quadrupole MS/MS. Their roles as UV-absorbing compounds were investigated in the human fibroblast cell line HaCaT by analyzing the expression levels of genes associated with antioxidant activity, inflammation, and skin aging in response to UV irradiation. The mycosporine-Gly extract, but not the other MAAs, had strong antioxidant activity in the 2,2-diphenyl-1-picryhydrazyl (DPPH assay. Furthermore, treatment with mycosporine-Gly resulted in a significant decrease in COX-2 mRNA levels, which are typically increased in response to inflammation in the skin, in a concentration-dependent manner. Additionally, in the presence of MAAs, the UV-suppressed genes, procollagen C proteinase enhancer (PCOLCE and elastin, which are related to skin aging, had increased expression levels equal to those in UV-mock treated cells. Interestingly, the increased expression of involucrin after UV exposure was suppressed by treatment with the MAAs mycosporine-Gly and shinorine, but not porphyra-334. This is the first report investigating the biological activities of microalgae-derived MAAs in human cells.

  20. Suicidality and interrogative suggestibility.

    Science.gov (United States)

    Pritchard-Boone, Lea; Range, Lillian M

    2005-01-01

    All people are subject to memory suggestibility, but suicidal individuals may be especially so. The link between suicidality and suggestibility is unclear given mixed findings and methodological weaknesses of past research. To test the link between suicidality and interrogative suggestibility, 149 undergraduates answered questions about suicidal thoughts and reasons for living, and participated in a direct suggestibility procedure. As expected, suggestibility correlated with suicidality but accounted for little overall variance (4%). Mental health professionals might be able to take advantage of client suggestibility by directly telling suicidal persons to refrain from suicidal thoughts or actions.

  1. Using Audience Response Technology to provide formative feedback on pharmacology performance for non-medical prescribing students - a preliminary evaluation

    Directory of Open Access Journals (Sweden)

    Mostyn Alison

    2012-11-01

    Full Text Available Abstract Background The use of anonymous audience response technology (ART to actively engage students in classroom learning has been evaluated positively across multiple settings. To date, however, there has been no empirical evaluation of the use of individualised ART handsets and formative feedback of ART scores. The present study investigates student perceptions of such a system and the relationship between formative feedback results and exam performance. Methods Four successive cohorts of Non-Medical Prescribing students (n=107 had access to the individualised ART system and three of these groups (n=72 completed a questionnaire about their perceptions of using ART. Semi-structured interviews were carried out with a purposive sample of seven students who achieved a range of scores on the formative feedback. Using data from all four cohorts of students, the relationship between mean ART scores and summative pharmacology exam score was examined using a non-parametric correlation. Results Questionnaire and interview data suggested that the use of ART enhanced the classroom environment, motivated students and promoted learning. Questionnaire data demonstrated that students found the formative feedback helpful for identifying their learning needs (95.6%, guiding their independent study (86.8%, and as a revision tool (88.3%. Interviewees particularly valued the objectivity of the individualised feedback which helped them to self-manage their learning. Interviewees’ initial anxiety about revealing their level of pharmacology knowledge to the lecturer and to themselves reduced over time as students focused on the learning benefits associated with the feedback. A significant positive correlation was found between students’ formative feedback scores and their summative pharmacology exam scores (Spearman’s rho = 0.71, N=107, p Conclusions Despite initial anxiety about the use of individualised ART units, students rated the helpfulness of the

  2. Emotional Intelligence and Social Responsibility of Boy Students in Middle School

    Science.gov (United States)

    Moradi Sheykhjan, Tohid; Jabari, Kamran; K, Rajeswari

    2014-01-01

    The present study has been undertaken to know the relationship between emotional intelligence and social responsibility of boy students in middle school using correlation. Survey method was adopted for the study. Data were collected from 100 boy students studying in Miandoab City of Iran during the academic year, 2012-13 who were selected…

  3. Blindness and Selective Mutism: One Student's Response to Voice-Output Devices

    Science.gov (United States)

    Holley, Mary; Johnson, Ashli; Herzberg, Tina

    2014-01-01

    This case study was designed to measure the response of one student with blindness and selective mutism to the intervention of voice-output devices across two years and two different teachers in two instructional settings. Before the introduction of the voice output devices, the student did not choose to communicate using spoken language or…

  4. Social and Spatial Disparities in Emotional Responses to Education: Feelings of "Guilt" among Student-Parents

    Science.gov (United States)

    Brooks, Rachel

    2015-01-01

    This article explores the emotional responses to higher education of students with dependent children, and draws on 68 in-depth interviews conducted with student-parents in universities in the UK and Denmark. By focussing on one specific emotion--guilt--it contends that emotions are important in helping to understand the way in which particular…

  5. Experiences with Use of Various Pedagogical Methods Utilizing a Student Response System -- Motivation and Learning Outcome

    Science.gov (United States)

    Arnesen, Ketil; Korpas, Guri Sivertsen; Hennissen, Jon Eirik; Stav, John Birger

    2013-01-01

    This paper describes use of an online Student Response System (SRS) in a pre-qualification course for engineering studies in Norway. The SRS in use, where students answer quizzes using handheld mobile devices like Smartphones, PADs, iPods etc., has been developed at Sor-Trondelag University College. The development of the SRS was co-funded by the …

  6. Developing Culturally Responsive Mathematics Teachers: Secondary Teachers' Evolving Conceptions of Knowing Students

    Science.gov (United States)

    Parker, Frieda; Bartell, Tonya Gau; Novak, Jodie D.

    2017-01-01

    Research advances in teaching, learning, curriculum, and assessment have not changed the continued underperformance of marginalized students in mathematics education. Culturally responsive teaching is a means of addressing the needs of these students. It is sometimes challenging, however, to convince secondary mathematics teachers about the…

  7. Teaching Socially Valid Social Interaction Responses to Students with Severe Disabilities in an Integrated School Setting.

    Science.gov (United States)

    Nientimp, Edward G.; Cole, Christine L.

    1992-01-01

    Evaluated effects of procedure to teach appropriate social responses to adolescents with severe disabilities by employing ABA withdrawal design, replicated twice with two students, and AB design with third student. Results showed increases in correct responding and decreases in echolalia following intervention. Generalization of appropriate…

  8. The Development and Validation of the Student Response System Benefit Scale

    Science.gov (United States)

    Hooker, J. F.; Denker, K. J.; Summers, M. E.; Parker, M.

    2016-01-01

    Previous research into the benefits student response systems (SRS) that have been brought into the classroom revealed that SRS can contribute positively to student experiences. However, while the benefits of SRS have been conceptualized and operationalized into a widely cited scale, the validity of this scale had not been tested. Furthermore,…

  9. Student and Teacher Responses to Prayer at a Modern Orthodox Jewish High School

    Science.gov (United States)

    Lehmann, Devra

    2010-01-01

    This article presents the attitudes of students and teachers to prayer at an American Modern Orthodox Jewish high school. Relevant data, based on observation and interviews, emerged from a larger study of the school's Jewish and secular worlds. A significant gap in responses became apparent. Students viewed prayer as a challenge to their autonomy,…

  10. A Case Study on Primary, Secondary and University Students' Environmentally Responsible Behaviors in Turkey

    Science.gov (United States)

    Kahyaoglu, Mustafa

    2013-01-01

    The purpose of the study is to prove the environmentally responsible behaviors of primary, secondary and university students in Turkey. The students', who attended the study as participants, environmentally political behaviors, consumer/economical behaviors, direct behaviors toward protecting the environment and individual and public persuasion…

  11. Non-Response in Student Surveys: The Role of Demographics, Engagement and Personality

    Science.gov (United States)

    Porter, Stephen R.; Whitcomb, Michael E.

    2005-01-01

    What causes a student to participate in a survey? This paper looks at participation across multiple surveys to understand survey non-response; by using multiple surveys we minimize the impact of survey salience. Students at a selective liberal arts college were administered four different surveys throughout the 2002-2003 academic year, and we use…

  12. First year Health Psychology students perception of responsibility as a value in their professors

    OpenAIRE

    José Antonio Pomares Alfonso; Ana María Molina Gómez

    2010-01-01

    Background: as teachers are able to express in their conduct and relationships with the students values such as responsibility, love for their country and profession, honesty and sense of justice, among others, they will enhance their preparation as a learning motive. Objective: to assess the perception of first year Health Psychology students on their professor’s responsibility value. Methods: a descriptive study conducted at the University of Medical Sciences of Cienfuegos in March, 2010 th...

  13. A RESEARCH ON CORPORATE SOCIAL RESPONSIBILITY PERCEPTIONS OF MARITIME FACULTY STUDENTS

    OpenAIRE

    KAYA ÖZBAĞ, Gönül

    2017-01-01

    Corporate Social Responsibility(CSR) concept has attracted considerable interest in recent years byresearchers and practitioners. Due to an increased awareness of theneed for CSR this study examines corporate social responsibility perceptions ofmaritime faculty students (MFS).  MFSwere chosen for this research since these students are usually employed by aninternational organization and have diffuculties in interpreting ethical issuesin a business context because of...

  14. Do students in Croatia care about corporate social responsibility performance of banks?

    Directory of Open Access Journals (Sweden)

    Ana Kundid Novokmet

    2016-12-01

    Full Text Available We investigate a relevance of the corporate social responsibility of banks from the students’ point of view. By doing so, we can pinpoint a compliance of the Croatian banks’ corporate social responsibility praxis with the expectations of students’ population as their current and/or future customers. Moreover, as we focus on the students of the higher years of studies at the Faculty of Economics, University of Split, who are potential employees or even future managers in the financial services industry, the results which are obtained throughout a questionnaire research might be perceived as a sort of a wider empirical verification of the stakeholder theory approach to corporate social responsibility. According to 163 responses, corporate social responsibility performance of banks in Croatia seems to be important to students, and some noticed disparities in their attitudes are discussed with regards to their socio-demographic characteristics. Nevertheless, most of students perceive an image and public reputation improvement to be the main driver of corporate social responsibility achievements in the Croatian banking sector, and thus they ask for a more responsible banking, especially from the foreign-owned banks. Apart from the identified policy recommendations in the corporate social responsibility area for the Croatian banks, students support the idea that faculties of economics should educate their students more on the ethical issues in business practices.

  15. Counselor Educators' Gatekeeping Responsibilities and Students' First Amendment Rights

    Science.gov (United States)

    Hutchens, Neal; Block, Jason; Young, Marianne

    2013-01-01

    In 2 recent legal cases, graduate counselor education students challenged the imposition of remediation plans as violating their First Amendment rights of freedom of speech and religion. With special emphasis on this recent litigation, the article examines the legal standards governing the authority of counselor educators at public colleges and…

  16. Educational Development for Responsible Graduate Students in the Neoliberal University

    Science.gov (United States)

    Vander Kloet, Marie; Aspenlieder, Erin

    2013-01-01

    In this article, we examine how our work in educational development, specifically in graduate student training, enacts the logic of neoliberalism in higher education in Canada. We approach this examination through a collaborative autoethnographic consideration of and reflection on our practices and experiences as educational developers, the design…

  17. Using Joseph Campbell to Improve Students' Response to Literature.

    Science.gov (United States)

    Barnum, Carol M.

    1992-01-01

    Shows how teachers can use the videotapes and writings of Joseph Campbell to help students see patterns in literature and respond personally to it. Presents Campbell's explanation of the monomyth of the hero's journey, and discusses three works in which the pattern is present. (SR)

  18. Rationalizing Neglect: An Institutional Response to Transfer Students

    Science.gov (United States)

    Tobolowsky, Barbara F.; Cox, Bradley E.

    2012-01-01

    This qualitative study focuses on institutional efforts affecting the transfer student experience at a single research institution. Findings based on interviews with institutional representatives, both faculty and staff, using the rational, natural, and open system perspectives of organizational theory, provide insights into the institutional…

  19. Validity of Palestinian University Students' Responses in Evaluating Their Instructors.

    Science.gov (United States)

    Baker, Ahmad M.

    1986-01-01

    A study of Palestinian university students' evaluations of their teachers' instruction examined the possible biasing effect of their sex, academic class, or expected grade in the course. The results are examined in the context of Arab and Third World higher education and the need to establish standards of evaluation. (MSE)

  20. Loss, Responsibility, Blame? Staff Discourses of Student Plagiarism

    Science.gov (United States)

    Gourlay, Lesley; Deane, Janis

    2012-01-01

    Student plagiarism and difficulties with writing have been widely investigated in the literature, but there has been less research on staff perspectives. A Joint Information Services Committee (JISC)-funded questionnaire (n = 80) and focus group study investigated the views of lecturers, librarians and study advisors at a UK post-92 university,…

  1. The Stress and Coping Responses of Certified Graduate Athletic Training Students

    Science.gov (United States)

    Reed, Sarah

    2004-01-01

    Objective: To assess the sources of stress and coping responses of certified graduate athletic training students. Design and Setting: We interviewed certified graduate athletic training students 3 times over a 9-month period. We transcribed the interviews verbatim and used grounded theory analytic procedures to inductively analyze the participants' sources of stress and coping responses. Subjects: Three male and 3 female certified graduate athletic training students from a postcertification graduate athletic training program volunteered to participate in this investigation. The participants were full-time graduate students, with a mean age of 23 years, who had worked an average of 1.5 years as certified athletic trainers at the time of the first interview. Measurements: We used grounded theory analytic procedures to inductively analyze the participants' sources of stress and coping responses. Results: A total of 6 general sources of stress and 11 coping dimensions were revealed. The stress dimensions were labeled athletic training duties, comparing job duties, responsibilities as student, time management, social evaluation, and future concerns. The coping responses were planning, instrumental social support, adjusting to job responsibilities, positive evaluations, emotional social support, humor, wishful thinking, religion, mental or behavioral disengagement, activities outside the profession, and other outcomes. Conclusions: Certified graduate athletic training students should be encouraged to use problem-focused (eg, seeking advice, planning) and emotion-focused (eg, positive evaluations, humor) forms of coping with stress. PMID:15173872

  2. Do stress responses promote leukemia progression? An animal study suggesting a role for epinephrine and prostaglandin-E2 through reduced NK activity.

    Directory of Open Access Journals (Sweden)

    Shelly Inbar

    2011-04-01

    Full Text Available In leukemia patients, stress and anxiety were suggested to predict poorer prognosis. Oncological patients experience ample physiological and psychological stress, potentially leading to increased secretion of stress factors, including epinephrine, corticosteroids, and prostaglandins. Here we tested whether environmental stress and these stress factors impact survival of leukemia-challenged rats, and studied mediating mechanisms. F344 rats were administered with a miniscule dose of 60 CRNK-16 leukemia cells, and were subjected to intermittent forced swim stress or to administration of physiologically relevant doses of epinephrine, prostaglandin-E(2 or corticosterone. Stress and each stress factor, and/or their combinations, doubled mortality rates when acutely applied simultaneously with, or two or six days after tumor challenge. Acute administration of the β-adrenergic blocker nadolol diminished the effects of environmental stress, without affecting baseline survival rates. Prolonged β-adrenergic blockade or COX inhibition (using etodolac also increased baseline survival rates, possibly by blocking tumor-related or normal levels of catecholamines and prostaglandins. Searching for mediating mechanisms, we found that each of the stress factors transiently suppressed NK activity against CRNK-16 and YAC-1 lines on a per NK basis. In contrast, the direct effects of stress factors on CRNK-16 proliferation, vitality, and VEGF secretion could not explain or even contradicted the in vivo survival findings. Overall, it seems that environmental stress, epinephrine, and prostaglandins promote leukemia progression in rats, potentially through suppressing cell mediated immunity. Thus, patients with hematological malignancies, which often exhibit diminished NK activity, may benefit from extended β-blockade and COX inhibition.

  3. Student Response to an Internet-Mediated Industrial Design Studio Course

    Science.gov (United States)

    Chen, Wenzhi; You, Manlai

    2010-01-01

    The purpose of this study is to investigate student attitudes towards and perceptions of using the Internet and information technology to mediate a design studio course and to propose guidelines and suggestions for developing Internet-mediated design studio courses. Two classes of third-year undergraduate industrial design students in two…

  4. Student being and becoming at the university: A response from the ...

    African Journals Online (AJOL)

    This article suggests that university knowledge and pedagogy will find greater conceptual purchase if it is alert to the nature of student becoming. The article deploys the concept 'teacherly becoming' to discuss how the students engaged with their professional education in the light of their teaching practice experiences at a ...

  5. If a Student Takes Control: Facilitator's Tasks and Responsibilities

    Science.gov (United States)

    Väljataga, Terje

    This paper presents initial research results of an intervention into higher educational teaching and studying practices from facilitators‘ point of view. The intervention was implemented into an international Master’s level online course mediated by landscapes of social media tools and services. In this course more emphasis was put on a shift of control from a facilitator to a student or a group of students in the following aspects: setting up one’s study goals, choosing activities, selecting appropriate resources, including technology and defining one’s evaluation criteria. The initial analysis showed that the facilitators gained a lot in terms of understanding the benefits of exploiting social media tools and services for their teaching practices, perceiving a need of having a different role as well as the shortages and problems while being a facilitator in such a course.

  6. Student responses to being taught physics in isiZulu

    Directory of Open Access Journals (Sweden)

    Naven Chetty

    2013-09-01

    Full Text Available The University of KwaZulu-Natal is in the process of formulating a language policy to introduce teaching and learning in isiZulu as well as in English to improve throughput and increase the number of graduates. The aim of this study was to determine if this policy is feasible within the discipline of physics. Critical engagement with students and a literature search allowed the determination of the potential gains and pitfalls of such a language introduction. The study also provides some useful insight into student contexts, schooling history and their perceptions of being taught in their vernacular. The inconsistent use of isiZulu words to translate basic physics words will require the development of a common vocabulary for teaching physics in isiZulu.

  7. Pre-Service Teachers’ Responses to Student Behavior in a Mixed-Reality Environment

    Directory of Open Access Journals (Sweden)

    Jillian Black

    2016-02-01

    Full Text Available This study examined whether student gender and the type of student misbehavior affected the classroom management techniques of pre-service teachers. Participants were pre-service teachers who interacted with avatar students controlled by an actor in a mixed-reality environment. Avatar students’ behaviors were systematically coded along with their gender. Pre-service teachers’ responses were organized into four categories: coercion, retreatism, normative, and remunerative. Pre-service teachers’ use of proximity and tone of voice were also recorded. Data were analyzed using chi-square and ANOVA tests. Significant differences in pre-service teacher responses were found for type of avatar student misbehavior but not avatar student gender. Results and implications for future research are discussed.

  8. Exposing College Students to Exercise: The Training Interventions and Genetics of Exercise Response (TIGER) Study

    Science.gov (United States)

    Sailors, Mary H.; Jackson, Andrew S.; McFarlin, Brian K.; Turpin, Ian; Ellis, Kenneth J.; Foreyt, John P.; Hoelscher, Deanna M.; Bray, Molly S.

    2010-01-01

    Objective: The Training Interventions and Genetics of Exercise Response (TIGER) study is an exercise program designed to introduce sedentary college students to regular physical activity and to identify genetic factors that influence response to exercise. Participants: A multiracial/ethnic cohort (N = 1,567; 39% male), age 18 to 35 years,…

  9. The Relationship between Alcohol Use and Social Responsibility in College Students.

    Science.gov (United States)

    Venable, Riley H.; Strano, Donald A.

    This study examines the relationship between college student alcohol use and the construct of social responsibility. For purposes of the study, alcohol use was defined by average number of drinks a week and frequency of binge drinking; social responsibility was defined by employment, marriage, living with children, living with parents, and hours…

  10. Students' Response to Curriculum Review of Undergraduate Religion/Education Programme

    Science.gov (United States)

    Eluu, Patrick E.

    2015-01-01

    This paper examines the imperative and students' response to curriculum review of undergraduate Religion/Education programme in Ebonyi State University, Abakaliki, Nigeria. The study was a survey type and a fifteen (15) item questionnaire was designed to elicit response from the respondents. The population of the study comprised all the second…

  11. Culturally Responsive Pedagogies in the Classroom: Indigenous Student Experiences across the Curriculum

    Science.gov (United States)

    Savage, Catherine; Hindle, Rawiri; Meyer, Luanna H.; Hynds, Anne; Penetito, Wally; Sleeter, Christine E.

    2011-01-01

    There is agreement that teaching practices should be responsive to the cultural identities of their students, but less clarity regarding both the specifics of culturally responsive pedagogies and effective strategies for implementing them in classrooms across the curriculum. A mixed-methods research approach evaluated the impact of teacher…

  12. Responsible Conduct of Research in Communication Sciences and Disorders: Faculty and Student Perceptions

    Science.gov (United States)

    Minifie, Fred D.; Robey, Randall R.; Horner, Jennifer; Ingham, Janis C.; Lansing, Charissa; McCartney, James H.; Alldredge, Elham-Eid; Slater, Sarah C.; Moss, Sharon E.

    2011-01-01

    Purpose: Two Web-based surveys (Surveys I and II) were used to assess perceptions of faculty and students in Communication Sciences and Disorders (CSD) regarding the responsible conduct of research (RCR). Method: Survey questions addressed 9 RCR domains thought important to the responsible conduct of research: (a) human subjects protections; (b)…

  13. Supernatural versus medical: Responses to mental illness from undergraduate university students in Trinidad.

    Science.gov (United States)

    Ramkissoon, AnMarie Kamanie; Donald, Casswina; Hutchinson, Gerard

    2017-06-01

    Background/Introduction: Perceptions about the aetiology of mental illness are likely to influence help-seeking behaviour. Understanding help-seeking behaviour will improve service provision and access. Therefore, this is likely to improve treatment outcomes. We assessed the perceptions and help-seeking behaviours surrounding mental illness in a Trinidadian population of 158 tertiary-level students (136 female, 22 male; mean age 30) by analysing their responses to a questionnaire which asked for responses regarding a case vignette of a 25-year-old young woman exhibiting symptoms suggestive of schizophrenia. Of the respondents, 32.3% attributed the symptoms to supernatural causes. Specifically, 27.8% to someone doing her bad and 24.1% to evil spirits. In all, 77.2% of respondents indicated that mental illness was caused by medical problems and 63.3% to work stress. A minimum of 9.5% of the students therefore have dual perceptions regarding causation (77.2 + 32.3 = 109.5) Those who perceived causation to be supernatural said they would seek help from both medical ( p = .000) and supernatural ( p = .000) modalities. This also applied significantly to those who said the causation was medical, that is, seeking both religious intervention ( p = .000) and medical intervention (.000) as the first path in the health-seeking pathway. Dual help-seeking behaviour seems to be the functional result of an integration of religious and medical models of mental illness causation even in respondents who clearly identified only one of these as the likely cause of the illness behaviour.

  14. Responsibly managing students' learning experiences in student-run clinics: a virtues-based ethical framework.

    Science.gov (United States)

    Coverdale, John H; McCullough, Laurence B

    2014-01-01

    Many medical schools now offer students a distinctive clinical and learning opportunity, the student-run clinic (SRC), in which generalist physicians often play the major role. Although SRCs have become popular, they pose as-yet unexplored ethical challenges for the learning experiences of students. In SRCs students not only take on a significant administrative role especially in coordinating care, but also provide direct patient care for a clinically challenging, biopsychosocially vulnerable, medically indigent population of patients. SRCs provide an exemplar of the ethical challenges of care for such patients. The ethical framework proposed in this article emphasizes that these valued learning opportunities for students should occur in the context of professional formation, with explicit attention to developing the professional virtues, with faculty as role models for these virtues. The valued learning opportunities for students in SRCs should occur in the context of professional formation, with explicit attention to developing the professional virtues of integrity, compassion, self-effacement, self-sacrifice, and courage, which are required for the appropriate care of the vulnerable populations served by SRCs.

  15. An audience response system strategy to improve student motivation, attention, and feedback.

    Science.gov (United States)

    Cain, Jeff; Black, Esther P; Rohr, Jürgen

    2009-04-07

    To implement an audience response system (ARS) to improve student motivation and attention during lectures and provide immediate feedback to the instructor concerning student understanding of lecture content in a Physiological Chemistry/Molecular Biology course. Students used ARS devices to respond to strategically placed questions throughout physiological chemistry/molecular biology lectures. The instructor inserted 6 to 7 questions that promoted student/class interactivity into each of several 50-minute lectures to focus students' attention and provide feedback on students' comprehension of material. Ninety-eight percent of first-year pharmacy (P1) students (n = 109) reported that strategically placed ARS questions throughout lectures helped them maintain attention. Reports from an independent focus group indicated that students favored this strategy. Furthermore, ARS feedback helped the instructor gauge student comprehension and adjust lectures accordingly. Focused, strategically placed ARS questions throughout lectures may help students maintain attention and stay motivated to learn. Feedback from these questions also allows instructors to adapt lectures to address areas of deficiency.

  16. Analysing task design and students' responses to context-based problems through different analytical frameworks

    Science.gov (United States)

    Broman, Karolina; Bernholt, Sascha; Parchmann, Ilka

    2015-05-01

    Background:Context-based learning approaches are used to enhance students' interest in, and knowledge about, science. According to different empirical studies, students' interest is improved by applying these more non-conventional approaches, while effects on learning outcomes are less coherent. Hence, further insights are needed into the structure of context-based problems in comparison to traditional problems, and into students' problem-solving strategies. Therefore, a suitable framework is necessary, both for the analysis of tasks and strategies. Purpose:The aim of this paper is to explore traditional and context-based tasks as well as students' responses to exemplary tasks to identify a suitable framework for future design and analyses of context-based problems. The paper discusses different established frameworks and applies the Higher-Order Cognitive Skills/Lower-Order Cognitive Skills (HOCS/LOCS) taxonomy and the Model of Hierarchical Complexity in Chemistry (MHC-C) to analyse traditional tasks and students' responses. Sample:Upper secondary students (n=236) at the Natural Science Programme, i.e. possible future scientists, are investigated to explore learning outcomes when they solve chemistry tasks, both more conventional as well as context-based chemistry problems. Design and methods:A typical chemistry examination test has been analysed, first the test items in themselves (n=36), and thereafter 236 students' responses to one representative context-based problem. Content analysis using HOCS/LOCS and MHC-C frameworks has been applied to analyse both quantitative and qualitative data, allowing us to describe different problem-solving strategies. Results:The empirical results show that both frameworks are suitable to identify students' strategies, mainly focusing on recall of memorized facts when solving chemistry test items. Almost all test items were also assessing lower order thinking. The combination of frameworks with the chemistry syllabus has been

  17. CRIMINAL RESPONSIBILITY OF STUDENTS REGARDING USING MOBILE DEVICES AND VIOLATING THE PRINCIPLES OF INFORMATION SECURITY

    Directory of Open Access Journals (Sweden)

    Blaž Markelj

    2014-01-01

    Full Text Available The combination of information security and criminal law in the case of usage of smart mobile phones among the students is a very relevant and current topic. Namely, the number of smart mobile phones’ users is rising daily, including among the student population, due to the need for perpetual communication and constant access to information. However, the lack of knowledge about recommendations on information security and safe use of smart mobile phone together with their disregard could lead to criminal responsibility of the users of smart mobile phones, including students. The purpose of this paper is therefore to represent the potential consequences of criminal responsibility and how to avoid it. The knowledge on safe use of smart mobile phones, their software, but also threats and safety solutions is very low among students, as the survey shows. Due to the loss, conveyance or disclosure of protected data, criminal responsibility of a user could therefore be relevant. In certain cases the juvenile criminal justice system is partly still relevant due to the students’ age, whereas in every case the students' culpability should be assessed precisely. This assessment namely distinguishes the cases, when the student is a perpetrator of a criminal act from the cases, when the student is only a victim of a criminal act due to his improper use of smart mobile phones.

  18. Examining How Proactive Management and Culturally Responsive Teaching Relate to Student Behavior: Implications for Measurement and Practice

    Science.gov (United States)

    Larson, Kristine E.; Pas, Elise T.; Bradshaw, Catherine P.; Rosenberg, Michael S.; Day-Vines, Norma L.

    2018-01-01

    The discipline gap between White students and African American students has increased demand for teacher training in culturally responsive and behavior management practices. Extant research, however, is inconclusive about how culturally responsive teaching practices relate to student behavior or how to assess using such practices in the classroom.…

  19. Using Audience Response Technology to provide formative feedback on pharmacology performance for non-medical prescribing students--a preliminary evaluation.

    Science.gov (United States)

    Mostyn, Alison; Meade, Oonagh; Lymn, Joanne S

    2012-11-13

    The use of anonymous audience response technology (ART) to actively engage students in classroom learning has been evaluated positively across multiple settings. To date, however, there has been no empirical evaluation of the use of individualised ART handsets and formative feedback of ART scores. The present study investigates student perceptions of such a system and the relationship between formative feedback results and exam performance. Four successive cohorts of Non-Medical Prescribing students (n=107) had access to the individualised ART system and three of these groups (n=72) completed a questionnaire about their perceptions of using ART. Semi-structured interviews were carried out with a purposive sample of seven students who achieved a range of scores on the formative feedback. Using data from all four cohorts of students, the relationship between mean ART scores and summative pharmacology exam score was examined using a non-parametric correlation. Questionnaire and interview data suggested that the use of ART enhanced the classroom environment, motivated students and promoted learning. Questionnaire data demonstrated that students found the formative feedback helpful for identifying their learning needs (95.6%), guiding their independent study (86.8%), and as a revision tool (88.3%). Interviewees particularly valued the objectivity of the individualised feedback which helped them to self-manage their learning. Interviewees' initial anxiety about revealing their level of pharmacology knowledge to the lecturer and to themselves reduced over time as students focused on the learning benefits associated with the feedback.A significant positive correlation was found between students' formative feedback scores and their summative pharmacology exam scores (Spearman's rho = 0.71, N=107, p<.01). Despite initial anxiety about the use of individualised ART units, students rated the helpfulness of the individualised handsets and personalised formative feedback highly

  20. Influence of country of study on student responsiveness to the H1N1 pandemic.

    Science.gov (United States)

    Griffiths, S M; Wong, A H; Kim, J H; Yung, T K C; Lau, J T F

    2010-08-01

    University students, both travelling abroad on holiday or exchange students entering a country, can serve as mobile carriers of infectious diseases during a pandemic, and thus require special attention when considering preventive measures. The objectives of this study were to evaluate student compliance and opinions on preventive measures of a university before and during an H1N1 influenza pandemic, and to explore environmental and behavioural factors that might contribute towards compliance. Cross-sectional, self-administered questionnaire. Local and foreign students attending an international summer school programme were invited to participate in a self-administered survey. Respondents complied with most of the preventive measures, excluding website viewing and mask wearing. Significant differences in compliance and perceived necessity were found amongst students from Singapore, Hong Kong and the USA. Singaporean students were significantly more likely to comply with all measures and consume antiviral medication in response to the pandemic than students studying in the US. Students' responses towards university pandemic measures were largely positive, but sensitivity towards these measures varied between groups by country of study. This should be considered in further comparative studies. Copyright 2010 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

  1. Perceptions of nursing students regarding responsible use of social media in the Eastern Cape.

    Science.gov (United States)

    Nyangeni, Thando; Du Rand, Suzette; Van Rooyen, Dalena

    2015-07-24

    Social media have become a popular communication system that has transformed communication from the traditional to the Web-based model. Because social media use has no limitations to place and time, it is now used extensively at clinical facilities. Social media useis becoming a popular activity amongst students at Nursing Education Institutions (NEI) in South Africa. However, lack of accountability and unethical use of social media by nursing students in South Africa has been reported. The aim of the study was to explore and describe the perceptions of nursing students regarding responsible use of social media. A qualitative, descriptive, explorative and contextual research design was used to explore and describe the perceptions of nursing students regarding the responsible use of social media. Twelve nursing students registered for the undergraduate nursing degree were purposely selected and interviewed individually using a semi-structured interview method. The results of this research study demonstrate that nursing students use socialmedia irresponsibly. Nursing students experience blurred boundaries between personal and professional lines and lack accountability when using social media. The extensive use of social media in the clinical environment, by healthcare students, requires a joint effort by Nursing Education Institutions and healthcare facilities to ensure that social media are used in an ethically acceptable manner. The implementation of the recommendations of this research study could positively influence legally and ethically acceptable use of social media at healthcare facilities.

  2. Communication Breakdown: How Conflict Can Promote Responsible Leadership in Students

    Science.gov (United States)

    Higham, Rupert

    2016-01-01

    This study of an outdoor-based leadership course for teenagers shows how open-ended, difficult group tasks can enable participants to develop "dispositions for learning," which promote "responsible leadership." The latter is defined as responding ethically and uniquely to encounters with difference. Uses of educational…

  3. Teaching Students Personal and Social Responsibility with Measurable Learning Outcomes

    Science.gov (United States)

    Ardaiolo, Frank P.; Neilson, Steve; Daugherty, Timothy K.

    2011-01-01

    In 2005 the Association of American Colleges and Universities (AAC&U) launched a national initiative that championed the importance of a twenty-first century liberal education. What was unique about this initiative was the underlying assumption that educating for personal and social responsibility was "core" for an educated citizenry and should be…

  4. Item Response Theory in the context of Improving Student Reasoning

    Science.gov (United States)

    Goddard, Chase; Davis, Jeremy; Pyper, Brian

    2011-10-01

    We are interested to see if Item Response Theory can help to better inform the development of reasoning ability in introductory physics. A first pass through our latest batch of data from the Heat and Temperature Conceptual Evaluation, the Lawson Classroom Test of Scientific Reasoning, and the Epistemological Beliefs About Physics Survey may help in this effort.

