Which factors obstruct or stimulate teacher educators to use ICT innovatively?

NARCIS (Netherlands)

Drent, Marjolein; Meelissen, Martina R.M.

2007-01-01

This article discusses the factors which stimulate or limit the innovative use of ICT by teacher educators in the Netherlands. Innovative use of ICT is defined as the use of ICT applications that support the educational objectives based on the needs of the current knowledge society. Explorative path

Problems Faced By Elementary School Second Grade English Subject Matter Teachers

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Belgin Bal Incebacak

2017-11-01

Full Text Available The objective of thisstudy isto determine the problems experienced by subject matter teachers while instructing English lessons in the second grade of elementary school. What are the problemsfaced by English subject matter teachers when they instruct in 2nd grade lessons? In this research the descriptive modeling, which is one of the qualitative research methods, was employed. In accordance with this objective, we worked with 8 subject matter teachers from 5 different schoolsinAtakum and Ilkadim districtslocated in downtown Samsun, through easily accessible case sampling. The semi-structured “English Course Interview Form’’was applied to the teachers. In the study, descriptive survey model was employed, since it was aimed to reveal the current status of qualitative research methods.According to the results obtained from the research, the content was configured and presented under 5 themes. They were categorized as: 1. the problems experienced in classroom management, 2. the problems in physical and cognitive readiness, 3. the problems experienced in the learning and teacher process, 4. the problems seen in counseling, 5. the problems experienced in assessment and evaluation. In conclusion, the teachers stated that they had problems with managing the classroom, especially with the second grade students, whom are younger than others. It is observed that the change for teaching English at a younger age has been appropriate. Our teachersstated that they required in-service training so as to adapt to this aforementioned change.

Influence of subject choice, work overload and work stress on expatriate higher education teachers.

OpenAIRE

Naithani, Pranav

2013-01-01

Subject choice, work overload and work stress influence personal and professional lives of higher education teachers. Though the majority of higher education teachers in the Gulf Cooperation Council (GCC) countries are expatriates, yet research on expatriate higher education teachers working in the GCC countries is limited. This paper presents one part of the work life balance survey and focuses on the influence of subject choice, work overload and work stress on higher education teachers in ...

FORMATION OF INFORMATIONAL-COMMUNICATIVE COMPETENCE OF SUBJECT TEACHERS

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Svitlana G. Lytvynova

2010-08-01

Full Text Available New ways of the development of the informational competence have been determined in the work. Core general standards for the teachers of subjects have been defined. The definition of informational – communicative competence and its components have been discovered.

The Professional Learning Experiences of Non-Mathematics Subject Specialist Teachers: A Descriptive Study

OpenAIRE

Ho Younghusband, Alice Christine

2017-01-01

Certified teachers in British Columbia (BC) schools can be assigned to teach secondary mathematics without having a major, minor, or formal background in mathematics. This is known as out-of-field teaching. These non-mathematics subject specialist teachers (NMSSTs) must learn or relearn the subject matter of mathematics to teach secondary mathematics. This study investigates what professional learning activities NMSSTs participate in to gain subject matter content knowledge in mathematics, wh...

Developing teachers' subject didactic competence through problem posing

Czech Academy of Sciences Publication Activity Database

Tichá, Marie; Hošpesová, A.

2013-01-01

Roč. 83, č. 1 (2013), s. 133-143 ISSN 0013-1954 Institutional support: RVO:67985840 Keywords : professional development * primary school teachers * problem posing Subject RIV: AM - Education Impact factor: 0.639, year: 2013 http://link.springer.com/article/10.1007%2Fs10649-012-9455-1

Subjective-personal readiness of correctional teachers to education of ASD children

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Kateryna Ostrovska

2017-07-01

Full Text Available ASD teachers require skills that go beyond the realm of most educators including professional competences and high moral qualities. In the work theoretical approaches and experimental research on the problem of subjective personality readiness of correctional teachers in the education of ASD children are carried out. The psychological investigation has been conducted including measurement of psychological indices of 40 teachers of ASD children from the boarding school "Trust" and 40 teachers from mainstream schools of Lviv city aged from 28 to 59 years. The following methods are used: "Questionnaire for the measurement of tolerance" (Magun, Zhamkochyan, Magura, 2000; "Shein’s Career Anchors" method aimed at studying the career orientations of the teachers (Shein, 2010; “Diagnostics of empathy level” (Viktor Boiko, 2001; method of study “Motivation professional activities” by Catelin Zamfir in a modification of Artur Rean (Bordovskaya, & Rean, 2001. Based on the provided studies a program for development of subject-personality readiness of the correctional teacher to work with ASD children is proposed. The program consists of the following components: motivational component (professional competence, self-development, self-determination, self-control; cognitive component (intellectual personality autonomy, self-identification, stability, challenge, integration of lifestyles; emotionally-volitional component (empathy, positive attitude toward a child, intellectual analysis of emotions, self-regulation.

Pre-service Teachers' Subject Knowledge of and Attitudes about Radioactivity and Ionising Radiation

Science.gov (United States)

Denys Colclough, Nicholas; Lock, Roger; Soares, Allan

2011-02-01

This study focussed on secondary school (11-18 years) pre-service teachers' (n = 73) knowledge of and attitudes towards risks associated with alpha, beta, and gamma radiations. A multi-method approach was used with physics, chemistry, biology, and history graduates undertaking the one-year initial teacher training, Post Graduate Certificate in Education course at a university in central England. A novel research tool, involving interviews about real concrete contexts and first-hand data collection with radioactive sources, was employed to gain insights into a sub-set of the sample (n = 12) of pre-service teachers' subject knowledge of and attitudes towards risk. The subject knowledge of all the pre-service teachers was also measured using a Certainty of Response Index instrument; multiple-choice questions with associated confidence indicators. Although the physicists displayed the higher levels of knowledge, they also demonstrated limitations in their knowledge and held misconceptions such as irradiation being confused with contamination. Physics graduates hold more rational attitudes and a greater willingness to accept risk while the attitudes of graduates in the other subject disciplines are more disparate. These findings raise questions about the extent to which pre-service science and history teachers have the knowledge necessary to teach this topic. The article concludes with discussion of the implications these findings have for initial teacher training, continuing professional development needs for teachers already in the profession, and curriculum developers.

Subject-specific pedagogical content knowledge: Implications for alternatively and traditionally trained biology teachers

Science.gov (United States)

Ravgiala, Rebekah Rae

Theories regarding the development of expertise hold implications for alternative and traditional certification programs and the teachers they train. The literature suggests that when compared to experts in the field of teaching, the behaviors of novices differ in ways that are directly attributed to their pedagogical content knowledge. However, few studies have examined how first and second year biology teachers entering the profession from traditional and alternative training differ in their demonstration of subject-specific pedagogical content knowledge. The research problem in this multicase, naturalistic inquiry investigated how subject-specific pedagogical content knowledge was manifested among first and second year biology teachers in the task of transforming subject matter into forms that are potentially meaningful to students when explicit formal training has been and has not been imparted to them as preservice teachers. Two first year and two second year biology teachers were the subjects of this investigation. Allen and Amber obtained their certification through an alternative summer training institute in consecutive years. Tiffany and Tricia obtained their certification through a traditional, graduate level training program in consecutive years. Both programs were offered at the same northeastern state university. Participants contributed to six data gathering techniques including an initial semi-structured interview, responses to the Conceptions of Teaching Science questionnaire (Hewson & Hewson, 1989), three videotaped biology lessons, evaluation of three corresponding lesson plans, and a final semi-structured interview conducted at the end of the investigation. An informal, end-of-study survey intended to offer participants an opportunity to disclose their thoughts and needs as first year teachers was also employed. Results indicate that while conceptions of teaching science may vary slightly among participants, there is no evidence to suggest that

The effect of teacher interpersonal behaviour on students' subject-specific motivation

NARCIS (Netherlands)

den Brok, P.; Levy, J.; Brekelmans, M.; Wubbels, Th.

2006-01-01

This study brings together insights from research on teaching and learning in specific subjects, learning environments research and effectiveness research by linking teacher interpersonal behaviour to students’ subject-related attitudes. Teaching was studied in terms of a model originating from

Subject- and Experience-Bound Differences in Teachers' Conceptual Understanding of Sustainable Development

Science.gov (United States)

Borg, C.; Gericke, N.; Höglund, H.-O.; Bergman, E.

2014-01-01

This article describes the results of a nationwide questionnaire study of 3229 Swedish upper secondary school teachers' conceptual understanding of sustainable development in relation to their subject discipline and teaching experience. Previous research has shown that teachers have difficulties understanding the complex concept of sustainable…

Magnetic Vestibular Stimulation in Subjects with Unilateral Labyrinthine Disorders

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Bryan Kevin Ward

2014-03-01

Full Text Available We recently discovered that static magnetic fields from high-strength MRI machines induce nystagmus in all normal humans, and that a magnetohydrodynamic (MHD Lorentz force, derived from ionic currents in the endolymph and pushing on the cupula, best explains this effect. Individuals with no labyrinthine function have no nystagmus. The influence of magnetic vestibular stimulation (MVS in individuals with unilateral loss of labyrinthine function is unknown and may provide insight into mechanism of MVS. These individuals should experience MVS, but with differences consistent with their residual labyrinthine function. We recorded eye movements in the static magnetic field of a 7T MRI machine in nine individuals with unilateral labyrinthine hypofunction, as determined by head impulse testing and vestibular-evoked myogenic potentials (VEMP. Eye movements were recorded using infrared videooculography. Static head positions were varied in pitch with the body supine, and slow-phase eye velocity (SPV was assessed. All subjects exhibited predominantly horizontal nystagmus after entering the magnet head-first, lying supine. The SPV direction reversed when entering feet-first. Pitching chin-to-chest caused subjects to reach a null point for horizontal SPV. Right unilateral vestibular hypofunction (UVH subjects developed slow-phase-up nystagmus and left UVH subjects, slow-phase-down nystagmus. Vertical and torsional components were consistent with superior semicircular canal excitation or inhibition, respectively, of the intact ear. These findings provide compelling support for the hypothesis that MVS is a result of a Lorentz force and suggest that the function of individual structures within the labyrinth can be assessed with MVS. As a novel method of comfortable and sustained labyrinthine stimulation, MVS can provide new insights into vestibular physiology and pathophysiology.

Comparison of Coping Strategies of Student Teachers Based on Their Subject of Specialisation

Science.gov (United States)

P. M., Majitha; Sajan, K. S.

2015-01-01

The purpose of the study was to find out the difference in the mean scores of coping strategies of student teachers based on their subject of specialisation. A total of 558 student teachers were selected for the study. Results indicate that there exists a significant difference in the mean scores of Coping Strategies of student teachers of Arts…

MUNIX and incremental stimulation MUNE in ALS patients and control subjects

DEFF Research Database (Denmark)

Furtula, Jasna; Johnsen, Birger; Christensen, Peter Broegger

2013-01-01

This study compares the new Motor Unit Number Estimation (MUNE) technique, MUNIX, with the more common incremental stimulation MUNE (IS-MUNE) with respect to reproducibility in healthy subjects and as potential biomarker of disease progression in patients with ALS....

Subject-specific optimization of channel currents for multichannel transcranial magnetic stimulation.

Science.gov (United States)

Cline, Christopher C; Johnson, Nessa N; He, Bin

2015-01-01

The goal of this work is to develop a focal transcranial magnetic stimulation (TMS) system using a multichannel coil array for high-resolution neuromodulation. We proposed a novel spatially-distributed stimulation strategy to significantly improve the focality of TMS. Computer simulations were conducted to evaluate the proposed approach and test the merits of multichannel TMS. Three different multichannel coil arrays were modeled in addition to a conventional figure-8 coil for comparison. Simulations were performed on finite element head models of six subjects constructed from anatomical MR images via an automated pipeline. Multichannel TMS arrays exhibited significantly more focal induced electric field magnitudes compared to the figure-8 coil. Additionally, electrical steering of stimulation sites without physical movement of the coil array was demonstrated.

Stimulating Creative Writing Through Literature: A Guide for Teachers of the Intermediate Grades.

Science.gov (United States)

Pilon, Alice Barbara Cummings

A structured writing program for the intermediate grades was designed, utilizing such children's literature as poems, legends, fairy tales, tall tales, and books to stimulate elementary school children to write creatively. Chapters in the teacher's guide for the program present many specific suggestions and activities to help children (1) use…

Beginning Secondary Teachers in PNG: Family Background, Choice of Subject and the Curriculum Needs of Schools

Science.gov (United States)

Palmer, W. P.

1985-01-01

Some results from the 1982 New Teachers survey will be related to the teacher training programme at Goroka Teachers college. These will be put in the context of the subject courses run at G.T.C. and the subjects taught in secondary schools. Indications of who chooses to teach and why will be found by examining the sociological background of the…

Subject-Oriented Approach in the Professional Formation of the Future Music Teacher

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Svetlana V. Karkina

2017-10-01

Full Text Available The article deals with the possibilities of introducing a subject-oriented approach into the practice of professional education of the future music teacher. Particular attention is paid to the forms and methods used in this field, as well as to the conditions of the modern cultural environment, which allows for the free self-realization of the individual in accordance with his subject needs. Subject-oriented approach is the practice-oriented research. The study identified a number of the most significant components in the preparation of a music teacher, such as individual forms of studies and a number of special methods, which include the method of artistic associations, verbal "allegories", metaphors, the method of heuristic tasks for mastering creative activities. The openness of the musical and pedagogical system has great importance in its ability to respond to changes in the music and educational environment, which includes educational institutions and various cultural institutions: theaters, concert halls, orchestral and choir groups. All that conditions are necessary to ensure the possibility of creative self-realization and self-actualization of future music teachers.

Extracellular Vesicles from Hypoxic Adipocytes and Obese Subjects Reduce Insulin‐Stimulated Glucose Uptake

Science.gov (United States)

Mleczko, Justyna; Ortega, Francisco J.; Falcon‐Perez, Juan Manuel; Wabitsch, Martin; Fernandez‐Real, Jose Manuel

2018-01-01

Scope We investigate the effects of extracellular vesicles (EVs) obtained from in vitro adipocyte cell models and from obese subjects on glucose transport and insulin responsiveness. Methods and results EVs are isolated from the culture supernatant of adipocytes cultured under normoxia, hypoxia (1% oxygen), or exposed to macrophage conditioned media (15% v/v). EVs are isolated from the plasma of lean individuals and subjects with obesity. Cultured adipocytes are incubated with EVs and activation of insulin signalling cascades and insulin‐stimulated glucose transport are measured. EVs released from hypoxic adipocytes impair insulin‐stimulated 2‐deoxyglucose uptake and reduce insulin mediated phosphorylation of AKT. Insulin‐mediated phosphorylation of extracellular regulated kinases (ERK1/2) is not affected. EVs from individuals with obesity decrease insulin stimulated 2‐deoxyglucose uptake in adipocytes (p = 0.0159). Conclusion EVs released by stressed adipocytes impair insulin action in neighboring adipocytes. PMID:29292863

Variability of insulin-stimulated myocardial glucose uptake in healthy elderly subjects

DEFF Research Database (Denmark)

Kofoed, Klaus F; Hove, Jens D; Freiberg, Jacob

2002-01-01

The aim of this study was to assess regional and global variability of insulin-stimulated myocardial glucose uptake in healthy elderly subjects and to evaluate potentially responsible factors. Twenty men with a mean age of 64 years, no history of cardiovascular disease, and normal blood pressure...... rest and hyperaemic blood flow during dipyridamole infusion were measured with nitrogen-13 ammonia and positron emission tomography in 16 left ventricular myocardial segments. Intra-individual and inter-individual variability of insulin-stimulated myocardial glucose uptake [relative dispersion...... = (standard deviation/mean)] was 13% and 29% respectively. Although inter-individual variability of glucose uptake and blood flow at rest was of the same magnitude, no correlation was found between these measures. Regional and global insulin-stimulated myocardial glucose uptake correlated linearly with whole...

Transcranial direct current stimulation improves word retrieval in healthy and nonfluent aphasic subjects.

Science.gov (United States)

Fiori, Valentina; Coccia, Michela; Marinelli, Chiara V; Vecchi, Veronica; Bonifazi, Silvia; Ceravolo, M Gabriella; Provinciali, Leandro; Tomaiuolo, Francesco; Marangolo, Paola

2011-09-01

A number of studies have shown that modulating cortical activity by means of transcranial direct current stimulation (tDCS) affects performances of both healthy and brain-damaged subjects. In this study, we investigated the potential of tDCS to enhance associative verbal learning in 10 healthy individuals and to improve word retrieval deficits in three patients with stroke-induced aphasia. In healthy individuals, tDCS (20 min, 1 mA) was applied over Wernicke's area (position CP5 of the International 10-20 EEG System) while they learned 20 new "words" (legal nonwords arbitrarily assigned to 20 different pictures). The healthy subjects participated in a randomized counterbalanced double-blind procedure in which they were subjected to one session of anodic tDCS over left Wernicke's area, one sham session over this location and one session of anodic tDCS stimulating the right occipito-parietal area. Each experimental session was performed during a different week (over three consecutive weeks) with 6 days of intersession interval. Over 2 weeks, three aphasic subjects participated in a randomized double-blind experiment involving intensive language training for their anomic difficulties in two tDCS conditions. Each subject participated in five consecutive daily sessions of anodic tDCS (20 min, 1 mA) and sham stimulation over Wernicke's area while they performed a picture-naming task. By the end of each week, anodic tDCS had significantly improved their accuracy on the picture-naming task. Both normal subjects and aphasic patients also had shorter naming latencies during anodic tDCS than during sham condition. At two follow-ups (1 and 3 weeks after the end of treatment), performed only in two aphasic subjects, response accuracy and reaction times were still significantly better in the anodic than in the sham condition, suggesting a long-term effect on recovery of their anomic disturbances.

THE CRITERIA, INDEXES AND LEVELS OF TEACHER'S OF NATURAL AND MATHEMATICS SUBJECTS INFORMATION COMPETENCE DEVELOPMENT

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Petro Grabovskiy

2015-10-01

Full Text Available Submitted research depends on an actual problem – how is necessary to identify means of teacher's of general education information competence evaluation. In particular, there developed on an evaluation criteria of teacher's of Natural and Mathematics subjects information competence – motivational, cognitive-operating, reflexive; and decomposition to appropriated performance criterion made in this research too. With the help of empirical research methods, in particular the method of expert evaluations, using methods of relative frequency selection, determing by an expert's performance and relevant criteria, proved significance when evaluation of teacher's of Natural and Mathematics subjects information competence development is appropriated. Based on the grounded and developed criteria and relevant indicators where four levels of studing teacher's information competence development were describing – low, middle, sufficient and high levels. According to an author opinion, the further research may be concern with the help of mathematical tools development to determine the level of teacher's of Natural and Mathematics subjects information competence development based on the selected criteria and relevant indicators

Teacher leadership in mathematics and science: Subject content knowledge and the improvement of instruction

Science.gov (United States)

Manno, Christopher M.