  5. The Responses of Tenth-Grade Students to Four Novels.

    Science.gov (United States)

    Grindstaff, Faye Louise

    To compare structural analysis with experiential reflective analysis as teaching techniques for literature, a study was made of the written responses of three groups of typical 10th-graders after reading four modern novels--Paul Annixter's "Swiftwater," Ray Bradbury's "Fahrenheit 451," Bel Kaufman's "Up the Down Staircase," and John…

  6. Introducing Diversity of English into ELT: Student Teachers' Responses

    Science.gov (United States)

    Suzuki, Ayako

    2011-01-01

    The growing use of English by its L2 speakers for their international communication has started to suggest a need for many changes in ELT, particularly in traditional EFL countries. One of the changes discussed among some sociolinguists is the introduction of different varieties of English from the two traditionally highly regarded varieties, i.e.…

  7. New Approaches to the Study of Students' Response to Science

    DEFF Research Database (Denmark)

    Krogh, Lars

    2011-01-01

    of science and school science. In this chapter I describe two new approaches to the study of students’ responses to school science, both pragmatic by nature, and combining perspectives from cultural research with a quantitative or a Mixed Methods methodology. The approaches have been applied to studies......’Students’ responses’ to science include their attitudes and internalization of science (e.g. valueing, identifying) as well as their choices and actions related to science. This broader conception has advantages over attitudes alone, when it comes to understanding students’ paths in and out...... of Physics in Danish upper secondary school, and though these targeted different aspects of students’ responses and applied highly different methods the results were found to complement each other. A study using the first approach related students’ attitudes towards physics to various types of Cultural...

  8. Suggestive Objects at Work

    DEFF Research Database (Denmark)

    Ratner, Helene Gad

    2009-01-01

    In Western secular societies, spiritual life is no longer limited to classical religious institutions but can also be found at workplace organizations. While spirituality is conventionally understood as a subjective and internal process, this paper proposes the concept of ‘suggestive objects......’, constructed by combining insights from Gabriel Tarde's sociology with Bruno Latour's actor-network theory, to theorize the material dimension of organizational spirituality. The sacred in organizations arises not from the internalization of collective values but through the establishment of material...... scaffolding. This has deep implications for our understanding of the sacred, including a better appreciation of the way that suggestive objects make the sacred durable, the way they organize it....

  9. Responsible use of social media by undergraduate student nurses / Ingrid van der Walt

    OpenAIRE

    Van der Walt, Ingrid

    2014-01-01

    The background and problem statement centre on the evolution of technology within teaching and learning, which involves undergraduate student nurses, as well as the use of social media as interactive teaching and communication tool. While examining the background to this topic, the researcher recognised a need to gain a deeper understanding of responsible social media use by undergraduate student nurses to the benefit of all the stakeholders, namely the Nursing Education Institution (NEI), ap...

  10. Editors’ Overview Perspectives on Teaching Social Responsibility to Students in Science and Engineering

    DEFF Research Database (Denmark)

    Zandvoort, Henk; Bird, Stephanie J.; Børsen, Tom

    2013-01-01

    . If the social responsibility of scientists and engineers implies a duty to safeguard or promote a peaceful, just and sustainable world society, then science and engineering education should empower students to fulfil this responsibility. The contributions to this special issue present European examples...... of teaching social responsibility to students in science and engineering, and provide examples and discussion of how this teaching can be promoted, and of obstacles that are encountered. Speaking generally, education aimed at preparing future scientists and engineers for social responsibility is presently...... very limited and seemingly insufficient in view of the enormous ethical and social problems that are associated with current science and technology. Although many social, political and professional organisations have expressed the need for the provision of teaching for social responsibility, important...

  11. The Effectiveness of Using a Student Response System on Baccalaureate Nursing Student Dominant Learning Approach

    Science.gov (United States)

    Rebeschi, Lisa M.

    2013-01-01

    Professional nurses are challenged to provide high quality, evidence-based care in today's increasingly complex healthcare environment. Thus, nurses need to develop an appreciation for life-long learning. Understanding student approach to learning may provide nurse educators with empirical evidence to support specific teaching/learning strategies…

  12. Students' proficiency scores within multitrait item response theory

    Science.gov (United States)

    Scott, Terry F.; Schumayer, Daniel

    2015-12-01

    In this paper we present a series of item response models of data collected using the Force Concept Inventory. The Force Concept Inventory (FCI) was designed to poll the Newtonian conception of force viewed as a multidimensional concept, that is, as a complex of distinguishable conceptual dimensions. Several previous studies have developed single-trait item response models of FCI data; however, we feel that multidimensional models are also appropriate given the explicitly multidimensional design of the inventory. The models employed in the research reported here vary in both the number of fitting parameters and the number of underlying latent traits assumed. We calculate several model information statistics to ensure adequate model fit and to determine which of the models provides the optimal balance of information and parsimony. Our analysis indicates that all item response models tested, from the single-trait Rasch model through to a model with ten latent traits, satisfy the standard requirements of fit. However, analysis of model information criteria indicates that the five-trait model is optimal. We note that an earlier factor analysis of the same FCI data also led to a five-factor model. Furthermore the factors in our previous study and the traits identified in the current work match each other well. The optimal five-trait model assigns proficiency scores to all respondents for each of the five traits. We construct a correlation matrix between the proficiencies in each of these traits. This correlation matrix shows strong correlations between some proficiencies, and strong anticorrelations between others. We present an interpretation of this correlation matrix.

  13. Implicit theories of writing and their impact on students' response to a SRSD intervention.

    Science.gov (United States)

    Limpo, Teresa; Alves, Rui A

    2014-12-01

    In the field of intelligence research, it has been shown that some people conceive intelligence as a fixed trait that cannot be changed (entity beliefs), whereas others conceive it as a malleable trait that can be developed (incremental beliefs). What about writing? Do people hold similar implicit theories about the nature of their writing ability? Furthermore, are these beliefs likely to influence students' response to a writing intervention? We aimed to develop a scale to measure students' implicit theories of writing (pilot study) and to test whether these beliefs influence strategy-instruction effectiveness (intervention study). In the pilot and intervention studies participated, respectively, 128 and 192 students (Grades 5-6). Based on existing instruments that measure self-theories of intelligence, we developed the Implicit Theories of Writing (ITW) scale that was tested with the pilot sample. In the intervention study, 109 students received planning instruction based on the self-regulated strategy development model, whereas 83 students received standard writing instruction. Students were evaluated before, in the middle, and after instruction. ITW's validity was supported by piloting results and their successful cross-validation in the intervention study. In this, intervention students wrote longer and better texts than control students. Moreover, latent growth curve modelling showed that the more the intervention students conceived writing as a malleable skill, the more the quality of their texts improved. This research is of educational relevance because it provides a measure to evaluate students' implicit theories of writing and shows their impact on response to intervention. © 2014 The British Psychological Society.

  14. A Model for Screening Twice-Exceptional Students (Gifted with Learning Disabilities) within a Response to Intervention Paradigm

    Science.gov (United States)

    McCallum, R. Steve; Bell, Sherry Mee; Coles, Jeremy Thomas; Miller, Kelli Caldwell; Hopkins, Michael B.; Hilton-Prillhart, Angela

    2013-01-01

    The purpose of this article is to present a model for screening for twice-exceptional status (i.e., gifted students who have a learning disability). Curriculum-based measures (Monitoring Instructional Responsiveness: Reading and Monitoring Instructional Responsiveness: Math) were administered to 1,242 third-grade students within a Response to…

  15. Public responses to intimate partner violence: comparing preferences of Chinese and American college students.

    Science.gov (United States)

    Wu, Yuning; Button, Deeanna M; Smolter, Nicole; Poteyeva, Margarita

    2013-01-01

    Based on data collected from college students in Beijing and Hong Kong (China) and in Newark and Detroit (United States), this study assesses and explains citizen preferences of 2 major formalized responses to intimate partner violence (IPV)--law enforcement and social services intervention--in a cross-cultural context. Results show that Chinese respondents have lower support for law enforcement responses. Regional variation is only observed within China with students from Hong Kong supporting both law enforcement and social services responses more than their Beijing counterparts. Results also show that social attitudinal variables--including male dominance ideology, perceptions of IPV causation, support for the criminalization of IPV, and tolerance of IPV--influence public preferences of responses to IPV more than do demographic and experiential variables.

  16. Students' attitude-related responses to inquiry learning in undergraduate kinesiology laboratory instruction

    Science.gov (United States)

    Henige, Kimberly Ann

    The purpose of this investigation was to determine whether the student attitudes are impacted when teaching methods in an undergraduate Kinesiology lab course shift from a traditional, cookbook-style, low inquiry-level to an investigative, high inquiry-level approach. Students participated in five weeks of Level 0-1 (low) inquiry activities, followed by five weeks of a Level 3 (high) inquiry project. The same Likert-scale survey was administered to students before and after each 5-week period. The attitudes measured by the survey included students' (a) attitude to scientific inquiry, (b) adoption of scientific attitudes, (c) enjoyment of science lessons, and (d) motivation in science. Repeated measures ANOVAs revealed no significant change in any of the attitude measures when the survey results from the different time points were compared. An open-ended qualitative survey was given to the students at the end of the semester and provided more insight. When asked to compare the low and high-level inquiry experiences, most students reported enjoying the higher level of inquiry more. On the other hand, most students felt they learned more during the low inquiry-level activities. The reported level of motivation in lab was about the same for both levels. When asked what they liked most about the high-level inquiry project, students favored aspects such as the independence, responsibility, and personal relevance. When asked what they liked the least, most students said there was nothing they disliked. Of the minority of students who did not like the high-level of inquiry, most claimed to be uncomfortable with the lack of structure and guidance. Other findings were that many students expressed a new or increased respect and appreciation for what scientists do. Some students experienced a decrease in their reliance on science to be true and correct. While some students thought the high-level inquiry was harder, others perceived it as being easier. These findings illustrate

  17. Perceptions of contraceptive responsibility among female college students: an exploratory study.

    Science.gov (United States)

    Brunner Huber, Larissa R; Ersek, Jennifer L

    2011-03-01

    An important, although understudied, area related to contraceptive use is perceptions of contraceptive responsibility. The purpose of this exploratory study was to investigate these perceptions among female college students. Web-based or mailed questionnaires were completed by 326 students from 2006-2007. Logistic regression was used to obtain odds ratios and 95% confidence intervals (CI) to model the associations between select demographic and lifestyle characteristics and contraceptive responsibility (shared vs. individual responsibility). Although 89.1% of women felt that contraceptive responsibility should be shared, only 51.8% indicated that responsibility is actually shared in their relationships. After adjustment for age, race/ethnicity, marital status, and year of study, women using "other" methods of contraception (i.e. withdrawal, rhythm, sterilization, etc.) had 3.25 times the odds of stating that contraceptive responsibility is actually shared as compared to hormonal users (95% CI: 1.20, 8.80). For college women, there is a disconnect between who they feel should be responsible for contraception and who actually is responsible. Insight into perceptions of contraceptive responsibility in the university setting may help guide health educators and clinicians in designing pregnancy and sexually transmitted infection prevention programming. Copyright © 2011 Elsevier Inc. All rights reserved.

  18. Using Student Video Cases to Assess Pre-service Elementary Teachers' Engineering Teaching Responsiveness

    Science.gov (United States)

    Dalvi, Tejaswini; Wendell, Kristen

    2017-10-01

    Our study addresses the need for new approaches to prepare novice elementary teachers to teach both science and engineering, and for new tools to measure how well those approaches are working. This in particular would inform the teacher educators of the extent to which novice teachers are developing expertise in facilitating their students' engineering design work. One important dimension to measure is novice teachers' abilities to notice the substance of student thinking and to respond in productive ways. This teacher noticing is particularly important in science and engineering education, where students' initial, idiosyncratic ideas and practices influence the likelihood that particular instructional strategies will help them learn. This paper describes evidence of validity and reliability for the Video Case Diagnosis (VCD) task, a new instrument for measuring pre-service elementary teachers' engineering teaching responsiveness. To complete the VCD, participants view a 6-min video episode of children solving an engineering design problem, describe in writing what they notice about the students' science ideas and engineering practices, and propose how a teacher could productively respond to the students. The rubric for scoring VCD responses allowed two independent scorers to achieve inter-rater reliability. Content analysis of the video episode, systematic review of literature on science and engineering practices, and solicitation of external expert educator responses establish content validity for VCD. Field test results with three different participant groups who have different levels of engineering education experience offer evidence of construct validity.

  19. Keeping the door open: Exploring experiences of, and responses to, university students who disclose mental illness

    Directory of Open Access Journals (Sweden)

    Donna McAuliffe

    2012-06-01

    Full Text Available University educators increasingly manage situations where students disclose serious mental health issues. This is a significant issue, particularly for health and human service professions, as the importance of valuing the lived experience of mental illness lies alongside concerns for professional practice standards. Thus the responsibilities of students to disclose their mental health status and the responsibilities of Universities to provide appropriate support within established disability frameworks must be clear. However, students often do not know who they should disclose to, what will happen to disclosed information, and who has access to this information. Student's often fear embarrassment, stigma, and shame about disclosing mental illness, which is compounded by the diverse attitudes, experiences, and beliefs of educators. Consequently, this paper will review existing literature on university responses to, and students’ experiences of, mental illness in order to set a research agenda for this topic. The authors argue that such research must be undertaken urgently, in a context of inclusivity in higher education that gives voice to the experiences of students, their families and carers, university staff, and practitioners in the field.

  20. Teacher-led relaxation response curriculum in an urban high school: impact on student behavioral health and classroom environment.

    Science.gov (United States)

    Wilson, H Kent; Scult, Matthew; Wilcher, Marilyn; Chudnofsky, Rana; Malloy, Laura; Drewel, Emily; Riklin, Eric; Saul, Southey; Fricchione, Gregory L; Benson, Herbert; Denninger, John W

    2015-01-01

    Recent data suggest that severe stress during the adolescent period is becoming a problem of epidemic proportions. Elicitation of the relaxation response (RR) has been shown to be effective in treating anxiety, reducing stress, and increasing positive health behaviors. The research team's objective was to assess the impact of an RR-based curriculum, led by teachers, on the psychological status and health management behaviors of high-school students and to determine whether a train-the-trainer model would be feasible in a high-school setting. The research team designed a pilot study. The setting was a Horace Mann charter school within Boston's public school system. Participants were teachers and students at the charter school. The team taught teachers a curriculum that included (1) relaxation strategies, such as breathing and imagery; (2) psychoeducation regarding mind-body pathways; and (3) positive psychology. Teachers implemented this curriculum with students. The research team assessed changes in student outcomes (eg, stress, anxiety, and stress management behaviors) using preintervention/postintervention surveys, including the Perceived Stress Scale (PSS), the State-Trait Anxiety Inventory-Form Y (STAI-Y), the stress management subscale of the Health-promoting Lifestyle Profile II (HPLP-II), the Rosenberg Self-Esteem Scale (RSES), the Locus of Control (LOC) questionnaire, and the Life Orientation Test-Revised (LOTR). Classroom observations using the Classroom Assessment Scoring System (CLASS)-Secondary were also completed to assess changes in classroom environment. Using a Bonferroni correction (P management behaviors at that point. Using a Bonferroni correction (P management behaviors (P classroom productivity (eg, increased time spent on activities and instruction from pre- to postintervention). This study showed that teachers can lead an RR curriculum with fidelity and suggests that such a curriculum has positive benefits on student emotional and behavioral

  1. Racing risk, gendering responsibility: a qualitative study of how South African students talk about sexual risk and responsibility.

    Science.gov (United States)

    van der Riet, Mary; Nicholson, Tamaryn Jane

    2014-01-01

    Individuals' perceptions of risk have implications for whether and how they engage with protective strategies. This study investigated how sexual risk, specifically HIV and pregnancy and responsibility for these risks were constructed in discussions across five groups of youth in KwaZulu-Natal, South Africa. The qualitative study used focus groups and interviews with a sample of 28 tertiary level students and 7 peri-urban youth. The constructions of risk intersected with raced and gendered narratives around sexual risk and responsibility. These constructions were used by the participants to assign and displace responsibility for the risks of HIV and pregnancy, rendering some groups immune to these risks. This constitutes a form of stigmatisation and also has implications for participants' prevention practices.

  2. RELATION BETWEEN THE LATENT MOTOR DIMENSIONS RESPONSIBLE FOR MOVEMENTS OF STUDENTS IN ACQUIRING THE MOTOR TESTS

    Directory of Open Access Journals (Sweden)

    Viktor Mitrevski

    2012-09-01

    Full Text Available The research has been carried out on a sample defined by the population of students who attended regularly their training classes in primary school in the Republic of Macedonia (from the region of Prespa and Pelagonia and the Republic of Serbia (from the region of Banat, municipality Kikinda. The total number of entities is 179, of which 124 are from Macedonia, and 55 – from Serbia who are eight-grade students, aged 14-15 (± 3 months. The aim of the study is to establish the relation between the results and obtained marks in motor tests with the latent motor dimensions responsible for the movements of students. By using factor analysis – varimax rotation, there is determined the effect and relation between the marks obtained in acquiring the motor tests for estimating the explosive power, start speed, and precisity of students.

  3. Comparative research on response stereotypes for daily operation tasks of Chinese and American engineering students.

    Science.gov (United States)

    Yu, Rui-Feng; Chan, Alan H S

    2004-02-01

    A group of Mainland Chinese engineering students were asked to respond to 12 questions by indicating their design conventions and expectations about operations, directions-of-motion, and descriptions of movement for items such as doors, keys, taps, and knobs. Chi-square tests demonstrated strong response stereotypes for tasks of all 12 questions. A comparison of the stereotype strengths found here with that of Hong Kong Chinese and American engineering students reported earlier indicated that stereotype strengths of engineering students from the three regions were generally different. For some cases stereotype characteristics of two regions were more alike than the other, and also for some subjects in the three regions performed similarly. The Mainland and Hong Kong Chinese were more alike in making their choices on questions of conceptual compatibility, while more consistent preferences on movement compatibility and spatial compatibility were noted between the Mainland Chinese and American students than Hong Kong Chinese.

  4. Chief Student Affairs Officers' Perceptions of Institutional Crisis Management, Preparedness, and Response

    Science.gov (United States)

    Studenberg, Heather Nicole Lancin

    2017-01-01

    This dissertation examined chief student affairs officers' perceptions of institutional crisis management, preparedness, and response. A goal of this study was to uncover findings that can benefit crisis management protocols or best practices regarding crisis management team training, plan communications, and emergency management personnel on…

  5. Sharing Responsibility for College Success: A Model Partnership Moves Students to Diplomas and Degrees

    Science.gov (United States)

    Vargas, Joel

    2014-01-01

    In order to prepare the large number of postsecondary-educated youth our economy demands, high schools and higher education must break through the boundaries that have traditionally separated them and assume joint responsibility for student success. This brief describes an unusual school district partnership with colleges that has achieved…

  6. Influences of Leadership Program Participation on Students' Capacities for Socially Responsible Leadership

    Science.gov (United States)

    Dugan, John P.; Bohle, Christopher W.; Gebhardt, Matt; Hofert, Meghan; Wilk, Emily; Cooney, Matthew A.

    2011-01-01

    This study examined differential effects of various types of individual leadership experiences (e.g., retreats, academic minors) on college students' capacities for socially responsible leadership using data from 8,961 seniors representing 99 colleges and universities. Participation in individual leadership experiences explained a significant,…

  7. Assessing Tuition and Student Aid Strategies: Using Price-Response Measures to Simulate Pricing Alternatives.

    Science.gov (United States)

    St. John, Edward P.

    1994-01-01

    A study used price-response measures from recent national studies to assess college and university pricing (tuition and student aid) alternatives in diverse institutional settings. It is concluded that such analyses are feasible. Analysis indicated limits to "Robin Hood" pricing patterns are predominant in private colleges. Consideration…

  8. An Examination of Involvement and Socially Responsible Leadership Development of Black Students Attending Predominantly White Institutions

    Science.gov (United States)

    McCurtis, Bridget R.

    2012-01-01

    There has been an identifiable decline in moral decision making and socially responsible behaviors in society based on recent national events such as Enron and the Bernie Madoff scandal (Arvedlund, 2009; Doran, 2004). This study attempts to address this leadership crisis by examining college student involvement and leadership experiences that may…

  9. Implementation of School Choice Policy: Interpretation and Response by Parents of Students with Special Educational Needs.

    Science.gov (United States)

    Bagley, Carl; Woods, Philip A.; Woods, Glenys

    2001-01-01

    Provides empirically based insights into preferences, perceptions, and responses of parents of students with special education needs to the 1990s restructured school system in England. Uses analyses of quantitative/qualitative data generated by a large-scale research study on school choice. Reveals depth and range of problems encountered by these…

  10. Hybridising Sport Education and Teaching for Personal and Social Responsibility to Include Students with Disabilities

    Science.gov (United States)

    Menendez, Jose Ignacio; Fernandez-Rio, Javier

    2017-01-01

    The present study aimed to explore the impact of the combination of two pedagogical models, Sport Education and Teaching for Personal and Social Responsibility, for learners with disabilities experiencing a contactless kickboxing learning unit. Twelve secondary education students agreed to participate. Five had disabilities (intellectual and…

  11. Responses of Study Abroad Students in Australia to Experience-Based Pedagogy in Sport Studies

    Science.gov (United States)

    Light, Richard; Georgakis, Steve

    2008-01-01

    This paper contributes to research on the scholarship of teaching in the physical education/sport studies fields by examining the responses of study abroad students from overseas studying in Australia to a unit of study in sport studies that placed the interpretation of experience as the centre of the learning process. It draws on research…

  12. Culturally Responsive Education: Developing Lesson Plans for Vietnamese Students in the American Diaspora

    Science.gov (United States)

    Douglas, Cynthia M.

    2015-01-01

    This article focuses on the application of the philosophical principles of John Dewey and Culturally Responsive Education in the creation of lesson plans for Vietnamese students in the American Diaspora. Through a Fulbright-Hayes Program a group of teachers from the New York City Public School System and Long Island spent six weeks in Vietnam…

  13. Students' Sense of Responsibility in Event Planning: The Moral Aspect of Risk Management

    Science.gov (United States)

    Powellson, Tina Samuel

    2010-01-01

    Many scholars have asserted that college should contribute to the moral development of students, developing them into people who can think and act morally (Chickering, 1969; Evans, Forney, & Guido-DiBrito, 1998; Mathaisen, 2005). This responsibility applies not only to the classroom, but to the co-curricular experience as well. The…

  14. Social media as a student response system: new evidence on learning impact

    Directory of Open Access Journals (Sweden)

    Chelsea Liu

    2018-04-01

    Full Text Available The ubiquitousness of social media renders it a potentially powerful tool in higher education. This study explores the use of Twitter as a tool to enhance active learning and improve feedback during large-sized lectures. Students in a final-year undergraduate accounting course at an Australian university engaged in Twitter-based synchronous activities, including answering in-lecture quizzes and posting questions. This study explores two key questions: (1 ‘what encourages students to actively utilise social media in their learning process?’ and (2 ‘what pedagogical advantages are offered by social media in enhancing students’ learning experiences?’ Results of a student survey administered at the end of the course show that (1 students are more likely to participate in in-lecture Twitter activities if they are familiar with the technology, (2 Twitter activities encourage students to participate in active learning, (3 Twitter provides a platform enabling two-way student–instructor communication and (4 students find Twitter activities helpful regardless of whether they attend the lecture in real time or view online lecture recordings. These findings deepen our understanding of the pedagogical benefits of using Twitter as a student response system, which will assist educators to better harness the power of social media in the learning–teaching process.

  15. Student Response to Remote-Online Case-Based Learning: A Qualitative Study.

    Science.gov (United States)

    Nicklen, Peter; Keating, Jennifer L; Maloney, Stephen

    2016-03-22

    Case-based learning (CBL) typically involves face-to-face interaction in small collaborative groups with a focus on self-directed study. To our knowledge, no published studies report an evaluation of Web conferencing in CBL. The primary aim of this study was to explore student perceptions and attitudes in response to a remote-online case-based learning (RO-CBL) experience. This study took place over a 2-week period in 2013 at Monash University, Victoria, Australia. A third year cohort (n=73) of physiotherapy students was invited to participate. Students were required to participate in 2 training sessions, followed by RO-CBL across 2 sessions. The primary outcome of interest was the student feedback on the quality of the learning experience during RO-CBL participation. This was explored with a focus group and a survey. Most students (68/73) completed the postintervention survey (nonparticipation rate 8%). RO-CBL was generally well received by participants, with 59% (40/68) of participates stating that they'd like RO-CBL to be used in the future and 78% (53/68) of participants believing they could meet the CBL's learning objectives via RO-CBL. The 4 key themes relevant to student response to RO-CBL that emerged from the focus groups and open-ended questions on the postintervention survey were how RO-CBL compared to expectations, key benefits of RO-CBL including flexibility and time and cost savings, communication challenges in the online environment compared to face-to-face, and implications of moving to an online platform. Web conferencing may be a suitable medium for students to participate in CBL. Participants were satisfied with the learning activity and felt they could meet the CBL's learning objectives. Further study should evaluate Web conferencing CBL across an entire semester in regard to student satisfaction, perceived depth of learning, and learning outcomes.

  16. In vivo evidence suggesting reciprocal renal hypoxia-inducible factor-1 upregulation and signal transducer and activator of transcription 3 activation in response to hypoxic and non-hypoxic stimuli.

    Science.gov (United States)

    Nechemia-Arbely, Yael; Khamaisi, Mogher; Rosenberger, Christian; Koesters, Robert; Shina, Ahuva; Geva, Carmit; Shriki, Anat; Klaus, Stephen; Rosen, Seymour; Rose-John, Stefan; Galun, Eithan; Axelrod, Jonathan H; Heyman, Samuel N

    2013-04-01

    In vitro studies suggest that combined activation of hypoxia-inducible factor (HIF) and signal transducer and activator of transcription 3 (STAT3) promotes the hypoxia response. However, their interrelationship in vivo remains poorly defined. The present study investigated the possible relationship between HIF-1 upregulation and STAT3 activation in the rodent kidney in vivo. Activation of HIF-1 and STAT3 was analysed by immunohistochemical staining and western blot analysis in: (i) models of hypoxia-associated kidney injury induced by radiocontrast media or rhabdomyolysis; (ii) following activation of STAT3 by the interleukin (IL)-6-soluble IL-6 receptor complex; or (iii) following HIF-1α stabilization using hypoxic and non-hypoxic stimuli (mimosine, FG-4497, CO, CoCl(2)) and in targeted von Hippel-Lindau-knockout mice. Western blot analysis and immunostaining revealed marked induction of both transcription factors under all conditions tested, suggesting that in vivo STAT3 can trigger HIF and vice versa. Colocalization of HIF-1α and phosphorylated STAT3 was detected in some, but not all, renal cell types, suggesting that in some cells a paracrine mechanism may be responsible for the reciprocal activation of the two transcription factors. Nevertheless, in several cell types spatial concordance was observed under the majority of conditions tested, suggesting that HIF-1 and STAT3 may act as cotranscription factors. These in vivo studies suggest that, in response to renal hypoxic-stress, upregulation of HIF-1 and activation of STAT3 may be both reciprocal and cell type dependent. © 2013 The Authors Clinical and Experimental Pharmacology and Physiology © 2013 Wiley Publishing Asia Pty Ltd.

  17. Threat Assessment Teams: A Model for Coordinating the Institutional Response and Reducing Legal Liability when College Students Threaten Suicide

    Science.gov (United States)

    Penven, James C.; Janosik, Steven M.

    2012-01-01

    Increasing numbers of college students with mental health issues are enrolling in college. If these students threaten suicide they present serious legal issues for college officials. Lack of communication and coordination of a response to these students exacerbates the issue. Threat assessment teams can serve as mechanisms to coordinate the…

  18. Student and Teacher Responses to Violence in School: The Divergent Views of Bullies, Victims, and Bully-Victims

    Science.gov (United States)

    Berkowitz, Ruth

    2014-01-01

    School bullying is a worldwide worrisome phenomenon that occurs within a broad context in which pupils and teachers can either reinforce or undermine violent behavior through interaction. Based on a nationally representative sample of students in Israel, this study examined patterns in student perceptions of student and teacher responses to school…

  19. Measuring Organizational Responses to the Student Complaints in the Perceived Justice Framework: Some Evidence from Northern Cyprus Universities

    Science.gov (United States)

    Ekiz, Erdogan H.; Arasli, Huseyin; Farivarsadri, Guita; Bavik, Ali

    2008-01-01

    The main aim of the study is to determine what kind of complaints students have, how universities react to these complaints, and how relevant reactions affect justice perceptions, complainant satisfaction, exit and negative word of mouth intensions of the students. In order to find out students' perceptions on university responses to their…

  20. Welcome to My House: African American and European American Students' Responses to Virginia Hamilton's "House of Dies Drear."

    Science.gov (United States)

    Spears-Bunton, Linda A.

    1990-01-01

    Addresses the relationship between reader response and culture. Presents portraits of a teacher and her Black students and White students as they studied a series of African American literary texts, including Virginia Hamilton's "House of Dies Drear" (1968). The reading of this text marked a turning point for the teacher and students.…

  1. Mobile-Phone-Based Classroom Response Systems: Students' Perceptions of Engagement and Learning in a Large Undergraduate Course

    Science.gov (United States)

    Dunn, Peter K.; Richardson, Alice; Oprescu, Florin; McDonald, Christine

    2013-01-01

    Using a Classroom Response System (CRS) has been associated with positive educational outcomes, by fostering student engagement and by allowing immediate feedback to both students and instructors. This study examined a low-cost CRS (VotApedia) in a large first-year class, where students responded to questions using their mobile phones. This study…

  2. Speciality preferences in Dutch medical students influenced by their anticipation on family responsibilities.

    Science.gov (United States)

    Alers, Margret; Pepping, Tess; Bor, Hans; Verdonk, Petra; Hamberg, Katarina; Lagro-Janssen, Antoine

    2014-12-01

    Physician gender is associated with differences in the male-to-female ratio between specialities and with preferred working hours. We explored how graduating students' sex or full-time or part-time preference influences their speciality choice, taking work-life issues into account. Graduating medical students at Radboud University Medical Centre, the Netherlands participated in a survey (2008-2012) on career considerations. Logistic regression tested the influence of sex or working hour preference on speciality choice and whether work-life issues mediate. Of the responding students (N = 1,050, response rate 83, 73.3 % women), men preferred full-time work, whereas women equally opted for part time. More men chose surgery, more women family medicine. A full-time preference was associated with a preference for surgery, internal medicine and neurology, a part-time preference with psychiatry and family medicine. Both male and female students anticipated that foremost the career of women will be negatively influenced by family life. A full-time preference was associated with an expectation of equality in career opportunities or with a less ambitious partner whose career would affect family life. This increased the likelihood of a choice for surgery and reduced the preference for family medicine among female students. Gender specifically plays an important role in female graduates' speciality choice making, through considerations on career prospects and family responsibilities.

  3. Responses of Multi-Aged Music Students to Mid-20th-Century Art Music: A Replication and Extension

    Science.gov (United States)

    Madsen, Clifford K.; Geringer, John M.

    2015-01-01

    This investigation replicates previous research into K-12 students' responses to mid-20th-century art music. The study extends that research to include undergraduates and graduates as well as an additional group of graduate students who had taken a 20th-century music class. Children's responses showed remarkable consistency and indicated that…

  4. Examining the Impact of Question Surface Features on Students' Answers to Constructed-Response Questions on Photosynthesis

    Science.gov (United States)

    Weston, Michele; Haudek, Kevin C.; Prevost, Luanna; Urban-Lurain, Mark; Merrill, John

    2015-01-01

    One challenge in science education assessment is that students often focus on surface features of questions rather than the underlying scientific principles. We investigated how student written responses to constructed-response questions about photosynthesis vary based on two surface features of the question: the species of plant and the order of…

  5. Use of Multi-Response Format Test in the Assessment of Medical Students' Critical Thinking Ability.

    Science.gov (United States)

    Mafinejad, Mahboobeh Khabaz; Arabshahi, Seyyed Kamran Soltani; Monajemi, Alireza; Jalili, Mohammad; Soltani, Akbar; Rasouli, Javad

    2017-09-01

    To evaluate students critical thinking skills effectively, change in assessment practices is must. The assessment of a student's ability to think critically is a constant challenge, and yet there is considerable debate on the best assessment method. There is evidence that the intrinsic nature of open and closed-ended response questions is to measure separate cognitive abilities. To assess critical thinking ability of medical students by using multi-response format of assessment. A cross-sectional study was conducted on a group of 159 undergraduate third-year medical students. All the participants completed the California Critical Thinking Skills Test (CCTST) consisting of 34 multiple-choice questions to measure general critical thinking skills and a researcher-developed test that combines open and closed-ended questions. A researcher-developed 48-question exam, consisting of 8 short-answers and 5 essay questions, 19 Multiple-Choice Questions (MCQ), and 16 True-False (TF) questions, was used to measure critical thinking skills. Correlation analyses were performed using Pearson's coefficient to explore the association between the total scores of tests and subtests. One hundred and fifty-nine students participated in this study. The sample comprised 81 females (51%) and 78 males (49%) with an age range of 20±2.8 years (mean 21.2 years). The response rate was 64.1%. A significant positive correlation was found between types of questions and critical thinking scores, of which the correlations of MCQ (r=0.82) and essay questions (r=0.77) were strongest. The significant positive correlations between multi-response format test and CCTST's subscales were seen in analysis, evaluation, inference and inductive reasoning. Unlike CCTST subscales, multi-response format test have weak correlation with CCTST total score (r=0.45, p=0.06). This study highlights the importance of considering multi-response format test in the assessment of critical thinking abilities of medical

  6. A case study of teaching social responsibility to doctoral students in the climate sciences.

    Science.gov (United States)

    Børsen, Tom; Antia, Avan N; Glessmer, Mirjam Sophia

    2013-12-01

    The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled "Prepared for social responsibility?" attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students to manage ethical dilemmas that emerge when climate science meets the public sphere (e.g., to identify and balance legitimate perspectives on particular types of geo-engineering), and is an example of how to include social responsibility in doctoral education. The paper describes the workshop from the three different perspectives of the authors: the course teacher, the head of the graduate school, and a graduate student. The elements that contributed to the success of the workshop, and thus make it an example to follow, are (1) the involvement of participating students, (2) the introduction of external expertise and role models in climate science, and (3) a workshop design that focused on ethical analyses of examples from the climate sciences.