This study explores the role of teacher leader subject content knowledge in the promotion of professional development and instructional reform. Consistent with a distributed leadership perspective, many have asserted that the promotion of school effectiveness can be enhanced through the application of teacher leadership (Frost & Durrant, 2003; Harris, 2002a; Sherrill, 1999; Silva, Gimbert, & Nolan, 2000; York-Barr & Duke, 2004). There has been much discussion in the research about the significance of teachers' subject content knowledge in teaching and learning which has generally asserted a positive relationship with instructional practice and student achievement (Darling-Hammond, 2000; Newton & Newton, 2001; Parker & Heywood, 2000). The role of content knowledge in teacher leader work has been less researched. This study focused on deepening understanding of perceptions regarding teacher leaders' roles in improving instructional practice. Based on a framework of common teacher leader tasks, qualitative methods were used to investigate the relationship between teacher leader subject content knowledge and perceptions of effectiveness in promoting professional development and instructional reform. The study indicates that content experts behave differently than their non-expert counterparts. Content experts recognize deficiencies in colleagues' content knowledge as a primary problem in the implementation of math or science reform. Content experts view their work as advocacy for improved curriculum and instruction for all children, and work within a small set of task categories to promote discussions about teaching, learning, and content. Content experts develop trust and rapport with colleagues by demonstrating expertise, and are respected for their deep knowledge and efforts to help teachers learn the content. They also differ from non-content experts in the professional growth experiences in which they engage. The consideration of content expertise as an influence

"Free Yourself, Sister!": Teacher Identity, Subjection, and the Psyche

Science.gov (United States)

Janzen, Melanie D.

2015-01-01

Teachers are caught in a tug of war between what they are supposed to be and who they are trying to become. The teaching subject, striving to be recognisable, is socially constructed and discursively constituted through ongoing relations with power--an identity essentially determined in advance. What is it to live--to become, as…

Internal and External Factors Shaping Educational Beliefs of High School Teachers of "Sacred" Subjects to Girls

Science.gov (United States)

Iluz, Shira; Rich, Yisrael

2009-01-01

This research investigated pedagogical beliefs of teachers of "sacred" school subjects, curricular topics that the school community deems culturally valued, unassailable and inviolate. Two hundred and fifty-five teachers of girls only who taught sacred or secular subjects in Jewish modern religious high schools responded to questionnaires focusing…

The Impact of Teacher Qualification and Subject Major in the ...

African Journals Online (AJOL)

The findings therefore suggest that the policies adopted by the Ministry of Education concerning qualifications and subject majors of teachers that are employed make important difference in the students academic achievement in mathematics in Lesotho. African Journal of Cross-Cultural psychology and sport facilitation ...

A comparison of science and mathematics teachers’ interpersonal behaviour with teachers of other subjects.

NARCIS (Netherlands)

Brok, den P.J.; Taconis, R.; Fisher, D.; Gilmer, P.J.; Czerniak, C.M.; Osborne, J.; Kyle, W.C.

2008-01-01

The differences in teacher interpersonal behavior between science classes and other subject classes in secondary education are investigated using the Questionnaire on Teacher Interaction (QTI). Multilevel analysis of variance was used on an existing Dutch data set containing 44,353 students and 605

Polarity-Dependent Misperception of Subjective Visual Vertical during and after Transcranial Direct Current Stimulation (tDCS).

Science.gov (United States)

Santos-Pontelli, Taiza E G; Rimoli, Brunna P; Favoretto, Diandra B; Mazin, Suleimy C; Truong, Dennis Q; Leite, Joao P; Pontes-Neto, Octavio M; Babyar, Suzanne R; Reding, Michael; Bikson, Marom; Edwards, Dylan J

2016-01-01

Pathologic tilt of subjective visual vertical (SVV) frequently has adverse functional consequences for patients with stroke and vestibular disorders. Repetitive transcranial magnetic stimulation (rTMS) of the supramarginal gyrus can produce a transitory tilt on SVV in healthy subjects. However, the effect of transcranial direct current stimulation (tDCS) on SVV has never been systematically studied. We investigated whether bilateral tDCS over the temporal-parietal region could result in both online and offline SVV misperception in healthy subjects. In a randomized, sham-controlled, single-blind crossover pilot study, thirteen healthy subjects performed tests of SVV before, during and after the tDCS applied over the temporal-parietal region in three conditions used on different days: right anode/left cathode; right cathode/left anode; and sham. Subjects were blind to the tDCS conditions. Montage-specific current flow patterns were investigated using computational models. SVV was significantly displaced towards the anode during both active stimulation conditions when compared to sham condition. Immediately after both active conditions, there were rebound effects. Longer lasting after-effects towards the anode occurred only in the right cathode/left anode condition. Current flow models predicted the stimulation of temporal-parietal regions under the electrodes and deep clusters in the posterior limb of the internal capsule. The present findings indicate that tDCS over the temporal-parietal region can significantly alter human SVV perception. This tDCS approach may be a potential clinical tool for the treatment of SVV misperception in neurological patients.

The effect of teacher interpersonal behaviour on students' subject-specific motivation

NARCIS (Netherlands)

Brok, den P.J.; Levy, J.; Brekelmans, J.M.G.; Wubbels, Th.

2005-01-01

A brief narrative description of the journal article, document, or resource. This study brings together insights from research on teaching and learning in specific subjects, learning environments research, and effectiveness research, by linking teacher interpersonal behaviour to students'

Study of the meta-subject competencies cluster of teachers working ...

African Journals Online (AJOL)

Abstract. The relevance of the studied problem is based on the insufficient information on the professional development of teachers working with gifted children and youth. It also comes from the low level of their meta-subject competencies formedness, which reduces the efficiency of their work. The purpose of this article is to ...

Language Teacher Subjectivities in Japan's Diaspora Strategies: Teaching My Language as Someone's Heritage Language

Science.gov (United States)

Motobayashi, Kyoko

2016-01-01

This study demonstrates the ways in which discourses in a state-sponsored volunteer program incited transformations of individual subjectivities, focusing on a group of Japanese language teacher volunteers training in Japan to become teachers of Japanese as a heritage language for the country's diaspora (Nikkei) population in South America. As…

Suppression of EMG activity by transcranial magnetic stimulation in human subjects during walking

DEFF Research Database (Denmark)

Petersen, Nicolas Caesar; Butler, Jane E; Marchand-Pauvert, Veronique

2001-01-01

1. The involvement of the motor cortex during human walking was evaluated using transcranial magnetic stimulation (TMS) of the motor cortex at a variety of intensities. Recordings of EMG activity in tibialis anterior (TA) and soleus muscles during walking were rectified and averaged. 2. TMS of low...... intensity (below threshold for a motor-evoked potential, MEP) produced a suppression of ongoing EMG activity during walking. The average latency for this suppression was 40.0 +/- 1.0 ms. At slightly higher intensities of stimulation there was a facilitation of the EMG activity with an average latency of 29.......5 +/- 1.0 ms. As the intensity of the stimulation was increased the facilitation increased in size and eventually a MEP was clear in individual sweeps. 3. In three subjects TMS was replaced by electrical stimulation over the motor cortex. Just below MEP threshold there was a clear facilitation at short...

Flow rates in the head and neck lymphatics after food stimulation in healthy subjects

Energy Technology Data Exchange (ETDEWEB)

Thommesen, P.; Buhl, J.; Jansen, K.; Funch-Jensen, P.

1981-02-01

In 22 healthy subjects lymph transport flow rates was studied in the head lymphatics after food stimulation, mastication (chewing) and taste. After food stimulation there was a significantly higher transport rate (0.67 meter/hour) than after taste (0.57 meter/hour) and mastication (0.55 meter/hour). The calculation of transport flow rate was independent of quantitative distribution of radioactivity in the head and neck lymphatics, and it could therefore perhaps be of clinical value.

Flow rates in the head and neck lymphatics after food stimulation in healthy subjects

International Nuclear Information System (INIS)

Thommesen, P.; Buhl, J.; Jansen, K.; Funch-Jensen, P.; Central Hospital Randers; Municipal Hospital Aarhus

1981-01-01

In 22 healthy subjects lymph transport flow rates was studied in the head lymphatics after food stimulation, mastication (chewing) and taste. After food stimulation there was a significantly higher transport rate (0.67 meter/hour) than after taste (0.57 meter/hour) and mastication (0.55 meter/hour). The calculation of transport flow rate was independent of quantitative distribution of radioactivity in the head and neck lymphatics, and it could therefore perhaps be of clinical value. (orig.) [de

Motivation for choosing teaching as a career - the perspective of pre-service teachers, novices and experienced subject teachers

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Simić Nataša

2015-01-01

Full Text Available Since motivation for choosing the teaching profession figures as one of the most important determinants of the successfulness of teachers and even their students, this paper is aimed at investigating the factors of choosing teaching as a career. For that purpose, semi-structured interviews were conducted with the students of “teacher training” faculties, novices and subject teachers with more than five years of work experience (N=76. Thematic analysis was used to identify nine categories of motivational factors: Working with young people (the desire to have a dynamic and creative job in the surroundings of young people, Influence on students (the motivation to exert influence on students’ socio-emotional development, values and education, Dealing with the subject (the motivation for dealing with the science that the person studied, Class teacher/Teacher/Parents as a role model (the motivation stemming from the influence of significant others, Lecturing (the desire to “transfer knowledge”, Lifelong learning (the desire for permanent learning in different fields, Working hours and holidays (the motivation due to working hours and holidays, Fit with the abilities (the desire to realise the “naturally given” abilities and Reputation (the desire to be appreciated in the society. In keeping with the results of other studies, it has been found that altruistic motivation for the choice of teaching as a career is dominant, while extrinsic motivation is least present. The findings are interpreted in the light of the current models of motivation for choosing teaching as a career and the characteristics of teachers’ education and status in Serbia. [Projekat Ministarstva nauke Republike Srbije, br. 179018: Identifikacija, merenje i razvoj kognitivnih i emocionalnih kompetencija važnih društvu orijentisanom na evropske integracije

Differential effects of painful and non-painful stimulation on tactile processing in fibromyalgia syndrome and subjects with masochistic behaviour.

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Bettina Pollok

Full Text Available BACKGROUND: In healthy subjects repeated tactile stimulation in a conditioning test stimulation paradigm yields attenuation of primary (S1 and secondary (S2 somatosensory cortical activation, whereas a preceding painful stimulus results in facilitation. METHODOLOGY/PRINCIPAL FINDINGS: Since previous data suggest that cognitive processes might affect somatosensory processing in S1, the present study aims at investigating to what extent cortical reactivity is altered by the subjective estimation of pain. To this end, the effect of painful and tactile stimulation on processing of subsequently applied tactile stimuli was investigated in patients with fibromyalgia syndrome (FMS and in subjects with masochistic behaviour (MB by means of a 122-channel whole-head magnetoencephalography (MEG system. Ten patients fulfilling the criteria for the diagnosis of FMS, 10 subjects with MB and 20 control subjects matched with respect to age, gender and handedness participated in the present study. Tactile or brief painful cutaneous laser stimuli were applied as conditioning stimulus (CS followed by a tactile test stimulus (TS 500 ms later. While in FMS patients significant attenuation following conditioning tactile stimulation was evident, no facilitation following painful stimulation was found. By contrast, in subjects with MB no attenuation but significant facilitation occurred. Attenuation as well as facilitation applied to cortical responses occurring at about 70 ms but not to early S1 or S2 responses. Additionally, in FMS patients the amount of attenuation was inversely correlated with catastrophizing tendency. CONCLUSION: The present results imply altered cortical reactivity of the primary somatosensory cortex in FMS patients and MB possibly reflecting differences of individual pain experience.

Measuring subjective resilience despite adversity due to family, peers and teachers.

Science.gov (United States)

Alonso-Tapia, Jesús; Nieto, Carmen; Ruíz, Miguel A

2013-01-01

The objective of this study is to develop and validate a scale of subjective resilience for students 12-17 years old. Items covered adverse situations due to parents', peers' and teachers' actions. The validation process included the analysis on the generalizability of the factor structure and of relationships of resilience scores with different kinds of protective and vulnerability factors -goal orientations and learning-oriented classroom motivational climate (CMC)-. A total of 471 students answered four questionnaires. Confirmatory factor analyses, reliability analysis and correlation and regression analyses were carried out. Results showed: (a) that factor structure was well defined; (b) that resilience scale had good reliability; (c) that scores correlated as expected with protective-vulnerability factors such as goal orientations and CMC defined by teachers' teaching-patterns, and (d) that students' attribution of perceived change in resilience to teachers' work depended on the degree in which CMC was learning oriented. Theoretical and practical implications are discussed.

Becoming a Health and Physical Education (HPE) Teacher: Student Teacher "Performances" in the Physical Education Subject Department Office

Science.gov (United States)

Rossi, Tony; Sirna, Karen; Tinning, Richard

2008-01-01

This study considered how physical education teacher education students "perform" their "selves" within subject department offices during the practicum or "teaching practice". The research was framed by a conceptual framework informed by the work of Goffman on "performance" and "front". The findings revealed three common performances across the…

Beta oscillations in freely moving Parkinson's subjects are attenuated during deep brain stimulation.

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Quinn, Emma J; Blumenfeld, Zack; Velisar, Anca; Koop, Mandy Miller; Shreve, Lauren A; Trager, Megan H; Hill, Bruce C; Kilbane, Camilla; Henderson, Jaimie M; Brontë-Stewart, Helen

2015-11-01

Investigations into the effect of deep brain stimulation (DBS) on subthalamic (STN) beta (13-30 Hz) oscillations have been performed in the perioperative period with the subject tethered to equipment. Using an embedded sensing neurostimulator, this study investigated whether beta power was similar in different resting postures and during forward walking in freely moving subjects with Parkinson's disease (PD) and whether STN DBS attenuated beta power in a voltage-dependent manner. Subthalamic local field potentials were recorded from the DBS lead, using a sensing neurostimulator (Activa(®) PC+S, Medtronic, Inc., Food and Drug Administration- Investigational Device Exemption (IDE)-, institutional review board-approved) from 15 PD subjects (30 STNs) off medication during lying, sitting, and standing, during forward walking, and during randomized periods of 140 Hz DBS at 0 V, 1 V, and 2.5/3 V. Continuous video, limb angular velocity, and forearm electromyography recordings were synchronized with neural recordings. Data were parsed to avoid any movement or electrical artifact during resting states. Beta power was similar during lying, sitting, and standing (P = 0.077, n = 28) and during forward walking compared with the averaged resting state (P = 0.466, n = 24), although akinetic rigid PD subjects tended to exhibit decreased beta power when walking. Deep brain stimulation at 3 V and at 1 V attenuated beta power compared with 0 V (P closed-loop DBS. © 2015 International Parkinson and Movement Disorder Society.

Conceptualising GP teachers' knowledge: a pedagogical content knowledge perspective.

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Cantillon, Peter; de Grave, Willem

2012-05-01

Most teacher development initiatives focus on enhancing knowledge of teaching (pedagogy), whilst largely ignoring other important features of teacher knowledge such as subject matter knowledge and awareness of the learning context. Furthermore, teachers' ability to learn from faculty development interventions is limited by their existing (often implicit) pedagogical knowledge and beliefs. Pedagogical content knowledge (PCK) represents a model of teacher knowledge incorporating what they know about subject matter, pedagogy and context. PCK can be used to explore teachers' prior knowledge and to structure faculty development programmes so that they take account of a broader range of teachers' knowledge. We set out to examine the application of a PCK model in a general practice education setting. This study is part of a larger study that employed a mixed method approach (concept mapping, phenomenological interviews and video-stimulated recall) to explore features of GP teachers' subject matter knowledge, pedagogical knowledge and knowledge of the learning environment in the context of a general practice tutorial. This paper presents data on GP teachers' pedagogical and context knowledge. There was considerable overlap between different GP teachers' knowledge and beliefs about learners and the clinical learning environment (i.e. knowledge of context). The teachers' beliefs about learners were largely based on assumptions derived from their own student experiences. There were stark differences, however, between teachers in terms of pedagogical knowledge, particularly in terms of their teaching orientations (i.e. transmission or facilitation orientation) and this was manifest in their teaching behaviours. PCK represents a useful model for conceptualising clinical teacher prior knowledge in three domains, namely subject matter, learning context and pedagogy. It can and should be used as a simple guiding framework by faculty developers to inform the design and delivery of

The Relationship between Teacher-Related Factors and Students' Attitudes towards Secondary School Chemistry Subject in Bureti District, Kenya

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Chepkorir, Salome; Cheptonui, Edna Marusoi; Chemutai, Agnes

2014-01-01

This paper examines the relationship between teacher-related factors and student's attitudes towards Chemistry subject in secondary schools in Kenya. The paper is based on a study conducted in Bureti District in Kericho County, Kenya. This paper highlights issues on the teaching methods used by chemistry teachers, the teachers' availability to…

Intra-Subject Consistency and Reliability of Response Following 2 mA Transcranial Direct Current Stimulation.