  7. Individual and organizational predictors of the ethicality of graduate students' responses to research integrity issues.

    Science.gov (United States)

    Langlais, Philip J; Bent, Blake J

    2014-12-01

    The development of effective means to enhance research integrity by universities requires baseline measures of individual, programmatic, and institutional factors known to contribute to ethical decision making and behavior. In the present study, master's thesis and Ph.D. students in the fields of biological, health and social sciences at a research extensive university completed a field appropriate measure of research ethical decision making and rated the seriousness of the research issue and importance for implementing the selection response. In addition they were asked to rate their perceptions of the institutional and departmental research climate and to complete a measure of utilitarian and formalistic predisposition. Female students were found to be more ethical in their decision making compared to male students. The research ethical decision measure was found to be related to participants' ethical predisposition and overall perception of organizational and departmental research climate; however, formalism was the only individual predictor to reach statistical significance and none of the individual subscales of the research climate measure were significantly correlated to ethicality. Participants' ratings of the seriousness of the issue were correlated with their ratings of the importance of carrying out their selected response but neither was significantly predictive of the ethicality of their responses. The implications of these findings for the development of more effective training programs and environments for graduate students in research ethics and integrity are discussed.

  8. Culturally and linguistically diverse students in speech-language pathology courses: A platform for culturally responsive services.

    Science.gov (United States)

    Attrill, Stacie; Lincoln, Michelle; McAllister, Sue

    2017-06-01

    Increasing the proportion of culturally and linguistically diverse (CALD) students and providing intercultural learning opportunities for all students are two strategies identified to facilitate greater access to culturally responsive speech-language pathology services. To enact these strategies, more information is needed about student diversity. This study collected descriptive information about CALD speech-language pathology students in Australia. Cultural and linguistic background information was collected through surveying 854 domestic and international speech-language pathology students from three Australian universities. Students were categorised according to defined or perceived CALD status, international student status, speaking English as an Additional Language (EAL), or speaking a Language Other than English at Home (LOTEH). Overall, 32.1% of students were either defined or perceived CALD. A total of 14.9% spoke EAL and 25.7% identified speaking a LOTEH. CALD students were more likely to speak EAL or a LOTEH than non-CALD students, were prominently from Southern and South-Eastern Asian backgrounds and spoke related languages. Many students reported direct or indirect connections with their cultural heritage and/or contributed linguistic diversity. These students may represent broader acculturative experiences in communities. The sociocultural knowledge and experience of these students may provide intercultural learning opportunities for all students and promote culturally responsive practices.

  9. Responsive eLearning exercises to enhance student interaction with metabolic pathways.

    Science.gov (United States)

    Roesler, William J; Dreaver-Charles, Kristine

    2018-05-01

    Successful learning of biochemistry requires students to engage with the material. In the past this often involved students writing out pathways by hand, and more recently directing students to online resources such as videos, songs, and animated slide presentations. However, even these latter resources do not really provide students an opportunity to engage with the material in an active fashion. As part of an online introductory metabolism course that was developed at our university, we created a series of twelve online interactive activities using Adobe Captivate 9. These activities targeted glycolysis, gluconeogenesis, the pentose phosphate pathway, glycogen metabolism, the citric acid cycle, and fatty acid oxidation. The interactive exercises consisted of two types. One involved dragging objects such as names of enzymes or allosteric modifiers to their correct drop locations such as a particular point in a metabolic pathway, a specific enzyme, and so forth. A second type involved clicking on objects, locations within a pathway, and so forth, in response to a particular question. In both types of exercises, students received feedback on their decisions in order to enhance learning. The student feedback received on these activities was very positive, and indicated that they found them to increase their confidence in the material and that they had learned the key principles of each pathway. © 2018 by The International Union of Biochemistry and Molecular Biology, 46(3):223-229, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.

  10. Innovative Strategies for Empowering Your Students to Become Active, Responsible Learners

    Science.gov (United States)

    Hufnagel, B.

    2011-09-01

    The economy continues to sputter along, and the repercussions are now hitting hard at publicly-funded colleges and universities, with enrollment increasing and funding decreasing. Funding agencies are starting to look at retention and completion rates as a way to allocate scarce dollars. Improving these rates is also one way to increase the future stream of tuition; students who can't pass introductory classes like ASTRO101 won't enroll and pay tuition for the next level, and they won't complete their degree. So what can you, a mere professor of astronomy, do? Tired of the "What do you want me to know?" questions? Provide your students with learner-centered structures to help them learn more deeply. Do your students resist active-engagement techniques and hate group work? Share empowerment strategies for helping students become active, responsible learners who can thrive in a learner-centered environment. Do you think that it's wrong for the freshman classes to be over-crowded, yet your sophomore classes don't get enough students or don't even exist? After using the proven curriculum of On Course, college and universities across the country have improved their retention across a wide range of disciplines (http://www.OnCourseWorkshop.com/Data.htm). Experience a sample of the fun and engaging activities developed over two decades to help students (1) accept personal responsibility, (2) discover self motivation, (3) master self-management, (4) use interdependence, (5) gain self-awareness, (6) adopt lifelong learning, (7) develop emotional intelligence, and (8) believe in themselves. Since this is only a one-hour workshop, we will focus on choices one and four: to be successful, students need to see themselves as the primary cause of their outcomes and experiences and to build mutually supportive relationships in our classroom and labs. Outcomes: (1) one ASTRO101 Course-ready activity to help students accept personal responsibility; (2) one ASTRO101 Course

  11. Relationship between Achievement Goals and Students' Self-Reported Personal and Social Responsibility Behaviors.

    Science.gov (United States)

    Agbuga, Bulent; Xiang, Ping; McBride, Ron E

    2015-04-21

    This study utilized the 2x2 achievement goal model (mastery-approach, mastery-avoidance, performance-approach, performance-avoidance goals) to explore the relationships between achievement goals and self-reported personal and social responsibility behaviors in high school physical education settings. Two hundred and twenty one Turkish students completed questionnaires assessing their achievement goals, personal and social responsibility behaviors. Results of the one-way repeated measures ANOVA revealed significant differences among the four achievement goals, F(3, 660) = 137.05, p social responsibility (r = .38, p responsibility behaviors, and b = .41, t(216) = 5.23, p social responsibility behaviors. These findings seem to provide convergent evidence that mastery-approach goals are positively related to positive educational outcomes.

  12. Comparison of Responses on the 1994 Biennial Student Survey by the Consumer and Hospitality Services Division and Overall Students of the Milwaukee Area Technical College.

    Science.gov (United States)

    Advincula-Carpenter, Marietta M.

    To gather curriculum planning information, the Research, Planning and Development Division of Milwaukee Area Technical College (MATC) conducts student surveys biennially. Responses of 579 MATC students enrolled in consumer and hospitality services division (CHSD) programs to the 1994 survey were compared with those of the 5,071 students…

  13. Comparative Study of Three Different Personal Response Systems with Fourth-Year Undergraduate Veterinary Students.

    Science.gov (United States)

    Duret, Denis; Senior, Avril

    2015-01-01

    The purpose of this study was to compare three different Personal Response Systems that have been used in recent years at the School of Veterinary Science, University of Liverpool: a technology-free system (Communicubes), a handset delivery device (TurningPoint), and a cloud-based technology (Poll Everywhere) that allows students to use a range of personal computing devices to register their answer. All three systems offer a method to promote active learning, and lecturers were encouraged to use them. However, there are cost and logistical implications for each. The authors found that both staff and students did have particular preferences for a specific system. This preference was not the same for both groups. The outcome of the comparison is that further research is needed into cloud-based technology as it offers benefits to the students but is also a distraction.

  14. STUDENTS POSITIVE RESPONSE THROUGH THINK PAIR SHARE STRATEGY ON ENGLISH SPEAKING SKILLS

    Directory of Open Access Journals (Sweden)

    Iin Baroroh Ma’arif

    2017-12-01

    Full Text Available Harmonious communication has an important role in teaching and learning process, especially in encouraging the success of teaching and learning process in the classroom. This research was conducted to know the student's response to the implementation of Think Pair Share strategy in Speaking course. This strategy emphasizes how students are more active in communicating using English in the classroom. The purpose of this research is 1 how the implementation of Think Pair Share strategy in class; 2 how students respond to the Think Pair Share strategy in the classroom; The design of this study is descriptive-qualitative to answer these questions. In this study, researchers themselves are the main instrument. In collecting data, researchers used observation sheets, and field notes.

  15. Item response theory analysis of the Utrecht Work Engagement Scale for Students (UWES-S) using a sample of Japanese university and college students majoring medical science, nursing, and natural science.

    Science.gov (United States)

    Tsubakita, Takashi; Shimazaki, Kazuyo; Ito, Hiroshi; Kawazoe, Nobuo

    2017-10-30

    The Utrecht Work Engagement Scale for Students has been used internationally to assess students' academic engagement, but it has not been analyzed via item response theory. The purpose of this study was to conduct an item response theory analysis of the Japanese version of the Utrecht Work Engagement Scale for Students translated by authors. Using a two-parameter model and Samejima's graded response model, difficulty and discrimination parameters were estimated after confirming the factor structure of the scale. The 14 items on the scale were analyzed with a sample of 3214 university and college students majoring medical science, nursing, or natural science in Japan. The preliminary parameter estimation was conducted with the two parameter model, and indicated that three items should be removed because there were outlier parameters. Final parameter estimation was conducted using the survived 11 items, and indicated that all difficulty and discrimination parameters were acceptable. The test information curve suggested that the scale better assesses higher engagement than average engagement. The estimated parameters provide a basis for future comparative studies. The results also suggested that a 7-point Likert scale is too broad; thus, the scaling should be modified to fewer graded scaling structure.

  16. School Principals' Perceptions of Ethically Just Responses to a Student Sexting Vignette: Severity of Administrator Response, Principal Personality, and Offender Gender and Race

    Science.gov (United States)

    Moriarty, Margaret E.

    2012-01-01

    This mixed-methods study was designed to determine how principals perceived the ethicality of sanctions for students engaged in sexting behavior relative to the race/ethnicity and gender of the student. Personality traits of the principals were surveyed to determine if Openness and/or Conscientiousness would predict principal response. Sexting is…

  17. Predictors of Response and Mechanisms of Change in an Organizational Skills Intervention for Students with ADHD.

    Science.gov (United States)

    Langberg, Joshua M; Becker, Stephen P; Epstein, Jeffery N; Vaughn, Aaron J; Girio-Herrera, Erin

    2013-10-01

    The purpose of the study was to evaluate predictors of response and mechanisms of change for the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with Attention-Deficit/Hyperactivity Disorder (ADHD). Twenty-three middle school students with ADHD (grades 6-8) received the HOPS intervention implemented by school mental health providers and made significant improvements in parent-rated materials organization and planning skills, impairment due to organizational skills problems, and homework problems. Predictors of response examined included demographic and child characteristics, such as gender, ethnicity, intelligence, ADHD and ODD symptom severity, and ADHD medication use. Mechanisms of change examined included the therapeutic alliance and adoption of the organization and planning skills taught during the HOPS intervention. Participant implementation of the HOPS binder materials organization system and the therapeutic alliance as rated by the student significantly predicted post-intervention outcomes after controlling for pre-intervention severity. Adoption of the binder materials organization system predicted parent-rated improvements in organization, planning, and homework problems above and beyond the impact of the therapeutic alliance. These findings demonstrate the importance of teaching students with ADHD to use a structured binder organization system for organizing and filing homework and classwork materials and for transferring work to and from school.

  18. Childhood education student teachers responses to a simulation game on food security

    OpenAIRE

    Nadine Felicity Petersen

    2014-01-01

    This paper provides an account of student teachers responses to a simulation game about food scarcity and how the game served as a conversation starter about the influence of food scarcity on educational provisioning. The simulation game was utilised as part of a suite of activities during an educational excursion for first years in primary school teacher education. In this investigation data were generated via video recordings of the simulation game itself, summary notes of the key points of...

  19. AIDS prevention and college students: male and female responses to "fear-provoking" messages.

    Science.gov (United States)

    Johnson, K; LaTour, M S

    1991-01-01

    This study was designed to examine the effects of fear appeals in AIDS prevention messages and to determine whether or not males and females differ in their response to these appeals. MANOVA results from a sample of 179 junior and senior business students at a mid-Atlantic urban university indicate that significant differences in message effects were associated with type of appeal, gender of the respondent, and the interaction between appeal and gender.

  20. MOTIVATION TO STUDY – STUDENTS` MOTIVATIONAL RESPONSE ON VARIOUS MOTIVATIONAL ACTIONS IN STATISTICAL COURSES

    Directory of Open Access Journals (Sweden)

    Pacáková, Zuzana

    2013-12-01

    Full Text Available Motivation to study is a topic to be studied on various levels of educational process, although the methods to be used can be very different. We have examined the motivational response of university students on various motivational actions. Credit tests results of a sample of Business and Administration study programme students from the period 2009/10 to 2012/13 were analyzed. During this period several motivational actions were accepted. The most important one was a chance to pass the exam on the basis of credit tests results only, if given 15 or more points from maximum of 20 points. On the other hand the students were given less tries to finish the test. It was found an increase in mean point results especially in the winter term. There is also an increasing percentage of students able to pass the test on the first attempt and increasing proportion of students who are given exam grade on the basis of the credit tests results. Therefore it can be assumed, that motivation in a form of possibility to be given the exam grade on the basis of credit tests, is very strong.

  1. School performance and personal attitudes and social responsibility in preadolescent students

    Directory of Open Access Journals (Sweden)

    Miguel A. Carbonero

    2015-10-01

    Full Text Available This study focuses on the analysis of the differences observed between students with different levels of academic performance in their social attitudes and personal responsibility towards study, according to various theories and models. Participants were 235 students from the third cycle of Primary Education (10-12 years old. They completed two attitude rating scales: (a Assessment Scale of Social Responsibility Attitudes of Primary School Pupils (EARSA-P, Monsalvo, 2012b, consisting of 23 items grouped into six factors (obedience in the family, polite and accepting their mistakes, trust in their parents, responsible in school setting, friendly and willing to help and careful of their environment; and (b Assessment Scale of General Attitudes towards Study E-1 (Morales, 2006, which consists of 15 items grouped into five dimensions (high aspirations, enjoyment of study, study organization, efforts to understand and desire to continue learning. We compared the levels of social responsibility and attitudes toward study according to the level of academic achievement, finding significant group differences in attitudes toward study and responsibility in terms of academic achievement.

  2. MicroRNA profiling of the bovine alveolar macrophage response to Mycobacterium bovis infection suggests pathogen survival is enhanced by microRNA regulation of endocytosis and lysosome trafficking.

    Science.gov (United States)

    Vegh, Peter; Magee, David A; Nalpas, Nicolas C; Bryan, Kenneth; McCabe, Matthew S; Browne, John A; Conlon, Kevin M; Gordon, Stephen V; Bradley, Daniel G; MacHugh, David E; Lynn, David J

    2015-01-01

    Mycobacterium bovis, the causative agent of bovine tuberculosis, a major problem for global agriculture, spreads via an airborne route and is taken up by alveolar macrophages (AM) in the lung. Here, we describe the first next-generation sequencing (RNA-seq) approach to temporally profile miRNA expression in primary bovine AMs post-infection with M. bovis. One, six, and forty miRNAs were identified as significantly differentially expressed at 2, 24 and 48 h post-infection, respectively. The differential expression of three miRNAs (bta-miR-142-5p, bta-miR-146a, and bta-miR-423-3p) was confirmed by RT-qPCR. Pathway analysis of the predicted mRNA targets of differentially expressed miRNAs suggests that these miRNAs preferentially target several pathways that are functionally relevant for mycobacterial pathogenesis, including endocytosis and lysosome trafficking, IL-1 signalling and the TGF-β pathway. Over-expression studies using a bovine macrophage cell-line (Bomac) reveal the targeting of two key genes in the innate immune response to M. bovis, IL-1 receptor-associated kinase 1 (IRAK1) and TGF-β receptor 2 (TGFBR2), by miR-146. Taken together, our study suggests that miRNAs play a key role in tuning the complex interplay between M. bovis survival strategies and the host immune response.

  3. Heart Rate Responses of High School Students Participating in Surfing Physical Education.

    Science.gov (United States)

    Bravo, Michelle M; Cummins, Kevin M; Nessler, Jeff A; Newcomer, Sean C

    2016-06-01

    Despite the nation's rising epidemic of childhood obesity and diabetes, schools struggle to promote physical activities that help reduce risks for cardiovascular disease. Emerging data suggest that adopting novel activities into physical education (PE) curriculum may serve as an effective strategy for increasing physical activity in children. The purpose of this investigation was to characterize activity in the water and heart rates (HRs) of high school students participating in surf PE courses. Twenty-four male (n = 20) and female (n = 4) high school students (mean age = 16.7 ± 1.0 years) who were enrolled in surf PE courses at 2 high schools participated in this investigation. Daily measurements of surfing durations, average HR, and maximum HR were made on the students with HR monitors (PolarFT1) over an 8-week period. In addition, HR and activity in the water was evaluated during a single session in a subset of students (n = 11) using a HR monitor (PolarRCX5) and a video camera (Canon HD). Activity and HR were synchronized and evaluated in 5-second intervals during data analyses. The average duration that PE students participated in surfing during class was 61.7 ± 1.0 minutes. Stationary, paddling, wave riding, and miscellaneous activities comprised 42.7 ± 9.5, 36.7 ± 7.9, 2.9 ± 1.4, and 17.8 ± 11.4 percent of the surf session, respectively. The average and maximum HRs during these activities were 131.1 ± 0.9 and 177.2 ± 1.0 b·min, respectively. These data suggest that high school students participating in surf PE attained HRs and durations that are consistent with recommendations with cardiovascular fitness and health. In the future, PE programs should consider incorporating other action sports into their curriculum to enhance cardiovascular health.

  4. Editors' overview perspectives on teaching social responsibility to students in science and engineering.

    Science.gov (United States)

    Zandvoort, Henk; Børsen, Tom; Deneke, Michael; Bird, Stephanie J

    2013-12-01

    Global society is facing formidable current and future problems that threaten the prospects for justice and peace, sustainability, and the well-being of humanity both now and in the future. Many of these problems are related to science and technology and to how they function in the world. If the social responsibility of scientists and engineers implies a duty to safeguard or promote a peaceful, just and sustainable world society, then science and engineering education should empower students to fulfil this responsibility. The contributions to this special issue present European examples of teaching social responsibility to students in science and engineering, and provide examples and discussion of how this teaching can be promoted, and of obstacles that are encountered. Speaking generally, education aimed at preparing future scientists and engineers for social responsibility is presently very limited and seemingly insufficient in view of the enormous ethical and social problems that are associated with current science and technology. Although many social, political and professional organisations have expressed the need for the provision of teaching for social responsibility, important and persistent barriers stand in the way of its sustained development. What is needed are both bottom-up teaching initiatives from individuals or groups of academic teachers, and top-down support to secure appropriate embedding in the university. Often the latter is lacking or inadequate. Educational policies at the national or international level, such as the Bologna agreements in Europe, can be an opportunity for introducing teaching for social responsibility. However, frequently no or only limited positive effect of such policies can be discerned. Existing accreditation and evaluation mechanisms do not guarantee appropriate attention to teaching for social responsibility, because, in their current form, they provide no guarantee that the curricula pay sufficient attention to

  5. Environmental concern and ecological responsible behavior in university students: A comparative analysis between Chilean and Spanish students

    Directory of Open Access Journals (Sweden)

    Mireya Palavecinos

    2016-12-01

    Full Text Available As part of a pilot study aimed at the transcultural analysis of environmental concern and its relationship with ecological behavior, a questionnaire assessing these was developed in Spain, and tested in Spain and in Chile. Chilean (n=88 and Spanish (n=149 students filled out the questionnaire. The results were analysed according to the model of multidimensional conceptualisation of concern for the environment manifested in 4 types of attitude: apathetic, anthropocentric, connected and emotional affinity (Amérigo et al., 2012. Results differed between the two groups, and cultural and psychosocial variables appear to play a significant role in this. This suggest that it is important to have instruments that facilitate environmental studies in the Chilean context, and to take contextual factors (such as the exacerbation of the country's environmental crisis and citizens' concern about the situation into account in such studies. Transcultural studies are key to deepening our understanding of the subject at the worldwide level.

  6. Fueling the public health workforce pipeline through student surge capacity response teams.

    Science.gov (United States)

    Horney, J A; Davis, M K; Ricchetti-Masterson, K L; MacDonald, P D M

    2014-02-01

    In January 2003, the University of North Carolina Center for Public Health Preparedness established Team Epi-Aid to match graduate student volunteers with state and local health departments to assist with outbreaks and other applied public health projects. This study assessed whether Team Epi-Aid participation by full-time graduate students impacted post-graduation employment, particularly by influencing students to work in governmental public health upon graduation. In September 2010, 223 program alumni were contacted for an online survey and 10 selected for follow-up interviews. Eighty-three Team Epi-Aid alumni answered the survey (response rate = 37 %). Forty-one (49 %) reported participating in at least one activity, with 12/41 (29 %) indicating participation in Team Epi-Aid influenced their job choice following graduation. In 6 months prior to enrolling at UNC, 30 (36 %) reported employment in public health, with 16/30 (53 %) employed in governmental public health. In 6 months following graduation, 34 (41 %) reported employment in public health, with 27 (80 %) employed in governmental public health. Eight alumni completed telephone interviews (response rate = 80 %). Five credited Team Epi-Aid with influencing their post-graduation career. Experience in applied public health through a group such as Team Epi-Aid may influence job choice for public health graduates.

  7. A descriptive study of baccalaureate nursing students' responses to suicide prevention education.

    Science.gov (United States)

    Pullen, Julie M; Gilje, Fredricka; Tesar, Emily

    2016-01-01

    Internationally, little is known regarding the amount of educational content on suicide in undergraduate nursing curriculum. The literature conducted found few published research studies on implementation of suicide prevention instruction in baccalaureate nursing curriculum, even though various international healthcare and nursing initiatives address suicide prevention. The aim was to describe senior baccalaureate students' responses to an evidence-based suicide prevention gatekeeper training program entitled Question-Persuade-Refer implemented in a required course. This is a multi-method descriptive study. Data were collected utilizing a pre-post-survey questionnaire administered to 150 students in four classes of a psychiatric nursing course over a two-year period. The quantitative data were statistically significant (p suicide'. Students responded very positively to the evidence based suicide prevention gatekeeper training program. The instruction addresses various national initiatives and strategies filling a void in nursing curriculum, as well as empowering students to engage in suicide prevention interventions. Copyright © 2015 Elsevier Ltd. All rights reserved.

  8. Childhood education student teachers responses to a simulation game on food security

    Directory of Open Access Journals (Sweden)

    Nadine Felicity Petersen

    2014-07-01

    Full Text Available This paper provides an account of student teachers responses to a simulation game about food scarcity and how the game served as a conversation starter about the influence of food scarcity on educational provisioning. The simulation game was utilised as part of a suite of activities during an educational excursion for first years in primary school teacher education. In this investigation data were generated via video recordings of the simulation game itself, summary notes of the key points of the discussion session during the game, and students’ learning portfolios. Analysis of the various data sets indicate that student-teachers’ engaged with the game both viscerally and cerebrally, with the game providing a powerful concrete introduction to the issues of food scarcity and unequal distribution of resources. Most student teachers were able to relate the lessons learned from the game to the classroom and educational situation. In addition, I found that the simulation game as method can assist students in their activity of learning to look at education as an equity and justice issue.

  9. Characterization of Rice Homeobox Genes, OsHOX22 and OsHOX24, and Over-expression of OsHOX24 in Transgenic Arabidopsis Suggest their Role in Abiotic Stress Response

    Directory of Open Access Journals (Sweden)

    Annapurna eBhattacharjee

    2016-05-01

    Full Text Available Homeobox transcription factors are well known regulators of plant growth and development. In this study, we carried out functional analysis of two candidate stress-responsive HD-ZIP I class homeobox genes from rice, OsHOX22 and OsHOX24. These genes were highly upregulated under various abiotic stress conditions at different stages of rice development, including seedling, mature and reproductive stages. The transcript levels of these genes were enhanced significantly in the presence of plant hormones, including abscisic acid (ABA, auxin, salicylic acid and gibberellic acid. The recombinant full-length and truncated homeobox proteins were found to be localized in the nucleus. Electrophoretic mobility shift assay established the binding of these homeobox proteins with specific DNA sequences, AH1 (CAAT(A/TATTG and AH2 (CAAT(C/GATTG. Transactivation assays in yeast revealed the transcriptional activation potential of full-length OsHOX22 and OsHOX24 proteins. Homo- and hetero-dimerization capabilities of these proteins have also been demonstrated. Further, we identified putative novel interacting proteins of OsHOX22 and OsHOX24 via yeast-two hybrid analysis. Over-expression of OsHOX24 imparted higher sensitivity to stress hormone, ABA, and abiotic stresses in the transgenic Arabidopsis plants as revealed by various physiological and phenotypic assays. Microarray analysis revealed differential expression of several stress-responsive genes in transgenic lines as compared to wild-type. Many of these genes were found to be involved in transcriptional regulation and various metabolic pathways. Altogether, our results suggest the possible role of OsHOX22/OsHOX24 homeobox proteins as negative regulators in abiotic stress responses.

  10. Suggestibility and negative priming: two replication studies.

    Science.gov (United States)

    David, Daniel; Brown, Richard J

    2002-07-01

    Research suggests that inhibiting the effect of irrelevant stimuli on subsequent thought and action (cognitive inhibition) may be an important component of suggestibility. Two small correlation studies were conducted to address the relationship between different aspects of suggestibility and individual differences in cognitive inhibition, operationalized as the degree of negative priming generated by to-be-ignored stimuli in a semantic categorization task. The first study found significant positive correlations between negative priming, hypnotic suggestibility, and creative imagination; a significant negative correlation was obtained between negative priming and interrogative suggestibility, demonstrating the discriminant validity of the study results. The second study replicated the correlation between negative priming and hypnotic suggestibility, using a different suggestibility measurement procedure that assessed subjective experience and hypnotic involuntariness as well as objective responses to suggestions. These studies support the notion that the ability to engage in cognitive inhibition may be an important component of hypnotic responsivity and maybe of other forms of suggestibility.

  11. Research and Teaching: Correlations between Students' Written Responses to Lecture-Tutorial Questions and Their Understandings of Key Astrophysics Concepts

    Science.gov (United States)

    Eckenrode, Jeffrey; Prather, Edward E.; Wallace, Colin S.

    2016-01-01

    This article reports on an investigation into the correlations between students' understandings of introductory astronomy concepts and the correctness and coherency of their written responses to targeted Lecture-Tutorial questions.

  12. Experiences from a Student Programme Designed to Examine the Role of the Accountant in Corporate Social Responsibility (CSR)

    Science.gov (United States)

    Holland, Leigh

    2004-01-01

    This paper investigates how one course--a final year undergraduate module--has been developed and implemented to inform students about corporate social responsibility from an accounting perspective. It takes as its core the notion of accounting and accountability, and is delivered by accounting lecturers to business students following a range of…

  13. The Grasshopper and the Ant: Motivational Responses of Low-Achieving Students to High-Stakes Testing.

    Science.gov (United States)

    Roderick, Melissa; Engel, Mimi

    2001-01-01

    Examined the responses of 102 low achieving sixth and eighth graders to Chicago's highly publicized efforts to end social promotion. Students generally described increased work efforts, and students with high levels of work effort generally had greater than average learning gains and positive outcomes in terms of promotion. About one-third of…

  14. 3D Virtual Worlds as Art Media and Exhibition Arenas: Students' Responses and Challenges in Contemporary Art Education

    Science.gov (United States)

    Lu, Lilly

    2013-01-01

    3D virtual worlds (3D VWs) are considered one of the emerging learning spaces of the 21st century; however, few empirical studies have investigated educational applications and student learning aspects in art education. This study focused on students' responses to and challenges with 3D VWs in both aspects. The findings show that most participants…

  15. The Relationship of Student Involvement in Political Organizations to Self-Reported Capacities for Socially Responsible Leadership

    Science.gov (United States)

    Hogendorp, Melanie Beth

    2012-01-01

    This research investigated the relationship between college students' political involvement and their capacities for socially responsible leadership, including which student characteristics, precollege experiences, and collegiate experiences contributed to these capacities. Political involvement was defined as participation in co-curricular,…

  16. Responsiveness to a Prospective Student E-Mail Inquiry by Community Colleges in the Nine Mega-States

    Science.gov (United States)

    Shadinger, David A.

    2014-01-01

    This quantitative study investigated e-mail responsiveness by community colleges in the nine mega-states to an inquiry from a prospective student. Noel-Levitz (2006b) reported that prospective students want to receive an e-mail with information about an institution prior to applying for admission. Specifically, high school juniors and seniors want…

  17. Teachers and Students' Perceptions of a Hybrid Sport Education and Teaching for Personal and Social Responsibility Learning Unit

    Science.gov (United States)

    Fernandez-Rio, Javier; Menendez-Santurio, Jose Ignacio

    2017-01-01

    Purpose: The purpose of this study was to assess students and teachers' perceptions concerning their participation in an educational kickboxing learning unit based on a hybridization of two pedagogical models: Sport Education and Teaching for Personal and Social Responsibility. Method: Seventy-one students and three physical education teachers…

  18. White House Unveils America's College Promise Proposal: Tuition-Free Community College for Responsible Students. Fact Sheet

    Science.gov (United States)

    The White House, 2015

    2015-01-01

    In January, 2015, the President unveiled the America's College Promise proposal, which would make two years of community college free for responsible students, letting students earn the first half of a bachelor's degree and earn skills needed in the workforce at no cost. This proposal will require everyone to do their part: community colleges must…

  19. International Students, Academic Publications and World University Rankings: The Impact of Globalisation and Responses of a Malaysian Public University

    Science.gov (United States)

    Tan, Yao Sua; Goh, Soo Khoon

    2014-01-01

    This paper examines the responses of a Malaysian public university, namely Universiti Sains Malaysia, to the impact of globalisation vis-à-vis three key issues: international students, academic publications and world university rankings. There are concerted efforts put in place by the university to recruit more international students. But a global…

  20. Developing Responsibility for Completing and Handing in Daily Homework Assignments for Students in Grades Three, Four, and Five.

    Science.gov (United States)

    Shepard, Joan M.

    This practicum was designed to increase responsibility for completing and handing in homework among students in grades three, four, and five in a mid-Atlantic school district. Of a total of 128 students in these grades, 28 were identified to learn strategies to aid in completing homework. Nine solution strategies were employed: (1) provide…

  1. Organizing Vocabulary (Open to Suggestion).

    Science.gov (United States)

    Dixon, Dorothy J.

    1990-01-01

    Describes a technique for vocabulary instruction in which students complete a chart by providing two synonyms, an antonym, and the pronunciation of a given word. Reports that, even though the chart is easy to complete, students using it began to think both critically and creatively. (RS)

  2. Parenting responsibility expectations of senior Australian dental students: do the next generations' family responsibilities impact workforce planning?

    Science.gov (United States)

    Alsharif, Ala'a; Kruger, Estie; Tennant, Marc

    2012-10-01

    Over the past twenty-five years, there has been a substantial increase in work-based demands, thought to be due to an intensifying, competitive work environment. However, more recently, the question of work-life balance is increasingly attracting attention. The purpose of this study was to discover the attitudes of the next generation of dentists in Australia to parenting responsibility and work-life balance perceptions. Questionnaires on work-life balance were distributed to all fourth-year students at three dental schools in Australia. A total of 137 (76 percent) surveys were completed and returned. Most respondents indicated that they would take time off to focus on childcare, and just over half thought childcare should be shared by both parents. Thirty-seven percent felt that a child would have a considerable effect on their careers. Differences were seen in responses when compared by gender. The application of sensitivity analysis to workforce calculations based around changing societal work-life expectations can have substantial effects on predicting workforce data a decade into the future. It is not just the demographic change to a more feminized workforce in Australia that can have substantial effect, but also the change in social expectations of males in regards to parenting.

  3. Evaluating the effectiveness of personal response system technology on millennial student learning.

    Science.gov (United States)

    McCurry, Mary K; Hunter Revell, Susan M

    2011-08-01

    As nurse educators, we must explore new technologies that capitalize on the characteristics of millennial learners. One such technology, the personal response system (PRS), is an effective way to promote active learning and increase comprehension. Few nursing studies have examined the benefits of PRS technology on student outcomes. The purpose of this study was to evaluate the effectiveness of PRS technology on learning outcomes in two sections of an undergraduate nursing research course. A crossover design compared class quiz averages between and within groups. Findings related to between and within class quiz scores were mixed, whereas the effectiveness of in-class PRS questions on paper-and-pencil quiz scores and PRS-targeted quiz items was significant. Knowledge gained from this study can be used to enhance our ability to actively engage our technologically savvy undergraduate students. By threading technology into the undergraduate curriculum, learning outcomes may be improved. Copyright 2011, SLACK Incorporated.

  4. A Case Study of Teaching Social Responsibility to Doctoral Students in the Climate Sciences

    DEFF Research Database (Denmark)

    Børsen, Tom; Antia, Avan N.; Glessmer, Mirjam Sophia

    2013-01-01

    climate science meets the public sphere (e.g., to identify and balance legitimate perspectives on particular types of geo-engineering), and is an example of how to include social responsibility in doctoral education. The paper describes the workshop from the three different perspectives of the authors......: the course teacher, the head of the graduate school, and a graduate student. The elements that contributed to the success of the workshop, and thus make it an example to follow, are (1) the involvement of participating students, (2) the introduction of external expertise and role models in climate science......, and (3) a workshop design that focused on ethical analyses of examples from the climate sciences....

  5. Students' response to disaster: a lesson for health care professional schools.

    Science.gov (United States)

    Reyes, Humberto

    2010-11-16

    The response of medical students, young physicians, and other health professionals to the February 2010 earthquake and tsunami in Chile provides important lessons about health care delivery during disasters and about the development of professionalism. Tertiary and secondary care of victims of these disasters was possible because local and national resources were available and field hospitals provided by Chile's armed forces and foreign countries replaced damaged hospitals. However, primary care of persons living on the outskirts of towns and in small villages and coves that were destroyed and isolated by the disaster required the involvement of volunteer groups that were largely composed of students and other young members of the health professions, all of whom were motivated by solidarity, compassion, and social commitment. This experience, similar to previous catastrophes in Chile and elsewhere, reinforces that medical and other health professional schools must instill in graduates an understanding that the privileges of being a health professional come with responsibilities to society. Beyond providing high-quality scientific and technological education, curricula in these schools should include training that enables graduates to meaningfully contribute in the setting of unexpected disasters and that nurtures a sense of responsibility to do so.

  6. CRiSP: An Instrument for Assessing Student Perceptions of Classroom Response Systems

    Science.gov (United States)

    Richardson, Alice M.; Dunn, Peter K.; McDonald, Christine; Oprescu, Florin

    2015-08-01

    This paper describes the development and validation of an instrument for evaluating classroom response systems (CRS). While a number of studies evaluating CRS have been published to date, no standardised instrument exists as a means of evaluating the impact of using the CRS. This means that comparing the different systems, or evaluating the benefits of using the CRS in different ways or settings, is very difficult despite the number of published reports, as indicated by Kay and LeSage (2009). An instrument was developed, called the classroom response system perceptions (CRiSP) questionnaire, which allows the evaluation of varied CRS on three scales: the usability; the impact on student engagement; and the impact on student learning. The development of CRiSP was undertaken in three universities, using different CRS, and evaluated through focus groups, one-on-one interviews and a factor analysis of the survey responses. We found no evidence of difference on the scales according to gender or age groups. The final CRiSP questionnaire consists of 26 base questions, with additional optional questions available. This paper proposes that the CRiSP Questionnaire could, in its current state or with minor changes, be used to evaluate the impact on learning of other classroom technologies also.

  7. Bioethical reasoning and the orientation towards corporate social responsibility of business students

    Directory of Open Access Journals (Sweden)

    Silvia López Paláu

    2011-10-01

    Full Text Available Ethical conflicts are ever more complex and require more interdisciplinary reflection to attain a solution. Bioethical reasoning can contribute to the understanding and eventual solution of many ethical conflicts in business. This study seeks to determine if a relationship exist among the social responsibility of business and the bioethical reasoning. A conceptual model using the multidimensional enterprise model proposed by Carroll (1979 and the bioethical principles proposed by Beauchamp and Childress (1979 is presented. A measurement instrument reliable for both constructs is developed. The results provide invaluable information that can help design new approaches for the ethical education of students.

  8. Distress in response to emotional and sexual infidelity: evidence of evolved gender differences in Spanish students.

    Science.gov (United States)

    Fernandez, Ana Maria; Vera-Villarroel, Pablo; Sierra, Juan Carlos; Zubeidat, Ihab

    2007-01-01

    The authors studied gender differences in response to hypothetical infidelity in Spanish students. Using a forced-choice methodology, the authors asked a sample of 266 participants to indicate which kind of infidelity would be more distressing: emotional or sexual. Men were significantly more distressed by sexual infidelity than were women, and women were significantly more distressed by emotional infidelity than were men. Results supported the hypothesis that particular infidelity types, which resemble adaptive problems that human beings faced in the past, contribute to the psychology of jealousy. The results are consistent with previous cross-cultural research.

  9. Protective Effect of Self-compassion to Emotional Response among Students with Chronic Academic Stress

    Directory of Open Access Journals (Sweden)

    Yonghong Zhang

    2016-11-01

    Full Text Available The literature has shown that self-compassion is a protective factor of an individual’s emo-tional response to chronic stress. However, this stress-buffering effect has not been complete-ly analyzed in individuals who report significantly high academic stress. The present study explored the role of self-compassion in a group of undergraduate students who experience chronic academic stress. A total of 208 undergraduate students who were preparing for the Postgraduate Entrance Examination (PEE were recruited and completed the Self-Compassion Scale, Adolescent Self-Rating Life Event Check List, and Positive and Negative Affect Schedule. Differences analysis confirmed that the participants reported significantly higher academic stress than their peers who were not preparing for PEE. Self-compassion positively related to positive affect but negatively related to negative affect and learning stress. Further analysis showed that self-compassion negatively mediated the relationship be-tween chronic academic stress and negative affect. Findings imply that self-compassion-centered interventions can be developed in the educational context to assist students cope with chronic academic stress.

  10. Suggestibility and suggestive modulation of the Stroop effect.

    Science.gov (United States)

    Kirsch, Irving

    2011-06-01

    Although the induction of a hypnotic state does not seem necessary for suggestive modulation of the Stroop effect, this important phenomenon has seemed to be dependent on the subject's level of hypnotic suggestibility. Raz and Campbell's (2011) study indicates that suggestion can modulate the Stroop effect substantially in very low suggestible subjects, as well as in those who are highly suggestible. This finding casts doubt on the presumed mechanism by which suggestive modulation is brought about. Research aimed at uncovering the means by which low suggestible individuals are able to modulate the Stroop effect would be welcome, as would assessment of this effect in moderately suggestible people. Copyright © 2010 Elsevier Inc. All rights reserved.

  11. Why do they not answer and do they really learn? A case study in analysing student response flows in introductory physics using an audience response system

    International Nuclear Information System (INIS)

    Jääskeläinen, Markku; Lagerkvist, Andreas

    2017-01-01

    In this paper we investigate teaching with a classroom response system in introductory physics with emphasis on two issues. First, we discuss retention between question rounds and the reasons why students avoid answering the question a second time. A question with declining response rate was followed by a question addressing the student reasons for not answering. We find that there appear to be several reasons for the observed decline, and that the students need to be reminded. We argue that small drops are unimportant as the process appears to work despite the drops. Second, we discuss the dynamics of learning in a concept-sequence in electromagnetism, where a majority of the students, despite poor statistics in a first round, manage to answer a followup question correctly. In addition, we analyse the response times for both situations to connect with research on student reasoning on situations with misconception-like answers. From the combination of the answer flows and response time behaviours we find it plausible that conceptual learning occurred during the discussion phase. (paper)

  12. A Social Responsibility Guide for Engineering Students and Professionals of all Faith Traditions: An Overview.

    Science.gov (United States)

    Punzi, Vito L

    2017-07-18

    The development of the various themes of Catholic Social Teaching (CST) is based on numerous papal documents and ecclesiastical statements. While this paper provides a summary of a number of these documents, this paper focuses on two themes: the common good and care of the environment, and on three documents authored by Pope John Paul II in 1990, by Pope Benedict XVI in 2010, and by Pope Francis in 2015. By analyzing these documents from an engineer's perspective, the author proposes a model for Socially Responsible Engineering. The proposed model is intended to serve as a guide for engineering students and practicing engineers of all faith traditions and to those with no faith tradition at all who wish to incorporate CST in the daily conduct of their personal and professional lives; to provide guidance for the professional the author terms the aspiring Socially Responsible Engineer; and to offer engineers a preferred alternative to the undesirable aspects of the technocratic paradigm. While intended primarily for engineers, this document also serves as a guide for those with expertise in social justice and who, by gaining a better understanding of the thought processes of engineers, can become better mentors for engineering students and practicing engineers seeking to incorporate CST into their daily lives.

  13. Learning to Act Like a Lawyer: A Model Code of Professional Responsibility for Law Students

    Directory of Open Access Journals (Sweden)

    David M. Tanovich

    2009-02-01

    Full Text Available Law students are the future of the legal profession. How well prepared are they when they leave law school to assume the professional and ethical obligations that they owe themselves, the profession and the public? This question has led to a growing interest in Canada in the teaching of legal ethics. It is also led to a greater emphasis on the development of clinical and experiential learning as exemplified in the scholarship and teaching of Professor Rose Voyvodic. Less attention, however, has been placed on identifying the general ethical responsibilities of law students when not working in a clinic or other legal context. This can be seen in the presence of very few Canadian articles exploring the issue, and more significantly, in the paucity of law school discipline policies or codes of conduct that set out the professional obligations owed by law students. This article develops an idea that Professor Voyvodic and I talked about on a number of occasions. It argues that all law schools should have a code of conduct which is separate and distinct from their general University code and which resembles, with appropriate modifications, the relevant set of rules of professional responsibility law students will be bound by when called to the Bar. A student code of conduct which educates law students about their professional obligations is an important step in deterring such conduct while in law school and preparing students for ethical practice. The idea of a law school code of professional responsibility raises a number of questions. Why is it necessary for law schools to have their own student code of conduct? The article provides a threefold response. First, law students are members of the legal profession and a code of conduct should reflect this. Second, it must be relevant and comprehensive in order to ensure that it can inspire students to be ethical lawyers. And, third, as a practical matter, the last few years have witnessed a number of

  14. Commercial Airline In-Flight Emergency: Medical Student Response and Review of Medicolegal Issues.

    Science.gov (United States)

    Bukowski, Josh H; Richards, John R

    2016-01-01

    As the prevalence of air travel increases, in-flight medical emergencies occur more frequently. A significant percentage of these emergencies occur when there is no certified physician, nurse, or paramedic onboard. During these situations, flight crews might enlist the help of noncertified passengers, such as medical students, dentists, or emergency medical technicians in training. Although Good Samaritan laws exist, many health care providers are unfamiliar with the limited legal protections and resources provided to them after responding to an in-flight emergency. A 78-year-old woman lost consciousness and became pulseless onboard a commercial aircraft. No physician was available. A medical student responded and coordinated care with the flight crew, ground support physician, and other passengers. After receiving a packet (4 g) of sublingual sucrose and 1 L i.v. crystalloid, the patient regained pulses and consciousness. The medical student made the decision not to divert the aircraft based on the patient's initial response to therapy and, 45 min later, the patient had normal vital signs. Upon landing, she was met and taken by paramedics to the nearest emergency department for evaluation of her collapse. WHY SHOULD AN EMERGENCY PHYSICIAN BE AWARE OF THIS?: Emergency physicians are the most qualified to assist in-flight emergencies, but they might not be aware of the medicolegal risks involved with in-flight care, the resources available, and the role of the flight crew in liability and decision making. This case, which involved a medical student who was not given explicit protection under Good Samaritan laws, illustrates the authority of the flight crew during these events and highlights areas of uncertainty in the legislation for volunteer medical professionals. Copyright © 2016 Elsevier Inc. All rights reserved.

  15. Measuring Students' Perceptions of Personal and Social Responsibility and the Relationship to Intrinsic Motivation in Urban Physical Education

    Science.gov (United States)

    Li, Weidong; Wright, Paul M.; Rukavina, Paul Bernard; Pickering, Molly

    2008-01-01

    The purpose of the current study was to test the validity and reliability of a two-factor model of the Personal and Social Responsibility Questionnaire (PSRQ) and examine the relationships between perceptions of personal and social responsibility and intrinsic motivation in physical education. Participants were 253 middle school students who…

  16. Are Dysphoric Individuals More Suggestible or Less Suggestible Than Nondysphoric Individuals?

    Science.gov (United States)

    MacFarland, Wendy L.; Morris, Steven J.

    1998-01-01

    Dysphoric individuals are shown to be susceptible to interrogative suggestion, whether in the form of leading questions or interrogative pressure. The association of a clinically relevant condition of dysphoria (depression) with relatively high levels of suggestibility was investigated in a college student population (N=139). Applicability to…

  17. Facing a "New" Challenge: Chief Student Affairs Officers' Responses to Casino Gambling in Mississippi.

    Science.gov (United States)

    Bailey, E. Ann; Dickens, Cynthia S.

    1997-01-01

    Reports on a qualitative study examining chief student affairs officers' (CSAOs) (N=30) perceptions of the impact of legalized casino gambling on student life, service delivery, and student affairs. Results indicate that CSAOs detected few changes in student behavior. Campuses close to casinos reported more dropouts and increases in student debt.…

  18. The development and psychometric testing of a Disaster Response Self-Efficacy Scale among undergraduate nursing students.

    Science.gov (United States)

    Li, Hong-Yan; Bi, Rui-Xue; Zhong, Qing-Ling

    2017-12-01

    Disaster nurse education has received increasing importance in China. Knowing the abilities of disaster response in undergraduate nursing students is beneficial to promote teaching and learning. However, there are few valid and reliable tools that measure the abilities of disaster response in undergraduate nursing students. To develop a self-report scale of self-efficacy in disaster response for Chinese undergraduate nursing students and test its psychometric properties. Nursing students (N=318) from two medical colleges were chosen by purposive sampling. The Disaster Response Self-Efficacy Scale (DRSES) was developed and psychometrically tested. Reliability and content validity were studied. Construct validity was tested by exploratory and confirmatory factor analysis. Reliability was tested by internal consistency and test-retest reliability. The DRSES consisted of 3 factors and 19 items with a 5-point rating. The content validity was 0.91, Cronbach's alpha coefficient was 0.912, and the intraclass correlation coefficient for test-retest reliability was 0.953. The construct validity was good (χ 2 /df=2.440, RMSEA=0.068, NFI=0.907, CFI=0.942, IFI=0.430, pself-efficacy in disaster response for Chinese undergraduate nursing students. Copyright © 2017. Published by Elsevier Ltd.

  19. The Student Storm Survey©: College Students' Thoughts on Their University's Response to a Natural Disaster

    Science.gov (United States)

    Rosenthal, Gary T.; Boudreaux, Monique; Boudreaux, Dwight L.; Soignier, R. D.; Folse, Earl; Frias, Tracey; Soper, Barlow

    2014-01-01

    Hurricanes Gustav and Ike devastated the region that our University serves. Near the start of the semester, only one of the ten scheduled class days could be completed and administrators asked students and faculty to "continue the learning process" online via Blackboard©, our Electronic Delivery System (EDS). The Student Storm Survey©…

  20. Improving Student Success by Understanding Reasons for, Types of, and Appropriate Responses to Stressors Affecting Asian Graduate Students in Canada

    Science.gov (United States)

    Kim, Andrew

    2015-01-01

    An increasing number of university students in Canada are from East Asian countries and enrolled in graduate programs. For these students, unique factors may contribute to a stressful study environment, which in turn can impact academic performance. This article draws on literature to identify five such factors and appropriate coping strategies:…

  1. Ethical responsibility of the nursing educator in the promotion of the quality of life of university students

    Directory of Open Access Journals (Sweden)

    Tatiana González-Noguera

    2018-01-01

    Full Text Available The central interest of this document is to reflect on the ethical responsibility of the nursing educator in the promotion of the health and quality of life of university students, taking into account that nursing is considered a profession that benefits the people which has a close relationship with. To promote a good health in students is a task that implies ethical duties for society, institutions of higher education, of health and essentially for nursing. A nursing professsional is indispensable to produce changes in the lifestyles of the students through the rights and ethical duties that emanate from dignity and that is essential in the education of the youngest. As university educators we must accept the responsibility of promoting healthy lifestyles that protect the health of students and therefore the quality of life of them as future integral professionals.

  2. New combinations of ‘flipped classroom with just in time teaching’ and learning analytics of student responses

    Directory of Open Access Journals (Sweden)

    Alfredo Prieto Martín

    2018-01-01

    Full Text Available The results obtained thanks to the flipped classroom with ‘just I¡in time’ teaching method are reviewed. This method allowed to know what the students did not understand after trying to study the instructive materials assigned to them. To achieve that the students work before class methods of marketing and gamification were developed. Methods for the analysis of student responses were also developed. The JiTT method allowes the teacher know in advance those aspects that are most interesting or most dificult to understand for the students as well as their most urgent doubts. Finally, we have developed methods to use the urgent doubts of the students to generate formative feedback and activities to do in the classroom. In the method named “flipped learning forte” the teacher answer the urgent doubts of his students. In the method named ‘flip in colours’ the teacher classify the doubts by their posible utility in the classroom using a color code. With the combined application of these methods in university courses the failure rate of the students has decreased and the mean grade in the exams for the assessment of learning has increased in more than one standard deviation. The rate of students that attain the level of mastery has increased, as well as the student evaluations about the teachers of these courses. Finally, the reasons underlying the efficacy of the proposed flipped method are discussed.

  3. Acute Effects of Different Formats of Small-Sided and Conditioned Handball Games on Heart Rate Responses in Female Students During PE Classes

    Directory of Open Access Journals (Sweden)

    Filipe Manuel Clemente

    2014-06-01

    Full Text Available The aim of this study was to analyze the impact of different formats (2-a-side, 3-a-side and 4-a-side on heart rate responses of female students during small-sided and conditioned handball games. The heart rate responses were measured using heart rate monitors during physical education classes. Eight female students participated in the study (15 ± 0.0 years. The one-way ANOVA showed statistical differences with moderate effect between the three different formats (F(2, 1674 = 86.538; p-value ˂ 0.001;  = 0.094; Power = 1.0. The results showed that smaller formats (2-a-side and 3-a-side increased the heart rate responses of female students during small-sided and conditioned handball games during physical education (PE classes. The results also suggested that 2-a-side games can be used for anaerobic workouts and the 3-a-side and 4-a-side games can be better used to reach lactate-threshold and for aerobic workouts of high intensity.

  4. Student Perceptions of Auditor Responses to Evidence of Suspicious Activities: An Experimental Assessment

    Directory of Open Access Journals (Sweden)

    David S Murphy

    2015-12-01

    Full Text Available This study assessed student perceptions of auditor responses to evidence that a client failed to respond appropriately to suspicious activities that could indicate money laundering. Subjects were presented with a series of randomized cases in which partner type (new vs. experienced, firm type (regional vs. international and audit fee materiality (not material, material to the local office only, material to the firm were manipulated asked to indicate their perceptions of the likelihood that an audit partner would discuss such evidence with the client, and the likelihood that the issue would be disclosed by the auditor. Both partner type and audit fee materiality was found to have significant effects on perceived likelihoods.

  5. School climate for transgender youth: a mixed method investigation of student experiences and school responses.

    Science.gov (United States)

    McGuire, Jenifer K; Anderson, Charles R; Toomey, Russell B; Russell, Stephen T

    2010-10-01

    Transgender youth experience negative school environments and may not benefit directly from interventions defined to support Lesbian, Gay and Bisexual (LGB) youth. This study utilized a multi-method approach to consider the issues that transgender students encounter in school environments. Using data from two studies, survey data (total n = 2260, 68 transgender youth) from study 1 and focus groups (n = 35) from study 2, we examine transgender youth's experience of school harassment, school strategies implemented to reduce harassment, the protective role of supportive school personnel, and individual responses to harassment, including dropping out and changing schools. In both studies, we found that school harassment due to transgender identity was pervasive, and this harassment was negatively associated with feelings of safety. When schools took action to reduce harassment, students reported greater connections to school personnel. Those connections were associated with greater feelings of safety. The indirect effects of school strategies to reduce harassment on feelings of safety through connection to adults were also significant. Focus group data illuminate specific processes schools can engage in to benefit youth, and how the youth experience those interventions.

  6. Bayesian inference in an item response theory model with a generalized student t link function

    Science.gov (United States)

    Azevedo, Caio L. N.; Migon, Helio S.

    2012-10-01

    In this paper we introduce a new item response theory (IRT) model with a generalized Student t-link function with unknown degrees of freedom (df), named generalized t-link (GtL) IRT model. In this model we consider only the difficulty parameter in the item response function. GtL is an alternative to the two parameter logit and probit models, since the degrees of freedom (df) play a similar role to the discrimination parameter. However, the behavior of the curves of the GtL is different from those of the two parameter models and the usual Student t link, since in GtL the curve obtained from different df's can cross the probit curves in more than one latent trait level. The GtL model has similar proprieties to the generalized linear mixed models, such as the existence of sufficient statistics and easy parameter interpretation. Also, many techniques of parameter estimation, model fit assessment and residual analysis developed for that models can be used for the GtL model. We develop fully Bayesian estimation and model fit assessment tools through a Metropolis-Hastings step within Gibbs sampling algorithm. We consider a prior sensitivity choice concerning the degrees of freedom. The simulation study indicates that the algorithm recovers all parameters properly. In addition, some Bayesian model fit assessment tools are considered. Finally, a real data set is analyzed using our approach and other usual models. The results indicate that our model fits the data better than the two parameter models.

  7. Functional study of the Hap4-like genes suggests that the key regulators of carbon metabolism HAP4 and oxidative stress response YAP1 in yeast diverged from a common ancestor.

    Directory of Open Access Journals (Sweden)

    Nataliya Petryk

    Full Text Available The transcriptional regulator HAP4, induced by respiratory substrates, is involved in the balance between fermentation and respiration in S. cerevisiae. We identified putative orthologues of the Hap4 protein in all ascomycetes, based only on a conserved sixteen amino acid-long motif. In addition to this motif, some of these proteins contain a DNA-binding motif of the bZIP type, while being nonetheless globally highly divergent. The genome of the yeast Hansenula polymorpha contains two HAP4-like genes encoding the protein HpHap4-A which, like ScHap4, is devoid of a bZIP motif, and HpHap4-B which contains it. This species has been chosen for a detailed examination of their respective properties. Based mostly on global gene expression studies performed in the S. cerevisiae HAP4 disruption mutant (ScΔhap4, we show here that HpHap4-A is functionally equivalent to ScHap4, whereas HpHap4-B is not. Moreover HpHAP4-B is able to complement the H2O2 hypersensitivity of the ScYap1 deletant, YAP1 being, in S. cerevisiae, the main regulator of oxidative stress. Finally, a transcriptomic analysis performed in the ScΔyap1 strain overexpressing HpHAP4-B shows that HpHap4-B acts both on oxidative stress response and carbohydrate metabolism in a manner different from both ScYap1 and ScHap4. Deletion of these two genes in their natural host, H. polymorpha, confirms that HpHAP4-A participates in the control of the fermentation/respiration balance, while HpHAP4-B is involved in oxidative stress since its deletion leads to hypersensitivity to H2O2. These data, placed in an evolutionary context, raise new questions concerning the evolution of the HAP4 transcriptional regulation function and suggest that Yap1 and Hap4 have diverged from a unique regulatory protein in the fungal ancestor.

  8. Student Responses to a Flipped Introductory Physics Class with built-in Post-Video Feedback Quizzes

    Science.gov (United States)

    Ramos, Roberto

    We present and analyze student responses to multiple Introductory physics classes in a university setting, taught in a ''flipped'' class format. The classes included algebra- and calculus-based introductory physics. Outside class, students viewed over 100 online video lectures on Classical Mechanics, Electricity and Magnetism, and Modern Physics prepared by this author and in some cases, by a third-party lecture package available over YouTube. Inside the class, students solved and discussed problems and conceptual issues in greater detail. A pre-class online quiz was deployed as an important source of feedback. I will report on the student reactions to the feedback mechanism, student responses using data based on anonymous surveys, as well as on learning gains from pre-/post- physics diagnostic tests. The results indicate a broad mixture of responses to different lecture video packages that depend on learning styles and perceptions. Students preferred the online quizzes as a mechanism to validate their understanding. The learning gains based on FCI and CSEM surveys were significant.

  9. Deepening Sleep by Hypnotic Suggestion

    Science.gov (United States)

    Cordi, Maren J.; Schlarb, Angelika A.; Rasch, Björn

    2014-01-01

    Study Objectives: Slow wave sleep (SWS) plays a critical role in body restoration and promotes brain plasticity; however, it markedly declines across the lifespan. Despite its importance, effective tools to increase SWS are rare. Here we tested whether a hypnotic suggestion to “sleep deeper” extends the amount of SWS. Design: Within-subject, placebo-controlled crossover design. Setting: Sleep laboratory at the University of Zurich, Switzerland. Participants: Seventy healthy females 23.27 ± 3.17 y. Intervention: Participants listened to an auditory text with hypnotic suggestions or a control tape before napping for 90 min while high-density electroencephalography was recorded. Measurements and Results: After participants listened to the hypnotic suggestion to “sleep deeper” subsequent SWS was increased by 81% and time spent awake was reduced by 67% (with the amount of SWS or wake in the control condition set to 100%). Other sleep stages remained unaffected. Additionally, slow wave activity was significantly enhanced after hypnotic suggestions. During the hypnotic tape, parietal theta power increases predicted the hypnosis-induced extension of SWS. Additional experiments confirmed that the beneficial effect of hypnotic suggestions on SWS was specific to the hypnotic suggestion and did not occur in low suggestible participants. Conclusions: Our results demonstrate the effectiveness of hypnotic suggestions to specifically increase the amount and duration of slow wave sleep (SWS) in a midday nap using objective measures of sleep in young, healthy, suggestible females. Hypnotic suggestions might be a successful tool with a lower risk of adverse side effects than pharmacological treatments to extend SWS also in clinical and elderly populations. Citation: Cordi MJ, Schlarb AA, Rasch B. Deepening sleep by hypnotic suggestion. SLEEP 2014;37(6):1143-1152. PMID:24882909

  10. A Study of General Education Astronomy Students' Understandings of Cosmology. Part III. Evaluating Four Conceptual Cosmology Surveys: An Item Response Theory Approach

    Science.gov (United States)

    Wallace, Colin S.; Prather, Edward E.; Duncan, Douglas K.

    2012-01-01

    This is the third of five papers detailing our national study of general education astronomy students' conceptual and reasoning difficulties with cosmology. In this paper, we use item response theory to analyze students' responses to three out of the four conceptual cosmology surveys we developed. The specific item response theory model we use is…

  11. Engaging Storm Spotters and Community College Students in Regional Responses to Climate Change

    Science.gov (United States)

    Mooney, M. E.; Ackerman, S. A.; Buhr, S. M.

    2012-12-01

    Resiliency to natural hazards includes climate literacy. With a record number of billion dollar weather disasters in 2011, each one enhanced by a warmer atmosphere, our nation needs new strategies to respond, mitigate, communicate and adapt to the impacts of climate change. We know that actions we take today matter, but finding ways to mobilize our citizenry remains largely elusive. One way to galvanize a meaningful response to climate change could involve National Weather Service (NWS) storm spotters and Community College students. Dedicated storm spotters represent decades of NOAA NWS efforts to engage and enlist public participation in community safety. Why not leverage this wealth of human capital to cultivate a similar mitigation and stewardship response? The Cooperative Institute for Meteorological Satellite Studies (CIMSS) at the University of Wisconsin-Madison conducted a pilot project with NWS storm spotters in the spring of 2011 via a web seminar on climate change, climate mitigation and emerging applications to access weather and climate data with mobile devices. Nineteen storm spotters participated and eleven provided feedback via a follow-up survey. A third of the respondents indicated that they had taken actions to minimize their carbon footprint; a majority (90%) indicated their likelihood to take action in the near future and more than two-thirds said they wanted to learn more about climate mitigation and sustainability. One attendee commented "Thank-you for putting together this web seminar. As a weather spotter, I found the information helpful, even humbling, to know climate change is already happening." CIMSS is also collaborating with the Cooperative Institute for Research in Environmental Sciences (CIRES) and Madison Area Technical College (MATC) on a climate education project where community college students take an on-line climate change course followed by the opportunity to apply for a summer internship. Through this program, two students

  12. D'oh! Using "The Simpsons" to Improve Student Response to Literature

    Science.gov (United States)

    Eikmeier, Ginger M.

    2008-01-01

    Students in Ginger M. Eikmeier's high school classes link themes and terms from their readings to episodes of "The Simpsons." Because students are already familiar with "The Simpsons," Eikmeier believes that using the show supports students' comprehension and retention by activating prior knowledge. Additionally, it shows students that she cares…

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

    Science.gov (United States)

    McCann, Stewart; Gardner, Christopher

    2014-01-01

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

  14. Using the ovarian sensitivity index to define poor, normal, and high response after controlled ovarian hyperstimulation in the long gonadotropin-releasing hormone-agonist protocol: suggestions for a new principle to solve an old problem.

    Science.gov (United States)

    Huber, Malin; Hadziosmanovic, Nermin; Berglund, Lars; Holte, Jan

    2013-11-01

    To explore the utility of using the ratio between oocyte yield and total dose of FSH, i.e., the ovarian sensitivity index (OSI), to define ovarian response patterns. Retrospective cross-sectional study. University-affiliated private center. The entire unselected cohort of 7,520 IVF/intracytoplasmic sperm injection treatments (oocyte pick-ups [OPUs]) during an 8-year period (long GnRH agonist-recombinant FSH protocol). None. The distribution of the OSI (oocytes recovered × 1,000/total dose of FSH), the cutoff levels for poor and high response, set at ±1 SD, and the relationship between OSI and treatment outcome. OSI showed a log-normal distribution with cutoff levels for poor and high response at 1.697/IU and 10.07/IU, respectively. A nomogram is presented. Live-birth rates per OPU were 10.5 ± 0.1%, 26.9 ± 0.6%, and 36.0 ± 1.4% for poor, normal, and high response treatments, respectively. The predictive power (C-statistic) for OSI to predict live birth was superior to that of oocyte yield. The OSI improves the definition of ovarian response patterns because it takes into account the degree of stimulation. The nomogram presents evidence-based cutoff levels for poor, normal, and high response and could be used for unifying study designs involving ovarian response patterns. Copyright © 2013 American Society for Reproductive Medicine. Published by Elsevier Inc. All rights reserved.

  15. Communicating uncertainty: lessons learned and suggestions for climate change assessment

    International Nuclear Information System (INIS)

    Patt, A.; Dessai, S.

    2005-01-01

    Assessments of climate change face the task of making information about uncertainty accessible and useful to decision-makers. The literature in behavior economics provides many examples of how people make decisions under conditions of uncertainty relying on inappropriate heuristics, leading to inconsistent and counterproductive choices. Modern risk communication practices recommend a number of methods to overcome these hurdles, which have been recommended for the Intergovernmental Panel on Climate Change (IPCC) assessment reports. This paper evaluates the success of the most recent IPCC approach to uncertainty communication, based on a controlled survey of climate change experts. Evaluating the results from the survey, and from a similar survey recently conducted among university students, the paper suggests that the most recent IPCC approach leaves open the possibility for biased and inconsistent responses to the information. The paper concludes by suggesting ways to improve the approach for future IPCC assessment reports. (authors)

  16. Cutting Close to the Bone: Student Trauma, Free Speech, and Institutional Responsibility in Medical Education.

    Science.gov (United States)

    Kumagai, Arno K; Jackson, Brittani; Razack, Saleem

    2017-03-01

    Learning the societal roles and responsibilities of the physician may involve difficult, contentious conversations about topics such as race, gender, sexual orientation, and class, as well as violence, inequities, sexual assault, and child abuse. If not done well, these discussions may be deeply traumatizing to learners for whom these subjects "cut close to the bone." Equally traumatizing is exposure to injustice and mistreatment, as well as to the sights, sounds, and smells of suffering and pain in the clinical years. This potential for iatrogenic educational trauma remains unaddressed, and medical educators must take responsibility for attending to it. Possible solutions include trigger warnings or statements given to students before an educational activity that may cause personal discomfort. The authors of this Perspective assert, however, both that this concept does not distinguish between psychological trauma and discomfort and that well-intentioned trigger warnings target the wrong goal-the avoidance of distress. Exposure to discomfort not only is unavoidable in the practice of medicine but may be crucial to personal and professional moral development. The authors argue that a more appropriate solution is to create safe spaces for dialogues about difficult topics and jarring experiences. This approach places even the notion of free speech under a critical lens-it is not an end in itself but a means to create a professional ethic dedicated to treating all individuals with excellence and justice. Ultimately, this approach aspires to create an inclusive curriculum sensitive to the realities of teaching and learning in increasingly diverse societies.