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Dyke, Katherine; Kim, Soyoung; Jackson, Georgina M; Jackson, Stephen R

Transcranial direct current stimulation (tDCS) is a popular non-invasive brain stimulation technique that has been shown to influence cortical excitability. While polarity specific effects have often been reported, this is not always the case, and variability in both the magnitude and direction of the effects have been observed. We aimed to explore the consistency and reliability of the effects of tDCS by investigating changes in cortical excitability across multiple testing sessions in the same individuals. A within subjects design was used to investigate the effects of anodal and cathodal tDCS applied to the motor cortex. Four experimental sessions were tested for each polarity in addition to two sham sessions. Transcranial magnetic stimulation (TMS) was used to measure cortical excitability (TMS recruitment curves). Changes in excitability were measured by comparing baseline measures and those taken immediately following 20 minutes of 2 mA stimulation or sham stimulation. Anodal tDCS significantly increased cortical excitability at a group level, whereas cathodal tDCS failed to have any significant effects. The sham condition also failed to show any significant changes. Analysis of intra-subject responses to anodal stimulation across four sessions suggest that the amount of change in excitability across sessions was only weakly associated, and was found to have poor reliability across sessions (ICC = 0.276). The effects of cathodal stimulation show even poorer reliability across sessions (ICC = 0.137). In contrast ICC analysis for the two sessions of sham stimulation reflect a moderate level of reliability (ICC = .424). Our findings indicate that although 2 mA anodal tDCS is effective at increasing cortical excitability at group level, the effects are unreliable across repeated testing sessions within individual participants. Our results suggest that 2 mA cathodal tDCS does not significantly alter cortical excitability immediately following

Effects of Oral Stimulation Intervention in Newborn Babies with Cri du Chat Syndrome: Single-Subject Research Design

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Mi Kyung Kim

2018-01-01

Full Text Available The purpose of this study is to treat dysphagia in a newborn baby with cri du chat syndrome using an oral stimulation intervention and to examine its effects. The subject of this study was a baby born 2 weeks prematurely. Since birth, his oxygen saturation (SaO2 decreased while feeding, and he had difficulty with mouth feeding. Thus, an NG feeding tube was inserted, and dysphagia treatment was initiated on the sixth day after birth. A baseline phase and an intervention phase were performed using an AB design. The oral stimulation intervention was not performed in the baseline phase, as only nonnutritive sucking training using a rubber pacifier was used during the baseline phase. During the intervention phase, nonnutritive sucking training and oral stimulation intervention were simultaneously conducted. After the intervention period, daily oral milk intake and intake per feeding of the subject noticeably increased. The oxygen saturation while feeding rose over 90% on average, and the baby did not present with hypoxia. The oral stimulation intervention provided prior to feeding resulted in highly positive effects, including induced normal development of the baby, stimulation of his transition from the NG feeding tube to bottle feeding, increased oxygen saturation, and a shortened hospital stay.

Developing Pre-Service Teachers' Subject Matter Knowledge of Electromagnetism by Integrating Concept Maps and Collaborative Learning

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Govender, Nadaraj

2015-01-01

This case study explored the development of two pre-service teachers' subject matter knowledge (SMK) of electromagnetism while integrating the use of concept maps (CM) and collaborative learning (CL) strategies. The study aimed at capturing how these pre-service teachers' SMK in electromagnetism was enhanced after having been taught SMK in a…

Continuous theta burst stimulation of angular gyrus reduces subjective recollection.

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Yasemin Yazar

Full Text Available The contribution of lateral parietal regions such as the angular gyrus to human episodic memory has been the subject of much debate following widespread observations of left parietal activity in healthy volunteers during functional neuroimaging studies of memory retrieval. Patients with lateral parietal lesions are not amnesic, but recent evidence indicates that their memory abilities may not be entirely preserved. Whereas recollection appears intact when objective measures such as source accuracy are used, patients often exhibit reduced subjective confidence in their accurate recollections. When asked to recall autobiographical memories, they may produce spontaneous narratives that lack richness and specificity, but can remember specific details when prompted. Two distinct theoretical accounts have been proposed to explain these results: that the patients have a deficit in the bottom-up capturing of attention by retrieval output, or that they have an impairment in the subjective experience of recollection. The present study aimed to differentiate between these accounts using continuous theta burst stimulation (cTBS in healthy participants to disrupt function of specific left parietal subregions, including angular gyrus. Inconsistent with predictions of the attentional theory, angular gyrus cTBS did not result in greater impairment of free recall than cued recall. Supporting predictions of the subjective recollection account, temporary disruption of angular gyrus was associated with highly accurate source recollection accuracy but a selective reduction in participants' rated source confidence. The findings are consistent with a role for angular gyrus in the integration of memory features into a conscious representation that enables the subjective experience of remembering.

Gastric stimulation in obese subjects activates the hippocampus and other regions involved in brain reward circuitry.

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Wang, Gene-Jack; Yang, Julia; Volkow, Nora D; Telang, Frank; Ma, Yeming; Zhu, Wei; Wong, Christopher T; Tomasi, Dardo; Thanos, Panayotis K; Fowler, Joanna S

2006-10-17

The neurobiological mechanisms underlying overeating in obesity are not understood. Here, we assessed the neurobiological responses to an Implantable Gastric Stimulator (IGS), which induces stomach expansion via electrical stimulation of the vagus nerve to identify the brain circuits responsible for its effects in decreasing food intake. Brain metabolism was measured with positron emission tomography and 2-deoxy-2[18F]fluoro-D-glucose in seven obese subjects who had the IGS implanted for 1-2 years. Brain metabolism was evaluated twice during activation (on) and during deactivation (off) of the IGS. The Three-Factor Eating Questionnaire was obtained to measure the behavioral components of eating (cognitive restraint, uncontrolled eating, and emotional eating). The largest difference was in the right hippocampus, where metabolism was 18% higher (P drug craving in addicted subjects (orbitofrontal cortex, hippocampus, cerebellum, and striatum) suggests that similar brain circuits underlie the enhanced motivational drive for food and drugs seen in obese and drug-addicted subjects, respectively.

Analysis of Praxis physics subject assessment examinees and performance: Who are our prospective physics teachers?

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Shah, Lisa; Hao, Jie; Rodriguez, Christian A.; Fallin, Rebekah; Linenberger-Cortes, Kimberly; Ray, Herman E.; Rushton, Gregory T.

2018-06-01

A generally agreed upon tenant of the physics teaching community is the centrality of subject-specific expertise in effective teaching. However, studies which assess the content knowledge of incoming K-12 physics teachers in the U.S. have not yet been reported. Similarly lacking are studies on if or how the demographic makeup of aspiring physics educators is different from previously reported analyses of the actual high school physics teaching workforce. Here we present findings about the demographics and subject knowledge of prospective high school physics teachers using data from Praxis physics subject assessments administered between 2006 and 2016. Our analysis reveals significant variations in exam participation and performance between men and women, as well as those with different undergraduate majors and academic performance over the past decade. Findings from this work inform understandings and decisions about the quality, recruitment, and preparation of the high school physics teaching workforce.

Pedagogical Factors Stimulating the Self-Development of Students' Multi-Dimensional Thinking in Terms of Subject-Oriented Teaching

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Andreev, Valentin I.

2014-01-01

The main aim of this research is to disclose the essence of students' multi-dimensional thinking, also to reveal the rating of factors which stimulate the raising of effectiveness of self-development of students' multi-dimensional thinking in terms of subject-oriented teaching. Subject-oriented learning is characterized as a type of learning where…

Objective QbTest and subjective evaluation of stimulant treatment in adult attention deficit-hyperactivity disorder.

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Bijlenga, D; Jasperse, M; Gehlhaar, S K; Sandra Kooij, J J

2015-01-01

To evaluate the QbTest as an objective measure versus self-reported ADHD Rating Scale (ADHD-RS) before and during stimulant treatment in adults with ADHD. We used the subjective ADHD Rating Scale (ADHD-RS), and the objective computerized QbTest, which is a 20-minute unconditional identical pairs test that measures attention, impulsivity, and also hyperactivity using a motion-tracking system. Patients were assessed before (baseline) and during medical treatment with stimulants (follow-up) in an observational study design. Data of n=145 patients at baseline and n=82 patients at follow-up were analyzed. There were significant symptom reductions on all symptom domains, but correlations between the tests were weak. Improvement on the QbTest was independent of the patient's age, gender, educational level, ADHD subtype, co-morbid disorders, and use of other medications. Patients with worst QbTest results at baseline showed most improvement at follow-up. The QbTest was more sensitive to medication effects than the ADHD-RS. QbTest objectified clinical significant medication effect in 54% of patients who subjectively did not report any clinical effects. Symptoms dimensions of objective and subjective tests refer to different psychological constructs. The QbTest is a valuable addition to existing subjective measures to assess medication effects in ADHD patients who have difficulties reporting treatment effects. Copyright © 2014 Elsevier Masson SAS. All rights reserved.

Middle-School Teachers' Understanding and Teaching of the Engineering Design Process: A Look at Subject Matter and Pedagogical Content Knowledge

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Hynes, Morgan M.

2012-01-01

This paper reports on research investigating six middle school teachers without engineering degrees as they taught an engineering unit on the engineering design process. Videotaped classroom sessions and teacher interviews were analyzed to understand the subject matter and pedagogical content knowledge the teachers used and developed as they…

A Teacher's Perspective of Geography: A School Subject for Today, Tomorrow, and for All Time

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MacLeod, Douglas G.

2014-01-01

In this article, a retired long-time geography teacher offers his perspective on what a geography teacher needs to keep in mind when teaching geography. The author notes that geography is a useful school subject because it helps young people make their way in the world by giving them some tools to become lifelong learners. The author encourages…

Anorectal stimulation causes increased colonic motor activity in subjects with spinal cord injury.

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Korsten, Mark A; Singal, Ashwani K; Monga, Amit; Chaparala, Geeta; Khan, Amir M; Palmon, Ron; Mendoza, John Reagan D; Lirio, Juan P; Rosman, Alan S; Spungen, Ann; Bauman, William A

2007-01-01

Difficulty with evacuation (DWE) is a major problem after spinal cord injury (SCI). Stimulation of the anal canal and lower rectum, accomplished using a gloved finger (so-called digital rectal stimulation or DRS) is often used as an adjunct to laxatives and enemas to facilitate bowel evacuation. However, the basis for the efficacy of DRS is not known. This study assessed the effect of DRS on colonic motility. Six subjects with SCI were studied several hours after a bowel care session. Colonic motility was assessed using a manometric catheter (affixed endoscopically to the splenic flexure) at baseline, during DRS, and after DRS. In addition, evacuation of barium oatmeal paste (with the consistency of stool and introduced into the rectum and descending colon) was assessed simultaneously using fluoroscopic techniques. The mean number (+/- SEM) of peristaltic waves per minute increased from 0 at baseline to 1.9 (+/- 0.5/min) during DRS and 1.5 (+/- 0.3/min) during the period immediately after cessation of DRS (P < 0.05). The mean amplitude (+/- SEM) of the peristaltic contractions was 43.4 (+/- 2.2) mmHg. The frequency of contractions, as well as amplitude of contractions, during or immediately after DRS was not significantly different. These manometric changes in response to DRS were accompanied by expulsion of barium oatmeal paste in every subject by the fifth DRS. DRS causes left-sided colonic activity in subjects with SCI. At least in part, an anorectal colonic reflex that results in enhanced contractions of the descending colon and rectum may contribute to bowel evacuation in individuals with SCI.

The effects of job crafting on subjective well-being amongst South African high school teachers

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Sergio Peral

2016-09-01

Full Text Available Orientation: Job crafting can result in a number of positive outcomes for teachers, such as increased meaningfulness and engagement at work. Increased work engagement and psychological meaningfulness may yield positive benefits for the practice of teaching, thus highlighting the pivotal role of job crafting. Research purpose: The study’s aim was to investigate the relationship between job crafting and subjective well-being amongst South African high school teachers. Subjective well-being comprises psychological meaningfulness and work engagement. The potential mediating effect that psychological meaningfulness had on this relationship was further explored. Motivation for the study: Being in a highly stressful occupation, teachers need to continuously find ways to craft their working practices in order to deal effectively with their job demands and to capitalise on their available job resources. Furthermore, South Africa’s current education system calls for serious proactive measures to be taken to improve and rectify the current status, such as job crafting. Research approach, design and method: A quantitative, cross-sectional survey design was used and administered to a sample of South African high school teachers situated in Gauteng, South Africa (N = 251. Main findings: A positive relationship was found between job crafting (increasing structural resources and challenging job demands and work engagement. Furthermore, psychological meaningfulness mediated the relationship between job crafting and work engagement amongst the sampled high school teachers. Practical/managerial implications: Teachers who craft their work to better suit their preferences and needs will obtain greater meaning in their work and experience increased levels of work engagement. Training programmes and/or group-based interventions targeted around job crafting techniques may be particularly useful in the South African teaching context. Contribution/value-add: This

The Bologna reform of subject teacher education in the newly founded states in the territory of the former Yugoslavia

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Protner Edvard

2014-01-01

Full Text Available The article provides an overview of carrying out the principles of the Bologna reform in the education of subject teachers in the newly founded states in the territory of the former Yugoslavia. Drawing upon official documents, particularly laws and by-laws, study programmes and constituent documents of individual universities, the comparative analysis of the reform processes between 2004 and 2013 is made within a relatively homogeneous area in teacher education that existed before the break-up of the former joint state. Positive effects and weak points of the reform activities are observed and detected. The analysis has shown that by implementing the Bologna process the differences in the training of subject teachers among the states and universities, and even among individual universities, increased significantly compared to the previous state of education. This is evident not only in the simultaneous implementation of different models (i.e., the duration of studies (3+2, 4+1, 5+0, but also in concurrent application of simultaneous and successive forms of acquiring teacher competences, different academic titles, and particularly in the greatest issue - different levels of education at which teachers acquire teaching competences for the same teacher profile.

Competency test result of vocational school teacher's majoring light vehicles subject in East Jakarta

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Dudung, Agus

2018-03-01

The purpose of this study of Teacher Competency Test (UKG) is to know about (a) the description of the vocational school teachers' competency test result majoring light vehicle subject in eastern Jakarta, (b) the effect between those certified teachers, non-certified teachers, civil servant teachers and non-civil servant teachers to Teacher Competency Test (UKG) result. The UKG result indicates that (1) certified teachers hold the highest score, however non-certified teachers obtain at the average of 55, in terms of UKG technicality preparation; (2) there are 43 teachers (48.9%) mention that the room facility for conducting UKG is good, while 45 teachers (51.1%) mention the opposite opinion. This shows that the average UKG room is relatively good enough. Meanwhile, in terms of youth facilities availability, (3) there are 86 teachers (97.7%) agree that the facilities are good while 2 teachers (2.3%) say the opposite opinion. This shows that the average UKG preparation is relatively very good. About the implementation of UKG, (4) there are 65 teachers (73,9%) give good impression, while 23 teachers (26,1%) give poor quality impression. This shows that the average UKG implementation is relatively good. About the way UKG is managed, (5) there are 87 teachers (98,9%) identify satisfactory comments, while there is only 1 teacher (1,1%) gives unsatisfactory comment. This shows that the average UKG management is relatively very good. ANNOVA analysis is used in this study to estimate the effect of UKG on certified and non-certified teachers. The ANNOVA test result shows that (6) H_0 is accepted because α = 0,05 facilities such as (a) test Room, (b) UKG readiness, (c) UKG implementation (d) UKG management including UKG materials. (2) The grid in the given test should (a) represent the content of the syllabus/curriculum or materials that teachers teach appropriately and proportionately (b) represent the components which are clearly and easily understood by the teachers as

Uniform decrease of alpha-global field power induced by intermittent photic stimulation of healthy subjects

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Rau R.

2002-01-01

Full Text Available Nineteen-channel EEGs were recorded from the scalp surface of 30 healthy subjects (16 males and 14 females, mean age: 34 years, SD: 11.7 years at rest and under trains of intermittent photic stimulation (IPS at rates of 5, 10 and 20 Hz. Digitalized data were submitted to spectral analysis with fast fourier transformation providing the basis for the computation of global field power (GFP. For quantification, GFP values in the frequency ranges of 5, 10 and 20 Hz at rest were divided by the corresponding data obtained under IPS. All subjects showed a photic driving effect at each rate of stimulation. GFP data were normally distributed, whereas ratios from photic driving effect data showed no uniform behavior due to high interindividual variability. Suppression of alpha-power after IPS with 10 Hz was observed in about 70% of the volunteers. In contrast, ratios of alpha-power were unequivocal in all subjects: IPS at 20 Hz always led to a suppression of alpha-power. Dividing alpha-GFP with 20-Hz IPS by alpha-GFP at rest (R = alpha-GFP IPS/alpha-GFPrest thus resulted in ratios lower than 1. We conclude that ratios from GFP data with 20-Hz IPS may provide a suitable paradigm for further investigations.

An Analysis of Prospective Chemistry Teachers' Cognitive Structures through Flow Map Method: The Subject of Oxidation and Reduction

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Temel, Senar

2016-01-01

This study aims to analyse prospective chemistry teachers' cognitive structures related to the subject of oxidation and reduction through a flow map method. Purposeful sampling method was employed in this study, and 8 prospective chemistry teachers from a group of students who had taken general chemistry and analytical chemistry courses were…

Failure of activation of spinal motoneurones after muscle fatigue in healthy subjects studied by transcranial magnetic stimulation

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Andersen, Birgit; Westlund, Barbro; Krarup, Christian

2003-01-01

. This points to increased probability of repetitive spinal MN activation during fatigue even if some MNs in the pool failed to discharge. Silent period duration following cortical stimulation lengthened by an average of 55 ms after the contraction and recovered within a time course similar to that of the TST......During a sustained maximal effort a progressive decline in the ability to drive motoneurones (MNs) develops. We used the recently developed triple stimulation technique (TST) to study corticospinal conduction after fatiguing exercise in healthy subjects. This method employs a collision technique...... conventional transcranial magnetic stimulation (TMS) and responses to peripheral nerve stimulation were recorded following the same fatigue protocol. The size of both the MEPs and the peripheral responses increased after the contraction and were in direct contrast to the decrease in size of the TST response...

Effects of Force Load, Muscle Fatigue, and Magnetic Stimulation on Surface Electromyography during Side Arm Lateral Raise Task: A Preliminary Study with Healthy Subjects.

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Cao, Liu; Wang, Ying; Hao, Dongmei; Rong, Yao; Yang, Lin; Zhang, Song; Zheng, Dingchang

2017-01-01

The aim of this study was to quantitatively investigate the effects of force load, muscle fatigue, and extremely low-frequency (ELF) magnetic stimulation on surface electromyography (SEMG) signal features during side arm lateral raise task. SEMG signals were recorded from 18 healthy subjects on the anterior deltoid using a BIOSEMI ActiveTwo system during side lateral raise task (with the right arm 90 degrees away from the body) with three different loads on the forearm (0 kg, 1 kg, and 3 kg; their order was randomized between subjects). The arm maintained the loads until the subject felt exhausted. The first 10 s recording for each load was regarded as nonfatigue status and the last 10 s before the subject was exhausted was regarded as fatigue status. The subject was then given a five-minute resting between different loads. Two days later, the same experiment was repeated on every subject, and this time the ELF magnetic stimulation was applied to the subject's deltoid muscle during the five-minute rest period. Three commonly used SEMG features, root mean square (RMS), median frequency (MDF), and sample entropy (SampEn), were analyzed and compared between different loads, nonfatigue/fatigue status, and ELF stimulation and no stimulation. Variance analysis results showed that the effect of force load on RMS was significant ( p 0.05). In comparison with nonfatigue status, for all the different force loads with and without ELF stimulation, RMS was significantly larger at fatigue (all p < 0.001) and MDF and SampEn were significantly smaller (all p < 0.001).