  17. Undergraduate nursing students' perceptions about disaster preparedness and response in Istanbul, Turkey, and Miyazaki, Japan: a cross-sectional study.

    Science.gov (United States)

    Öztekin, Seher Deniz; Larson, Eric Edwin; Yüksel, Serpil; Altun Uğraş, Gülay

    2015-04-01

    Although the awareness of disasters has increased among nurses, the concept of disaster preparedness and response has not been sufficiently explored with undergraduate nursing students. The aim of this study was to assess and compare the perceptions of students regarding disaster preparedness and response that live in different earthquake-prone cities; Istanbul, Turkey and Miyazaki, Japan. A cross-sectional study employing seven questions was conducted in a final group of 1053 nursing students from Istanbul, Turkey, and Miyazaki, Japan. Most study respondents were female, aged 18-22 years, with a high proportion of second year students in both cities. Istanbul's students had more knowledge about disaster preparedness and response in relation to age and year of university, showing statistically significant differences. Istanbul's highest rated responses to disaster characteristics were on structural elements and injuries/deaths, while Miyazaki's was "unpredictable/sudden/disorganized". Respondents in Istanbul identified earthquakes as the disaster most likely to occur, while respondents in Miyazaki identified typhoon/hurricane. Study participants responded that they could provide caregiver roles during a disaster event rather than triage or managerial roles as disaster responders. Disaster characteristics were not described by one third of the students. Of the two-thirds that were described, most were of events that were highly predictable because of their frequencies in the given areas. Universities need to target and then focus on high-risk factors in their areas and have disaster plans for students who can provide triage and managerial nursing roles as disaster responders. © 2014 The Authors. Japan Journal of Nursing Science © 2014 Japan Academy of Nursing Science.

  18. Representational constraints on children's suggestibility.

    Science.gov (United States)

    Ceci, Stephen J; Papierno, Paul B; Kulkofsky, Sarah

    2007-06-01

    In a multistage experiment, twelve 4- and 9-year-old children participated in a triad rating task. Their ratings were mapped with multidimensional scaling, from which euclidean distances were computed to operationalize semantic distance between items in target pairs. These children and age-mates then participated in an experiment that employed these target pairs in a story, which was followed by a misinformation manipulation. Analyses linked individual and developmental differences in suggestibility to children's representations of the target items. Semantic proximity was a strong predictor of differences in suggestibility: The closer a suggested distractor was to the original item's representation, the greater was the distractor's suggestive influence. The triad participants' semantic proximity subsequently served as the basis for correctly predicting memory performance in the larger group. Semantic proximity enabled a priori counterintuitive predictions of reverse age-related trends to be confirmed whenever the distance between representations of items in a target pair was greater for younger than for older children.

  19. Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: perceptions of peer teachers and students.

    Science.gov (United States)

    Wait, Kevin R; Cloud, Beth A; Forster, Lindsey A; Jones, Tiffany M; Nokleby, Jessica J; Wolfe, Cortney R; Youdas, James W

    2009-01-01

    An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals. The unique feature of each peer teaching session was a nongraded 12-15 item ARS quiz assembled by six second-year doctor of physical therapy (DPT) students and purposely placed at the beginning of the review session for those first-year DPT students in attendance. This study used a ten-item questionnaire and a five-point Likert scale in addition to three open ended questions to survey perceptions of both first-year and second-year DPT students about the usefulness of ARS technology implemented during weekly interactive peer teaching sessions during a semester course in Anatomy for Physical Therapists. First-year students overwhelmingly acknowledged the ARS system permitted each student to self-assess his/her preparedness for a quiz or examination and compare his/her performance with that of classmates. Peer teachers recognized an ARS quiz provided them an opportunity to: (1) estimate first-year students' level of understanding of anatomical concepts; and (2) effectively prepare first-year students for their weekly quizzes and future examinations. On the basis of the mutual benefits derived by both students/tutees and teachers/tutors, physical therapist educators may wish to consider using ARS technology to enhance teaching methods for a class in gross human anatomy.

  20. Dominant gain-of-function mutations in transmembrane domain III of ERS1 and ETR1 suggest a novel role for this domain in regulating the magnitude of ethylene response in Arabidopsis.

    Science.gov (United States)

    Deslauriers, Stephen D; Alvarez, Ashley A; Lacey, Randy F; Binder, Brad M; Larsen, Paul B

    2015-10-01

    Prior work resulted in identification of an Arabidopsis mutant, eer5-1, with extreme ethylene response in conjunction with failure to induce a subset of ethylene-responsive genes, including AtEBP. EER5, which is a TREX-2 homolog that is part of a nucleoporin complex, functions as part of a cryptic aspect of the ethylene signaling pathway that is required for regulating the magnitude of ethylene response. A suppressor mutagenesis screen was carried out to identify second site mutations that could restore the growth of ethylene-treated eer5-1 to wild-type levels. A dominant gain-of-function mutation in the ethylene receptor ETHYLENE RESPONSE SENSOR 1 (ERS1) was identified, with the ers1-4 mutation being located in transmembrane domain III at a point nearly equivalent to the previously described etr1-2 mutation in the other Arabidopsis subfamily I ethylene receptor, ETHYLENE RESPONSE 1 (ETR1). Although both ers1-4 and etr1-2 partially suppress the ethylene hypersensitivity of eer5-1 and are at least in part REVERSION TO ETHYLENE SENSITIVITY 1 (RTE1)-dependent, ers1-4 was additionally found to restore the expression of AtEBP in ers1-4;eer5-1 etiolated seedlings after ethylene treatment in an EIN3-dependent manner. Our work indicates that ERS1-regulated expression of a subset of ethylene-responsive genes is related to controlling the magnitude of ethylene response, with hyperinduction of these genes correlated with reduced ethylene-dependent growth inhibition. © 2015 The Authors. New Phytologist © 2015 New Phytologist Trust.

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

    Science.gov (United States)

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

    2016-04-01

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

  2. Classification of hadith into positive suggestion, negative suggestion, and information

    Science.gov (United States)

    Faraby, Said Al; Riviera Rachmawati Jasin, Eliza; Kusumaningrum, Andina; Adiwijaya

    2018-03-01

    As one of the Muslim life guidelines, based on the meaning of its sentence(s), a hadith can be viewed as a suggestion for doing something, or a suggestion for not doing something, or just information without any suggestion. In this paper, we tried to classify the Bahasa translation of hadith into the three categories using machine learning approach. We tried stemming and stopword removal in preprocessing, and TF-IDF of unigram, bigram, and trigram as the extracted features. As the classifier, we compared between SVM and Neural Network. Since the categories are new, so in order to compare the results of the previous pipelines, we created a baseline classifier using simple rule-based string matching technique. The rule-based algorithm conditions on the occurrence of words such as “janganlah, sholatlah, and so on” to determine the category. The baseline method achieved F1-Score of 0.69, while the best F1-Score from the machine learning approach was 0.88, and it was produced by SVM model with the linear kernel.

  3. Interrogative suggestibility in opiate users.

    Science.gov (United States)

    Murakami, A; Edelmann, R J; Davis, P E

    1996-09-01

    The present study investigated interrogative suggestibility in opiate users. A group of patients undergoing a methadone detoxification programme in an in-patient drug treatment unit (Detox group, n = 21), and a group of residents who had come off drugs and were no longer suffering from withdrawal syndrome (Rehab group, n = 19) were compared on interrogative suggestibility and various other psychological factors. Significant differences were found between the two groups, with the Detox group having more physical and psychological problems, and a higher total suggestibility score in comparison with the Rehab group. These findings are discussed in relation to the context of police interrogations and the reliability of confessions made by suspects and witnesses dependent on opiates.

  4. What would you say? Genetic counseling graduate students' and counselors' hypothetical responses to patient requested self-disclosure.

    Science.gov (United States)

    Redlinger-Grosse, Krista; Veach, Patricia McCarthy; MacFarlane, Ian M

    2013-08-01

    Genetic counselor self-disclosure is a complex behavior that lacks extensive characterization. In particular, data are limited about genetic counselors' responses when patients ask them to self-disclose. Accordingly, this study investigated genetic counseling students' (n = 114) and practicing genetic counselors' (n = 123) responses to two hypothetical scenarios in which a female prenatal patient requests self-disclosure. Scenarios were identical except for a final patient question: "Have you ever had an amniocentesis?" or "What would you do if you were me?" Imagining themselves as the counselor, participants wrote a response for each scenario and then explained their response. Differences in disclosure frequency for students vs. counselors and disclosure question were assessed, and themes in participant responses and explanations were extracted via content and thematic analysis methods. Chi-square analyses indicated no significant differences in frequency of student versus counselor disclosure. Self-disclosure was significantly higher for, "Have you ever had an amniocentesis?" (78.5 %) than for, "What would you do if you were me?" (53.2 %) (p self-disclosures included personal, professional, and mixed disclosures. Prevalent explanations for disclosure and non-disclosure responses included: remain patient focused and support/empower the patient. Additional findings, practice and training implications, and research recommendations are presented.

  5. The Responsive Environmental Assessment for Classroom Teaching (REACT): the dimensionality of student perceptions of the instructional environment.

    Science.gov (United States)

    Nelson, Peter M; Demers, Joseph A; Christ, Theodore J

    2014-06-01

    This study details the initial development of the Responsive Environmental Assessment for Classroom Teachers (REACT). REACT was developed as a questionnaire to evaluate student perceptions of the classroom teaching environment. Researchers engaged in an iterative process to develop, field test, and analyze student responses on 100 rating-scale items. Participants included 1,465 middle school students across 48 classrooms in the Midwest. Item analysis, including exploratory and confirmatory factor analysis, was used to refine a 27-item scale with a second-order factor structure. Results support the interpretation of a single general dimension of the Classroom Teaching Environment with 6 subscale dimensions: Positive Reinforcement, Instructional Presentation, Goal Setting, Differentiated Instruction, Formative Feedback, and Instructional Enjoyment. Applications of REACT in research and practice are discussed along with implications for future research and the development of classroom environment measures. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  6. Sharpening the lens of culturally responsive science teaching: a call for liberatory education for oppressed student groups

    Science.gov (United States)

    Codrington, Jamila

    2014-12-01

    Wallace and Brand's framing of culturally responsive science teaching through the lens of critical race theory honors the role of social justice in science education. In this article, I extend the discussion through reflections on the particular learning needs of students from oppressed cultural groups, specifically African Americans. Understanding the political nature of education, I explore the importance of transforming science education so that it has the capacity to provide African American students with tools for their own liberation. I discuss Wallace and Brand's research findings in relation to the goal of liberatory education, and offer ideas for how science educators might push forward this agenda as they strive for culturally responsive teaching with oppressed student groups.

  7. Forum: The Lecture and Student Learning. Rethinking Lecture-Learning from Communicative Lenses: A Response to Forum Essays

    Science.gov (United States)

    Buzzanell, Patrice M.

    2017-01-01

    This response discusses why the essays in this forum are of particular interest for instructors in light of recent articles in "The Chronicle of Higher Education" and trends in student populations and higher education. "The Chronicle" recently featured several articles on innovative ways to "shake up the lecture" that…

  8. Using a Response to Intervention (RtI) Framework with 1st Grade Students: A Model for Occupational Therapy Practitioners

    Science.gov (United States)

    McGuire, Beatriz

    2012-01-01

    The most recent reauthorization of the Individual's with Disabilities Education Improvement Act (IDEA, 2004) allows for the expansion of occupational therapy's role in school-based practice to include students who have not been identified for special education through early intervening services such as response to intervention (RtI).…

  9. Correlations of Male College Students' Verbal Response Mode Use in Psychotherapy with Measures of Psychological Disturbance and Psychotherapy Outcome.

    Science.gov (United States)

    McDaniel, Susan H.; And Others

    1981-01-01

    Compared verbal response mode use by male students with measures of clients' psychological distress, disturbance, and change. Results indicated more distressed clients used a higher percentage of disclosures and lower percentage of edifications, clients who improved more participated more, no relationship between improvement in psychotherapy and…

  10. Overcoming Language and Literacy Barriers: Using Student Response System Technology to Collect Quality Program Evaluation Data from Immigrant Participants

    Science.gov (United States)

    Walker, Susan K.; Mao, Dung

    2016-01-01

    Student response system technology was employed for parenting education program evaluation data collection with Karen adults. The technology, with translation and use of an interpreter, provided an efficient and secure method that respected oral language and collective learning preferences and accommodated literacy needs. The method was popular…

  11. Understanding the Effect of Response Rate and Class Size Interaction on Students Evaluation of Teaching in a Higher Education

    Science.gov (United States)

    Al Kuwaiti, Ahmed; AlQuraan, Mahmoud; Subbarayalu, Arun Vijay

    2016-01-01

    Objective: This study aims to investigate the interaction between response rate and class size and its effects on students' evaluation of instructors and the courses offered at a higher education Institution in Saudi Arabia. Study Design: A retrospective study design was chosen. Methods: One thousand four hundred and forty four different courses…

  12. Kinesiology Career Club: Undergraduate Student Mentors' Perspectives on a Physical Activity-Based Teaching Personal and Social Responsibility Program

    Science.gov (United States)

    Walsh, David S.; Veri, Maria J.; Willard, Jason J.

    2015-01-01

    The purpose of this article is to present university student mentors' perspectives on the impact of a teaching personal and social responsibility (TPSR) model youth program called the Kinesiology Career Club. Data sources in this qualitative case study included program observations, mentoring reflections, and semistructured interviews. Data…

  13. Designing a Likert-Type Scale to Predict Environmentally Responsible Behavior in Undergraduate Students: A Multistep Process.

    Science.gov (United States)

    Smith-Sebasto, N. J.; D'Costa, Ayres

    1995-01-01

    Describes an attempt to develop a reliable and valid instrument to assess the relationship between locus of control of reinforcement and environmentally responsible behavior. Presents a six-step psychometric process used to develop the Environmental Action Internal Control Index (EAICI) for undergraduate students. Contains 54 references. (JRH)

  14. Student Response to Tuition Increase by Academic Majors: Empirical Grounds for a Cost-Related Tuition Policy

    Science.gov (United States)

    Shin, Jung Cheol; Milton, Sande

    2008-01-01

    This study explored the responses of students in different academic majors to tuition increase, with a particular focus on the relationship between tuition increase, and future earnings and college expenditures. We analyzed effects of tuition increase on enrollment in six academic majors--Engineering, Physics, Biology, Mathematics, Business, and…

  15. Integrated Qs Al Mudatsir in the reality group counseling to grow the character of students academic responsibility

    Directory of Open Access Journals (Sweden)

    Asroful Kadafi

    2017-11-01

    The emotional development of students in early teens showed a sensitive and recreative nature (critical, emotions are often negative and temperamental. This negative passion is evidenced by the findings in the field of Indonesian teenagers, such as Tawuran, promiscuity, students who dare to do nasty with school friends (Tirto, 2013. Many factors are the cause, one of which is still the weak character of academic responsibility that students have. This problem becomes a serious problem in the world of education Indonesia. Therefore, it is natural for educational practitioners to take solutive steps to overcome the problem. One education practitioner who has a strategic position to handle the case is Counselor. Counselors are deemed able to provide practical solutions through Reality Group Counseling services by integrating spiritual values (Islam to foster student academic responsibilities. Reality group counseling emphasizes the growth of personal responsibility. This advice is also in line with Islamic values that encourage individuals always to be responsible for every action as reflected in the QS. Al Muddassir: 38.

  16. Effect of Personal Response Systems on Student Perception and Academic Performance in Courses in a Health Sciences Curriculum

    Science.gov (United States)

    FitzPatrick, Kathleen A.; Finn, Kevin E.; Campisi, Jay

    2011-01-01

    To increase student engagement, active participation, and performance, personal response systems (clickers) were incorporated into six lecture-based sections of four required courses within the Health Sciences Department major curriculum: freshman-level Anatomy and Physiology I and II, junior-level Exercise Physiology, and senior-level Human…

  17. The Interaction of Pedagogical Approach, Gender, Self-Regulation, and Goal Orientation Using Student Response System Technology

    Science.gov (United States)

    Edens, Kellah M.

    2008-01-01

    This research compares a behaviorally based approach for using electronic student response system (SRS) technology with a metacognitive-oriented approach to determine effects on attendance, preparation for class, and achievement. Also examined are the interaction effects of pedagogical approach with self-regulatory and motivational characteristics…

  18. Effective Practices of Financial Education for College Students: Students' Perceptions of Credit Card Use and Financial Responsibility

    Science.gov (United States)

    Anderson, Carla; Card, Karen

    2015-01-01

    The purpose of this quasi-experimental nonequivalent control group study was to determine the influence that a financial education intervention administered in First Year Experience courses had on students' perceptions of their financial behavior such as compulsive spending and credit card use. This study utilized the five-point Likert-type…

  19. STEM Students' Social Agency and Views on Working for Social Change: Are STEM Disciplines Developing Socially and Civically Responsible Students?

    Science.gov (United States)

    Garibay, Juan C.

    2015-01-01

    Utilizing a national sample of over 6,100 undergraduates, drawn from the Cooperative Institutional Research Program's (CIRP) Freshman Survey and College Senior Survey, this study investigates differences between STEM and non-STEM students at the end of college on the values they place on helping to create a more equitable society. Findings show…

  20. Autonomy and Responsibility: Online Learning as a Solution for At-Risk High School Students

    Science.gov (United States)

    Lewis, S.; Whiteside, A.; Garrett Dikkers, A.

    2014-01-01

    In this three-year, mixed methods case study, the benefits and challenges of online learning for at-risk high school students were examined. A key finding was that at-risk students identify the benefits and challenges of online learning to be the same. While students appreciate the opportunity to work ahead and study at their own pace, they see it…

  1. Healthy Concessions: High School Students' Responses to Healthy Concession Stand Changes

    Science.gov (United States)

    Laroche, Helena H.; Hradek, Christine; Hansen, Kate; Hanks, Andrew S.; Just, David R.; Wansink, Brian

    2017-01-01

    Background: A previous sales data analysis demonstrated success in selling healthier items at a concession stand. Questions remained regarding student satisfaction and whether the intervention reached non-health-conscious students. Methods: Cross-sectional anonymous samples of students at a large midwestern high school were surveyed before and…

  2. Faculty-Graduate Student Mentoring Relationships: Mentors' Perceived Roles and Responsibilities

    Science.gov (United States)

    Lechuga, Vicente M.

    2011-01-01

    Scholars have demonstrated that one of the most important factors that graduate students use to ascertain the quality of their educational experience is their relationship with faculty. Research on faculty-graduate student mentoring relationships has provided valuable insights about effective practices that foster the success of graduate students.…

  3. The "Responsive Classroom" Approach and Fifth Grade Students' Math and Science Anxiety and Self-Efficacy

    Science.gov (United States)

    Griggs, Marissa Swaim; Rimm-Kaufman, Sara E.; Merritt, Eileen G.; Patton, Christine L.

    2013-01-01

    Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as…

  4. Educational Responses to Media Challenges to Self Esteem: Body Image Perceptions among Undergraduate Students.

    Science.gov (United States)

    Solomon, Mindy; Venuti, John; Hodges, Jilda; Iannuzzelli, Jena; Chambliss, Catherine

    College students confront a variety of challenges on a daily basis. Living up to the standards prescribed by the media and other social groups leaves some students feeling distraught and many feeling vulnerable. Feelings of failure and self-loathing often lead college students to become preoccupied with their self-image and actions, motivating…

  5. The effects of blogs versus dialogue journals on open-response writing scores and attitudes of grade eight science students

    Science.gov (United States)

    Erickson, Diane K.

    Today's students have grown up surrounded by technology. They use cell phones, word processors, and the Internet with ease, talking with peers in their community and around the world through e-mails, chatrooms, instant messaging, online discussions, and weblogs ("blogs"). In the midst of this technological explosion, adolescents face a growing need for strong literacy skills in all subject areas for achievement in school and on mandated state and national high stakes tests. The purpose of this study was to examine the use of blogs as a tool for improving open-response writing in the secondary science classroom in comparison to the use of handwritten dialogue journals. The study used a mixed-method approach, gathering both quantitative and qualitative data from 94 students in four eighth-grade science classes. Two classes participated in online class blogs where they posted ideas about science and responded to the ideas of other classmates. Two classes participated in handwritten dialogue journals, writing ideas about science and exchanging journals to respond to the ideas of classmates. The study explored these research questions: Does the use of blogs, as compared to the use of handwritten dialogue journals, improve the open-response writing scores of eighth grade science students? How do students describe their experience using blogs to study science as compared to students using handwritten dialogue journals? and How do motivation, self-efficacy, and community manifest themselves in students who use blogs as compared to students who use handwritten dialogue journals? The quantitative aspect of the study used data from pre- and post-tests and from a Likert-scale post-survey. The pre- and post-writing on open-response science questions were scored using the Massachusetts Comprehensive Assessment System (MCAS) open-response scoring rubric. The study found no statistically significant difference in the writing scores between the blog group and the dialogue journal

  6. The Effectiveness of Library Instruction: Do Student Response Systems (Clickers Enhance Learning?

    Directory of Open Access Journals (Sweden)

    Katherine McGuire

    2010-06-01

    Full Text Available In the present study, we were interested in determining if library instruction would be more effective if personal response systems (clickers were used during instruction. Furthermore we were interested in examining if students in a class could benefit from clicker technology even if they did not have access to a personal clicker. To examine these issues, we conducted 3 library instruction sessions: Session 1-half of the students were randomly assigned a clicker; Session 2-all students had individual clickers; and Session 3-clickers were not used. Although half of the students in Session 1 did not have clickers, they were presented with all of the information, were aware of the clicker questions, and were presented with the graphs of responses. Students in all 3 sessions completed a pretest and posttest and difference scores were calculated such that positive numbers indicated higher scores. Overall, scores were significantly higher for students who had access to clickers. A comparison of specific clicker use showed that both the individual and group clicker sessions led to significantly higher difference scores. Results indicated that the benefits of clickers are not limited to individual access and group clicker use was as effective. Overall, these results confirm research supporting the integration of technology into classroom instruction.Dans cette étude, nous avons cherché à déterminer si la formation en recherche documentaire était plus efficace lorsqu’on utilisait des systèmes de réponse personnelle (télévoteur. De plus, nous voulions savoir si les étudiants en classe profiteraient de cette technologie même s’ils n’avaient pas accès à un télévoteur individuel. Pour ce faire, nous avons organisé trois séances de formation en recherche documentaire. Pendant la première, nous avons distribué un télévoteur à la moitié des étudiants choisis au hasard. Pendant la deuxième séance, chaque étudiant disposait d

  7. Estudiantes con discapacidades preparandose para la educacion postsecundaria: Conozca sus derechos y responsabilidades (Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities).

    Science.gov (United States)

    Office for Civil Rights (ED), Washington, DC.

    This pamphlet, in Spanish, intended for postsecondary students with disabilities, explains the rights and responsibilities of these students and the obligations of a postsecondary school to provide academic adjustments. The federal legislation on which the information is based is described. Information for students is presented in question and…

  8. Historical imagination, narrative learning and nursing practice: graduate nursing students' reader-responses to a nurse's storytelling from the past.

    Science.gov (United States)

    Wood, Pamela J

    2014-09-01

    Storytelling and narrative are widely used in nurse education and the value of narrative-based curricula, such as those governed by narrative pedagogy, is well recognised. Storytelling stimulates students' imagination, a central feature of narrative learning. One form of story and imagination yet to be fully considered by educators is the historical story and historical imagination. The use of historical storytelling creates a temporal dissonance between the story and reader that stimulates readers' imagination and response, and enables them to gain rich insights which can be applied to the present. Reader-response theory can support educators when using narrative and storytelling. This article presents an analysis of graduate nursing students' reader-responses to a nurse's story from the past. This narrative learning group used their historical imagination in responding to the story and prompted and challenged each other in their interpretation and in translating their responses to their current nursing practice. The article discusses this analysis within the context of reader-response theory and its potential application to narrative-based learning in nurse education. Historical stories stimulate historical imagination and offer a different frame of reference for students' development of textual competence and for applying insights to the present. Copyright © 2014 Elsevier Ltd. All rights reserved.

  9. Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

    Science.gov (United States)

    Villanueva, Idalis; Valladares, Maria; Goodridge, Wade

    2016-01-01

    Typically, self-reports are used in educational research to assess student response and performance to a classroom activity. Yet, addition of biological and physiological measures such as salivary biomarkers and galvanic skin responses are rarely included, limiting the wealth of information that can be obtained to better understand student performance. A laboratory protocol to study undergraduate students' responses to classroom events (e.g., exams) is presented. Participants were asked to complete a representative exam for their degree. Before and after the laboratory exam session, students completed an academic achievement emotions self-report and an interview that paralleled these questions when participants wore a galvanic skin sensor and salivary biomarkers were collected. Data collected from the three methods resulted in greater depth of information about students' performance when compared to the self-report. The work can expand educational research capabilities through more comprehensive methods for obtaining nearer to real-time student responses to an examination activity. PMID:26891278

  10. A Qualitative Analysis of Student Pharmacists’ Response after an Auditory Hallucination Simulation

    Directory of Open Access Journals (Sweden)

    Genevieve L Ness

    2017-08-01

    Full Text Available Objectives: The goal of this research was to evaluate pharmacy students’ experiences and reactions when exposed to an auditory hallucination simulator. Methods: A convenient sample of 16 pharmacy students enrolled in the Advanced Psychiatry Elective at a private, faith-based university in the southeastern United States was selected. Students participated in an activity in which they listened to an auditory hallucination simulator from their personal laptop computers and completed a variety of tasks. Following the conclusion of the simulator, students composed a reflection guided by a five-question prompt. Qualitative analysis of the reflections was then completed to identify and categorize overarching themes. Results: The overarching themes identified included: 1 students mentioned strategies they used to overcome the distraction; 2 students discussed how the voices affected their ability to complete the activities; 3 students discussed the mental/physical toll they experienced; 4 students identified methods to assist patients with schizophrenia; 5 students mentioned an increase in their empathy for patients; 6 students reported their reactions to the voices; 7 students recognized how schizophrenia could affect the lives of these patients; and 8 students expressed how their initial expectations and reactions to the voices changed throughout the course of the simulation. Overall, the use of this simulator as a teaching aid was well received by students. Summary: In conclusion, pharmacy students were impacted by the hallucination simulator and expressed an increased awareness of the challenges faced by these patients on a daily basis. Conflict of Interest We declare no conflicts of interest or financial interests that the authors or members of their immediate families have in any product or service discussed in the manuscript, including grants (pending or received, employment, gifts, stock holdings or options, honoraria, consultancies, expert

  11. Clinical decision-making: midwifery students' recognition of, and response to, post partum haemorrhage in the simulation environment.

    Science.gov (United States)

    Scholes, Julie; Endacott, Ruth; Biro, MaryAnne; Bulle, Bree; Cooper, Simon; Miles, Maureen; Gilmour, Carole; Buykx, Penny; Kinsman, Leigh; Boland, Rosemarie; Jones, Jan; Zaidi, Fawzia

    2012-03-23

    This paper reports the findings of a study of how midwifery students responded to a simulated post partum haemorrhage (PPH). Internationally, 25% of maternal deaths are attributed to severe haemorrhage. Although this figure is far higher in developing countries, the risk to maternal wellbeing and child health problem means that all midwives need to remain vigilant and respond appropriately to early signs of maternal deterioration. Simulation using a patient actress enabled the research team to investigate the way in which 35 midwifery students made decisions in a dynamic high fidelity PPH scenario. The actress wore a birthing suit that simulated blood loss and a flaccid uterus on palpation. The scenario provided low levels of uncertainty and high levels of relevant information. The student's response to the scenario was videoed. Immediately after, they were invited to review the video, reflect on their performance and give a commentary as to what affected their decisions. The data were analysed using Dimensional Analysis. The students' clinical management of the situation varied considerably. Students struggled to prioritize their actions where more than one response was required to a clinical cue and did not necessarily use mnemonics as heuristic devices to guide their actions. Driven by a response to single cues they also showed a reluctance to formulate a diagnosis based on inductive and deductive reasoning cycles. This meant they did not necessarily introduce new hypothetical ideas against which they might refute or confirm a diagnosis and thereby eliminate fixation error. The students response demonstrated that a number of clinical skills require updating on a regular basis including: fundal massage technique, the use of emergency standing order drugs, communication and delegation of tasks to others in an emergency and working independently until help arrives. Heuristic devices helped the students to evaluate their interventions to illuminate what else could

  12. Clinical decision-making: midwifery students' recognition of, and response to, post partum haemorrhage in the simulation environment

    Directory of Open Access Journals (Sweden)

    Scholes Julie

    2012-03-01

    Full Text Available Abstract Background This paper reports the findings of a study of how midwifery students responded to a simulated post partum haemorrhage (PPH. Internationally, 25% of maternal deaths are attributed to severe haemorrhage. Although this figure is far higher in developing countries, the risk to maternal wellbeing and child health problem means that all midwives need to remain vigilant and respond appropriately to early signs of maternal deterioration. Methods Simulation using a patient actress enabled the research team to investigate the way in which 35 midwifery students made decisions in a dynamic high fidelity PPH scenario. The actress wore a birthing suit that simulated blood loss and a flaccid uterus on palpation. The scenario provided low levels of uncertainty and high levels of relevant information. The student's response to the scenario was videoed. Immediately after, they were invited to review the video, reflect on their performance and give a commentary as to what affected their decisions. The data were analysed using Dimensional Analysis. Results The students' clinical management of the situation varied considerably. Students struggled to prioritise their actions where more than one response was required to a clinical cue and did not necessarily use mnemonics as heuristic devices to guide their actions. Driven by a response to single cues they also showed a reluctance to formulate a diagnosis based on inductive and deductive reasoning cycles. This meant they did not necessarily introduce new hypothetical ideas against which they might refute or confirm a diagnosis and thereby eliminate fixation error. Conclusions The students response demonstrated that a number of clinical skills require updating on a regular basis including: fundal massage technique, the use of emergency standing order drugs, communication and delegation of tasks to others in an emergency and working independently until help arrives. Heuristic devices helped the

  13. College Students' Responses to Suicidal Content on Social Networking Sites: An Examination Using a Simulated Facebook Newsfeed.

    Science.gov (United States)

    Corbitt-Hall, Darcy J; Gauthier, Jami M; Davis, Margaret T; Witte, Tracy K

    2016-10-01

    Although Facebook has a peer-initiated suicide prevention protocol, little is known about users' abilities to notice, recognize, and appropriately interpret suicidal content or about their willingness to intervene. In this study, 468 college students were randomly assigned to interact with a simulated Facebook newsfeed containing content reflecting various suicide risk levels. A larger proportion of those exposed to content reflecting moderate and severe suicide risk noticed, recognized, appropriately interpreted, and endorsed taking action to intervene, as compared to those exposed to content representing no or low risk. Overall, results indicate that college students are responsive to suicidal content on Facebook. © 2016 The American Association of Suicidology.

  14. College Student Attitudes Toward Marijuana

    Science.gov (United States)

    Amo, Michael F.; Bittner, John R.

    1970-01-01

    Questionnaire attempts to determine attitudes in effort to learn how students perceive danger, or lack of it, in the use of marihuana. Tabulated responses are presented, and while no conclusions are drawn several interpretations are suggested. (Author/CJ)

  15. The responsible use of online social networking: who should mentor medical students.

    Science.gov (United States)

    Patel, Pradip D; Roberts, John L; Miller, Karen Hughes; Ziegler, Craig; Ostapchuk, Michael

    2012-01-01

    As medical students become more active in online social networking (OSN), there are increasing concerns regarding violations of patient privacy and a lack of professionalism. Students need to be mentored, but who is best suited to the task? We hypothesized that residents are closer to students in usage and attitudes toward online communication than are faculty. If so, they would be more credible as mentors. We surveyed faculty (N = 16), 1st-year residents (N = 120), and 3rd-year medical students (N = 130) to compare attitudes about OSN and the online usage patterns. We found residents to be more like students in usage patterns of personal electronic media and in their choice of the mentoring techniques that should be used. Residents say they were not prepared to mentor students without additional guidance but were more confident than faculty members that they had the knowledge to do so.

  16. Format as a False Judge of Credibility: Messages from Librarians and Faculty and Student Responses

    Directory of Open Access Journals (Sweden)

    Amy E. Mark

    2011-11-01

    Full Text Available The purpose of this case study is to explore how students make sense of and respond to messages about information in higher education. This study identifies the messages students in higher education receive about information gathering, conducting research, and the credibility and authority of information sources. This research revealed that students are receiving the message from faculty that format is a stand-in for credibility. Research to date focuses on how to steer students to information privileged by the academy: academic, peer reviewed articles, and books. The voice of students is often absent. This study employs the critical framework of Paulo Freire in order to give voice to student perceptions of information.