Electrical and magnetic repetitive transcranial stimulation of the primary motor cortex in healthy subjects.

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Gilio, Francesca; Iacovelli, Elisa; Frasca, Vittorio; Gabriele, Maria; Giacomelli, Elena; De Lena, Carlo; Cipriani, Anna Maria; Inghilleri, Maurizio

2009-05-08

Repetitive transcranial magnetic stimulation (rTMS) delivered in short trains at 5Hz frequency and suprathreshold intensity over the primary motor cortex (M1) in healthy subjects facilitates the motor-evoked potential (MEP) amplitude by increasing cortical excitability through mechanisms resembling short-term synaptic plasticity. In this study, to investigate whether rTES acts through similar mechanisms we compared the effects of rTMS and repetitive transcranial electrical stimulation (rTES) (10 stimuli-trains, 5Hz frequency, suprathreshold intensity) delivered over the M1 on the MEP amplitude. Four healthy subjects were studied in two separate sessions in a relaxed condition. rTMS and anodal rTES were delivered in trains to the left M1 over the motor area for evoking a MEP in the right first dorsal interosseous muscle. Changes in MEP size and latency during the course of the rTMS and rTES trains were compared. The possible effects of muscle activation on MEP amplitude were evaluated, and the possible effects of cutaneous trigeminal fibre activation on corticospinal excitability were excluded in a control experiment testing the MEP amplitude before and after supraorbital nerve repetitive electrical stimulation. Repeated measures analysis of variance (ANOVA) showed that rTES and rTMS trains elicited similar amplitude first MEPs and a similar magnitude MEP amplitude facilitation during the trains. rTES elicited a first MEP with a shorter latency than rTMS, without significant changes during the course of the train of stimuli. The MEP elicited by single-pulse TES delivered during muscle contraction had a smaller amplitude than the last MEP in the rTES trains. Repetitive supraorbital nerve stimulation left the conditioned MEP unchanged. Our results suggest that 5 Hz-rTES delivered in short trains increases cortical excitability and does so by acting on the excitatory interneurones probably through mechanisms similar to those underlying the rTMS-induced MEP facilitation.

Modification of electrical pain threshold by voluntary breathing-controlled electrical stimulation (BreEStim in healthy subjects.

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Shengai Li

Full Text Available BACKGROUND: Pain has a distinct sensory and affective (i.e., unpleasantness component. BreEStim, during which electrical stimulation is delivered during voluntary breathing, has been shown to selectively reduce the affective component of post-amputation phantom pain. The objective was to examine whether BreEStim increases pain threshold such that subjects could have improved tolerance of sensation of painful stimuli. METHODS: Eleven pain-free healthy subjects (7 males, 4 females participated in the study. All subjects received BreEStim (100 stimuli and conventional electrical stimulation (EStim, 100 stimuli to two acupuncture points (Neiguan and Weiguan of the dominant hand in a random order. The two different treatments were provided at least three days apart. Painful, but tolerable electrical stimuli were delivered randomly during EStim, but were triggered by effortful inhalation during BreEStim. Measurements of tactile sensation threshold, electrical sensation and electrical pain thresholds, thermal (cold sensation, warm sensation, cold pain and heat pain thresholds were recorded from the thenar eminence of both hands. These measurements were taken pre-intervention and 10-min post-intervention. RESULTS: There was no difference in the pre-intervention baseline measurement of all thresholds between BreEStim and EStim. The electrical pain threshold significantly increased after BreEStim (27.5±6.7% for the dominant hand and 28.5±10.8% for the non-dominant hand, respectively. The electrical pain threshold significantly decreased after EStim (9.1±2.8% for the dominant hand and 10.2±4.6% for the non-dominant hand, respectively (F[1, 10] = 30.992, p = .00024. There was no statistically significant change in other thresholds after BreEStim and EStim. The intensity of electrical stimuli was progressively increased, but no difference was found between BreEStim and EStim. CONCLUSION: Voluntary breathing controlled electrical stimulation

TMS effects on subjective and objective measures of vision: stimulation intensity and pre- versus post-stimulus masking.

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de Graaf, Tom A; Cornelsen, Sonja; Jacobs, Christianne; Sack, Alexander T

2011-12-01

Transcranial magnetic stimulation (TMS) can be used to mask visual stimuli, disrupting visual task performance or preventing visual awareness. While TMS masking studies generally fix stimulation intensity, we hypothesized that varying the intensity of TMS pulses in a masking paradigm might inform several ongoing debates concerning TMS disruption of vision as measured subjectively versus objectively, and pre-stimulus (forward) versus post-stimulus (backward) TMS masking. We here show that both pre-stimulus TMS pulses and post-stimulus TMS pulses could strongly mask visual stimuli. We found no dissociations between TMS effects on the subjective and objective measures of vision for any masking window or intensity, ruling out the option that TMS intensity levels determine whether dissociations between subjective and objective vision are obtained. For the post-stimulus time window particularly, we suggest that these data provide new constraints for (e.g. recurrent) models of vision and visual awareness. Finally, our data are in line with the idea that pre-stimulus masking operates differently from conventional post-stimulus masking. Copyright © 2011 Elsevier Inc. All rights reserved.

Focal physiological uncoupling of cerebral blood flow and oxidative metabolism during somatosensory stimulation in human subjects

International Nuclear Information System (INIS)

Fox, P.T.; Raichle, M.E.

1986-01-01

Coupling between cerebral blood flow (CBF) and cerebral metabolic rate of oxygen (CMRO 2 ) was studied using multiple sequential administrations of 15 O-labeled radiotracers and positron emission tomography. In the resting state an excellent correlation between CBF and CMRO 2 was found when paired measurements of CBF and CMRO 2 from multiple (30-48) brain regions were tested in each of 33 normal subjects. Regional uncoupling of CBF and CMRO 2 was found, however, during neuronal activation induced by somatosensory stimulation. Stimulus-induced focal augmentation of cerebral blood flow (29% mean) far exceeded the concomitant local increase in tissue metabolic rate (mean, 5%), when resting-state and stimulated-state measurements were obtained in each of 9 subjects. Stimulus duration had no significant effect on response magnitude or on the degree of CBF-CMRO 2 uncoupling observed. Dynamic, physiological regulation of CBF by a mechanism (neuronal or biochemical) dependent on neuronal firing per se, but independent of the cerebral metabolic rate of oxygen, is hypothesized

Mere experience of low subjective socioeconomic status stimulates appetite and food intake.

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Cheon, Bobby K; Hong, Ying-Yi

2017-01-03

Among social animals, subordinate status or low social rank is associated with increased caloric intake and weight gain. This may reflect an adaptive behavioral pattern that promotes acquisition of caloric resources to compensate for low social resources that may otherwise serve as a buffer against environmental demands. Similarly, diet-related health risks like obesity and diabetes are disproportionately more prevalent among people of low socioeconomic resources. Whereas this relationship may be associated with reduced financial and material resources to support healthier lifestyles, it remains unclear whether the subjective experience of low socioeconomic status may alone be sufficient to stimulate consumption of greater calories. Here we show that the mere feeling of lower socioeconomic status relative to others stimulates appetite and food intake. Across four studies, we found that participants who were experimentally induced to feel low (vs. high or neutral) socioeconomic status subsequently exhibited greater automatic preferences for high-calorie foods (e.g., pizza, hamburgers), as well as intake of greater calories from snack and meal contexts. Moreover, these results were observed even in the absence of differences in access to financial resources. Our results demonstrate that among humans, the experience of low social class may contribute to preferences and behaviors that risk excess energy intake. These findings suggest that psychological and physiological systems regulating appetite may also be sensitive to subjective feelings of deprivation for critical nonfood resources (e.g., social standing). Importantly, efforts to mitigate the socioeconomic gradient in obesity may also need to address the psychological experience of low social status.

HOW TEACHERS EVALUATE THEIR WORK STYLE DEPENDING ON THE SUBJECT THEY TEACH AND YEARS OF WORK EXPERIENCE

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Ranka Perućica

2017-06-01

Full Text Available In previous works we presented the studies that discussed how students evaluate their teachers and their style of teaching. To what extent their styles affect the students’ attitudes to teaching, learning, success, motivation and the like. In this work we have tried to point out how teachers assess their style of work, depending on the subject they teach and years of work experience. In addition, the aim of this study was to examine whether there are differences in teachers’ estimation of the teaching styles depending on the subject they teach and years of work experience. The study sample consisted of 120 teachers in the final grades of primary schools in the Sarajevo – Romania region. Teachers responded to questions assessing which of the statements given are related to them. The questionnaire was designed for research purposes with the three styles that are commonly used in the classroom to a democratic, autocratic and laissez - fair style. Reliability of the instrument was tested using Cronbach - alpha coefficient, and amounted to 0.73 democratic style, the autocratic 0.73, and 0.63 for the indifferent style. In the study, we used two methods: survey method and the method of theoretical analysis. The obtained results show that there is a statistically significant difference in teachers’ assessments of democratic and laissez - fair style usage, depending on the subject they teach, while there was no statistically significant difference when it comes to the autocratic style. The second part of our results shows that there is no difference in teachers’ assessments of work styles, depending on years of work experience. We hope that these results will contribute to the already existing research dealing with this subject.

A Comparitive Study of Subject Knowledge of B.Ed Graduates of Formal and Non-Formal Teacher Education Systems

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Saif, Perveen; Reba, Amjad; ud Din, Jalal

2017-01-01

This study was designed to compare the subject knowledge of B.Ed graduates of formal and non-formal teacher education systems. The population of the study included all teachers from Girls High and Higher Secondary Schools both from private and public sectors from the district of Peshawar. Out of the total population, twenty schools were randomly…

Therapeutic riding followed by rhythmic auditory stimulation to improve balance and gait in a subject with orthopedic pathologies.

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Ungermann, Cathryn M; Gras, Laura Z

2011-12-01

The study objectives were to investigate the effect of therapeutic riding with a subject who had an orthopedic diagnosis. This is a single-subject case report. The study was conducted at an equestrian facility with an indoor riding arena. The subject was a 59-year-old woman with grade I spondylolisthesis at L4/L5 and multilevel lumbar spinal stenosis in central and foraminal canals. The subject had an anterior cervical fusion of C3-C7. The subject has been ambulating with a straight cane due to her history of frequent falls. Gait, agility, strength, range of motion, and balance testing were performed. The subject had impairments of bilateral lower extremities with an ataxic gait pattern and was at risk for continued falls according to the balance measures. The intervention comprised therapeutic riding sessions 3 times a week for 20 minutes for 4 weeks. Each riding session was immediately followed by a 10-minute independent walking program with a metronome for rhythmic auditory stimulation. The outcome measures were as follows: Manual muscle testing and range of motion of the lower extremities, Gait Speed Test, Dynamic Gait Index, Four-Square Step Test, Chair Stand Test, Single Leg Stance. Improvements were seen in lower extremity strength and range of motion and balance. The subject improved on balance scores, placing her out of the risk for falls category. Therapeutic riding followed by rhythmic auditory stimulation improved lower extremity range of motion, strength, and balance with this subject.

How pupils percieve the teacher's motivational techniques?

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Bodroža Bojana

2015-01-01

Full Text Available Current research in the field of education indicates that the behaviour of the teacher affects significantly the quality and level of the pupil's motivation. The aim of our research was to determine the structure of the motivational style of teachers seen from the pupils' perspective, and to find out whether the pupils' perceptions of the teacher's motivational style depend upon cultural-educational influences of the family, and some characteristics of the students (academic achievements, gender. The sample included 856 pupils from 40 elementary schools in Serbia. We used the questionnaire with Likert's scale to obtain the evaluation of the teachers' behaviours. By the factor analysis we extracted three components of the teacher' behaviour: stimulating pupils' interest and competences, de-motivational teachers' behaviours and stimulating freedom of thinking and expression. The results show that the pupils whose parents have lower levels of education think that the behaviour of the teachers is directed to stimulating interest and competencies, as well as freedom of thinking and speech than the pupils of the parents of higher educational status. The control of the influence of the education of parents showed that the pupils of lower academic achievement perceive the teacher's behaviour as de-motivational. Compared to girls boys estimate more highly that teachers stimulate their interests and competencies. A suggestion is offered how a teacher should develop a behavioural style which would positively influence the quality of the pupils' motivation.

Failure of activation of spinal motoneurones after muscle fatigue in healthy subjects studied by transcranial magnetic stimulation

DEFF Research Database (Denmark)

Andersen, Birgit; Westlund, Barbro; Krarup, Christian

2003-01-01

During a sustained maximal effort a progressive decline in the ability to drive motoneurones (MNs) develops. We used the recently developed triple stimulation technique (TST) to study corticospinal conduction after fatiguing exercise in healthy subjects. This method employs a collision technique....... This points to increased probability of repetitive spinal MN activation during fatigue even if some MNs in the pool failed to discharge. Silent period duration following cortical stimulation lengthened by an average of 55 ms after the contraction and recovered within a time course similar to that of the TST...

Effects of rectilinear acceleration, caloric and optokinetic stimulation of human subjects in the Spacelab D-1 mission

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Wetzig, J.; von Baumgarten, R.

A set of vestibular experiments was performed during the course of the German Spacelab D-1 mission from 30 October to 6 November 1985 by a consortium of experimenters from various european countries. Similar to the Spacelab SL-1 mission all of the scientific crew members were theoretically and practically trained for the experiments. Baseline measurements for all tests were collected 113, 86, 44, 30 and 18 days prior to the mission and compared with data taken inflight, on the landing day and the consecutive 7 to 14 days. The hardware comprised mainly a motordriven accelerating platform, the SPACE SLED, and the vestibular helmet, a multi-purpose instrument in support of a variety of vestibular experiments including air-calorisation of the ears, optokinetic stimulation pattern presentation and optical and nystagmographic recording of eye movements. Measurements of the threshold for the perception of detection of whole body movement did not reveal any dramatic changes in the 2 measured axes inflight when compared to preflight values. Early postflight values show a significantly elevated threshold for all axes in 3 out of 4 subjects. The caloric nystagmus, already found during the SL-1 mission, was confirmed on all three tested subjects during the D-1 mission. It's amplitude and in some instances it's direction were influenced by horizontal acceleration on the SLED. The amplitude of optokinetic nystagmus increased when subjects were allowed to free-float over that seen when subjects were fixed. Stimulation of the neck receptors by roll movements of the body against the fixated head resulted in illusory object motion to the contralateral side. Torsional movements of the eyes during such neck receptor stimulation was present inflight and postflight, while it had not been observed preflight. Most results point to a reduction of otolithic effects in favour of visual and proprioceptive influences for spatial orientation.

Sustainable Architecture in the Context of Education: Reponses of Primary School Teachers on the Topical Subject

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Cencič Majda

2013-09-01

Full Text Available The concept of sustainability and a sustainable and ecological development are common debate topics in today’s society. This paper discusses the concept of sustainability in green building with regard to schools. The research was conducted on a representative sample of primary school teachers, focusing on some of their opinions on green building. We asked them which aspect of building they favoured and how often they asked themselves certain questions about the school they taught in. Furthermore, we were interested to see whether we would find age-related differences. To this end, teachers were divided into two groups, namely, teachers of up to 35 years of age and teachers over 35. We were surprised to find that teachers over 35 had a more positive attitude towards green building in schools compared to their younger colleagues. Based on the results, we came to a conclusion that the topics pertaining to ecology and sustainable development are neglected in today’s education. However, making them part of school curriculum is not enough, as the opinions and attitudes of teachers on sustainable and ecological issues also have an important impact on the subject-matter itself.

Gratitude, Gratitude Intervention and Subjective Well-Being among Chinese School Teachers in Hong Kong

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Chan, David W.

2010-01-01

This study assessed the dispositional gratitude and its relationships with orientations to happiness and burnout in a sample of 96 Chinese school teachers in Hong Kong and investigated the effectiveness of an eight-week gratitude intervention programme using a pre-test/post-test design with outcome measures of subjective well-being in the same…

The relationship between teacher-related factors and students' attitudes towards secondary school chemistry subject in Bureti district, Kenya

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Salome Chepkorir

2014-12-01

Full Text Available This paper examines the relationship between teacher-related factors and student’s attitudes towards Chemistry subject in secondary schools in Kenya. The paper is based on a study conducted in Bureti District in Kericho County, Kenya. This paper highlights issues on the teaching methods used by chemistry teachers, the teachers’ availability to attend to various needs of students on the subject, their use of teaching and learning resources in teaching, teachers’ personal levels of skills and knowledge of the subject matter in Chemistry and the impact of students’ negative attitudes towards Chemistry on teachers’ effectiveness. The research design used in the study was descriptive survey. The target population comprised Form Four students in ten selected secondary schools in Bureti District of Rift Valley Province Kenya. Stratified random sampling technique was used to select the study sample. Schools were selected from the following categories: Girls’ schools, Boys’ schools and Co-educational schools. Simple random sampling was used to select the respondents from Form Four classes as well as a teacher in each school. In all, one hundred and eighty-nine students and ten teachers filled the questionnaires. The data collection instruments were questionnaires based on the Likert scale and document analysis. Data was analyzed descriptively using frequency tables, means and percentages while hypotheses were tested using Analysis of Variance. From the study findings, a number of indicators revealed that there are some factors influencing students’ attitudes towards Chemistry, including lack of successful experiences in Chemistry, poor teaching. It was recommended that science teachers’ should encourage development of positive self-concept of ability among students. Among other recommendations, the study suggests that guidance and counselling of students in schools should be encouraged, to ensure positive attitudes towards and full

The Relationship between Happiness, Subjective Well-Being, Creativity and Job Performance of Primary School Teachers in Ramhormoz City

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Jalali, Zohreh; Heidari, Alireza

2016-01-01

The research aimed to investigate the relationship between happiness, subjective well-being, creativity and job performance of primary school teachers in Ramhormoz City. Hence, a sample of 330 individuals was selected through random stratified sampling. The research tools included Oxford Happiness Inventory, Subjective Well-being Scale by Keyes…

Effects of Force Load, Muscle Fatigue, and Magnetic Stimulation on Surface Electromyography during Side Arm Lateral Raise Task: A Preliminary Study with Healthy Subjects

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Liu Cao

2017-01-01

Full Text Available The aim of this study was to quantitatively investigate the effects of force load, muscle fatigue, and extremely low-frequency (ELF magnetic stimulation on surface electromyography (SEMG signal features during side arm lateral raise task. SEMG signals were recorded from 18 healthy subjects on the anterior deltoid using a BIOSEMI ActiveTwo system during side lateral raise task (with the right arm 90 degrees away from the body with three different loads on the forearm (0 kg, 1 kg, and 3 kg; their order was randomized between subjects. The arm maintained the loads until the subject felt exhausted. The first 10 s recording for each load was regarded as nonfatigue status and the last 10 s before the subject was exhausted was regarded as fatigue status. The subject was then given a five-minute resting between different loads. Two days later, the same experiment was repeated on every subject, and this time the ELF magnetic stimulation was applied to the subject’s deltoid muscle during the five-minute rest period. Three commonly used SEMG features, root mean square (RMS, median frequency (MDF, and sample entropy (SampEn, were analyzed and compared between different loads, nonfatigue/fatigue status, and ELF stimulation and no stimulation. Variance analysis results showed that the effect of force load on RMS was significant (p0.05. In comparison with nonfatigue status, for all the different force loads with and without ELF stimulation, RMS was significantly larger at fatigue (all p<0.001 and MDF and SampEn were significantly smaller (all p<0.001.