  17. The role and responsibility of teachers and students in university studies: A comparative analysis of the views expressed by pedagogy students

    Directory of Open Access Journals (Sweden)

    Šteh Barbara

    2014-01-01

    Full Text Available This paper presents and analyses the results of the empirical research basically intended to determine how students understand the main role of teachers and their own role and to find out what they consider as their significant learning experience during the studies. We were interested in whether their conceptions of teachers’ and students’ roles had changed during the studies and whether they had approached modern scientific concepts on active and constructive learning. The research was carried out during the winter semester of the 2012/13 academic year on the sample of first- and third-year students, enrolled at the first level of the pedagogy study programme at the Faculty of Philosophy in Belgrade and pedagogy and andragogy at the Faculty of Arts in Ljubljana. The results from comparing the first and the third year have shown that third-year students demonstrate a shift to higher conceptions of students’ and teachers’ roles, which is more likely to lead to a deeper approach to learning. Modifications towards higher conceptions of students’ and teachers’ roles can thus indicate the quality of studies, since they clearly demonstrate that students are prepared to adopt a more responsible and autonomous role in their studies. In the efforts to achieve the high quality of university studies, the above-mentioned perspectives serve as pieces of information important for the reform of study programmes and introduction of changes in the study process.

  18. Tit-For-Tat Strategy for Increasing Medical Student Evaluation Response Rates

    Directory of Open Access Journals (Sweden)

    Matthew G. Malone

    2017-12-01

    Full Text Available Introducation It is essential for faculty to receive feedback on their teaching for the purpose of improvement as well as promotion. It can be challenging to motivate students to provide feedback to preceptors and fill out evaluation forms when not a clerkship requirement. Furthermore, there is concern that making the evaluations a requirement can compromise the quality of the feedback. The objective of this study was to identify an increase in the number of faculty and resident evaluations completed by students rotating through their Emergency Medicine clerkship following the implementation of a tit-for-tat incentive strategy. Method Prior to the implementation of Tit-for-Tat, students rotating through their emergency medicine clerkship were asked to fill out evaluations of residents and faculty members with whom they worked. These were encouraged but voluntary. Beginning in the 2014–2015 academic year, a tit-for-tat strategy was employed whereby students had to complete a resident or faculty evaluation in order to view the student assessment completed by that resident or faculty preceptor. Results Students submitted 1101 evaluations in the control, with a mean of 3.60 evaluations completed per student and 3.77 evaluations received per preceptor. Following the implementation of tit-for-tat, students submitted 2736 evaluations, with a mean of 8.19 evaluations completed per student and 7.52 evaluations received per preceptor. Both the increase in evaluations completed per student and evaluations received per preceptor were statistically significant with p-value <0.001. Conclusion The tit-for-tat strategy significantly increased the number of evaluations submitted by students rotating through their emergency medicine clerkship. This has served as an effective tool to increase the overall number of evaluations completed, the number of evaluations each instructor received on average and the proportion of students that completed evaluations

  19. The Social Responsibility of Retailers through the Eyes of Students of a Commerce Faculty – a Qualitative Approach

    Directory of Open Access Journals (Sweden)

    Gabriela Ţigu

    2014-02-01

    Full Text Available Retailers’ social responsibility is treated in the literature in association with such topics as trade justice, ethics, or fairness. The concept can be defined according to various dimensions, involving characteristics such as quality products, price fairness, honesty, and ethical interactions with consumers. This paper aims to evaluate students' attitude towards retailers’ social responsibility in implementing the strategic and tactical decisions about product, price, distribution and promotion. It is based on a qualitative research exploring the opinions of the students in business administration about this issue, both as consumers and prospective decision makers in the retail sector. The research was conducted in two focus groups, where the students played the roles of “consumers”, respectively “managers”. It was found out that there were differences in the responses of the two groups. The members of the “consumers” group were emotionally involved and they preferred a demand driven approach that focuses on finding solutions to their needs, while the members of the “managers” group have adopted a more detached attitude and they were concerned with the identification of gain as a consequence of social responsibility actions.

  20. Do questions help? The impact of audience response systems on medical student learning: a randomised controlled trial.

    Science.gov (United States)

    Mains, Tyler E; Cofrancesco, Joseph; Milner, Stephen M; Shah, Nina G; Goldberg, Harry

    2015-07-01

    Audience response systems (ARSs) are electronic devices that allow educators to pose questions during lectures and receive immediate feedback on student knowledge. The current literature on the effectiveness of ARSs is contradictory, and their impact on student learning remains unclear. This randomised controlled trial was designed to isolate the impact of ARSs on student learning and students' perception of ARSs during a lecture. First-year medical student volunteers at Johns Hopkins were randomly assigned to either (i) watch a recorded lecture on an unfamiliar topic in which three ARS questions were embedded or (ii) watch the same lecture without the ARS questions. Immediately after the lecture on 5 June 2012, and again 2 weeks later, both groups were asked to complete a questionnaire to assess their knowledge of the lecture content and satisfaction with the learning experience. 92 students participated. The mean (95% CI) initial knowledge assessment score was 7.63 (7.17 to 8.09) for the ARS group (N=45) and 6.39 (5.81 to 6.97) for the control group (N=47), p=0.001. Similarly, the second knowledge assessment mean score was 6.95 (6.38 to 7.52) for the ARS group and 5.88 (5.29 to 6.47) for the control group, p=0.001. The ARS group also reported higher levels of engagement and enjoyment. Embedding three ARS questions within a 30 min lecture increased students' knowledge immediately after the lecture and 2 weeks later. We hypothesise that this increase was due to forced information retrieval by students during the learning process, a form of the testing effect. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  1. Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology.

    Science.gov (United States)

    Pettit, Robin K; McCoy, Lise; Kinney, Marjorie; Schwartz, Frederic N

    2015-05-22

    Higher education students have positive attitudes about the use of audience response systems (ARS), but even technology-enhanced lessons can become tiresome if the pedagogical approach is exactly the same with each implementation. Gamification is the notion that gaming mechanics can be applied to routine activities. In this study, TurningPoint (TP) ARS interactions were gamified and implemented in 22 large group medical microbiology lectures throughout an integrated year 1 osteopathic medical school curriculum. A 32-item questionnaire was used to measure students' perceptions of the gamified TP interactions at the end of their first year. The survey instrument generated both Likert scale and open-ended response data that addressed game design and variety, engagement and learning features, use of TP questions after class, and any value of lecture capture technology for reviewing these interactive presentations. The Chi Square Test was used to analyze grouped responses to Likert scale questions. Responses to open-ended prompts were categorized using open-coding. Ninety-one students out of 106 (86 %) responded to the survey. A significant majority of the respondents agreed or strongly agreed that the games were engaging, and an effective learning tool. The questionnaire investigated the degree to which specific features of these interactions were engaging (nine items) and promoted learning (seven items). The most highly ranked engagement aspects were peer competition and focus on the activity (tied for highest ranking), and the most highly ranked learning aspect was applying theoretical knowledge to clinical scenarios. Another notable item was the variety of interactions, which ranked in the top three in both the engagement and learning categories. Open-ended comments shed light on how students use TP questions for exam preparation, and revealed engaging and non-engaging attributes of these interactive sessions for students who review them via lecture capture

  2. Cultural Adaptation of Erasmus Students in Latvia and Host University Responsibility

    Directory of Open Access Journals (Sweden)

    Vevere Velga

    2017-12-01

    Full Text Available Internationalisation of education and student mobility (incoming and outgoing has become a significant factor in the sphere of higher education. These processes lead to interaction between local students and exchange students, as well as between exchange students and host universities. Being in the foreign country for a certain period (one or two semesters requires some cultural and social adaptation that could or could not be problematic for various reasons. In order to maximise benefits for the exchange students and host universities, it is important to identify existing problems and to offer possible solutions. The aim of the current paper is to research the critical aspects of cultural adaptation process of ERASMUS students in Latvia. The international group that consists of a professor of the University College of Economics and Culture and three exchange students from Italy and Spain carried out the research. The empirical methods used were the following: a survey of ERASMUS students (non-probability purposive sampling and semi-structured interviews with the host university ERASMUS coordinators. The data processing methods were the descriptive statistics as well as the thematic content analysis. On the basis of critical issues identified during the research process, the authors worked a set of practical solutions aimed at the host institutions.

  3. Engaging EFL Students in E-Books Using Reader-Response Theory

    Science.gov (United States)

    Chou, I-Chia

    2015-01-01

    E-book reading is generally considered suboptimal because people engaging in e-book reading tend to browse through digital texts. As a result, studies concerning students' e-book preference in academic contexts have shown that students less prefer using e-books than hardcopy books when engaging in academic reading which is considered intensive…

  4. Organizational Culture and University Responses to Parenting Students: A Case Study

    Science.gov (United States)

    Nichols, Tracy R.; Biederman, Donna J.; Gringle, Meredith R.

    2017-01-01

    This case study examines implications of a university's culture on advocating for supportive policies and programs for parenting students. Four themes illuminated several key tensions within the institution that affected support for parenting students: the lack of formal policy, an emphasis on faculty practices around accommodations, concerns…

  5. Students' Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses

    Science.gov (United States)

    Federici, Roger A.; Skaalvik, Einar M.

    2014-01-01

    We explored whether students' perceptions of emotional and instrumental support provided by their mathematics teacher constitute separate dimensions of teacher support and how they are related. We also analyzed how students' perceptions of emotional and instrumental support in math lessons relate to math anxiety, intrinsic motivation, help-seeking…

  6. Women Students in Engineering in Mexico: Exploring Responses to Gender Differences

    Science.gov (United States)

    García Villa, Carmen; González y González, Elsa M.

    2014-01-01

    The percentage of women students in engineering in Mexico is still low compared to the percentage of women enrolled in higher education institutions in the country, which has achieved parity with male enrollment. It is thus important to understand how gender can shape the experiences of female college students in engineering programs, which was…

  7. The Relationship of Instructional Methods with Student Responses to the Survey of Attitudes Toward Statistics.

    Science.gov (United States)

    Faghihi, Foroozandeh; Rakow, Ernest A.

    This study, conducted at the University of Memphis (Tennessee), compared the effects of a self-paced method of instruction on the attitudes and perceptions of students enrolled in an undergraduate statistics course with those of a comparable group of students taking statistics in a traditional lecture setting. The non-traditional course used a…

  8. Dietetics and Nutrition Students Response to Grocery Store Tour Training Program

    Science.gov (United States)

    Hilliard, Elizabeth D.; Brunt, Ardith; Froelich, Christa; Borr, Mari

    2018-01-01

    Retail dietetics is a growing field, however, there is very little research available on effective teaching strategies for preparing students to enter this part of the profession. This paper is the second paper to report on the results of produce-focused grocery store tour training program. This paper focuses on the trained students' perception of…

  9. Doorways I: Student Training Manual on School-Related Gender-Based Violence Prevention and Response

    Science.gov (United States)

    US Agency for International Development, 2009

    2009-01-01

    The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). "Doorways I: Student Training Manual on School-Related Gender-Based Violence…

  10. Approaches of a Secondary Music Teacher in Response to the Social and Emotional Lives of Students

    Science.gov (United States)

    Edgar, Scott

    2015-01-01

    Music teachers interact regularly with students experiencing social and emotional challenges and are often under-prepared to do so. The purpose of this study was to examine approaches of a secondary general music teacher in responding to the social and emotional challenges of eight students in a music classroom at an alternative high school. A…

  11. Examining Intertextual Connections in Written Arguments: A Study of Student Writing as Social Participation and Response

    Science.gov (United States)

    Olsen, Allison Wynhoff; VanDerHeide, Jennifer; Goff, Brenton; Dunn, Mandie B.

    2018-01-01

    Writing studies scholarship has long understood the need for context-based studies of student writing. Few studies, however, have closely examined how students use intertextual relationships in the context of learning to compose argumentative essays. Drawing on a 17-day argumentative writing unit in a ninth-grade humanities classroom, this article…

  12. Global Warming Responses at the Primary Secondary Interface: 1. Students' Beliefs and Willingness to Act

    Science.gov (United States)

    Skamp, Keith; Boyes, Eddie; Stannistreet, Martin

    2009-01-01

    Using survey methodology, students' beliefs, and willingness to act, about 16 specific actions related to global warming are compared across the primary secondary interface. More primary students believed in the effectiveness of most actions to reduce global warming and were willing to take those actions. In general there was a disparity between…

  13. How Social-Media Enhanced Learning Platforms Support Students in Taking Responsibility for Their Own Learning

    DEFF Research Database (Denmark)

    Pals Svendsen, Lisbet; Mondahl, Margrethe

    2013-01-01

    Purpose – The paper is based on the chapter “How Social Media Enhanced Learning Platforms Challenge and Motivate Students to Take Charge of Their Own Learning Processes – A Few Examples” from the publication Increasing Student Engagement and Retention using Social Technologies: Facebook, e...

  14. A Globalization Simulation to Teach Corporate Social Responsibility: Design Features and Analysis of Student Reasoning

    Science.gov (United States)

    Bos, Nathan D.; Shami, N. Sadat; Naab, Sara

    2006-01-01

    There is an increasing need for business students to be taught the ability to think through ethical dilemmas faced by corporations conducting business on a global scale. This article describes a multiplayer online simulation game, ISLAND TELECOM, that exposes students to ethical dilemmas in international business. Through role playing and…

  15. Collective Responsibility, Academic Optimism, and Student Achievement in Taiwan Elementary Schools

    Science.gov (United States)

    Wu, Hsin-Chieh

    2012-01-01

    Previous research indicates that collective efficacy, faculty trust in students and parents, and academic emphasis together formed a single latent school construct, called academic optimism. In the U.S., academic optimism has been proven to be a powerful construct that could effectively predict student achievement even after controlling for…

  16. Recognition, Resources, Responsibilities: Using Students' Stories of Family to Renew the South African Social Work Curriculum

    NARCIS (Netherlands)

    Bozalek, V.G.

    2004-01-01

    This PhD project aims to demonstrate the importance of giving space to local student voices as forms of subjugated knowledges to inform the curriculum on Family and Child Care. It does so by reflecting upon the process and product of critical autobiographical assignments which social work students

  17. Using Word Clouds for Fast, Formative Assessment of Students' Short Written Responses

    Science.gov (United States)

    Brooks, Bill J.; Gilbuena, Debra M.; Krause, Stephen J.; Koretsky, Milo D.

    2014-01-01

    Active learning in class helps students develop deeper understanding of chemical engineering principles. While the use of multiple-choice ConcepTests is clearly effective, we advocate for including student writing in learning activities as well. In this article, we demonstrate that word clouds can provide a quick analytical technique to assess…

  18. Violence on the US-Mexico Border and the Capital Students Use in Response

    Science.gov (United States)

    Araujo, Blanca; de la Piedra, Maria Teresa

    2013-01-01

    Recent studies have identified multiple forms of capital that Latino students acquire in their homes and communities. Influenced by these studies, this article examines how transnational students of Mexican origin use various forms of their community's cultural wealth as tools to survive situations of violence in Mexico. In this article, we…

  19. Manifestations of Heterosexism in Icelandic Upper Secondary Schools and the Responses of LGBT Students

    Science.gov (United States)

    Kjaran, Jón Ingvar; Jóhannesson, Ingólfur Ásgeir

    2013-01-01

    How does institutionalized heterosexism manifest itself in Icelandic upper secondary schools and how do lesbian, gay, bisexual, and transgender (LGBT) students respond to these manifestations? In addressing these questions, interviews were conducted with six current and former LGBT upper secondary school students, using queer theory and thematic…

  20. English for Business: Student Responses to Language Learning through Social Networking Tools

    Science.gov (United States)

    García Laborda, Jesús; Litzler, Mary Frances

    2017-01-01

    This action research based case study addresses the situation of a first year class of Business English students at Universidad de Alcalá and their attitudes towards using Web 2.0 tools and social media for language learning. During the semester, the students were asked to collaborate in the creation and use of some tools such as blogs, video…

  1. Response to Contradiction: Conflict Resolution Strategies Used by Students in Solving Problems of Chemical Equilibrium.

    Science.gov (United States)

    Niaz, Mansoor

    2001-01-01

    Illustrates how a novel problem of chemical equilibrium based on a closely related sequence of items can facilitate students' conceptual understanding. Students were presented with a chemical reaction in equilibrium to which a reactant was added as an external effect. Three studies were conducted to assess alternative conceptions. (Author/SAH)

  2. Case Study of a Post-Secondary Institution and Its Response to Student Homelessness

    NARCIS (Netherlands)

    K. Kovacs Burns (Kathy); M.S. Richter (Magdalena); Y. Mao (Yuping); S. Mogale (Shirley); M. Danko (Margaret)

    2016-01-01

    textabstractFrom the moment students are accepted into post-secondary institutions, the focus is on their studies and successful completion. Far less is known about what institutions understand about students’ personal stresses and issues with their finances, housing and especially student

  3. Response pattern of depressive symptoms among college students: What lies behind items of the Beck Depression Inventory-II?

    Science.gov (United States)

    de Sá Junior, Antonio Reis; de Andrade, Arthur Guerra; Andrade, Laura Helena; Gorenstein, Clarice; Wang, Yuan-Pang

    2018-07-01

    This study examines the response pattern of depressive symptoms in a nationwide student sample, through item analyses of a rating scale by both classical test theory (CTT) and item response theory (IRT). The 21-item Beck Depression Inventory-II (BDI-II) was administered to 12,711 college students. First, the psychometric properties of the scale were described. Thereafter, the endorsement probability of depressive symptom in each scale item was analyzed through CTT and IRT. Graphical plots depicted the endorsement probability of scale items and intensity of depression. Three items of different difficulty level were compared through CTT and IRT approach. Four in five students reported the presence of depressive symptoms. The BDI-II items presented good reliability and were distributed along the symptomatic continuum of depression. Similarly, in both CTT and IRT approaches, the item 'changes in sleep' was easily endorsed, 'loss of interest' moderately and 'suicidal thoughts' hardly. Graphical representation of BDI-II of both methods showed much equivalence in terms of item discrimination and item difficulty. The item characteristic curve of the IRT method provided informative evaluation of item performance. The inventory was applied only in college students. Depressive symptoms were frequent psychopathological manifestations among college students. The performance of the BDI-II items indicated convergent results from both methods of analysis. While the CTT was easy to understand and to apply, the IRT was more complex to understand and to implement. Comprehensive assessment of the functioning of each BDI-II item might be helpful in efficient detection of depressive conditions in college students. Copyright © 2018 Elsevier B.V. All rights reserved.

  4. FORUM: Instructional Communication and Millennial Students: The Power of Language: A Constitutive Response to Millennial Student Research

    Science.gov (United States)

    Rudick, Kyle C.; Ellison, Scott

    2016-01-01

    In response to the articles in this forum, the authors write that they were struck by the way most of the authors assumed that generations are stable entities characterized by readily identifiable factors, such as age, attitudes or circumstances. Following a constitutive philosophy of communication and instruction (Fassett & Warren, 2007;…

  5. Aggression prevention training for student nurses: differential responses to training and the interaction between theory and practice.

    Science.gov (United States)

    Beech, Bernard

    2008-03-01

    Workplace violence is of great concern to all health care professionals. Nurses are major targets for incidents of violence, with student nurses being clearly recognised as a high-risk sub-group. Training is widely advocated as the appropriate organisational response but the effects and effectiveness of training are inadequately studied. A recently completed Ph.D study used a longitudinal research design to evaluate the effects of a three-day 'aggression prevention and management training programme' on various learning domains of three cohorts of UK student nurses destined for adult, child, mental health and learning disability specialities [N=243] in their first year of nurse training. A purpose-designed questionnaire was used to collect data on knowledge, attitudes, confidence, and self-assessed competence at four time points, two before and two following the educational input. This paper focuses on the differences detected in student nurses' responses to different sections of the questionnaire, at various time points, in relation to recorded demographic variables, namely, their age, gender, destined speciality, and previous relevant training experience. It also considers the 'interaction' between theoretical preparation and clinical practice. These finding may also have wider relevance to skills training and understanding of the reality of student nurse experience in clinical settings.

  6. [Effects of self-foot reflexology on stress, fatigue, skin temperature and immune response in female undergraduate students].

    Science.gov (United States)

    Lee, Young-Mee

    2011-02-01

    The purpose of this study was to evaluate the effects of self-foot reflexology on stress (perceived stress, urine cortisol level, and serum cortisol level), fatigue, skin temperature and immune response in female undergraduate students. The research design was a nonequivalent control group pretest-post test design. Participants were 60 university students: 30 in the experiment group and 30 in the control group. The period of this study was from April to June 2010. The program was performed for 1 hr a session, three times a week for 6 weeks. The data were analyzed using the SPSS/WIN 17.0 program. The results showed that self-foot reflexology was effective in reducing perceived stress and fatigue, and raised skin temperature in female undergraduate students. But cortisol levels and immune response were not statistically significant different. The results of this study indicate that self-foot reflexology is an effective nursing intervention in reducing perceived stress and fatigue and, in improving skin temperature. Therefore, it is recommended that this be used in clinical practice as an effective nursing intervention for in female undergraduate students.

  7. Development of ethical practices and social responsibility in dental education at the university of Chile: student and faculty perceptions.

    Science.gov (United States)

    Alcota, M; Ruiz de Gauna, P; González, F E

    2013-02-01

    The authors argue that dental curricula in Latin America are noted for providing highly technical and individualistic training that may fail to address society's problems or instil in the dentist the idea that he/she has a social responsibility to contribute to his/her community. This study's main objectives were to determine whether the curriculum and the faculty teaching practices of the School of Dentistry at the University of Chile contribute to its students' commitment to ethical and social responsibility. This was a qualitative study that investigated the perceptions of sixteen subjects (eight students and eight faculty members). Data were collected in thorough deep interviews. The interview process model conceptualised and organised the information into sets of dimensions and categories. The dimensions studied were ethical commitment and social responsibility. The categories assessed within ethical commitment were honesty, tolerance, responsibility and respect. In the social responsibility dimension, the categories were solidarity, teamwork and concern for and communication with the patient. Analysis of the textual data was performed using a method of content analysis based upon constructed qualitative matrices. Our results show that students and scholars alike realise that ethical commitment and a sense of social responsibility are not promoted in the curriculum. They do, however, recognise the importance of these qualities in dental practitioners. These results indicate that the current curriculum and teaching practices used in our School of Dentistry need to be reviewed and that programmes promoting professionals' commitment to their role in society need to be implemented. © 2012 John Wiley & Sons A/S.

  8. Use of item response curves of the Force and Motion Conceptual Evaluation to compare Japanese and American students' views on force and motion

    Science.gov (United States)

    Ishimoto, Michi; Davenport, Glen; Wittmann, Michael C.

    2017-12-01

    Student views of force and motion reflect the personal experiences and physics education of the student. With a different language, culture, and educational system, we expect that Japanese students' views on force and motion might be different from those of American students. The Force and Motion Conceptual Evaluation (FMCE) is an instrument used to probe student views on force and motion. It was designed using research on American students, and, as such, the items might function differently for Japanese students. Preliminary results from a translated version indicated that Japanese students had similar misconceptions as those of American students. In this study, we used item response curves (IRCs) to make more detailed item-by-item comparisons. IRCs show the functioning of individual items across all levels of performance by plotting the proportion of each response as a function of the total score. Most of the IRCs showed very similar patterns on both correct and incorrect responses; however, a few of the plots indicate differences between the populations. The similar patterns indicate that students tend to interact with FMCE items similarly, despite differences in culture, language, and education. We speculate about the possible causes for the differences in some of the IRCs. This report is intended to show how IRCs can be used as a part of the validation process when making comparisons across languages and nationalities. Differences in IRCs can help to pinpoint artifacts of translation, contextual effects because of differences in culture, and perhaps intrinsic differences in student understanding of Newtonian motion.

  9. Identifying the Misconceptions of Natural Science (IPA Using CRI (Certanty of Response Index at the Primary School Students in Tarakan

    Directory of Open Access Journals (Sweden)

    Muhsinah Annisa

    2017-10-01

    Full Text Available The objective of this study is to identify the misconceptions of Natural Science (IPA on primary school students in Tarakan. The output of this study is presented into a national scientific journal with ISSN. This study absolutely contributes to the schools and the education providers (universities. This study can identify the misconceptions of what happens to the students, so that teachers know how to handle and remediate these misconceptions. This study employs quantitative descriptive research. The population is the sixth grade students of primary schools in Tarakan. It is because the students of this grade have got the learning material on force, light, and simple machine. The technique.;s used in taking the sample is cluster sampling by considering on the three criteria, namely: superior, medium, and low school category which is based on the mean scores of final test (UAS on natural science subject. So, the sixth grade students of SDN A, SDN B Tarakan, and SDN C Tarakan are chosen as the sample of this study. The instrument of this research is a written test in a form of multiple choice test equiped with the CRI (certainty of response index answer sheet. The data are collected by distributing multiple-choice test which is consisted of 40 questions that are equipped with the CRI answer sheet.

  10. The Responsible Inclusion of Students Receiving Special Education Services for Emotional Disturbance: Unraveling the Practice to Research Gap.

    Science.gov (United States)

    McKenna, John William; Solis, Michael; Brigham, Frederick; Adamson, Reesha

    2018-03-01

    The majority of students receiving special education services for emotional disturbance (ED) receive a significant amount of instruction in general education classrooms, which emphasizes curriculums based on college and career readiness standards. In turn, those teachers who provide instruction to students with ED in inclusive settings are responsible for using evidence-based practices (EBPs) for those teaching situations in which they exist to meet free appropriate public education (FAPE) mandates. However, the identification of EBPs is a necessary pre-condition to eventual school adoption and teacher use of such practices. In this investigation, we completed a synthesis of syntheses to (a) determine the degree to which academic intervention research has focused on students with ED in general education classrooms and (b) identify practices that are effective at improving the academic performance of students with ED in these settings. Overall, few studies were identified. Of those studies identified, half did not disaggregate outcomes for students with ED. A quality indicator coding based on the What Works Clearinghouse (WWC) design standards revealed that no studies with disaggregated outcomes permitted causal inferences. Implications for school practice and areas for future research are discussed.

  11. Effectiveness of an audience response system on orthodontic knowledge retention of undergraduate dental students--a randomised control trial.

    Science.gov (United States)

    Robson, Nicholas; Popat, Hashmat; Richmond, Stephen; Farnell, Damian J J

    2015-01-01

    To determine the effect of an audience response system (ARS) on knowledge retention of dental students and to gauge student perceptions of using the ARS. Randomised control study. School of Dentistry, Cardiff University. Seventy four second-year dental students were stratified by gender and randomised anonymously to one of two groups. One group received a lecture on orthodontic terminology and diagnosis in a traditional didactic format and the other received the same lecture integrated with ARS slides. Students completed an assessment of multiple-choice questions (MCQs) scored out of 20, before and immediately after the lecture. Students were also asked to complete a self-reported questionnaire on their perceptions of ARS. Both groups had statistically significant increases in MCQ scores post-lecture (ARS mean increase 3.6 SD2.0, 95% CI 2.2-3.5 and Didactic mean increase 2.9 SD2.3, 95% CI 2.8-4.3). A mixed-design analysis of variance showed that ARS led to an improved MCQ score (by 0.8 or 25%) compared to the didactic group, although this effect was not significant (P = 0.15). The effect of gender at baseline (P = 0.49), post-lecture (P = 0.73) and increase in MCQ score split by group (P = 0.46) was also not significant. Students reported that the ARS was easy to use, helped them engage with the lecture and encouraged them to work harder. The ARS did not lead to a significant increase in short-term orthodontic knowledge recall of students compared with didactic teaching. However, the use of ARS within orthodontic teaching could make lectures more interactive and engaging.

  12. A Study of the Emergence of Student Tacit Knowledge in Response to Environmental Images and Science Instruction

    Science.gov (United States)

    Glass, Rory J.

    The purpose of this study was to identify the presence of students' tacit understandings as they apply to environmental science content, and to discover how these understandings emerge and are viewed and interpreted by teachers. Towards that end over ten hours of classroom video was recorded and analyzed, from both large urban and smaller urban classrooms. Additionally, interviews were conducted with 15 students and two teachers to gain insight into their thinking on an array of topics related to the environment and environmental reasoning. It was hypothesized that students' understandings and teachers' interpretations of them may be influenced by their personal experiences with the natural world. For that reason, demographic information and self-reports of experiences were used to determine the extent to which tacit understandings are influenced by environmental experiences, and whether tacit understandings differed significantly by gender. The results indicate that there are significant differences between students from larger and smaller urban school districts, and males and females, in their interpretation of various environmental scenes. The data suggests that at least some of these differences are directly related to the students' experiences. The data also suggests that teachers are well aware of the importance of these less formal understandings though they are not always able to integrate them into their instruction in a timely manner. It is argued here that science education must change its focus if it is going to meet the needs of a 21st Century citizenship, making it necessary to find ways to embrace the understandings that students bring with them to school; including those, perhaps even especially those, that are mainly tacit.

  13. Using Neurolinguistic Programming: Some Suggestions for the Remedial Teacher.

    Science.gov (United States)

    Burton, Grace M.

    1986-01-01

    The use of neurolinguistic programming techniques is suggested as a means of enhancing rapport with students. Mirroring, digital mirroring, analog mirroring, metaphors, knowing persons, and how these aid in presenting content are each discussed. (MNS)

  14. Cigarette demand is responsive to higher prices: findings from a survey of University students in Jordan.

    Science.gov (United States)

    Sweis, Nadia J; Cherukupalli, Rajeev

    2016-11-01

    To estimate the price elasticity of cigarette demand for university students aged 18-24 years in Jordan. Questions from the Global Adult Tobacco Survey were adapted and administered to students from 10 public universities in Jordan in 2014. A two-part econometric model of cigarette demand was estimated. Nearly one-third of university students in Jordan smoke, purchasing 33.2 packs per month and paying 1.70 Jordanian dinars on average (US$2.40) for a pack of 20 cigarettes. The price elasticity of cigarette demand was estimated to be -1.15. Higher taxes may be particularly effective in reducing smoking among University students in Jordan. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  15. Social media as a student response system: new evidence on learning impact

    OpenAIRE

    Chelsea Liu

    2018-01-01

    The ubiquitousness of social media renders it a potentially powerful tool in higher education. This study explores the use of Twitter as a tool to enhance active learning and improve feedback during large-sized lectures. Students in a final-year undergraduate accounting course at an Australian university engaged in Twitter-based synchronous activities, including answering in-lecture quizzes and posting questions. This study explores two key questions: (1) ‘what encourages students to actively...

  16. Identification of high school students' ability level of constructing free body diagrams to solve restricted and structured response items in force matter

    Science.gov (United States)

    Rahmaniar, Andinisa; Rusnayati, Heni; Sutiadi, Asep

    2017-05-01

    While solving physics problem particularly in force matter, it is needed to have the ability of constructing free body diagrams which can help students to analyse every force which acts on an object, the length of its vector and the naming of its force. Mix method was used to explain the result without any special treatment to participants. The participants were high school students in first grade totals 35 students. The purpose of this study is to identify students' ability level of constructing free body diagrams in solving restricted and structured response items. Considering of two types of test, every student would be classified into four levels ability of constructing free body diagrams which is every level has different characteristic and some students were interviewed while solving test in order to know how students solve the problem. The result showed students' ability of constructing free body diagrams on restricted response items about 34.86% included in no evidence of level, 24.11% inadequate level, 29.14% needs improvement level and 4.0% adequate level. On structured response items is about 16.59% included no evidence of level, 23.99% inadequate level, 36% needs improvement level, and 13.71% adequate level. Researcher found that students who constructed free body diagrams first and constructed free body diagrams correctly were more successful in solving restricted and structured response items.

  17. Impulsivity, self-control, and hypnotic suggestibility.

    Science.gov (United States)

    Ludwig, V U; Stelzel, C; Krutiak, H; Prunkl, C E; Steimke, R; Paschke, L M; Kathmann, N; Walter, H

    2013-06-01

    Hypnotic responding might be due to attenuated frontal lobe functioning after the hypnotic induction. Little is known about whether personality traits linked with frontal functioning are associated with responsiveness to hypnotic suggestions. We assessed whether hypnotic suggestibility is related to the traits of self-control and impulsivity in 154 participants who completed the Brief Self-Control Scale, the Self-Regulation Scale, the Barratt Impulsiveness Scale (BIS-11), and the Harvard Group Scale of Hypnotic Susceptibility (HGSHS:A). BIS-11 non-planning impulsivity correlated positively with HGSHS:A (Bonferroni-corrected). Furthermore, in the best model emerging from a stepwise multiple regression, both non-planning impulsivity and self-control positively predicted hypnotic suggestibility, and there was an interaction of BIS-11 motor impulsivity with gender. For men only, motor impulsivity tended to predict hypnotic suggestibility. Hypnotic suggestibility is associated with personality traits linked with frontal functioning, and hypnotic responding in men and women might differ. Copyright © 2013 Elsevier Inc. All rights reserved.

  18. Cortisol responses to naturalistic and laboratory stress in student teachers: comparison with a non-stress control day.