Physics teachers go back to school at CERN

CERN Multimedia

2004-01-01

Fifty physics teachers came together at CERN during a lovely spring weekend at the beginning of May to revitalise their teaching methods. CERN held the third of its programmes for physics teachers during the first weekend of May. This was the occasion for the presentation of the second 'CERN Education Award'. The fifty physics teachers who came to CERN to find exciting ideas to stimulate the interest of their pupils hardly had a spare minute during their three-day stay, which included a detailed tour of CERN, and different seminars. From their visit, which lasted from the evening of 29 April until 2 May, they came away with information on the latest developments in physics and a host of new ideas for teaching the subject (see Bulletin 11/2002). 'One of the reasons why I wanted to take part in the programme was to gain a better understanding of today's big physics projects and the results of the latest research,' explains Luigia Cazzaniga, a teacher from Italy. 'As a physics teacher, I wanted to make my pupil...

Seven Reasons for the Highly Effective Teacher to Use Literature to Teach World Languages

Science.gov (United States)

Gonzalez, Augusta; Gonzalez, Talia

2013-01-01

This article presents seven of the author's most compelling reasons for highly effective teachers to use literature in the classroom. They are: (1) As a hook to stimulate students; (2) To present culturally relevant material; (3) To thematically connect with different units and other subjects; (4) To improve reading comprehension and vocabulary;…

Modulating Memory Performance in Healthy Subjects with Transcranial Direct Current Stimulation Over the Right Dorsolateral Prefrontal Cortex.

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Smirni, Daniela; Turriziani, Patrizia; Mangano, Giuseppa Renata; Cipolotti, Lisa; Oliveri, Massimiliano

2015-01-01

The role of the Dorsolateral Prefrontal Cortex (DLPFC) in recognition memory has been well documented in lesion, neuroimaging and repetitive Transcranial Magnetic Stimulation (rTMS) studies. The aim of the present study was to investigate the effects of transcranial Direct Current Stimulation (tDCS) over the left and the right DLPFC during the delay interval of a non-verbal recognition memory task. 36 right-handed young healthy subjects participated in the study. The experimental task was an Italian version of Recognition Memory Test for unknown faces. Study included two experiments: in a first experiment, each subject underwent one session of sham tDCS and one session of left or right cathodal tDCS; in a second experiment each subject underwent one session of sham tDCS and one session of left or right anodal tDCS. Cathodal tDCS over the right DLPFC significantly improved non verbal recognition memory performance, while cathodal tDCS over the left DLPFC had no effect. Anodal tDCS of both the left and right DLPFC did not modify non verbal recognition memory performance. Complementing the majority of previous studies, reporting long term memory facilitations following left prefrontal anodal tDCS, the present findings show that cathodal tDCS of the right DLPFC can also improve recognition memory in healthy subjects.

Conception of the stimulation of the verbal talent: Case Cuba

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Oscar Ovidio Calzadilla Pérez

2016-12-01

Full Text Available The stimulation of the talent constitutes a problem that generates inadequacies in the strategies for its educational attention. For it, the theoretical structuring of a pedagogic conception, compoundaround the definition of the concept of verbal talent is socialized, the levels of formation of this, the primary scholar's characterization psicopedagogical with verbal talent, the premises that address the stimulation process and the principle of the pedagogic combination of the acceleration and the enrichment; that which is introduced in the educational practice by the teacher by means of a strategy. It was used as fundamental method the study of cases that integrates the longitudinal analysis in on unique sample of scholars (2007-2013. The contributions to the pedagogic theory are obtained of the interpretation hermeneutic of the evidences analyzed in the traverse cuts of the qualitative study of whose dialectical ascent subjected theoretical generalizations settle down to the critical analysis of teachers and experts of the scientific community. The most significant results reside in the gradual traffic of the scholars of the sample for the levels of formation of the talent settled down in the investigation.

The Knowledge Base of Subject Matter Experts in Teaching: A Case Study of a Professional Scientist as a Beginning Teacher

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Diezmann, Carmel M.; Watters, James J.

2015-01-01

One method of addressing the shortage of science and mathematics teachers is to train scientists and other science-related professionals to become teachers. Advocates argue that as discipline experts these career changers can relate the subject matter knowledge to various contexts and applications in teaching. In this paper, through interviews and…

Establishing Scientific Discourse in Classroom Interaction Teacher Students' Orientation to Mundane versus Technical Talk in the School Subject Norwegian

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Skovholt, Karianne

2018-01-01

This article reports a case study on classroom interaction in teacher education in Norway. It addresses how teacher students in the school subject Norwegian constitute scientific talk in a student-led discussion. First, the analysis reveals tension in the classroom conversation between "mundane talk"--that is, where students make claims…

Subject Knowledge Enhancement Courses for Creating New Chemistry and Physics Teachers: The Students' Perceptions

Science.gov (United States)

Tynan, Richard; Jones, Robert Bryn; Mallaburn, Andrea; Clays, Ken

2016-01-01

Subject knowledge enhancement (SKE) courses are one option open in England to graduates with a science background whose first degree content is judged to be insufficient to train to become chemistry or physics teachers. Previous articles in "School Science Review" have discussed the structure of one type of extended SKE course offered at…

Perceived Personality Traits and Types of Teachers and Their Relationship to the Subjective Well-Being and Academic Achievements of Adolescents

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Eryilmaz, Ali

2014-01-01

The aim of this study is to investigate the relationship of the perceived types of teachers (liked, disliked and neutral) with the subjective well-being and academic success of their students, and to determine how students come to categorize their liked, disliked and neutral teachers considering the Big-Five Personality Model. The quantitative…

Anodal Transcranial Direct Current Stimulation Promotes Frontal Compensatory Mechanisms in Healthy Elderly Subjects.

Science.gov (United States)

Cespón, Jesús; Rodella, Claudia; Rossini, Paolo M; Miniussi, Carlo; Pellicciari, Maria C

2017-01-01

Recent studies have demonstrated that transcranial direct current stimulation (tDCS) is potentially useful to improve working memory. In the present study, young and elderly subjects performed a working memory task ( n -back task) during an electroencephalogram recording before and after receiving anodal, cathodal, and sham tDCS over the left dorsolateral prefrontal cortex (DLPFC). We investigated modulations of behavioral performance and electrophysiological correlates of working memory processes (frontal and parietal P300 event-related potentials). A strong tendency to modulated working memory performance was observed after the application of tDCS. In detail, young, but not elderly, subjects benefited from additional practice in the absence of real tDCS, as indicated by their more accurate responses after sham tDCS. The cathodal tDCS had no effect in any group of participants. Importantly, anodal tDCS improved accuracy in elderly. Moreover, increased accuracy after anodal tDCS was correlated with a larger frontal P300 amplitude. These findings suggest that, in elderly subjects, improved working memory after anodal tDCS applied over the left DLPFC may be related to the promotion of frontal compensatory mechanisms, which are related to attentional processes.

Anodal Transcranial Direct Current Stimulation Promotes Frontal Compensatory Mechanisms in Healthy Elderly Subjects

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Jesús Cespón

2017-12-01

Full Text Available Recent studies have demonstrated that transcranial direct current stimulation (tDCS is potentially useful to improve working memory. In the present study, young and elderly subjects performed a working memory task (n-back task during an electroencephalogram recording before and after receiving anodal, cathodal, and sham tDCS over the left dorsolateral prefrontal cortex (DLPFC. We investigated modulations of behavioral performance and electrophysiological correlates of working memory processes (frontal and parietal P300 event-related potentials. A strong tendency to modulated working memory performance was observed after the application of tDCS. In detail, young, but not elderly, subjects benefited from additional practice in the absence of real tDCS, as indicated by their more accurate responses after sham tDCS. The cathodal tDCS had no effect in any group of participants. Importantly, anodal tDCS improved accuracy in elderly. Moreover, increased accuracy after anodal tDCS was correlated with a larger frontal P300 amplitude. These findings suggest that, in elderly subjects, improved working memory after anodal tDCS applied over the left DLPFC may be related to the promotion of frontal compensatory mechanisms, which are related to attentional processes.

Comparing Primary Student Teachers' Attitudes, Subject Knowledge and Pedagogical Content Knowledge Needs in a Physics Activity

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Johnston, Jane; Ahtee, Maija

2006-01-01

This research explores and compares primary student teachers' attitudes, subject knowledge and pedagogical content knowledge (PCK) in physics in two institutions in England and Finland, using a practical physics activity and questionnaire. Teaching of physics activities was rated unpopular both in Finland and England, although English students…

TEACHERS PERSPECTIVE OF USING ENGLISH AS A MEDIUM OF INSTRUCTION IN MATHEMATICS AND SCIENCE SUBJECTS

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Norudin Mansor

2011-07-01

Full Text Available The policy of changing the medium of instruction in the teaching of mathematics and science from Bahasa Melayu to English is an important innovation affecting teachers of mathematics and science. It poses special challenges not only for teachers who have been trained in the Malay medium but also for those trained in English. This investigation seeks to find out the achievement of students in mathematic and science subjects after considering the impact of prominent independent variables such as, the school, class and home environment, the teaching methodology and the teachers’ attitude. Analysis of the development in the state of Terengganu has been carried out by the distribution of questionnaires to teachers involved. Result of the correlation and multiple regressions indicated that all the three factors are significantly associated towards students’ achievement. However, the teaching methodology indicated a low level of moderate correlation which is believed to be the immediate issue that needed to be addressed in the new system.

Theta Burst Stimulation Enhances Connectivity of the Dorsal Attention Network in Young Healthy Subjects: An Exploratory Study

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Lubomira Anderkova

2018-01-01

Full Text Available We examined effects of theta burst stimulation (TBS applied over two distinct cortical areas (the right inferior frontal gyrus and the left superior parietal lobule on the Stroop task performance in 20 young healthy subjects. Neural underpinnings of the behavioral effect were tested using fMRI. A single session of intermittent TBS of the left superior parietal lobule induced certain cognitive speed enhancement and significantly increased resting-state connectivity of the dorsal attention network. This is an exploratory study that prompts further research with multiple-session TBS in subjects with cognitive impairment.

Analysis of Praxis Physics Subject Assessment Examinees and Performance: Who Are Our Prospective Physics Teachers?

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Shah, Lisa; Hao, Jie; Rodriguez, Christian A.; Fallin, Rebekah; Linenberger-Cortes, Kimberly; Ray, Herman E.; Rushton, Gregory T.

2018-01-01

A generally agreed-upon tenant of the physics teaching community is the centrality of subject-specific expertise in effective teaching. However, studies which assess the content knowledge of incoming K-12 physics teachers in the U.S. have not yet been reported. Similarly lacking are studies on if or how the demographic makeup of aspiring physics…

Bilateral responses of upper limb muscles to transcranial magnetic stimulation in human subjects.

Science.gov (United States)

Bawa, P; Hamm, J D; Dhillon, P; Gross, P A

2004-10-01

Anatomical and behavioural work on primates has shown bilateral innervation of axial and proximal limb muscles, and contralateral control of distal limb muscles. The following study examined if a clear boundary exists between the distal and proximal upper limb muscles that are controlled contralaterally or bilaterally. The right motor cortical area representing the upper limb was stimulated, while surface EMG was recorded bilaterally from various upper limb muscles during rest and phasic voluntary contractions. Peak-to-peak amplitude of motor evoked potential (MEP) was measured for each muscle on both sides. The ratio R = (ipsilateral MEP: contralateral MEP) was calculated for seven pairs of muscles. For each of the seven pairs, R was less than 1.0, implying that for each muscle and subject, the contralateral control is stronger. The boundary where R changed from almost zero to a clearly measurable magnitude depended on the subject. Ipsilateral MEPs from trapezius and pectoralis could be recorded with a small background contraction from almost all subjects; on the other hand, in deltoid and biceps brachii, ipsilateral MEPs were observed only with bimanual phasic contractions. The forearm and hand muscles, in general, did not show any ipsilateral MEPs. Major differences between subjects lay in the presence or the absence of ipsilateral MEPs in biceps brachii and deltoid, without defining a sharp boundary between proximal and distal muscles.

Supplemental Stimulation Improves Swing Phase Kinematics During Exoskeleton Assisted Gait of SCI Subjects With Severe Muscle Spasticity

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Ekelem, Andrew; Goldfarb, Michael

2018-01-01

Spasticity is a common comorbidity associated with spinal cord injury (SCI). Robotic exoskeletons have recently emerged to facilitate legged mobility in people with motor complete SCI. Involuntary muscle activity attributed to spasticity, however, can prevent such individuals from using an exoskeleton. Specifically, although most exoskeleton technologies can accommodate low to moderate spasticity, the presence of moderate to severe spasticity can significantly impair gait kinematics when using an exoskeleton. In an effort to potentially enable individuals with moderate to severe spasticity to use exoskeletons more effectively, this study investigates the use of common peroneal stimulation in conjunction with exoskeleton gait assistance. The electrical stimulation is timed with the exoskeleton swing phase, and is intended to acutely suppress extensor spasticity through recruitment of the flexion withdrawal reflex (i.e., while the stimulation is activated) to enable improved exoskeletal walking. In order to examine the potential efficacy of this approach, two SCI subjects with severe extensor spasticity (i.e., modified Ashworth ratings of three to four) walked in an exoskeleton with and without supplemental stimulation while knee and hip motion was measured during swing phase. Stimulation was alternated on and off every ten steps to eliminate transient therapeutic effects, enabling the acute effects of stimulation to be isolated. These experiments indicated that common peroneal stimulation on average increased peak hip flexion during the swing phase of walking by 21.1° (236%) and peak knee flexion by 14.4° (56%). Additionally, use of the stimulation decreased the swing phase RMS motor current by 228 mA (15%) at the hip motors and 734 mA (38%) at the knee motors, indicating improved kinematics were achieved with reduced effort from the exoskeleton. Walking with the exoskeleton did not have a significant effect on modified Ashworth scores, indicating the common

Supplemental Stimulation Improves Swing Phase Kinematics During Exoskeleton Assisted Gait of SCI Subjects With Severe Muscle Spasticity.

Science.gov (United States)

Ekelem, Andrew; Goldfarb, Michael

2018-01-01

Spasticity is a common comorbidity associated with spinal cord injury (SCI). Robotic exoskeletons have recently emerged to facilitate legged mobility in people with motor complete SCI. Involuntary muscle activity attributed to spasticity, however, can prevent such individuals from using an exoskeleton. Specifically, although most exoskeleton technologies can accommodate low to moderate spasticity, the presence of moderate to severe spasticity can significantly impair gait kinematics when using an exoskeleton. In an effort to potentially enable individuals with moderate to severe spasticity to use exoskeletons more effectively, this study investigates the use of common peroneal stimulation in conjunction with exoskeleton gait assistance. The electrical stimulation is timed with the exoskeleton swing phase, and is intended to acutely suppress extensor spasticity through recruitment of the flexion withdrawal reflex (i.e., while the stimulation is activated) to enable improved exoskeletal walking. In order to examine the potential efficacy of this approach, two SCI subjects with severe extensor spasticity (i.e., modified Ashworth ratings of three to four) walked in an exoskeleton with and without supplemental stimulation while knee and hip motion was measured during swing phase. Stimulation was alternated on and off every ten steps to eliminate transient therapeutic effects, enabling the acute effects of stimulation to be isolated. These experiments indicated that common peroneal stimulation on average increased peak hip flexion during the swing phase of walking by 21.1° (236%) and peak knee flexion by 14.4° (56%). Additionally, use of the stimulation decreased the swing phase RMS motor current by 228 mA (15%) at the hip motors and 734 mA (38%) at the knee motors, indicating improved kinematics were achieved with reduced effort from the exoskeleton. Walking with the exoskeleton did not have a significant effect on modified Ashworth scores, indicating the common

Supplemental Stimulation Improves Swing Phase Kinematics During Exoskeleton Assisted Gait of SCI Subjects With Severe Muscle Spasticity

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Andrew Ekelem

2018-06-01

Full Text Available Spasticity is a common comorbidity associated with spinal cord injury (SCI. Robotic exoskeletons have recently emerged to facilitate legged mobility in people with motor complete SCI. Involuntary muscle activity attributed to spasticity, however, can prevent such individuals from using an exoskeleton. Specifically, although most exoskeleton technologies can accommodate low to moderate spasticity, the presence of moderate to severe spasticity can significantly impair gait kinematics when using an exoskeleton. In an effort to potentially enable individuals with moderate to severe spasticity to use exoskeletons more effectively, this study investigates the use of common peroneal stimulation in conjunction with exoskeleton gait assistance. The electrical stimulation is timed with the exoskeleton swing phase, and is intended to acutely suppress extensor spasticity through recruitment of the flexion withdrawal reflex (i.e., while the stimulation is activated to enable improved exoskeletal walking. In order to examine the potential efficacy of this approach, two SCI subjects with severe extensor spasticity (i.e., modified Ashworth ratings of three to four walked in an exoskeleton with and without supplemental stimulation while knee and hip motion was measured during swing phase. Stimulation was alternated on and off every ten steps to eliminate transient therapeutic effects, enabling the acute effects of stimulation to be isolated. These experiments indicated that common peroneal stimulation on average increased peak hip flexion during the swing phase of walking by 21.1° (236% and peak knee flexion by 14.4° (56%. Additionally, use of the stimulation decreased the swing phase RMS motor current by 228 mA (15% at the hip motors and 734 mA (38% at the knee motors, indicating improved kinematics were achieved with reduced effort from the exoskeleton. Walking with the exoskeleton did not have a significant effect on modified Ashworth scores, indicating the

Mathematics teachers' knowledge of the subject content and ...