    Science.gov (United States)

    Wolfram, Maren; Bellingrath, Silja; Feuerhahn, Nicolas; Kudielka, Brigitte M

    2013-04-01

    Ambulatory assessments of hypothalamus-pituitary-adrenal axis responses to acute natural stressors yield evidence on stress regulation with high ecological validity. Sampling of salivary cortisol is a standard technique in this field. In 21 healthy student teachers, we assessed cortisol responses to a demonstration lesson. On a control day, sampling was repeated at analogous times. Additionally, the cortisol awakening response (CAR) was assessed on both days. Participants were also exposed to a laboratory stressor, the Trier Social Stress Test, and rated their individual levels of chronic work stress. In pre-to-post-stress assessment, cortisol levels declined after the lesson. However, post-stress cortisol levels were significantly higher compared with those on the control day. Also, the Trier Social Stress Test yielded higher cortisol responses when using the control day as reference baseline. Associations between the CAR and chronic stress measures were observed solely on the control day. There were no significant associations between cortisol responses to the natural and laboratory stressors. Our results indicate that a control day might be an important complement in laboratory but especially in ambulatory stress research. Furthermore, associations between chronic stress measures and the CAR might be obscured by acute stress exposure. Finally, responses to the laboratory stressor do not seem to mirror natural stress responses. Copyright © 2012 John Wiley & Sons, Ltd.

  19. Climate change negotiation simulations for students: responses across gender and age.A case study: San Francisco State University World Climate Exercises

    Science.gov (United States)

    Rasheva, E. A.

    2015-12-01

    For decades, role-play and simulation exercises have been utilized for learning and policy decision making. While the power of Model UN simulations in building first-person experience and understanding of complex international issues is well known, the effectiveness of simulations for inspiring citizen engagement in scientific public-policy issues is little studied. My work hypothesizes that climate-change negotiation simulations can enhance students' scientific literacy and policy advocacy. It aims to determine how age and gender influence the responsiveness of students to such simulations. During the 2015 fall semester, I am conducting World Climate exercises for fellow graduate and undergraduate students at San Francisco State University. At the end of the exercise, I will have collected the responses to an anonymous questionnaire in which the participants indicate age and gender. The questionnaire asks participants to describe their hopes and fears for the future and to propose public and personal actions for achieving a strong climate change agreement. I am tracking differences to determine whether participants' age and gender correlate with particular patterns of feeling and thinking. My future research will aim to determine whether and how strongly the World Climate Exercise has affected participants' actual policy engagement. This work will also reflect on my experiences as a World Climate facilitator. I will describe the facilitation process and then discuss some of my observations from the sessions. I will specify the challenges I have encountered and suggest strategies that can strengthen the learning process. World Climate is a computer-simulation-based climate change negotiations role-playing exercise developed by Climate Interactive in partnership with the System Dynamics Group at the MIT Sloan School of Management.

  20. Personal health records in the preclinical medical curriculum: modeling student responses in a simple educational environment utilizing Google Health

    Directory of Open Access Journals (Sweden)

    Karamanlis Dimokratis A

    2012-09-01

    Full Text Available Abstract Background Various problems concerning the introduction of personal health records in everyday healthcare practice are reported to be associated with physicians’ unfamiliarity with systematic means of electronically collecting health information about their patients (e.g. electronic health records - EHRs. Such barriers may further prevent the role physicians have in their patient encounters and the influence they can have in accelerating and diffusing personal health records (PHRs to the patient community. One way to address these problems is through medical education on PHRs in the context of EHR activities within the undergraduate medical curriculum and the medical informatics courses in specific. In this paper, the development of an educational PHR activity based on Google Health is reported. Moreover, student responses on PHR’s use and utility are collected and presented. The collected responses are then modelled to relate the satisfaction level of students in such a setting to the estimation about their attitude towards PHRs in the future. Methods The study was conducted by designing an educational scenario about PHRs, which consisted of student instruction on Google Health as a model PHR and followed the guidelines of a protocol that was constructed for this purpose. This scenario was applied to a sample of 338 first-year undergraduate medical students. A questionnaire was distributed to each one of them in order to obtain Likert-like scale data on the sample’s response with respect to the PHR that was used; the data were then further analysed descriptively and in terms of a regression analysis to model hypothesised correlations. Results Students displayed, in general, satisfaction about the core PHR functions they used and they were optimistic about using them in the future, as they evaluated quite high up the level of their utility. The aspect they valued most in the PHR was its main role as a record-keeping tool, while

  1. Integrating Social Responsibility into Business School Undergraduate Education: A Student Perspective

    Science.gov (United States)

    Barber, Nelson A.; Venkatachalam, Venky

    2013-01-01

    Organizations and society at large recognize that ethically and socially responsible behavior plays a crucial role in good business practices. Debate about social responsibility centers on the responsibilities of consumers and businesses working towards a sustainable future with a new focus on business education. This realization has led employers…

  2. Psychological Stress In First Year Medical Students In Response To The Dissection Of A Human Corpse

    Science.gov (United States)

    Bernhardt, Veronika; Rothkötter, Hermann Josef; Kasten, Erich

    2012-01-01

    Objectives: Gross anatomy is one of the most important and time consuming subjects in the first preclinical part of medical school in Germany. In October 2007 186 students started the dissection course at Otto-von-Guericke-University Magdeburg. The objective of this study is to analyze the emotional aspect relating to the gross anatomy course. In order to address this issue, we investigated how medical students experience the first confrontation and the following exposure to the dead bodies and whether there are any differences between various groups (age, gender, experience) of students. Methods: The study was carried out with a group of 155 first year medical students (112 female, 43 male, 21.4±2.9 years). Self-composed questionnaires were used to distinguish between concerns related to dissection and individual experiences and anxiety because of deceasing or death. In order to detect the changes of attitudes towards the dissection course, one questionnaire was answered by participants in the beginning of the course and one in the end (n=94, 66 female, 28 male). Additionally, personality traits of the students were analyzed using two scales of the “Freiburger Persönlichkeitsinventar (FPI-R)”. Results: The self-composed questionnaires showed high reliability. For some students dissection was emotional stress; about 50% became anxious when coping the first confrontation, however, only 12% to large extent. Concerning the anxiety of dissection of individual body parts it was less for limbs, internal organs and skin and increased for head and genitals. Although hypothesized before, the correlation between age, extraversion, emotionality and the extent of anxiety were small. Almost 90% of the students approve the early beginning of the gross anatomy course. The follow-up study showed a marked decline of anxiety. Conclusion: Our results show that about 50% of the students started the course with emotional stress and about one-tenth of them were very worried about

  3. Foundation-Level Gulf Arab Student Response to Self-Access Learning

    Directory of Open Access Journals (Sweden)

    Diane Malcolm

    2013-12-01

    Full Text Available This article describes the role of the self-access centre at Arabian Gulf University (AGU in helping low proficiency students in our foundation year achieve the skills in English they will need to succeed in our medical college. Students’ previous training and expectations are described as well as some of the practices developed at AGU to monitor and encourage student participation in the centre. While students have generally responded well to their self-access work in our facility and endorse its role in developing their skills, they have also highlighted some areas for improvement. Although our centre is small and serves a specialized group of learners, some of the issues we face may be similar to those experienced by others in different settings and some of the solutions we have tried to find may be of interest.

  4. The Effect of Diagnostic Labels on the Affective Responses of College Students towards Peers with "Asperger's Syndrome" and "Autism Spectrum Disorder"

    Science.gov (United States)

    Brosnan, Mark; Mills, Elizabeth

    2016-01-01

    Given the removal of Asperger's Syndrome label in "Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition," the impact of clinical labels upon the affective responses of college students was explored. A total of 120 college students read two vignettes depicting social interactions typical of a person with autism spectrum…

  5. Using E-Portfolios in a Field Experience Placement: Examining Student-Teachers' Attitudes towards Learning in Relationship to Personal Value, Control and Responsibility

    Science.gov (United States)

    Shroff, Ronnie H.; Trent, John; Ng, Eugenia M. W.

    2013-01-01

    This study extends the ownership of learning model by using e-portfolios in a field experience placement to examine student-teachers' attitudes towards learning in relationship to personal value, feeling in control and taking responsibility. A research model is presented based on research into ownership of learning. The student e-portfolio…

  6. Computer-based medical education in Benha University, Egypt: knowledge, attitude, limitations, and suggestions.

    Science.gov (United States)

    Bayomy, Hanaa; El Awadi, Mona; El Araby, Eman; Abed, Hala A

    2016-12-01

    Computer-assisted medical education has been developed to enhance learning and enable high-quality medical care. This study aimed to assess computer knowledge and attitude toward the inclusion of computers in medical education among second-year medical students in Benha Faculty of Medicine, Egypt, to identify limitations, and obtain suggestions for successful computer-based learning. This was a one-group pre-post-test study, which was carried out on second-year students in Benha Faculty of Medicine. A structured self-administered questionnaire was used to compare students' knowledge, attitude, limitations, and suggestions toward computer usage in medical education before and after the computer course to evaluate the change in students' responses. The majority of students were familiar with use of the mouse and keyboard, basic word processing, internet and web searching, and e-mail both before and after the computer course. The proportion of students who were familiar with software programs other than the word processing and trouble-shoot software/hardware was significantly higher after the course (Pcomputer (P=0.008), the inclusion of computer skills course in medical education, downloading lecture handouts, and computer-based exams (Pcomputers limited the inclusion of computer in medical education (Pcomputer labs, lack of Information Technology staff mentoring, large number of students, unclear course outline, and lack of internet access were more frequently reported before the course (Pcomputer labs, inviting Information Technology staff to support computer teaching, and the availability of free Wi-Fi internet access covering several areas in the university campus; all would support computer-assisted medical education. Medical students in Benha University are computer literate, which allows for computer-based medical education. Staff training, provision of computer labs, and internet access are essential requirements for enhancing computer usage in medical

  7. "I was able to have a voice without being self-conscious": students' perceptions of audience response systems in the health sciences curriculum.

    Science.gov (United States)

    Oakes, Claudia E; Demaio, Daniel N

    2013-01-01

    Audience Response Systems (ARS or "clickers") are becoming a popular addition to the college classroom. Instructors are using this educational technology to elicit feedback from students, to determine students' knowledge of content before or during lectures, and to increase participation in the classroom. The purpose of this study was to examine first-year allied health students' perceptions of the impact of clickers on participation during an introductory health professions course. At the mid-point of the course, students completed a survey that assessed their perception of classroom participation. During the second half of the course, clickers were introduced to classroom activities. The survey was re-administered at the end of the course; students also had the opportunity to write a narrative comment. Students felt that clickers increased their level of interaction with the instructor and participation of the class as a whole. Clickers may be a practical way to increase student participation in first-year allied health courses.

  8. A sociocultural analysis of Latino high school students' funds of knowledge and implications for culturally responsive engineering education

    Science.gov (United States)

    Mejia, Joel Alejandro

    Previous studies have suggested that, when funds of knowledge are incorporated into science and mathematics curricula, students are more engaged and often develop richer understandings of scientific concepts. While there has been a growing body of research addressing how teachers may integrate students' linguistic, social, and cultural practices with science and mathematics instruction, very little research has been conducted on how the same can be accomplished with Latino and Latina students in engineering. The purpose of this study was to address this gap in the literature by investigating how fourteen Latino and Latina high school adolescents used their funds of knowledge to address engineering design challenges. This project was intended to enhance the educational experience of underrepresented minorities whose social and cultural practices have been traditionally undervalued in schools. This ethnographic study investigated the funds of knowledge of fourteen Latino and Latina high school adolescents and how they used these funds of knowledge in engineering design. Participant observation, bi-monthly group discussion, retrospective and concurrent protocols, and monthly one-on-one interviews were conducted during the study. A constant comparative analysis suggested that Latino and Latina adolescents, although profoundly underrepresented in engineering, bring a wealth of knowledge and experiences that are relevant to engineering design thinking and practice.

  9. The effects of music listening after a stressful task on immune functions, neuroendocrine responses, and emotional states in college students.

    Science.gov (United States)

    Hirokawa, Eri; Ohira, Hideki

    2003-01-01

    The purpose of this study was to examine the effects of listening to high-uplifting or low-uplifting music after a stressful task on (a) immune functions, (b) neuroendocrine responses, and (c) emotional states in college students. Musical selections that were evaluated as high-uplifting or low-uplifting by Japanese college students were used as musical stimuli. Eighteen Japanese subjects performed stressful tasks before they experienced each of these experimental conditions: (a) high-uplifting music, (b) low-uplifting music, and (c) silence. Subjects' emotional states, the Secretory IgA (S-IgA) level, active natural killer (NK) cell level, the numbers of T lymphocyte CD4+, CD8+, CD16+, dopamine, norepinephrine, and epinephrine levels were measured before and after each experimental condition. Results indicated low-uplifting music had a trend of increasing a sense of well-being. High-uplifting music showed trends of increasing the norepinephrine level, liveliness, and decreasing depression. Active NK cells were decreased after 20 min of silence. Results of the study were inconclusive, but high-uplifting and low-uplifting music had different effects on immune, neuroendocrine, and psychological responses. Classification of music is important to research that examines the effects of music on these responses. Recommendations for future research are discussed.

  10. Investigating Affective Experiences in the Undergraduate Chemistry Laboratory: Students' Perceptions of Control and Responsibility

    Science.gov (United States)

    Galloway, Kelli R.; Malakpa, Zoebedeh; Bretz, Stacey Lowery

    2016-01-01

    Meaningful learning requires the integration of cognitive and affective learning with the psychomotor, i.e., hands-on learning. The undergraduate chemistry laboratory is an ideal place for meaningful learning to occur. However, accurately characterizing students' affective experiences in the chemistry laboratory can be a very difficult task. While…

  11. Culturally Responsive Instruction for Students with Multiple or Severe Physical Impairments

    Science.gov (United States)

    Glimps, Blanche Jackson; Ford, Theron

    2006-01-01

    Are there students with physical disabilities who are so severely impaired that their culture can not be taken into consideration? Growing numbers of preschool and school age children with such disabilities are from non-European countries including Africa, South America, East Asia, and the Caribbean Islands. In addition, children who are American…

  12. The Effects of Teacher Collective Responsibility on the Mathematics Achievement of Students Who Repeat Algebra

    Science.gov (United States)

    Morales-Chicas, Jessica; Agger, Charlotte

    2017-01-01

    In this article, the authors use the national High School Longitudinal Study of 2009 (HSLS:09) dataset to explore (a) if repeating algebra in the eighth grade was associated with overall mathematics grades and course-taking patterns by twelfth grade, (b) if repeating algebra in the eighth grade was associated with students' final grade in algebra,…

  13. Student and Instructor Responses to Emotional Motivational Feedback Messages in an Online Instructional Environment

    Science.gov (United States)

    Sarsar, Firat

    2017-01-01

    The purpose of this study was to investigate the effectiveness of Emotional Motivational Feedback Message (EMFEM) in an online learning environment. This exploratory research was conducted using mixed method single case study design. Participants were 15 undergraduate students enrolled in an instructional technology course in a large state…

  14. Lecturer Responses to the Inclusion of Students with Intellectual Disabilities Auditing Undergraduate Classes

    Science.gov (United States)

    O'Connor, Barrie; Kubiak, John; Espiner, Deborah; O'Brien, Patricia

    2012-01-01

    Although postsecondary education for people with intellectual disabilities can improve their chances of employment and create a more satisfying life, higher education is becoming a more usual avenue of postschool learning. As part of a 2-year Certificate in Contemporary Living (CCL) Program offered at Trinity College Dublin, students audited…

  15. Fostering Culturally Responsive Schools: Student Identity Development in Cross-Cultural Classrooms

    Science.gov (United States)

    Song, Young Imm Kang

    2018-01-01

    This research incorporates various projects to address issues of diversity in a rural Korean community with bicultural children. The interdisciplinary activities in the projects seek to help students better understand their interracial peers, accept diversity, and not engage in bullying and teasing behaviors. In addition, the social psychology…

  16. Building Effective Supervisory Relationships in the Online Counseling Course: Faculty and Student Responsibilities

    Science.gov (United States)

    Cicco, Gina

    2014-01-01

    This article will provide an outline for counselor educators and their students on how to develop and maintain solid supervisory relationships in the online classroom. Counselors-in-training are required to complete practicum and internship experiences during their graduate academic preparation. These field experience courses typically involve 100…

  17. Using Item Response Theory Methods with the Brazilian Temperament Scale for Students

    Science.gov (United States)

    Primi, Ricardo; Wechsler, Solange Muglia; de Cassia Nakano, Tatiana; Oakland, Thomas; Guzzo, Raquel Souza Lobo

    2014-01-01

    The development and validation of the Brazilian Temperament Scale for Students (BTSS) are examined through the use of data from 1,258 children and adolescents, ages 10 through 21 (M = 15.0, SD = 2.1, 56% females). Three psychometric properties of BTSS are reported: its internal structure (e.g., validity), its reliability, and cut points to best…

  18. College Students' Attitudes & Responses toward the Current Economy and Its Implications for Marketing Managers

    Science.gov (United States)

    Gray, Lauren; Lamanette, Michelle; Silva, Alberto; Budden, Michael C.

    2009-01-01

    Since the early months of 2009, the undeniable woes of the economy are being felt by many. With a record number of corporate closings, rising unemployment and the crises in the financial markets, this may prove to be a difficult year for many. This paper uses empirical evidence collected from Southeastern Louisiana University students to learn how…

  19. "What Say These Young Ones": Students' Responses to Shakespeare--An Icon of Englishness

    Science.gov (United States)

    Balinska-Ourdeva, Vessela; Johnston, Ingrid; Mangat, Joyti; McKeown, Brent

    2013-01-01

    Challenging the taken-for-granted status of canonical authors, especially Shakespeare, is difficult, but not impossible. This research offers a glimpse into the inferential processes of a group of grade ten students from diverse backgrounds who read unfamiliar passages from Shakespeare. The findings reveal a complex picture of meaning-making,…

  20. Testing the Canon: Student Responses to Texts by Medieval Women in English Literature Surveys.

    Science.gov (United States)

    Hawkins, Ann R.

    While there has been a great deal of debate about enlarging the canon, less attention has been paid to how students respond to "new" literary figures such as Margery Kempe and Julian of Norwich, or to how instructors should incorporate them into an already cramped literature survey course. Instructors must consider some questions that…

  1. The impact of assessing simulated bad news consultations on medical students' stress response and communication performance.

    NARCIS (Netherlands)

    Dulmen, S. van; Tromp, F.; Grosfeld, F.; Cate, O. ten; Bensing, J.M.

    2007-01-01

    Seventy second-year medical students volunteered to participate in a study with the aim of evaluating the impact of the assessment of simulated bad news consultations on their physiological and psychological stress and communication performance. Measurements were taken of salivary cortisol, systolic

  2. Sports Management and Administration Internships and Students with Disabilities: Responsibilities and Practices for Success

    Science.gov (United States)

    Barnes, John

    2009-01-01

    Practica, internships, and mentorships are vital for the development of capable and productive graduates of preprofessional academic programs, including sports management and sports administration programs. College students with disabilities, including those in sports management and sports administration programs, who are preparing to enter their…

  3. Student Injuries at School: Who Is Responsible? You Be the Judge.

    Science.gov (United States)

    Diamantes, Thomas; Roby, Douglas E.

    2000-01-01

    Reviews the concepts of negligence and "tort liability." Outlines briefly 10 legal cases that can be useful in explaining what the liability issues are for today's educators with regard to students who are injured while in school. Outlines six steps school officials should take to avoid negligence. (SR)

  4. Approaches of High School Instrumental Music Educators in Response to Student Challenges

    Science.gov (United States)

    Edgar, Scott N.

    2016-01-01

    The purpose of this multiple instrumental case study was to explore approaches of four high school instrumental music educators assuming the role of facilitative teacher in responding to challenges affecting the social and emotional well-being of their students. This study utilized the framework of social emotional learning as a lens to view the…

  5. Urban Elementary Students' Views of Environmental Scientists, Environmental Caretakers and Environmentally Responsible Behaviors

    Science.gov (United States)

    Horne, Patricia Lynne

    2010-01-01

    The purpose of this research was to determine the nature of the relationship between urban elementary fifth graders, environmental workers, and the environment. The study examined 320 urban fifth grade elementary students' drawings of environmental scientists (DAEST) and environmental caretakers (DAECT). Additionally, semi-structured interviews…

  6. Audiovisual Material as Educational Innovation Strategy to Reduce Anxiety Response in Students of Human Anatomy

    Science.gov (United States)

    Casado, Maria Isabel; Castano, Gloria; Arraez-Aybar, Luis Alfonso

    2012-01-01

    This study presents the design, effect and utility of using audiovisual material containing real images of dissected human cadavers as an innovative educational strategy (IES) in the teaching of Human Anatomy. The goal is to familiarize students with the practice of dissection and to transmit the importance and necessity of this discipline, while…

  7. Functions Represented as Linear Sequential Data: Relationships between Presentation and Student Responses

    Science.gov (United States)

    Ayalon, Michal; Watson, Anne; Lerman, Steve

    2015-01-01

    This study investigates students' ways of attending to linear sequential data in two tasks, and conjectures possible relationships between those ways and elements of the task design. Drawing on the substantial literature about such situations, we focus for this paper on linear rate of change, and on covariation and correspondence approaches to…

  8. Distance Education Teaching Methods and Student Responses in the Animal Sciences

    Science.gov (United States)

    Bing, Jada Quinome

    2012-01-01

    The overall objective of this dissertation is to observe whether or not an Anatomy & Physiology Distance Education (DistEd) course offered in the Animal Science Department will prove to be valuable in the learning process for students. Study 1 was conducted to determine whether gross anatomy of animals could be taught effectively at the…

  9. Characteristics of Student Assistance and Prevention Counseling Programs in Response to Environmental Impacts

    Science.gov (United States)

    Corrigan, Matthew J.; Videka, Lynn; Loneck, Barry; Newman, Lucy J.; Rajendran, Kushmand

    2014-01-01

    The impacts of the terror attacks of September 11, 2001, were observed in Student Assistance and Prevention Counseling programs in New York schools. Methods: A mixed-method study of programs across the state, consisting of interviews (N = 14) and record reviews (N = 407), was conducted in New York State in 2002. Standardized state forms were used…

  10. Western African Student Migration: A Response to the Globalisation of Knowledge

    Directory of Open Access Journals (Sweden)

    Denise Efionayi

    2014-11-01

    Full Text Available While European countries have devoted considerable resources to efforts to block the flow of irregular migration, they have at the same time been vying with one another to attract the best minds and solve the problem of demographic ageing. How do African students navigate through such contradictory policies? This chapter discusses the plans for international migration as expressed by university students from three West African countries (Senegal, Côte d’Ivoire, and Niger. Based in particular on a questionnaire distributed to around 4,000 students, the study identifies a series of factors contributing to students’ intention to migrate: family networks abroad, level of educational attainment, lack of confidence in their country’s future, supportive attitude of family members, etc. Contrary to the widespread assumptions expressed in the media and in policy debates in industrialised countries, ‘migration intentions’ appear to be carefully pondered and proactive in nature, rather than impulsive headlong rushes. Students are relatively well informed, and their intentions to undertake what is mostly temporary migration are based on a weighing of their interests in terms of education and professional experience. This article therefore calls for improved coordination of mobility and development policies to unlock the potential of migration while satisfying the thirst for knowledge identified in the three countries concerned.

  11. A Qualitative Examination of Multiracial Students' Coping Responses to Experiences with Prejudice and Discrimination in College

    Science.gov (United States)

    Museus, Samuel D.; Sariñana, Susan A. Lambe; Ryan, Tasha Kawamata

    2015-01-01

    National data indicate that multiracial individuals comprise a substantial and growing proportion of the US population, but this community is often invisible in higher education research and discourse. This study aims to increase knowledge of mixed-race students in higher education by examining the ways in which they cope with experienced…

  12. Student Responses to Active Learning Activities with Live and Virtual Rats in Psychology Teaching Laboratories

    Science.gov (United States)

    Hunt, Maree J.; Macaskill, Anne C.

    2017-01-01

    Taking an ethical approach to using nonhuman animals in teaching requires assessment of the learning benefits of using animals and how these compare to the benefits of alternative teaching practices. It is also important to consider whether students have ethical reservations about completing exercises with animals. We compared upper level…

  13. Ideation Training via Innovation Education to Improve Students' Ethical Maturation and Social Responsibility

    Science.gov (United States)

    Thorsteinsson, Gisli

    2013-01-01

    This paper will represent the pedagogy of Innovation Education in Iceland that is a new school policy within the Icelandic school system. In Innovation Education (IE) students are trained to identify needs and problems in their environment and to find solutions: this is referred to as the process of ideation. The main aim is to improve their…

  14. "Cultural Responsiveness": A Framework for Re-Thinking Students' Interculturality through Study Abroad

    Science.gov (United States)

    Giovanangeli, Angela; Oguro, Susan

    2016-01-01

    While intercultural competence is commonly a goal of university study abroad programmes, debates around criteria for assessing this competence have highlighted the challenges in appropriately identifying students' intercultural learning in relation to specific university programmes. To overcome these issues, this research moves beyond…

  15. Speciality preferences in Dutch medical students influenced by their anticipation on family responsibilities

    NARCIS (Netherlands)

    Alers, M.; Pepping, T.; Bor, H.; Verdonk, P.; Hamberg, K.; Lagro-Janssen, A.

    2014-01-01

    Physician gender is associated with differences in the male-to-female ratio between specialities and with preferred working hours. We explored how graduating students' sex or full-time or part-time preference influences their speciality choice, taking work-life issues into account. Graduating

  16. Mandated college students' response to sequentially administered alcohol interventions in a randomized clinical trial using stepped care.

    Science.gov (United States)

    Borsari, Brian; Magill, Molly; Mastroleo, Nadine R; Hustad, John T P; Tevyaw, Tracy O'Leary; Barnett, Nancy P; Kahler, Christopher W; Eaton, Erica; Monti, Peter M

    2016-02-01

    Students referred to school administration for alcohol policies violations currently receive a wide variety of interventions. This study examined predictors of response to 2 interventions delivered to mandated college students (N = 598) using a stepped care approach incorporating a peer-delivered 15-min brief advice (BA) session (Step 1) and a 60- to 90-min brief motivational intervention (BMI) delivered by trained interventionists (Step 2). Analyses were completed in 2 stages. First, 3 types of variables (screening variables, alcohol-related cognitions, mandated student profile) were examined in a logistic regression model as putative predictors of lower risk drinking (defined as 3 or fewer heavy episodic drinking [HED] episodes and/or 4 or fewer alcohol-related consequences in the past month) 6 weeks following the BA session. Second, we used generalized estimating equations to examine putative moderators of BMI effects on HED and peak blood alcohol content compared with assessment only (AO) control over the 3-, 6-, and 9-month follow-ups. Participants reporting lower scores on the Alcohol Use Disorders Identification Test, more benefits to changing alcohol use, and those who fit the "Bad Incident" profile at baseline were more likely to report lower risk drinking 6 weeks after the BA session. Moderation analyses revealed that Bad Incident students who received the BMI reported more HED at 9-month follow-up than those who received AO. Current alcohol use as well as personal reaction to the referral event may have clinical utility in identifying which mandated students benefit from treatments of varying content and intensity. (c) 2016 APA, all rights reserved).

  17. Effects of Counselor Facilitative Level on Client Suggestibility

    Science.gov (United States)

    Murphy, Harry B.; Rowe, Wayne

    1977-01-01

    University students (N=48) were individually tested for suggestibility in one of three conditions. Results indicated subjects of higher rated experimenters would demonstrate more suggestibility than subjects of lower rated experimenters. Results did not indicate that subject interaction with lower rated experimenters would elicit less…

  18. Adverse parenting is associated with blunted salivary cortisol awakening response and altered expression of glucocorticoid receptor β and β2-adrenergic receptor mRNAs in leukocytes in Japanese medical students.

    Science.gov (United States)

    Kawai, Tomoko; Kuwano, Yuki; Masuda, Kiyoshi; Fujita, Kinuyo; Tanaka, Hiroki; Nishikawa, Tatsuya; Rokutan, Kazuhito; Nishida, Kensei

    2017-03-01

    Adverse parenting is associated with an increased risk for the development of mood and behavioral disorders. In this study, we assessed the perceived parental bonding of 232 medical students using the parental bonding instrument (PBI) and extracted 22 students who reported their parents' rearing attitudes as affectionless control (LOW; low care, high overprotection). Using the 28-item general health questionnaire, the Zung self-rating depression scale (Zung-SDS), the hospital anxiety and depression scale (HADS), and the Spielberger state-trait-anxiety-inventory (STAI), physical and mental state of the LOW students were compared with those of 30 students who reported their parental bonding as optimal (OPT; high care and low overprotection). These questionnaire measurements demonstrated significantly higher anxiety and depressive mood in the LOW students versus the OPT students. Compared with the OPT students, the LOW students also exhibited a significantly reduced salivary cortisol awakening response (CAR) without changes across the rest of the diurnal salivary cortisol profile. Among glucocorticoid-related genes examined (GR, ADRB2, IκBα, IL10, IL1R2, IL1RN, MR, MC2R, TGFB1, TGFB2 and FASLG), real-time reverse transcription-PCR showed that the LOW students significantly increased expression of a dominant negative glucocorticoid receptor β (GRβ) mRNA and decreased β2-adrenergic receptor (ADRB2) mRNA levels in circulating leukocytes. These results suggest that negative perception of parents' child-rearing attitudes may be associated with anxiety and depressive mood and altered glucocorticoid signaling even in healthy young adults.

  19. Cultural Differences And Similarities In Seeking Social Support As A Response To Academic Failure: A Comparison Of American And Chinese College Students

    Science.gov (United States)

    Mortenson, Steven

    2006-01-01

    Researchers suggest that psycho-social mentoring may represent a way for instructors to provide emotional support and personal insight to students. Given the nationwide rise in academic stress among university students, the present study examines the kinds of negative emotions associated with failing an exam and how such emotions are linked to…

  20. The Comparative Study of Nursing Students and Nurses in Their Twenties on Interpersonal Relations. : Analysis Centering on the Stress Response Burnout

    OpenAIRE

    和田, 由紀子; 小林, 祐子; Wada, Yukiko; Kobayashi, Yuko

    2006-01-01

    We did a questionnaire survey and exam to clarity the connection between stress response burnout and interpersonal relations. The subject of our investigation were nursing students n=226 and 20s nurses in the terminal care unit in the whole country. The results of the exam on nursing students were completely different from a consistent tendency on 20, 30, and 40 nurses. And we analyzed the results on nursing students and 20's nurses based on stress response burnout . According to that, in the...

  1. Heating up Climate Literacy Education: Understanding Teachers' and Students' Motivational and Affective Response to Climate Change

    Science.gov (United States)

    Sinatra, G. M.

    2011-12-01

    Changing students' ideas about controversial scientific issues, such as human-induced climate change, presents unique challenges for educators (Lombardi & Sinatra, 2010; Sinatra & Mason, 2008). First, climate science is complex and requires "systems thinking," or the ability to think and reason abstractly about emergent systems (Goldstone & Sakamoto, 2003). Appreciating the intricacies of complex systems and emergent processes has proven challenging for students (Chi, 2005). In addition to these challenges, there are specific misconceptions that may lead thinking astray on the issue of global climate change, such as the distinction between weather and climate (Lombardi & Sinatra, 2010). As an example, when students are asked about their views on climate change, they often recall individual storm events or very cold periods and use their personal experiences and recollections of short-term temperature fluctuations to assess whether the planet is warming. Beyond the conceptual difficulties, controversial topics offer another layer of challenge. Such topics are often embedded in complex socio-cultural and political contexts, have a high degree of uncertainty, and may be perceived by individuals as in conflict with their personal or religious beliefs (Levinson, 2006, Sinatra, Kardash, Taasoobshirazi, & Lombardi, 2011). Individuals are often committed to their own views on socio-scientific issues and this commitment may serve as a motivation to actively resist new ideas (Dole & Sinatra, 1998). Individuals may also have strong emotions associated with their misconceptions (Broughton, Pekrun, & Sinatra, 2011). Negative emotions, misconceptions, and resistance do not make a productive combination for learning. Further, teachers who find human-induced climate change implausible have been shown to hold negative emotions about having to teach about climate change (Lombardi & Sinatra, in preparation), which could affect how they present the topic to students. In this

  2. Urban elementary students' views of environmental scientists, environmental caretakers and environmentally responsible behaviors

    Science.gov (United States)

    Horne, Patricia Lynne

    The purpose of this research was to determine the nature of the relationship between urban elementary fifth graders, environmental workers, and the environment. The study examined 320 urban fifth grade elementary students' drawings of environmental scientists (DAEST) and environmental caretakers (DAECT). Additionally, semi-structured interviews were included to elucidate student illustrations. The study's sample represented one-third of all fifth graders in the mid-Atlantic school district selected for this research. Approximately 5% of participants were chosen for follow-up semi-structured interviews based on their illustrations. A general conclusion is some of the stereotypes, particularly related to gender, revealed in prior research (Barman, 1999, Chambers, 1983; Huber & Burton, 1995; Schibeci & Sorensen's, 1983; Sumrall, 1995) are evident among many elementary students. Male environmental scientists were drawn twice as often as female environmental scientists. Females were represented in more pictures of environmental caretakers than environmental scientists. Students overwhelmingly drew environmental scientists (98.1%) and environmental caretakers (76.5%) working alone. Wildlife was noticeably absent from most drawings (85%). Where wildlife was included, it was most often birds (6.9%) and fish (3.1%). More than one species was evident in only 2.5% of the pictures. Fifty percent of environmental caretakers were shown picking up trash from land. Actions such as reducing resource use occurred in only 13 out of 319 pictures (4.1%). Pictures of environmental caretakers sharing knowledge were even less common (2.5%). Almost 22% of females drew multiple individuals compared to 18.5% drawn by males. Females were more likely to show individuals collaborating (22.4% to 16.8%) while males were more likely to show individuals working in opposition (5.2% to 2.0%).