African Journals Online (AJOL)

This paper discusses the need of the mathematics teacher to be equipped adequately in the content areas in mathematics, vis-a-vis the recent concerns about the poor performance of students in the pre-tertiary schools, and the competence of mathematics teachers in the field. The low performance in mathematics at the ...

Thyroid status influence on adiponectin, acylation stimulating protein (ASP and complement C3 in hyperthyroid and hypothyroid subjects

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Zhang Jianhua

2006-02-01

Full Text Available Abstract Background Thyroid abnormalities (hyperthyroid and hypothyroid are accompanied by changes in intermediary metabolism including alterations in body weight, insulin resistance and lipid profile. The aims of this study were to examine plasma ASP, its precursor C3 and adiponectin in hyperthyroid and hypothyroid subjects as compared to controls. Methods A total of 99 subjects were recruited from endocrinology/out-patient clinics: 46 hyperthyroid subjects, 23 hypothyroid subjects and 30 control subjects. Subjects were evaluated for FT4, FT3, TSH, glucose, insulin, complete lipid profile and the adipokines: adiponectin, acylation stimulating protein (ASP and complement C3. Results Hyperthyroidism was associated with a 95% increase in adiponectin (p = 0.0002, a 47% decrease in C3 (p Conclusion These changes suggest that thyroid disease may be accompanied by changes in adipokines, which may contribute to the phenotype expressed.

THE PROBLEM OF PREPARATION OF FUTURE TEACHERS OF HUMANITARIAN CYCLE SUBJECTS TO THE USE OF EDUCATIONAL PROGRAMMATIC FACILITIES

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Olena S. Tselykh

2010-08-01

Full Text Available The actual questions related to the development of methods and receptions of improvement of preparation of future teachers of humanitarian cycle subjects to application the educational programmatic facilities (EPF in their professional activity are examined in the article. On the basis of the conducted research the level of readiness of students of humanitarian faculties of the South Ukrainian National Pedagogical University by K. D. Ushinskogo is analyzed the noted activity. It is set that application of educational programmatic facilities considerably intensifies professional preparation of future teachers of humanitarian cycle subjects. It is well-proven that teaching technologies which oriented on application of EPF in professional activity can considerably facilitate and improve teacher’s work to high-quality level, increase the level of knowledge and abilities of students.

Towards a model of mentor teachers' roles in dialogues with prospective teachers

NARCIS (Netherlands)

MA Paul Hennissen; Dr. Niels Brouwer; Dr. F.J.A.J. Crasborn

2007-01-01

Mentoring dialogues play an important role in the supervision of prospective teachers. Mentor teachers have the dual role of guiding the students in the workplace and of stimulating students to reflect and learn from their teaching experiences. Does this happen in practice? This study describes the

The perceptions of teachers and principals toward providing additional compensation to teachers in high-need subject areas

Science.gov (United States)

Longing, Jeffrey Lucian

The purpose of this study was to determine possible differences in the perceptions of teachers teaching in high-need areas (i.e., math, science, special education, etc.) and teachers not teaching in high-need areas, (i.e., business education, physical education, etc.) as defined by the states of Arkansas and Louisiana, regarding higher compensation for high-need teachers. In addition, possible perception differences among principals and teachers were determined. The independent variables consisted of gender, position held, years of certified experience, and certification areas. The dependent variable was the perceptions of the participants on providing higher compensation for high-need teachers in order to attract and retain them. The data for all variables were collected using the Teacher Compensation Survey. The sample for this study was limited to teachers, grades 9 through 12, and principals of public high schools in south Arkansas and north Louisiana. Forty-four school districts in south Arkansas (Arkansas Department of Education, 2008a) and north Louisiana (Louisiana Department of Education, 2008a) met the criteria for this study. Twenty-two superintendents gave permission for their districts to participate in the research. A sample of 849 teachers and 38 principals were identified in these districts. Surveys were returned from 350 teachers, creating a 41% response rate. When the 31 principals that returned surveys were added to the total population, the response rate increased to 43% with 381 of the 887 surveyed responding. However, 42 of the teachers and two of the principals skipped some of the questions on the survey and were not included in the study. The researcher used a One-Way ANOVA and independent t-tests to determine the presence of statistical differences at the .05 level. The data showed that most math and science teachers agreed that high-need teachers should be compensated at a higher rate than teachers not teaching in high-need areas. The data

The efficiency of simultaneous binaural ocular vestibular evoked myogenic potentials: a comparative study with monaural acoustic stimulation in healthy subjects.

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Kim, Min-Beom; Ban, Jae Ho

2012-12-01

To evaluate the test-retest reliability and convenience of simultaneous binaural acoustic-evoked ocular vestibular evoked myogenic potentials (oVEMP). Thirteen healthy subjects with no history of ear diseases participated in this study. All subjects underwent oVEMP test with both separated monaural acoustic stimulation and simultaneous binaural acoustic stimulation. For evaluating test-retest reliability, three repetitive sessions were performed in each ear for calculating the intraclass correlation coefficient (ICC) for both monaural and binaural tests. We analyzed data from the biphasic n1-p1 complex, such as latency of peak, inter-peak amplitude, and asymmetric ratio of amplitude in both ears. Finally, we checked the total time required to complete each test for evaluating test convenience. No significant difference was observed in amplitude and asymmetric ratio in comparison between monaural and binaural oVEMP. However, latency was slightly delayed in binaural oVEMP. In test-retest reliability analysis, binaural oVEMP showed excellent ICC values ranging from 0.68 to 0.98 in latency, asymmetric ratio, and inter-peak amplitude. Additionally, the test time was shorter in binaural than monaural oVEMP. oVEMP elicited from binaural acoustic stimulation yields similar satisfactory results as monaural stimulation. Further, excellent test-retest reliability and shorter test time were achieved in binaural than in monaural oVEMP.

Clarifying pre-service teacher perceptions of mentor teachers' developing use of mentoring skills

NARCIS (Netherlands)

Prof. Dr. Theo Bergen; Dr. Niels Brouwer; Dr. Paul Hennissen; Dr. F.J.A.J. Crasborn; Prof. Dr. Fred Korthagen

2011-01-01

The aim of this study is to clarify how pre-service teachers perceive mentor teachers' use of mentoring skills. Sixty stimulated-recall interviews were conducted, each in connection with a previously recorded mentoring dialogue. A quantitative analysis showed that six types of mentoring skills

High frequency repetitive sensory stimulation improves temporal discrimination in healthy subjects.

Science.gov (United States)

Erro, Roberto; Rocchi, Lorenzo; Antelmi, Elena; Palladino, Raffaele; Tinazzi, Michele; Rothwell, John; Bhatia, Kailash P

2016-01-01

High frequency electrical stimulation of an area of skin on a finger improves two-point spatial discrimination in the stimulated area, likely depending on plastic changes in the somatosensory cortex. However, it is unknown whether improvement also applies to temporal discrimination. Twelve young and ten elderly volunteers underwent the stimulation protocol onto the palmar skin of the right index finger. Somatosensory temporal discrimination threshold (STDT) was evaluated before and immediately after stimulation as well as 2.5h and 24h later. There was a significant reduction in somatosensory temporal threshold only on the stimulated finger. The effect was reversible, with STDT returning to the baseline values within 24h, and was smaller in the elderly than in the young participants. High frequency stimulation of the skin focally improves temporal discrimination in the area of stimulation. Given previous suggestions that the perceptual effects rely on plastic changes in the somatosensory cortex, our results are consistent with the idea that the timing of sensory stimuli is, at least partially, encoded in the primary somatosensory cortex. Such a protocol could potentially be used as a therapeutic intervention to ameliorate physiological decline in the elderly or in other disorders of sensorimotor integration. Copyright © 2015 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.

"Bricolage" and Teachers' Theorizing.

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Wagner, Jon

1990-01-01

Discusses issues stimulated by Elizabeth Hatton's examination of teachers' work as "bricolage" in a prior article. Explores the connection between creative potential and pedagogic knowledge and the science of the abstract and the concrete. Presents potential reforms that could enhance teachers' capacity to gain pedagogic knowledge. (JS)

Elementary school teachers' attitudes to teamwork

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Vasilijević Danijela N.

2017-01-01

Full Text Available Research to date has shown that teacher teamwork results in higher motivation among students and higher quality knowledge, and also facilitates the sharing of professional experiences and stimulates teachers' creativity and their openness to change. Team forming and development depend on multiple factors, particularly on the individual and group traits of team members. This paper examines teachers' attitudes as an individual factor significant for their inclination for team teaching, and the aim of the study presented in the paper was to study teachers' attitudes to teamwork. The sample consisted of 240 teachers from fifteen elementary schools in Belgrade. Factor analysis has singled out three factors around which teachers' attitudes are grouped: a teaching; b team and individual development; and c professional challenge. The study has shown that overall, teachers have a positive attitude to teamwork because it is conducive to a stimulating environment for work and learning, and also provides an opportunity for teachers' personal and professional development. Significant differences in the perception of teamwork have been noted among lower-grade teachers depending on their years of service and the extent to which they have been engaged in team teaching.

DISTANCE LEARNING AS A PERSPECTIVE FORM IN DEVELOPMENT OF SUBJECT-REFERENCE PROFESSIONAL COMPETENCE OF TEACHERS

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Kateryna R. Kovalska

2010-08-01

Full Text Available In the article the state and the level of studying of methodological and theoretical bases of distance learning were analyzed and researched; the methodological bases were formed, a list of characteristics was revealed, relevant only to distance learning; a list of advantages and disadvantages of distance learning using for the development of subject-reference competence of information technology teachers was revealed.

The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools

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Geijsel, Femke P.; Sleegers, Peter J. C.; Stoel, Reinoud D.; Kruger, Meta L.

2009-01-01

In this study we examined the relative importance of teachers' psychological states, school organizational conditions (teacher collaboration and participative decision making), and the leadership practices (vision, individual consideration, and intellectual stimulation) of principals at their schools in explaining variation in teachers'…

Beginning Teachers' Conceptual Understandings of Effective History Teaching: Examining the Change from "Subject Knowers" to "Subject Teachers"

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Reitano, Paul; Green, Nicole C.

2013-01-01

This article reports the investigation of change in preservice teachers' conceptions of effective history teaching across a secondary history methods course in a postgraduate diploma of education program. Using concept mapping to plot shifts in their expressed reflections, data were obtained that indicate personal constructs of effective history…

Enhancement of motor learning by focal intermittent theta burst stimulation (iTBS) of either the primary motor (M1) or somatosensory area (S1) in healthy human subjects.

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Platz, Thomas; Adler-Wiebe, Marija; Roschka, Sybille; Lotze, Martin

2018-01-01

Motor rehabilitation after brain damage relies on motor re-learning as induced by specific training. Non-invasive brain stimulation (NIBS) can alter cortical excitability and thereby has a potential to enhance subsequent training-induced learning. Knowledge about any priming effects of NIBS on motor learning in healthy subjects can help to design targeted therapeutic applications in brain-damaged subjects. To examine whether complex motor learning in healthy subjects can be enhanced by intermittent theta burst stimulation (iTBS) to primary motor or sensory cortical areas. Eighteen young healthy subjects trained eight different arm motor tasks (arm ability training, AAT) once a day for 5 days using their left non-dominant arm. Except for day 1 (baseline), training was performed after applying an excitatory form of repetitive transcranial magnetic stimulation (iTBS) to either (I) right M1 or (II) S1, or (III) sham stimulation to the right M1. Subjects were randomly assigned to conditions I, II, or III. A principal component analysis of the motor behaviour data suggested eight independent motor abilities corresponding to the 8 trained tasks. AAT induced substantial motor learning across abilities with generalisation to a non-trained test of finger dexterity (Nine-Hole-Peg-Test, NHPT). Participants receiving iTBS (to either M1 or S1) showed better performance with the AAT tasks over the period of training compared to sham stimulation as well as a bigger improvement with the generalisation task (NHPT) for the trained left hand after training completion. Priming with an excitatory repetitive transcranial magnetic stimulation as iTBS of either M1 or S1 can enhance motor learning across different sensorimotor abilities.

Transcranial Direct Current Stimulation over the Medial Prefrontal Cortex and Left Primary Motor Cortex (mPFC-lPMC) Affects Subjective Beauty but Not Ugliness

Science.gov (United States)

Nakamura, Koyo; Kawabata, Hideaki

2015-01-01

Neuroaesthetics has been searching for the neural bases of the subjective experience of beauty. It has been demonstrated that neural activities in the medial prefrontal cortex (mPFC) and the left primary motor cortex (lPMC) correlate with the subjective experience of beauty. Although beauty and ugliness seem to be semantically and conceptually opposite, it is still unknown whether these two evaluations represent extreme opposites in unitary or bivariate dimensions. In this study, we applied transcranial direct current stimulation (tDCS) to examine whether non-invasive brain stimulation modulates two types of esthetic evaluation; evaluating beauty and ugliness. Participants rated the subjective beauty and ugliness of abstract paintings before and after the application of tDCS. Application of cathodal tDCS over the mPFC with anode electrode over the lPMC, which induced temporal inhibition of neural excitability of the mPFC, led to a decrease in beauty ratings but not ugliness ratings. There were no changes in ratings of both beauty and ugliness when applying anodal tDCS or sham stimulation over the mPFC. Results from our experiment indicate that the mPFC and the lPMC have a causal role in generating the subjective experience of beauty, with beauty and ugliness evaluations constituting two distinct dimensions. PMID:26696865

Manual para los Profesores de Ciencias. (Science Teachers' Handbook). Appropriate Technologies for Development Series Reprint R-66.

Science.gov (United States)

Rao, C. S., Ed.

Science should not be presented as a collection of facts; it must be presented as an active dynamic subject. It should be used to stimulate young minds and encourage questioning. This is a publication designed to meet the needs of science teachers for a day-to-day reference in science. It was intended for the use of Peace Corps volunteers and…

No Effect of Cathodal Transcranial Direct Current Stimulation on Fear Memory in Healthy Human Subjects

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Aditya Mungee

2016-11-01

Full Text Available Background: Studies have demonstrated that fear memories can be modified using non-invasive methods. Recently, we demonstrated that anodal transcranial direct current stimulation (tDCS of the right dorsolateral prefrontal cortex is capable of enhancing fear memories. Here, we examined the effects of cathodal tDCS of the right dorsolateral prefrontal cortex during fear reconsolidation in humans. Methods: Seventeen young, healthy subjects were randomly assigned to two groups, which underwent fear conditioning with mild electric stimuli paired with a visual stimulus. Twenty-four hours later, both groups were shown a reminder of the conditioned fearful stimulus. Shortly thereafter, they received either tDCS (right prefrontal—cathodal, left supraorbital—anodal for 20 min at 1 mA, or sham stimulation. A day later, fear responses of both groups were compared. Results: On Day 3, during fear response assessment, there were no significant differences between the tDCS and sham group (p > 0.05. Conclusion: We conclude that cathodal tDCS of the right dorsolateral prefrontal cortex (right prefrontal—cathodal, left supraorbital—anodal did not influence fear memories.

Functional Magnetic Stimulation of Inspiratory and Expiratory Muscles in Subjects With Tetraplegia.

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Zhang, Xiaoming; Plow, Ela; Ranganthan, Vinoth; Huang, Honglian; Schmitt, Melissa; Nemunaitis, Gregory; Kelly, Clay; Frost, Frederick; Lin, Vernon

2016-07-01

Respiratory complications are major causes of morbidity and mortality in persons with a spinal cord injury, partly because of respiratory muscle paralysis. Earlier investigation has demonstrated that functional magnetic stimulation (FMS) can be used as a noninvasive technology for activating expiratory muscles, thus producing useful expiratory functions (simulated cough) in subjects with spinal cord injury. To evaluate the effectiveness of FMS for conditioning inspiratory and expiratory muscles in persons with tetraplegia. A prospective before and after trial. FMS Laboratory, Louis Stokes Cleveland VA Medical Center, Cleveland, OH. Six persons with tetraplegia. Each subject participated in a 6-week FMS protocol for conditioning the inspiratory and expiratory muscles. A magnetic stimulator was used with the center of a magnetic coil placed at the C7-T1 and T9-T10 spinous processes, respectively. Pulmonary function tests were performed before, during, and after the protocol. Respiratory variables included maximal inspiratory pressure (MIP), inspiratory reserve volume (IRV), peak inspiratory flow (PIF), maximal expiratory pressure (MEP), expiratory reserve volume (ERV), and peak expiratory flow (PEF). After 6 weeks of conditioning, the main outcome measurements (mean ± standard error) were as follows: MIP, 89.6 ± 7.3 cm H2O; IRV, 1.90 ± 0.34 L; PIF, 302.4 ± 36.3 L/min; MEP, 67.4 ± 11.1 cm H2O; ERV, 0.40 ± 0.06 L; and PEF, 372.4 ± 31.9 L/min. These values corresponded to 117%, 107%, 136%, 109%, 130%, and 124% of pre-FMS conditioning values, respectively. Significant improvements were observed in MIP (P = .022), PIF (P = .0001), and PEF (P = .0006), respectively. When FMS was discontinued for 4 weeks, these values showed decreases from their values at the end of the conditioning protocol, which suggests that continual FMS may be necessary to maintain improved respiratory functions. FMS conditioning of the inspiratory and expiratory muscles improved

Subjective Well-Being of Hong Kong Chinese Teachers: The Contribution of Gratitude, Forgiveness, and the Orientations to Happiness

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Chan, David W.

2013-01-01

This study investigated whether gratitude and forgiveness contribute to subjective well-being (life satisfaction, positive affect, and negative affect) above the contribution of the three orientations to happiness in a sample of 143 Hong Kong Chinese teachers. Gratitude and forgiveness correlated substantially and significantly with each other,…

Gravity dependence of the effect of optokinetic stimulation on the subjective visual vertical.

Science.gov (United States)

Ward, Bryan K; Bockisch, Christopher J; Caramia, Nicoletta; Bertolini, Giovanni; Tarnutzer, Alexander Andrea

2017-05-01

Accurate and precise estimates of direction of gravity are essential for spatial orientation. According to Bayesian theory, multisensory vestibular, visual, and proprioceptive input is centrally integrated in a weighted fashion based on the reliability of the component sensory signals. For otolithic input, a decreasing signal-to-noise ratio was demonstrated with increasing roll angle. We hypothesized that the weights of vestibular (otolithic) and extravestibular (visual/proprioceptive) sensors are roll-angle dependent and predicted an increased weight of extravestibular cues with increasing roll angle, potentially following the Bayesian hypothesis. To probe this concept, the subjective visual vertical (SVV) was assessed in different roll positions (≤ ± 120°, steps = 30°, n = 10) with/without presenting an optokinetic stimulus (velocity = ± 60°/s). The optokinetic stimulus biased the SVV toward the direction of stimulus rotation for roll angles ≥ ± 30° ( P stimulation. Variability and optokinetic bias were correlated ( R 2 = 0.71, slope = 0.71, 95% confidence interval = 0.57-0.86). An optimal-observer model combining an optokinetic bias with vestibular input reproduced measured errors closely. These findings support the hypothesis of a weighted multisensory integration when estimating direction of gravity with optokinetic stimulation. Visual input was weighted more when vestibular input became less reliable, i.e., at larger roll-tilt angles. However, according to Bayesian theory, the variability of combined cues is always lower than the variability of each source cue. If the observed increase in variability, although nonsignificant, is true, either it must depend on an additional source of variability, added after SVV computation, or it would conflict with the Bayesian hypothesis. NEW & NOTEWORTHY Applying a rotating optokinetic stimulus while recording the subjective visual vertical in different whole body roll angles, we noted the optokinetic

The Development of Community Competence in the Teacher Education Curriculum

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Dobber, Marjolein; Vandyck, Inne; Akkerman, Sanne; Graaff, Rick de; Beishuizen, Jos; Pilot, Albert; Verloop, Nico; Vermunt, Jan

2013-01-01

Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay attention to and aim to stimulate the development of…

Stimulation in the dorsolateral prefrontal cortex changes subjective evaluation of percepts.

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Tzu-Ching Chiang

Full Text Available Nelson and Narens have proposed a metacognition model that dissociates the objective processing of information (object-level and the subjective evaluation of the performance (i.e., the metalevel. Neurophysiological evidence also indicates that the prefrontal cortices (PFC are the brain areas which perform the metalevel function [1]-[3]. A corresponding neural mechanism of Nelson and Narens's model, called dynamic filtering theory [4], [5], indicates that object-level processing is distributed in the posterior cortices and regulated by the prefrontal cortices with a filtering or gating mechanism to select appropriate signals and suppress inappropriate signals and noise. Based on this model, a hypothesis can be developed that, in the case of uncertainty or overloading of object-level processing, the prefrontal cortices will become more active in order to modulate signals and noise. This hypothesis is supported by a recent fMRI study [6] showing that the PFC (Brodmann area 9, BA9 was activated when subjects were overloaded in a bimodal attentional task, compared to a unimodal task. Here, we report a study showing that applying repetitive transmagnetic stimulation (rTMS over the BA9 in order to interfere with its functional activity resulted in significant increas in guessed responses, compared to three other control conditions (i.e., no-TMS, sham TMS on BA9, and rTMS on Cz. The results are compatible with the dynamic filtering theory and suggest that a malfunction of the PFC would weaken the quality of meta-cognitive percepts and increase the number of guessed responses.

Music acupuncture stimulation method.

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Brătilă, F; Moldovan, C

2007-01-01

Harmonic Medicine is the model using the theory that the body rhythms synchronize to an outer rhythm applied for therapeutic purpose, can restores the energy balance in acupuncture channels and organs and the condition of well-being. The purpose of this scientific work was to demonstrate the role played by harmonic sounds in the stimulation of the Lung (LU) Meridian (Shoutaiyin Feijing) and of the Kidney (KI) Meridian (Zushaoyin Shenjing). It was used an original method that included: measurement and electronic sound stimulation of the Meridian Entry Point, measurement of Meridian Exit Point, computer data processing, bio feed-back adjustment of the music stimulation parameters. After data processing, it was found that the sound stimulation of the Lung Meridian Frequency is optimal between 122 Hz and 128 Hz, with an average of 124 Hz (87% of the subjects) and for Kidney Meridian from 118 Hz to 121 Hz, with an average of 120 Hz (67% of the subjects). The acupuncture stimulation was more intense for female subjects (> 7%) than for the male ones. We preliminarily consider that an informational resonance phenomenon can be developed between the acupuncture music stimulation frequency and the cellular dipole frequency, being a really "resonant frequency signature" of an acupoint. The harmonic generation and the electronic excitation or low-excitation status of an acupuncture point may be considered as a resonance mechanism. By this kind of acupunctural stimulation, a symphony may act and play a healer role.

Inspiring Teachers to Reflect and Ask for Feedback: An Interplay of Teachers' Self-Efficacy, Principals' Feedback, and Servant Leadership Characteristics

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Birringer-Haig, Joan I.

2014-01-01

The goal of the study was to investigate how teachers' reflection and asking for feedback--critical aspects of teachers' professional growth--can be explained and stimulated by teachers' self-efficacy, principals' feedback, and servant leadership characteristics. A mixed-method study was conducted with data collected from surveys and interviews…

Human Resource Subjects Allocation and Students' Academic ...

African Journals Online (AJOL)

This study investigated human resource subjects' allocation and students' academic performance in Secondary Schools in Obudu, Nigeria. The relevant variables of teachers subject was used as independent variable while the dependent variables were students' academic performance. Six hundred teachers from 20 ...

From Gender-segregated Subjects to Multi-material Craft: Craft Student Teachers’Views on the Future of the Craft Subject

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Jaana Lepistö

2015-12-01

Full Text Available This paper describes the views of student teachers of craft about the future of craft as a school subject. The study was conducted at the University of Turku, Department of Teacher Education, in Rauma in 2014. The literature review revealed that the subject of craft in Finnish basic education is understood as a dialog between the maker and the materials. However, teaching and learning craft in schools and in teacher education has a strong gender-based tradition. The aim of this study is to investigate student teachers’ understanding of craft as a school subject in the future and their solutions to teaching craft in basic education. The data were collected from essays (N = 20 written by student teachers of craft. The essays were analyzed qualitatively using content analysis. The results showed that the student teachers of craft viewed holistic craft, reflective action readiness, entrepreneurial behaviour, multiple skills, the use of versatile materials, and craft as sources of pleasure and the main solutions for the future of craft as a subject.

PCK: How Teachers Transform Subject Matter Knowledge.

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Veal, William R.; van Driel, Jan; Hulshof, Hans

2001-01-01

Review of book on the concept of pedagogical content knowledge (PCK), including chapters reviewing an extensive body of research on the knowledge base for teaching, especially science, and the application of PCK to the design of elementary and secondary school science teacher-education programs. (PKP)

Characteristics of High School Students' and Science Teachers' Cognitive Frame about Effective Teaching Method for High School Science Subject

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Chung, Duk Ho; Park, Kyeong-Jin; Cho, Kyu Seong

2016-04-01

We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students'' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of ''convergence'' as well as ''integration'' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively. Keywords : semantic network analysis, cognitive frame, teaching method, science lesson

A nonrandomized, open-label study to evaluate the effect of nasal stimulation on tear production in subjects with dry eye disease.

Science.gov (United States)

Friedman, Neil J; Butron, Karla; Robledo, Nora; Loudin, James; Baba, Stephanie N; Chayet, Arturo

2016-01-01

Dry eye disease (DED), a chronic disorder affecting the tear film and lacrimal functional unit, is a widely prevalent condition associated with significant burden and unmet treatment needs. Since specific neural circuits play an important role in maintaining ocular surface health, microelectrical stimulation of these pathways could present a promising new approach to treating DED. This study evaluated the efficacy and safety of nasal electrical stimulation in patients with DED. This prospective, open-label, single-arm, nonrandomized pilot study included 40 patients with mild to severe DED. After undergoing two screening visits, enrolled subjects were provided with a nasal stimulation device and instructed to use it at home four times daily (or more often as needed). Follow-up assessments were conducted up to day 180. The primary efficacy endpoint was the difference between unstimulated and stimulated tear production quantified by Schirmer scores. Additional efficacy endpoints included change from baseline in corneal and conjunctival staining, symptoms evaluated on a Visual Analog Scale, and Ocular Surface Disease Index scores. Safety parameters included adverse event (AE) rates, visual acuity, intraocular pressure, slit-lamp biomicroscopy, indirect ophthalmoscopy, and endoscopic nasal examinations. Mean stimulated Schirmer scores were significantly higher than the unstimulated scores at all visits, and corneal and conjunctival staining and symptom scores from baseline to day 180 were significantly reduced. No serious device-related AEs and nine nonserious AEs (three device-related) were reported. Intraocular pressure remained stable and most subjects showed little or no change in visual acuity at days 30 and 180. No significant findings from other clinical examinations were noted. Neurostimulation of the nasolacrimal pathway is a safe and effective means of increasing tear production and reducing symptoms of dry eye in patients with DED.

Getting Personal: How Early Childhood Teacher Education Troubles Students' and Teacher Educators' Identities Regarding Subjectivity and Feminism

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Taguchi, Hillevi Lenz

2005-01-01

This article constitutes an attempt to investigate how student teachers and teacher educators in the context of Swedish early childhood teacher education are invented and reinvented by practices that are inspired by feminist and post-structural thinking. I give examples of practice that explicitly make use of different aspects of the personal,…

Inter-subject and Inter-session Variability of Plasticity Induction by Non-invasive Brain Stimulation

DEFF Research Database (Denmark)

Ziemann, Ulf; Siebner, Hartwig R

2015-01-01

in human cortex well beyond the time of stimulation. These aftereffects have been termed long-term potentiation (LTP)-like and long-term depression (LTD)-like plasticity because indirect evidence supported the notion that synaptic strengthening or weakening similar to LTP/D at the cellular level underlies......Non-invasive brain stimulation (NIBS) protocols such as regular repetitive transcranial magnetic stimulation (rTMS), theta-burst stimulation (TBS), paired associative stimulation (PAS) and transcranial direct current stimulation (tDCS) can change the excitability of the stimulated neuronal network...

The influence of GLP-1 on glucose-stimulated insulin secretion: effects on beta-cell sensitivity in type 2 and nondiabetic subjects

DEFF Research Database (Denmark)

Kjems, Lise L; Holst, Jens J; Vølund, Aage

2003-01-01

. However, the dose-response relationship between GLP-1 and basal and glucose-stimulated prehepatic insulin secretion rate (ISR) is currently not known. Seven patients with type 2 diabetes and seven matched nondiabetic control subjects were studied. ISR was determined during a graded glucose infusion of 2...

Understanding the effects of stimulant medications on cognition in individuals with attention-deficit hyperactivity disorder: a decade of progress.

Science.gov (United States)

Swanson, James; Baler, Ruben D; Volkow, Nora D

2011-01-01

The use of stimulant drugs for the treatment of children with attention-deficit hyperactivity disorder (ADHD) is one of the most widespread pharmacological interventions in child psychiatry and behavioral pediatrics. This treatment is well grounded on controlled studies showing efficacy of low oral doses of methylphenidate and amphetamine in reducing the behavioral symptoms of the disorder as reported by parents and teachers, both for the cognitive (inattention and impulsivity) and non-cognitive (hyperactivity) domains. Our main aim is to review the objectively measured cognitive effects that accompany the subjectively assessed clinical responses to stimulant medications. Recently, methods from the cognitive neurosciences have been used to provide information about brain processes that underlie the cognitive deficits of ADHD and the cognitive effects of stimulant medications. We will review some key findings from the recent literature, and then offer interpretations of the progress that has been made over the past decade in understanding the cognitive effects of stimulant medication on individuals with ADHD.

ESSENCE AND PRINCIPLES OF THE PRAXEOLOGICAL APPROACH FOR METHODICAL PREPARATION OF A FUTURE TEACHER OF TECHNOLOGY

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Андрій Малихін

2014-10-01

Full Text Available The article deals with the problem of using the ideas of praxeology in methodical preparation of future teachers of technology. The author explores the theoretical and practical aspects of praxeological approach for the training of a future teacher of education branch «Technology», a description of the system, the activityrelated, competence, personality directed, technological and thesaurus functions of praxeological approach are given that ensure effective communication of objective and subjective factors that contribute to successful mastery of the methodical knowledge and skills by students. Also in the article the essence of the principles of praxeology is revealed: diagnosticity of objectives and learning outcomes; stimulating and motivating the students a positive attitude to learning, focus on their needs and interests; choice of effective methods, means and forms of activity; relationship of stages of training; the importance of learning results; support for the creation of conditions for individual self-regulation of cognitive activity of subjects of training, compliance with which can effectively realize the praxeological approach to methodical training of future teachers of technology.

Promoting versatililty in mentor teachers' use of supervisory skills

NARCIS (Netherlands)

Dr. Paul Hennissen; Dr. F.J.A.J. Crasborn; Niels Brouwer; Theo Bergen; Fred Korthagen

2008-01-01

Mentor teachers need a versatile supervisory skills repertoire. Besides taking the prevalent role of daily advisor and instructor, mentor teachers should also be able to stimulate reflection in student teachers. Video recordings were analyzed of 60 mentoring dialogues, both before and after a mentor

Strengthening of Existing Episodic Memories Through Non-invasive Stimulation of Prefrontal Cortex in Older Adults with Subjective Memory Complaints

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Rosa Manenti

2017-12-01

Full Text Available Episodic memory is critical to daily life functioning. This type of declarative memory declines with age and is the earliest cognitive function to be compromised in Alzheimer’s disease (AD. Subjective memory complaints are commonly reported by older adults and have been considered a risk factor for developing AD. The possibilities for prevention of memory disorders in older adults have increased substantially in recent years. Previous studies have shown that anodal transcranial Direct Current Stimulation (tDCS applied over the left lateral prefrontal cortex (PFC after a contextual reminder strengthened existing verbal episodic memories, conceivably through reconsolidation, in elderly people. In this study, we hypothesized that anodal tDCS applied over the left lateral PFC after a contextual reminder would improve delayed memory retrieval relative to placebo (sham stimulation in elderly individuals with SMC. Twenty-two subjects learned a list of words. Twenty-four hour later, tDCS (anodal or placebo was applied over the left lateral PFC after a contextual reminder. Memory retrieval was tested 48h and 30 days later. These findings showed that anodal tDCS over the left lateral PFC strengthened existing episodic memories, a behavioral effect documented by improved recognition up to 30 days, relative to placebo stimulation. This study suggests that tDCS after a contextual reminder can induce long-lasting beneficial effects by facilitating the consolidation processes and opens up the possibility to design specific non-invasive interventions aimed at preventing memory decline in this at-risk population.

Strategies for Estimating Teacher Supply and Demand Using Student and Teacher Data. REL 2017-197

Science.gov (United States)

Lindsay, Jim; Wan, Yinmei; Berg-Jacobson, Alexander; Walston, Jill; Redford, Jeremy

2016-01-01

Every year the U.S. Department of Education reports for each state in the country the grade levels, subject areas, and geographic areas that have experienced teacher shortages (U.S. Department of Education, Office of Postsecondary Education, 2015). A teacher shortage occurs when the number of teachers available in a specific grade, subject matter…

Debates in Religious Education. The Debates in Subject Teaching Series

Science.gov (United States)

Barnes, L. Philip, Ed.

2011-01-01

What are the key debates in Religious Education teaching today? "Debates in Religious Education" explores the major issues all RE teachers encounter in their daily professional lives. It encourages critical reflection and aims to stimulate both novice and experienced teachers to think more deeply about their practice, and link research…

Capturing the Impact of Training Teacher Coaches

NARCIS (Netherlands)

Dr. C.N. Brouwer; Dr. F.J.A.J. Crasborn; Drs. P.P.M. Hennissen

2005-01-01

The purpose of this study was to explore which indicators can be used to evaluate the effects of a training program for teacher coaches. This program aimed at broadening coaches' intervention repertoires in stimulating reflection in prospective teachers. Several instruments were used in a

Teacher-Student Relationships and L2 Motivation

Science.gov (United States)

Henry, Alastair; Thorsen, Cecilia

2018-01-01

Positive relationships with teachers are important for students' second language motivation. However, little is known about how interpersonal interactions stimulate motivated behavior. Drawing on studies of teacher-student relationships, theories from positive psychology, and the psychology of unconscious self-regulation, this case study examines…

Precise positional measurement system in transcranial magnetic stimulation

International Nuclear Information System (INIS)

Inoue, Tomonori; Mishima, Yukuo; Hiwaki, Osamu

2006-01-01

Transcranial magnetic stimulation (TMS) is a method for noninvasive stimulation of cerebral cortex, and it has contributed to clinical and basic researches of brain function. In order to estimate the accurate stimulating points of the cortex in TMS, precise measurement of the subject's head and the stimulating coil is necessary. In this study, we have developed the positioning TMS system with a three-dimensional (3-D) digitizer and a multi-articular system. We proposed a method for the accurate measurement of a subject's head and cortex, in which the location data of the subject's face surface captured by a 3-D digitizer were superimposed on the magnetic resonance imaging (MRI) data of the subject's face surface. Using this system, the precise estimation of the stimulated sites of the cortex in TMS was achieved. The validity of the system was verified by the experiment on the TMS of the motor cortex. (author)

Improved Pain Relief With Burst Spinal Cord Stimulation for Two Weeks in Patients Using Tonic Stimulation: Results From a Small Clinical Study.

Science.gov (United States)

Courtney, Peter; Espinet, Anthony; Mitchell, Bruce; Russo, Marc; Muir, Andrew; Verrills, Paul; Davis, Kristina

2015-07-01

Conventional spinal cord stimulation (SCS) delivers a tonic waveform with consistent stream of pulses; burst delivers groups of pulses separated by short pulse-free periods. The current study compared the short-term safety and efficacy of burst with tonic stimulation in subjects already receiving SCS. At 4 IRB-approved sites, 22 subjects previously implanted with an SCS device for intractable, chronic pain gave informed consent and received burst stimulation for 14 days. Subjects reported average daily Visual Analog Scale (VAS) for overall, trunk, and limb pain using tonic stimulation and after 7 and 14 days of burst stimulation. Thoughts about pain were assessed using the Pain Catastrophizing Scale. Areas of paresthesia were assessed during tonic and burst stimulation using body maps. Assessment of patient satisfaction and preferred stimulation occurred after 14 days of burst. Average daily overall VAS reduced 46% from a mean of 53.5 (±20.2) mm during tonic SCS to 28.5 (±18.1) mm during burst (p pain relief was the most common reason cited for preference. A majority of subjects reported improved pain relief using burst compared with tonic stimulation. Most subjects experienced less paresthesia during burst and preferred burst citing better pain relief. © 2015 The Authors. Neuromodulation: Technology at the Neural Interface published by Wiley Periodicals, Inc. on behalf of International Neuromodulation Society.