  3. Analitycal Descriptive Study of Students' Critical Mathematic Thinking Ability Through Graded Response Model (Grm)

    OpenAIRE

    nurul, didin; zahra anasha, zara

    2013-01-01

    Critical mathematic thinking ability is very important to solve daily problems. But in reality, junior high school students' critical mathematic thinking ability is still low. Ability measurement such as measurement of critical mathematic thinking ability cannot be measured through multiple choices test. In that case, an essay test in which graded scoring is used as scoring technique more suitable than multiple choices test. The result of the essay test will be analyzed to describe...

  4. Marijuana smoking among secondary school students in Zaria, Nigeria: factors responsible and effects on academic performance.

    Science.gov (United States)

    Shehu, A U; Idris, S H

    2008-12-01

    The use of Marijuana is on the increase worldwide especially among adolescents and youths. Marijuana smoking has gained a foothold in our environment because of peer group influence, accessibility and availability. Its medico-social effects could ruin the life and future of our youths. This study was undertaken to determine the prevalence and the factors that influence secondary school students in Zaria LGA to smoke and the effects on academic performance. A cross-sectional descriptive study was employed to generate data among secondary school students. A multi-stage sampling technique was used. Data was collected with the use of a structured, pre tested self-administered questionnaire. F2 test was used to test for significance of association between categorical variables. Of the 350 respondents, 262 (74.9%) were males, while 88 (25.1%) were females. The study shows that 33 of the students smoke marijuana giving a prevalence of 9.4%. There were more smokers in the age group 15-19 years (54.6%). Other factors that influence marijuana smoking include family background, peer pressure and attendance of social functions. There was better academic performance (51.1%) among non smokers as compared to smokers (27.2%), and this was found to be statistically significant (chi2 = 11.73, df = 5, P family background, peer pressure and attendance of social function influence marijuana smoking. A comprehensive school health education program should be instituted to curtail this menace.

  5. Effects of High-School Size on Student Outcomes:Response to Howley and Howley

    Directory of Open Access Journals (Sweden)

    Valerie E. Lee

    2004-09-01

    Full Text Available I take issue with several points in the Howleys' reanalysis (Vol. 12 No. 52 of this journal of "High School Size: Which Works Best and for Whom?" (Lee & Smith, 1997. That the original sample of NELS schools might have underrepresented small rural public schools would not bias results, as they claim. Their assertion that our conclusions about an ideal high-school size privileged excellence over equity ignores the fact that our multilevel analyses explored the two outcomes simultaneously. Neither do I agree that our claim about "ideal size" (600-900 was too narrow, as our paper was clear that our focus was on achievement and its equitable distribution. Perhaps the most important area of disagreement concerns non-linear relationships between school size and achievement gains. Ignoring the skewed distribution of school size, without either transforming or categorizing the variable produces findings that spuriously favor the smallest schools. Our recent involvement as expert witnesses on opposite sides in a court case may have motivated the Howleys' attempt to discredit our work. Finally, I argue that research attempting to establish a direct link between school size and student outcomes may be misguided. Rather, school size influences student outcomes only indirectly, through the academic and social organization of schools. Considerable evidence links these organizational factors to student outcomes (especially learning and its equitable distribution.

  6. College Students' Responses to Emotional Anti-Alcohol Abuse Media Messages: Should We Scare or Amuse Them?

    Science.gov (United States)

    Lee, Moon J

    2018-05-01

    This study examined college students' responses to emotional anti-alcohol abuse media messages (i.e., fear vs. humor appeal) aimed at discouraging heavy/binge drinking. An experiment was conducted with 94 college students. As expected, college students generally expressed higher levels of interest in anti-alcohol abuse media messages when watching fear appeal than those watching humor appeal. However, college binge drinkers who watched the fear appeal reported lower levels of readiness to change their drinking behavior than those who watched the humor appeal. This pattern was the opposite among college nonbinge drinkers, in that college nonbinge drinkers were more likely to say they would change their drinking behaviors when exposed to fear appeal than those who were exposed to humor appeal or those who did not watch any media messages. Conventional fear appeal to scare college binge drinkers seems ineffective and even counterproductive while humor appeal, if well designed, could offer alternative ways to communicate with college binge drinkers.

  7. CATERING STUDENTS' NEEDS TO PROMOTE AESTHETIC EXPERIENCE IN EFL LITERATURE CLASS WITH REFERENCE TO RESPONSE-CENTRED CURRICULUM

    Directory of Open Access Journals (Sweden)

    Ishkak Said

    2015-02-01

    Full Text Available The success of literature instruction is dependent upon not only the teaching strategies, but also the well-developed curriculum, which accommodates student needs. Teaching practice of literature in the multicultural contexts has to do with teachers' belieft in approaching to their day-to-day practice endowed in the curriculum they are concerned with. In this respect, the existing literature curricula should ideally reflect aesthetic experiences that enhance students' freedom and enjoyment with literary works assigned The present study examines how three case High School English teachers from different sites with different multicultural entities in West Java, Indonesia, developed literature curricula in such a way that their students got 'free room' to express what they wanted and needed to say and to do. Following the traditions of a qualitative multi-case and -site study, the present study investigated the process of teaching literature in language studies streams of the three sites by occupying classroom observation and interview, and administering questionnaires as well. The findings revealed that, in their classroom practices, the three cases endeavored to cater their students' needs through developing negotiated response-based literature curriculum that led to varied and unique activities in the forms of celebrations showing their personal engagements in responding to.Jiterature assigned. Yet, their different schooling systems and contextual factors, and the subjects' perspectives in literature pedagogy and their lived-through literary. reading experiences, have made each case indicate typical and unique phenomena, which is in accordance with the spirit of school-based curriculum.

  8. The psychological response to injury in student athletes: a narrative review with a focus on mental health.

    Science.gov (United States)

    Putukian, Margot

    2016-02-01

    Injury is a major stressor for athletes and one that can pose significant challenges. Student athletes must handle rigorous academic as well as athletic demands that require time as well as significant physical requirements. Trying to perform and succeed in the classroom and on the playing field has become more difficult as the demands and expectations have increased. If an athlete is injured, these stressors increase. Stress is an important antecedent to injuries and can play a role in the response to, rehabilitation and return to play after injury. The psychological response to injury can trigger and/or unmask mental health issues including depression and suicidal ideation, anxiety, disordered eating, and substance use/abuse. There are barriers to mental health treatment in athletes. They often consider seeking help as a sign of weakness, feeling that they should be able to 'push through' psychological obstacles as they do physical ones. Athletes may not have developed healthy coping behaviours making response to injury especially challenging. I discuss the current state of knowledge regarding the psychological response to injury and delineate resources necessary to direct the injured athlete to a mental health care provider if appropriate. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  9. Bring Your Own Device Technology: Preliminary Results from a Mixed Methods Study to Explore Student Experience of In-Class Response Systems in Post-Secondary Education

    Directory of Open Access Journals (Sweden)

    Matthew Numer

    2015-02-01

    Full Text Available This research examines the effectiveness of Bring Your Own Device (BYOD technology in a postsecondary classroom. Despite recent advances in the technological tools available to educators, there is a significant gap in the literature regarding student efficacy, engagement and contribution to learning. This paper will present the preliminary findings of the first phases of an evaluation project measuring student interaction with BYOD technology in a large group setting. Employing a mixed methods design, the findings from two focus groups and two online surveys will be discussed. This project involved students in the Winter and Fall 2014 semesters of a fourth year Human Sexuality course which has enrolment of approximately 400 per semester. The findings suggest that BYOD technology contributes to student engagement and participation in the classroom setting. Further, the findings suggest that students are comfortable in using this tool, and perceived the experience as enjoyable.

  10. Response

    Science.gov (United States)

    Higgins, Chris

    2012-01-01

    This article presents the author's response to the reviews of his book, "The Good Life of Teaching: An Ethics of Professional Practice." He begins by highlighting some of the main concerns of his book. He then offers a brief response, doing his best to address the main criticisms of his argument and noting where the four reviewers (Charlene…

  11. A qualitative study of college student responses to conflicting messages in advertising: anti-binge drinking public service announcements versus wine promotion health messages.

    Science.gov (United States)

    Ahn, Ho-Young; Wu, Lei; Kelly, Stephanie; Haley, Eric

    2011-06-01

    The purpose of this study was to investigate how college students deal with conflicting health messages in advertising regarding binge drinking and wine promotion. Phenomenological in-depth long interviews were conducted beyond the point of redundancy (N = 16). The results of this study indicated that students' meaning making regarding the conflicting messages relied greatly upon how consistent either message was with their prior beliefs about alcohol. Additionally, not all students perceived the messages to be contradictory; these students saw the messages as being constructed for different purposes and as such incomparable. Overall, students who perceived conflict responded to the topic with apathy fueled by advertising skepticism. Employing qualitative methodology to understand how college students respond to conflicting messages will assist health promotion practitioners develop more effective alcohol abuse prevention messages and provide suggestions for researchers for studying this phenomenon from other perspectives in the future. Implications are further discussed within.

  12. Stress Response of Veterinary Students to Gynaecological Examination of Horse Mares - Effects of Simulator-Based and Animal-Based Training.

    Science.gov (United States)

    Nagel, C; Ille, N; Erber, R; Aurich, C; Aurich, J

    2015-10-01

    Invasive procedures in animals are challenging for veterinary students who may perceive a gynaecological examination of mares as stressful. Simulator-based training may reduce stress. In this study, students received equine gynaecology training 4 times either on horses (group H; n = 14) or a teaching simulator (group SIM; n = 13). One day and 14 days thereafter, their diagnostic skills were tested on horses (skills tests 1 and 2). During the skills tests, the students' stress response was analysed by heart rate, heart rate variability (HRV) parameters SDRR (standard deviation of beat-to-beat [RR] interval) and RMSSD (root-mean-square of successive RR differences), and salivary cortisol. In addition, students answered a questionnaire on their perceived stress. Sympathetic activation with increased heart rate (p stress response. Subjective stress perception of students was higher in skills test 1 vs 2 (p stressed than SIM students (p stress parameters. In conclusion, gynaecological examination of mares evoked a moderate stress response in veterinary students, which was more evident after simulator-based than animal-based training. © 2015 Blackwell Verlag GmbH.

  13. Analysis of acid-base misconceptions using modified certainty of response index (CRI and diagnostic interview for different student levels cognitive

    Directory of Open Access Journals (Sweden)

    Satya Sadhu

    2017-08-01

    Full Text Available The authors in this paper draw attention to the importance of an instrument that can analyze student’s misconception.This study described the kind of the misconception in acid-base theory, and the percentage students’ misconception occur in every subconcept of acid-base theory. The design of this study is a descriptive method, involved 148 of 11th grade science students from Senior High School, which divided into two classes are high cognitive and low cognitive. Further analysis of using Modified Certainty of Response Index (CRI as a diagnostic instrument is used to explore misconception which in that test included evaluating only content knowledge with considering the reason behind the students' choice of response and their certainty of response in every question. The result of data analysis has shown that misconception occurred in high cognitive class, gained 43,86% and misconception occurred in low cognitive class, gained 24,63%. Based on the diagnostic interview has shown that misconception occurred in students due to students does not understand the concept well and they related the one concept to the other concepts with partial understanding, the result students make the failed conclusions. The type of misconception occurred is a conceptual misunderstanding.  According to the data analysis showed that Modified Certainty of Response Index (CRI is effective used to analyze students’ misconceptions and the diagnostic interview is effective used to know the reasons that caused students which having misconceptions.

  14. Clarification of the Memory Artefact in the Assessment of Suggestibility

    Science.gov (United States)

    Willner, P.

    2008-01-01

    Aim: The Gudjonsson Suggestibility Scale (GSS) assesses suggestibility by asking respondents to recall a short story, followed by exposure to leading questions and pressure to change their responses. Suggestibility, as assessed by the GSS, appears to be elevated in people with intellectual disabilities (ID). This has been shown to reflect to some…

  15. "My Work Is Bleeding": Exploring Students' Emotional Responses to First-Year Assignment Feedback

    Science.gov (United States)

    Shields, Sam

    2015-01-01

    This paper explores the emotional responses that assignment feedback can provoke in first-year undergraduates. The literature on the link between emotions and learning is well established, but surprisingly research on the relationship between emotions and feedback is still relatively scarce. This article aims to make an additional contribution to…

  16. The Effects of Music on Students Engaged in Reader Response Strategies.

    Science.gov (United States)

    Kagan, Susan C.

    This study examined the effects of background classical music on silent reading in a sixth grade class, in order to determine the amount and type of influence it would have on the reader's written response to what was read. Thirty-four suburban sixth graders from two history classes were selected for this study. The data was obtained over a period…

  17. Students' Environmental Responsibility and Their Willingness to Pay for Green Buildings

    Science.gov (United States)

    Attaran, Sharmin; Celik, Bilge Gokhan

    2015-01-01

    Purpose: The purpose of this study is to explore environmental attitudes and how such attitudes, when combined with a specific cost, can affect environmental behavior. Environmental attitudes are important to study due to the rising belief by building occupants that they are owed safe, healthy, environmentally responsible, and comfortable living…

  18. Attitudes toward Police Response to Domestic Violence: A Comparison of Chinese and American College Students

    Science.gov (United States)

    Sun, Ivan Y.; Su, Mingyue; Wu, Yuning

    2011-01-01

    Domestic violence has emerged as a worldwide concern since the 1970s. Although a substantial amount of efforts have been devoted to assessing various aspects of domestic violence, a relatively small number of studies have empirically examined factors that shape public attitudes toward police response to such incidents. Even rarer is investigating…

  19. The Effect of Preparatory Set on Musical Response in College Students.

    Science.gov (United States)

    Bartel, Lee R.

    1992-01-01

    Presents study results on the cognitive-affective response to music as affected by three dimensions of preparatory set. Explores self-perception of musicality, attitude toward style concepts and valuing of music experiences, and beliefs and expectations of music listening. Concludes that perception of musicality, general attitude, style…

  20. Academic Optimism and Collective Responsibility: An Organizational Model of the Dynamics of Student Achievement

    Science.gov (United States)

    Wu, Jason H.

    2013-01-01

    This study was designed to examine the construct of academic optimism and its relationship with collective responsibility in a sample of Taiwan elementary schools. The construct of academic optimism was tested using confirmatory factor analysis, and the whole structural model was tested with a structural equation modeling analysis. The data were…

  1. Autonomic and Emotional Responses of Graduate Student Clinicians in Speech-Language Pathology to Stuttered Speech

    Science.gov (United States)

    Guntupalli, Vijaya K.; Nanjundeswaran, Chayadevie; Dayalu, Vikram N.; Kalinowski, Joseph

    2012-01-01

    Background: Fluent speakers and people who stutter manifest alterations in autonomic and emotional responses as they view stuttered relative to fluent speech samples. These reactions are indicative of an aroused autonomic state and are hypothesized to be triggered by the abrupt breakdown in fluency exemplified in stuttered speech. Furthermore,…

  2. "Good" Students and "Involved" Mothers: Latin@ Responses to Normalization Pressures in Schools

    Science.gov (United States)

    Cuero, Kimberley Kennedy; Valdez, Veronica E.

    2012-01-01

    Drawing from two in-depth qualitative studies, we used a sociocultural lens for a cross-case analysis examining how Latin@s' participation in schools is affected by ideological messages that subordinately position them in terms of their ethnicity, class, and immigrant status. We identified a range of dynamic responses to the school's normalization…

  3. Feedback on Feedback: Eliciting Learners' Responses to Written Feedback through Student-Generated Screencasts

    Science.gov (United States)

    Fernández-Toro, María; Furnborough, Concha

    2014-01-01

    Despite the potential benefits of assignment feedback, learners often fail to use it effectively. This study examines the ways in which adult distance learners engage with written feedback on one of their assignments. Participants were 10 undergraduates studying Spanish at the Open University, UK. Their responses to feedback were elicited by means…

  4. Some Suggestions for Graduate School Education

    Science.gov (United States)

    Seidman, Ann

    1977-01-01

    Some of the implications of the failure of graduate schools to help students find constructive solutions to societal problems are considered. This issue is seen as a crucial one since graduate students are not only teaching assistants, with a major share of the burden of undergraduate education, but become university professors and secondary…

  5. Penetrating learning barriers and the art of suggestion

    Directory of Open Access Journals (Sweden)

    Lynn Dhority

    2013-02-01

    Full Text Available A crucial factor preventing students from tapping their full learning potential is their mind set, consisting of subconscious conditioned beliefs, attitudes and self-images. Teachers can learn to work consciously and purposefully to evoke positive responses at the subconscious level in their students, thereby allowing fuller learning potential to unfold. Several specific examples and strategies are discussed. 'n Beslissende faktor wat verhoed dat studente hulle volle leerpotensiaal benut, is gelee in 'n geestesgesteldheid wat bestaan uit gekondisioneerde gelowe, houdings en selfbeelde in die onderbewuste. Dosente kan leer om bewustelik en doelgerig positiewe reaksies in die onderbewuste van hulle studente op te roep om sodoende 'n groter leerpotensiaal te laat ontvou. Verskeie voorbeelde en strategiee word bespreek.

  6. Short-Term Effect of Convenience Meal Intake on Glycemic Response and Satiety among Healthy College Students in South Korea.

    Science.gov (United States)

    Jang, Eunji; Lee, Jeunghyun; Lee, Sukyeong; Kim, Mi-Hyun

    2017-07-01

    This study examined the effect of convenience meals purchased at convenience stores on glycemic response and satiety in healthy college students. A total of 9 non-obese volunteers (4 males and 5 females) aged 20 to 24 years participated in this study. On 3 separate days, participants consumed a standard diet (cooked rice and side dishes), type 1 convenience meal (kimbap and instant ramen), and type 2 convenience meal (sweet bread and flavored milk). Capillary blood-glucose response and satiety were measured every 30 minutes for 2 hours after consuming the 3 different test meals. Although mean fasting glucose levels were not different, glucose levels at 30 minutes and 120 minutes after the type 1 convenience meal intake were significantly higher than those in the standard meal (p convenience meal, followed by the type 2 convenience meal and standard meal (p convenience meal contained higher calorie than the other meals, satiety of the type 2 convenience meal was lowest at 30 minutes and 60 minutes after consumption (p convenience meals may increase glycemic response or induce higher calorie intake with low satiety compared with nutritionally balanced Korean style meal.

  7. A written language intervention for at-risk second grade students: a randomized controlled trial of the process assessment of the learner lesson plans in a tier 2 response-to-intervention (RtI) model.

    Science.gov (United States)

    Hooper, Stephen R; Costa, Lara-Jeane C; McBee, Matthew; Anderson, Kathleen L; Yerby, Donna Carlson; Childress, Amy; Knuth, Sean B

    2013-04-01

    In a randomized controlled trial, 205 students were followed from grades 1 to 3 with a focus on changes in their writing trajectories following an evidence-based intervention during the spring of second grade. Students were identified as being at-risk (n=138), and then randomized into treatment (n=68) versus business-as-usual conditions (n=70). A typical group also was included (n=67). The writing intervention comprised Lesson Sets 4 and 7 from the Process Assessment of the Learner (PAL), and was conducted via small groups (three to six students) twice a week for 12 weeks in accordance with a response-to-intervention Tier 2 model. The primary outcome was the Wechsler Individual Achievement Test-II Written Expression Scale. Results indicated modest support for the PAL lesson plans, with an accelerated rate of growth in writing skills following treatment. There were no significant moderator effects, although there was evidence that the most globally impaired students demonstrated a more rapid rate of growth following treatment. These findings suggest the need for ongoing examination of evidence-based treatments in writing for young elementary students.

  8. 'Thinking on my feet': an improvisation course to enhance students' confidence and responsiveness in the medical interview.

    Science.gov (United States)

    Shochet, Robert; King, Julie; Levine, Rachel; Clever, Sarah; Wright, Scott

    2013-02-01

    Effective patient-centred communication requires physicians to respond 'in the moment' to comments and questions. It is a valuable skill to be able to react to unexpected patient utterances with empathy and support, and these surprises may be most common in general practice where patients are encouraged to speak to their doctor about anything. We developed an elective for medical students to learn and practise improvisational skills that would optimise their communications with patients during medical encounters. Nineteen second-year medical students during two consecutive years (n =38) participated in a four-session elective that introduced and allowed them to practise the principles and skills of improvisation, and reflect on the role of those skills in their communication with patients. Specific skills that were practised and emphasised included listening, affirmation, vocal tone modulation, nonverbal communication, agreement, collaboration, acceptance and validation. In addition to previously developed 'Improv' exercises, students created their own improvisation exercises targeted at specific communication skills. Twenty-seven (71%) of all participating students completed the post-curriculum assessment survey. Twenty-two (81%) rated their enjoyment as 'tremendous'. The desire to experience something new and different from the standard medical curriculum served as the motivation for many of the students (67%) to sign up for the course. Most students (23/27; 85%) thought that the concepts that were addressed were either 'very much' or 'tremendously' relevant to the care of patients. We have found that an improvisational workshop geared towards enhancing medical student communication skills has the potential to impart valuable skills that are essential to providing empathic, supportive patient-centred care. Communication skills training programmes have become a cornerstone in medical student and postgraduate medical education over the past 20 years. Both national

  9. Is high hypnotic suggestibility necessary for successful hypnotic pain intervention?

    Science.gov (United States)

    Milling, Leonard S

    2008-04-01

    Hypnotic suggestibility is a trait-like, individual difference variable reflecting the general tendency to respond to hypnosis and hypnotic suggestions. Research with standardized measures of hypnotic suggestibility has demonstrated that there are substantial individual differences in this variable. Higher suggestibility has been found to be associated with greater relief from hypnotic pain interventions. Although individuals in the high suggestibility range show the strongest response to hypnotic analgesia, people of medium suggestibility, who represent approximately one third of the population, also have been found to obtain significant relief from hypnosis. Thus, high hypnotic suggestibility is not necessary for successful hypnotic pain intervention. However, the available evidence does not support the efficacy of hypnotic pain interventions for people who fall in the low hypnotic suggestibility range. However, some studies suggest that these individuals may benefit from imaginative analgesia suggestions, or suggestions for pain reduction that are delivered while the person is not in hypnosis.

  10. EFFECT OF PHLEBODIUM DECUMANUM ON THE IMMUNE RESPONSE INDUCED BY TRAINING IN SEDENTARY UNIVERSITY STUDENTS

    Directory of Open Access Journals (Sweden)

    Jose A. Gonzalez-Jurado

    2011-06-01

    Full Text Available Exercise training is considered a good model to provoke different degrees of immune dysfunction affecting physical performance and some physiological responses related to oxidative stress and low grade inflammation. Phlebodium decumanum is a polypodiaceae may induce shown immunomodulating effects, specifically directed to the release of proinflammatory cytokines by macrophages in response to various stimuli, as reported different in vitro studies. The aim of this study was to evaluate the modulating effect of phlebodium decumanum, on the immune response induced by physical exercise. Thirty-one subjects (males only were randomly divided into two groups: Group PD (n = 18; age: 22.1 ± 1.81, weight 74.21 ± 8.74 kg that was treated with phlebodium decumanum; Group P (n = 13; age: 22.5 ± 1.63, weight 78 ± 12.5 kg that was treated with a placebo. Before and after one month training program performed by both groups (three times a week, the following performance parameters and immune response variables were measured: Dynamic Maximum Force; Interval-Training; Tennis test; pro-inflammatory (TNF , IL6 and anti-inflammatory (TNFα-IIrs, IL1-ra cytokines levels. Data were statistically analyzed with Mann- Whitney U test and Wilcoxon paired test (p < 0.05. Statistically significant differences were recorded within groups before and after the training program. PD group showed a significant improvement in the performance parameters (Strength Muscle Test: dorsal: p < 0.002; deltoids: p < 0.03; and pectorals: p < 0.07; Interval Training: p < 0.06; Tennis Test: p < 0.02. Cytokine levels resulted in a more positive profile in the PD group rather than in the P group, in which higher levels of IL-6 (p < 0.02 and a reduction of TNF-IIrs (p < 0.003 and IL1-ra (p < 0.03 were recorded. In this study the use of phlebodium decumanum demonstrated beneficial effects in the modulation of the immune response during physical performance

  11. Effect of audience response system technology on learning outcomes in health students and professionals: an updated systematic review.

    Science.gov (United States)

    Atlantis, Evan; Cheema, Birinder S

    2015-03-01

    : Audience response system (ARS) technology is a recent innovation that is increasingly being used by health educators to improve learning outcomes. Equivocal results from previous systematic review research provide weak support for the use of ARS for improving learning outcomes at both short and long terms. This review sought to update and critically review the body of controlled experimental evidence on the use of ARS technology on learning outcomes in health students and professionals. This review searched using all identified keywords both electronic databases (CINAHL, Embase, ERIC, Medline, Science Direct, Scopus, and Web of Science) and reference lists of retrieved articles to find relevant published studies for review, from 2010 to April 2014. A descriptive synthesis of important study characteristics and effect estimates for learning outcomes was done. Three controlled trials in 321 participants from the United States were included for review. ARS knowledge retention scores were lower than the control group in one study, higher than control group provided that immediate feedback was given about each question in one study, and equivalent between intervention and control groups in another study. There is an absence of good quality evidence on effectiveness of ARS technologies for improving learning outcomes in health students and professionals.

  12. Students' response to CLIL in tertiary education: the Case of Business administration and economics at Complutense University

    Directory of Open Access Journals (Sweden)

    Carmen Maiz-Arevalo

    2013-07-01

    Full Text Available The implementation of CLIL in Spanish education is a natural consequence of the global use of English as a ‘lingua franca’. This affects not only primary and secondary education but also university, where a wide range of degrees are being taught in English as a medium of instruction (aka EMI. However, in contrast to Spanish primary and secondary education, which have received more attention (Sierra, 2011; Llinares and Whittaker, 2009; Halbach, 2009, inter alia, there is still a considerable lack of studies focusing on the Spanish university context and the attitude of both lecturers and students to the implementation of these EMI courses (Dafouz, 2011; Dafouz and Núñez, 2009; Dafouz et al, 2007; Muñoz 2001. The aim of this paper is to analyse students’ response to pro-CLIL implementation in the degrees offered by the Economics and Business Administration schools at the Universidad Complutense de Madrid. The data used in the study have been collected by means of a questionnaire addressed to students where aspects like the effects of FL instruction on their own linguistic competence or their general attitude towards instruction in English are considered.

  13. Alcohol-related blackouts among college students: impact of low level of response to alcohol, ethnicity, sex, and environmental characteristics

    Directory of Open Access Journals (Sweden)

    Priscila D. Gonçalves

    2017-08-01

    Full Text Available Objective: To explore how a genetically-influenced characteristic (the level of response to alcohol [LR], ethnicity, and sex relate to environmental and attitudinal characteristics (peer drinking [PEER], drinking to cope [COPE], and alcohol expectancies [EXPECT] regarding future alcohol-related blackouts (ARBs. Methods: Structural equation models (SEMs were used to evaluate how baseline variables related to ARB patterns in 462 college students over 55 weeks. Data were extracted from a longitudinal study of heavy drinking and its consequences at a U.S. university. Results: In the SEM analysis, female sex and Asian ethnicity directly predicted future ARBs (beta weights 0.10 and -0.11, respectively, while all other variables had indirect impacts on ARBs through alcohol quantities (beta weights ~ 0.23 for European American ethnicity and low LR, 0.21 for cannabis use and COPE, and 0.44 for PEER. Alcohol quantities then related to ARBs with beta = 0.44. The SEM explained 23% of the variance. Conclusion: These data may be useful in identifying college students who are more likely to experience future ARBs over a 1-year period. They enhance our understanding of whether the relationships of predictors to ARBs are direct or mediated through baseline drinking patterns, information that may be useful in prevention strategies for ARBs.

  14. Posttraumatic responses to the July 22, 2011 Oslo Terror among Norwegian high school students.

    Science.gov (United States)

    Nordanger, Dag Ø; Hysing, Mari; Posserud, Maj-Britt; Lundervold, Astri Johansen; Jakobsen, Reidar; Olff, Miranda; Stormark, Kjell Morten

    2013-12-01

    The July 22, 2011, Oslo Terror was defined as a national disaster. Former studies on terror attacks and mass shootings have shown elevated levels of posttraumatic complaints both in direct victims and in general populations. Little is known about how such extreme events in a generally safe society such as Norway would affect an adolescent population. This study examines posttraumatic stress reactions and changes in worldview in relationship to risk factors among 10,220 high school students using data from the ung@hordaland survey. One out of 5 respondents knew someone directly exposed, 55.7% experienced the events to some extent as threatening to their own or their close ones' lives, and 79.9% reported their worldview to be changed. For posttraumatic stress disorder (PTSD) DSM IV criteria, 0.8% reported substantial symptoms of reexperiencing (Criterion B), 4.9% of avoidance (Criterion C), and 1.1% of hyperarousal (Criterion D). Greater personal proximity to the events, higher levels of perceived life threat, and being a female or an immigrant predicted higher levels of PTSD symptom distress. Results indicate that the terror events made a deep impression on Norwegian adolescents, but without causing markedly elevated levels of PTSD symptomatology in the general young population. Copyright © 2013 International Society for Traumatic Stress Studies.

  15. Ethical concerns and contributions in response to climate change and the links to well-being: a study of university students in The Netherlands.

    Science.gov (United States)

    El Zoghbi, Mona Betour; El Ansari, Walid

    2014-06-01

    This study explored the concerns and contributions of university students in response to the ethical dimensions of climate change, and the implications for their well-being. The study focused on university students as leaders of future society while facing complex environmental and socio-economic challenges. A total of 8 focus groups (FG) were conducted (66 participants from over 10 different universities across The Netherlands). In addition, 9 in-depth interviews with Dutch university students from different academic backgrounds, and 16 interviews with Dutch key informants in the environment, youth and public health fields were undertaken. The first author also attended (as participant-observer) three major events themed around youth and environmental issues across different regions in The Netherlands. University students in the Netherlands are mostly concerned about the increasing social and economic inequalities between the global North and South, and the implications for impoverished and uneducated communities. Participants raised concerns over the transfer of materialistic value systems and unsustainable practices from developed to developing countries. The participants' main contributions in response to climate change were largely driven by feelings of guilt and responsibility, an ecological worldview, and desire to play a positive role in society. Establishing formal youth platforms across academic, civic and political institutions could provide legitimate and empowering opportunities for university students to participate in consultations and debates of future environmental policies and development strategies. Such platforms could enhance the agency and well-being of university students for addressing their concerns over existing climate inequalities and other ethical dilemmas.

  16. 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.

  17. The tuition fee ‘shock’: Analysing the response of first-year students to a spatially discontinuous policy change in Germany

    DEFF Research Database (Denmark)

    Mitze, Timo Friedel; Burgard, Claudia; Alecke, Björn

    2015-01-01

    students. Second, changes in migration behaviour are sensitive to geographical distance. Finally, comparing different types of higher education institutions, we find that the migration effect is larger for universities compared to technical colleges and colleges of arts or music....... variation in tuition fee regimes as a result of a Federal Constitutional Court decision. Our empirical results show that the introduction of tuition fees had a particular impact on student migration. We observe three effects: first, male students show a stronger migration response compared to female...

  18. Suggestions for Working with Fat Children in the Schools.

    Science.gov (United States)

    Loewy, Michael I.

    1998-01-01

    Discusses prejudice toward fat children and its effect on their lives; critiques prevailing efforts to control children's eating habits and weight. Suggestions and resource materials to enhance students' self-esteem and good health through self-acceptance and embracing the diversity of body types are presented. (EMK)

  19. Suggestions for the Classical Shelves of a School Library.

    Science.gov (United States)

    Colebourn, R., Comp.; Cleeve, Marigold, Comp.

    This bibliography is suggested for use by students and teachers of Latin, Greek and ancient civilizations. Entries are compiled under the headings of: (1) bibliographies and journals including booklists, periodicals, and books for teachers; (2) reference works in literature, mythology, history and antiquities, and language; (3) texts and…

  20. Studies and Suggestions on English Vocabulary Teaching and Learning

    Science.gov (United States)

    Zheng, Shigao

    2012-01-01

    To improve vocabulary learning and teaching in ELT settings, two questionnaires are designed and directed to more than 100 students and teachers in one of China's key universities. The findings suggest that an enhanced awareness of cultural difference, metaphorical competence, and learners' autonomy in vocabulary acquisition will effectively…