Comparing the Internet Usage of Pre-service Language Teachers With Teachers of Other Subjects: Distance Learning vs. On-Campus Learning

Directory of Open Access Journals (Sweden)

Mehmet Firat

2017-01-01

Full Text Available Teachers play a crucial role in helping individuals gain adequate Internet competency, which requires teachers themselves to be Internet-literate. The purpose of this study is to investigate the Internet use of the distance and on-campus pre-service teachers of language and other disciplines by multiple parameters. A total of 789 teacher candidates participated in this survey. The findings show that the candidate teachers in on-campus and distance-learning programs have an average level of Internet usage adequacy and that the younger candidate teachers and those in higher classes use the Internet more frequently. Pre-service foreign language teachers have been found to have a moderate level of Internet usage frequency, adequacy and technology ownership in comparison with the other preservice teacher groups.

Qualities of Early Childhood Teachers: Reflections from Teachers and Administrators.

Science.gov (United States)

Weitman, Catheryn J.; Humphries, Janie H.

Data were collected from elementary school principals and kindergarten teachers in Texas and Louisiana in an effort to identify qualities that are thought to be important for kindergarten teachers. A questionnaire listing 462 qualities of early childhood teachers was compiled from literature reviews. Subjects were asked to check a maximum of 50…

Student-Teachers' Verbal Communication Patterns during Their Teaching Practice in "Studies for the Environment" Subject in Early Greek Primary Classes

Science.gov (United States)

Malandrakis, George; Karagianni, Aggeliki; Pani, Dimitra

2016-01-01

This study explores the quality of student-teachers' (STs') verbal communication during their teaching practice on the "Studies for the Environment" subject, and identifies potential factors affecting it. Forty-one teaching sessions were analysed revealing that STs dominate classroom talking by having almost an equal number of utterances…

Preservice Teachers Connecting Mathematics and Drumming

Science.gov (United States)

Marshall, Anne Marie

2014-01-01

Increasingly, elementary classroom teachers are being called to teach a myriad of subjects, including visual art, dance, and music. Preservice teachers must be prepared to teach and integrate multiple subjects. To that end, preservice teachers will need experiences in their preparation that help them to see connections across content areas and…

Debates in History Teaching. The Debates in Subject Teaching Series

Science.gov (United States)

Davies, Ian, Ed.

2010-01-01

"Debates in History Teaching" explores the major issues all history teachers encounter in their daily professional lives. It encourages critical reflection and aims to stimulate both novice and experienced teachers to think more deeply about their practice, and link research and evidence to what they have observed in schools. Written by a range of…

Stimulating and Developing High School Students’Motivation in Their English Learning

Institute of Scientific and Technical Information of China (English)

笈文婷

2014-01-01

Stimulating learning motivation refers to transforming potential learning motivation to learning behavior.Motivation is the core of learning process,keeping right and long-lasting power is the premise of English learning.As for present English teaching,teachers often face students lacking learning interests and learning motivation,so how to stimulate and develop these students’learning motivation is a universal prob-lem for many teachers,of course it is a difficult problem.The essay aims at analyzing the classifications of English learning motivation,the influen-tial factors of learning motivation and how to improve English learning motivation from many ways.

From Gender-segregated Subjects to Multi-material Craft: Craft Student Teachers’Views on the Future of the Craft Subject

OpenAIRE

Jaana Lepistö; Eila Lindfors

2015-01-01

This paper describes the views of student teachers of craft about the future of craft as a school subject. The study was conducted at the University of Turku, Department of Teacher Education, in Rauma in 2014. The literature review revealed that the subject of craft in Finnish basic education is understood as a dialog between the maker and the materials. However, teaching and learning craft in schools and in teacher education has a strong gender-based tradition. The aim of this study is to in...

Reducing interaction in simultaneous paired stimulation with CI.

Directory of Open Access Journals (Sweden)

Dirk Vellinga

Full Text Available In this study simultaneous paired stimulation of electrodes in cochlear implants is investigated by psychophysical experiments in 8 post-lingually deaf subjects (and one extra subject who only participated in part of the experiments. Simultaneous and sequential monopolar stimulation modes are used as references and are compared to channel interaction compensation, partial tripolar stimulation and a novel sequential stimulation strategy named phased array compensation. Psychophysical experiments are performed to investigate both the loudness integration during paired stimulation at the main electrodes as well as the interaction with the electrode contact located halfway between the stimulating pair. The study shows that simultaneous monopolar stimulation has more loudness integration on the main electrodes and more interaction in between the electrodes than sequential stimulation. Channel interaction compensation works to reduce the loudness integration at the main electrodes, but does not reduce the interaction in between the electrodes caused by paired stimulation. Partial tripolar stimulation uses much more current to reach the needed loudness, but shows the same interaction in between the electrodes as sequential monopolar stimulation. In phased array compensation we have used the individual impedance matrix of each subject to calculate the current needed on each electrode to exactly match the stimulation voltage along the array to that of sequential stimulation. The results show that the interaction in between the electrodes is the same as monopolar stimulation. The strategy uses less current than partial tripolar stimulation, but more than monopolar stimulation. In conclusion, the paper shows that paired stimulation is possible if the interaction is compensated.

Stimulating students’ academic language : Opportunities in instructional methods in elementary school mathematics

NARCIS (Netherlands)

Dokter, Nanke; Aarts, Rian; Kurvers, J.J.H.; Ros, Anje; Kroon, Sjaak

2017-01-01

Mastering academic language (AL) by elementary school students is important for achieving school success. The extent to which teachers play a role in stimulating students’ AL development may differ. Two types of AL stimulating behavior are distinguished: aimed at students’ understanding and at

Stimulating students’ academic language : opportunities in instructional methods in elementary school mathematics

NARCIS (Netherlands)

Rian Aarts; Jeanne Kurvers; Sjaak Kroon; Anje Ros; Nanke Dokter

2017-01-01

Mastering academic language (AL) by elementary school students is important for achieving school success. The extent to which teachers play a role in stimulating students’ AL development may differ. Two types of AL stimulating behavior are distinguished: aimed at students’ understanding and at

Response of optically stimulated luminescence dosimeters subjected to X-rays in diagnostic energy range

International Nuclear Information System (INIS)

Musa, Y; Hashim, S; Karim, M K A; Ang, W C; Salehhon, N; Bakar, K A

2017-01-01

The use of optically stimulated luminescence (OSL) for dosimetry applications has recently increased considerably due to availability of commercial OSL dosimeters (nanoDots) for clinical use. The OSL dosimeter has a great potential to be used in clinical dosimetry because of its prevailing advantages in both handling and application. However, utilising nanoDot OSLDs for dose measurement in diagnostic radiology can only be guaranteed when the performance and characteristics of the dosimeters are apposite. In the present work, we examined the response of commercially available nanoDot OSLD (Al 2 O 3 :C) subjected to X-rays in general radiography. The nanoDots response with respect to reproducibility, dose linearity and signal depletion were analysed using microStar reader (Landauer, Inc., Glenwood, IL). Irradiations were performed free-in-air using 70, 80 and 120 kV tube voltages and tube currents ranging from 10 – 100 mAs. The results showed that the nanoDots exhibit good linearity and reproducibility when subjected to diagnostic X-rays, with coefficient of variations (CV) ranging between 2.3% to 3.5% representing a good reproducibility. The results also indicated average of 1% signal reduction per readout. Hence, the nanoDots showed a promising potential for dose measurement in general X-ray procedure. (paper)

Defining Primary Geography from Teachers' Expertise: What Chilean Teachers Mean by Geography

Science.gov (United States)

Salinas-Silva, Victor; Perez-Gallardo, Patricio; Arenas-Martija, Andoni

2015-01-01

This article examines teachers' subject expertise in a context where geography could be considered a neglected school subject. Using an empirical approach to the problem, the article aims to provide a view on the dynamics of teaching primary geography in Chile, through considering teachers' narratives on curriculum making and their associated…

Evaluation of the effectiveness of transcranial direct current stimulation (tDCS) and psychosensory stimulation through DOCS scale in a minimally conscious subject.

Science.gov (United States)

Dimitri, Danilo; De Filippis, Daniela; Galetto, Valentina; Zettin, Marina

2017-04-01

The aim of our study was to assess the effectiveness of transcranial direct current stimulation (tDCS) on alertness improvement in a patient in a minimally conscious state (MCS) by means of disorders of consciousness scale combined with psycho-sensory stimulation. The effects of tDCS on muscle hypertonia through the Ashworth scale were also examined. tDCS was performed through a two-channel intra-cephalic stimulator. After stimulation, the patient followed a psychosensory stimulation training. Results pointed out an increase in DOCunit score, as well as an increase in alertness maintenance and an improvement in muscle hypertonia, although a MCS state persisted.

Cognitive stimulation of pupils with Down syndrome: A study of inferential talk during book-sharing.

Science.gov (United States)

Engevik, Liv Inger; Næss, Kari-Anne B; Hagtvet, Bente E

2016-08-01

In the education of pupils with Down syndrome, "simplifying" literal talk and concrete stimulation have typically played a dominant role. This explorative study investigated the extent to which teachers stimulated abstract cognitive functions via inferential talk during book-sharing and how pupils with Down syndrome responded. Dyadic interactions (N=7) were videotaped, transcribed and coded to identify levels of abstraction in teacher utterances and to evaluate the adequacy of pupil responses. One-third of the teachers' utterances contained high levels of abstraction and promoted inferential talk. Six of the seven children predominantly responded in ways which revealed inferential thinking. Dialog excerpts highlighted individual, contextual and interactional factors contributing to variations in the findings. Contrary to previous claims, the children with Down syndrome in the current sample appear able to draw inferences beyond the "here-and-now" with teacher support. This finding highlights the educational relevance and importance of higher-order cognitive stimulation of pupils with intellectual disabilities, to foster independent metacognitive skills. Copyright © 2016 Elsevier Ltd. All rights reserved.

Exploring the Relationship between Secondary Science Teachers' Subject Matter Knowledge and Knowledge of Student Conceptions While Teaching Evolution by Natural Selection

Science.gov (United States)

Lucero, Margaret M.; Petrosino, Anthony J.; Delgado, Cesar

2017-01-01

The fundamental scientific concept of evolution occurring by natural selection is home to many deeply held alternative conceptions and considered difficult to teach. Science teachers' subject matter knowledge (SMK) and the pedagogical content knowledge (PCK) component of knowledge of students' conceptions (KOSC) can be valuable resources for…

Effects of intermittent theta-burst stimulation on practice-related changes in fast finger movements in healthy subjects.

Science.gov (United States)

Agostino, Rocco; Iezzi, Ennio; Dinapoli, Loredana; Suppa, Antonio; Conte, Antonella; Berardelli, Alfredo

2008-08-01

In this paper we investigated the effects of intermittent theta-burst stimulation (iTBS) applied to the primary motor cortex on practice-related changes in motor performance. Seventeen healthy subjects underwent two experimental sessions, one testing real iTBS and the other testing sham iTBS. Before and after both iTBS sessions, the subjects practiced fast right index-finger abductions for a few minutes. As measures of cortical excitability we calculated resting motor threshold and motor-evoked potential amplitude. As measures of practice-related changes we evaluated the mean movement amplitude, peak velocity and peak acceleration values for each block. When subjects practiced the movement task, the three variables measuring practice-related changes improved to a similar extent during real and sham iTBS whereas cortical excitability increased only during real iTBS. In a further group of five healthy subjects we investigated the effect of real and sham iTBS on changes in motor performance after a longer task practice and found no significant changes in motor performance and retention after real and sham iTBS. From our results overall we conclude that in healthy subjects iTBS applied to the primary motor cortex leaves practice-related changes in an index finger abduction task unaffected. We suggest that iTBS delivered over the primary motor cortex is insufficient to alter motor performance because early motor learning probably engages a wide cortical and subcortical network.

A nonrandomized, open-label study to evaluate the effect of nasal stimulation on tear production in subjects with dry eye disease

Directory of Open Access Journals (Sweden)

Friedman NJ

2016-05-01

Full Text Available Neil J Friedman,1 Karla Butron,2 Nora Robledo,2 James Loudin,3 Stephanie N Baba,3 Arturo Chayet2 1Department of Ophthalmology, Stanford University, Mid-Peninsula Ophthalmology Medical Group, Palo Alto, CA, USA; 2Codet Vision Institute, Tijuana, Mexico; 3Oculeve, Inc., South San Francisco, CA, USA Background: Dry eye disease (DED, a chronic disorder affecting the tear film and lacrimal functional unit, is a widely prevalent condition associated with significant burden and unmet treatment needs. Since specific neural circuits play an important role in maintaining ocular surface health, microelectrical stimulation of these pathways could present a promising new approach to treating DED. This study evaluated the efficacy and safety of nasal electrical stimulation in patients with DED. Methods: This prospective, open-label, single-arm, nonrandomized pilot study included 40 patients with mild to severe DED. After undergoing two screening visits, enrolled subjects were provided with a nasal stimulation device and instructed to use it at home four times daily (or more often as needed. Follow-up assessments were conducted up to day 180. The primary efficacy endpoint was the difference between unstimulated and stimulated tear production quantified by Schirmer scores. Additional efficacy endpoints included change from baseline in corneal and conjunctival staining, symptoms evaluated on a Visual Analog Scale, and Ocular Surface Disease Index scores. Safety parameters included adverse event (AE rates, visual acuity, intraocular pressure, slit-lamp biomicroscopy, indirect ophthalmoscopy, and endoscopic nasal examinations. Results: Mean stimulated Schirmer scores were significantly higher than the unstimulated scores at all visits, and corneal and conjunctival staining and symptom scores from baseline to day 180 were significantly reduced. No serious device-related AEs and nine nonserious AEs (three device-related were reported. Intraocular pressure remained

Consolidating Pre-Service Physics Teachers' Subject Matter Knowledge Using Didactical Reconstructions

Science.gov (United States)

Mäntylä, T.; Nousiainen, M.

2014-01-01

In the Department of Physics, University of Helsinki, there are advanced physics courses designed for the needs of pre-service physics teachers. The starting point is that after introductory and intermediate physics courses, pre-service physics teachers know laws and definitions but the knowledge is quite fragmented and does not form coherent…

READINESS Of ELEMENTARY SCHOOL TEACHERS IN IMPLEMENTING CHARACTERS INTEGRATED LEARNING IN THE SCIENCE SUBJECT

Directory of Open Access Journals (Sweden)

N. Hindarto

2015-01-01

Full Text Available Many problems that arise in today's society are rooted in the issue of morality as a result of the marginalization of the values of character. To solve this problem, need to be enforced the values of good character on every member of the community, and the proper way is through the educational process, including through education in schools ranging from elementary education to higher education. To find out whether the teachers in elementary schools are ready to take this work, the research conducted to determine the readiness of teachers and the problems associated with its implementation. Through a questionnaire calculated in descriptive percentage on a sample of elementary school teachers who are spread in Semarang, Semarang District and Temanggung, it can be concluded that in teachers’ view it is very important to integrate the learning of characters in the lesson. However, they need guidance /examples to develop learning model with its features, which integrate the values of the characters in the science subject.Banyak persoalan yang timbul di masyarakat dewasa ini berakar pada persoalan moralitas sebagai akibat terpinggirkannya nilai-nilai karakter, Untuk mengatasi persoalan ini, perlu ditegakkan lagi nilai nilai karakter yang baik pada setiap anggota masyarakat, dan cara yang tepat adalah melalui proses pendidikan, di antaranya melalui pendidikan di sekolah mulai dari pendidikan dasar sampai pendidikan tinggi. Untuk mengetahui apakah para guru pada Sekolah Dasar siap mengemban tugas ini, maka diadakan penelitian untuk mengetahui kesiapan para guru dan masalah-masalah yang terkait dengan pelaksanaannya. Melalui angket yang kemudian diolah secara deskriptive persentasi pada sampel guru SD yang tersebar di Kota Semarang, Kabupaten Semarang dan Kabupaten Temanggung, dapat diketahui bahwa para guru menganggap sangat penting untuk mengintegrasikan pembelajaran karakter dalam matapelajaran IPA. Namun demikian mereka membutuhkan bimbingan

Developing biology teachers' pedagogical content knowledge through learning study: the case of teaching human evolution

Science.gov (United States)

Bravo, Paulina; Cofré, Hernán

2016-11-01

This work explores how pedagogical content knowledge (PCK) on evolution was modified by two biology teachers who participated in a professional development programme (PDP) that included a subsequent follow-up in the classroom. The PDP spanned a semester and included activities such as content updates, collaborative lesson planning, and the presentation of planned lessons. In the follow-up part, the lessons were videotaped and analysed, identifying strategies, activities, and conditions based on student learning about the theory of evolution. Data were collected in the first round with an interview before the training process, identifying these teachers' initial content representation (CoRe) for evolution. Then, a group interview was conducted after the lessons, and, finally, an interview of stimulated recall with each teacher was conducted regarding the subject taught to allow teachers to reflect on their practice (final CoRe). This information was analysed by the teachers and the researchers, reflecting on the components of the PCK, possible changes, and the rationale behind their actions. The results show that teachers changed their beliefs and knowledge about the best methods and strategies to teach evolution, and about students' learning obstacles and misconceptions on evolution. They realised how a review of their own practices promotes this transformation.

Ipsilateral masking between acoustic and electric stimulations.

Science.gov (United States)

Lin, Payton; Turner, Christopher W; Gantz, Bruce J; Djalilian, Hamid R; Zeng, Fan-Gang

2011-08-01

Residual acoustic hearing can be preserved in the same ear following cochlear implantation with minimally traumatic surgical techniques and short-electrode arrays. The combined electric-acoustic stimulation significantly improves cochlear implant performance, particularly speech recognition in noise. The present study measures simultaneous masking by electric pulses on acoustic pure tones, or vice versa, to investigate electric-acoustic interactions and their underlying psychophysical mechanisms. Six subjects, with acoustic hearing preserved at low frequencies in their implanted ear, participated in the study. One subject had a fully inserted 24 mm Nucleus Freedom array and five subjects had Iowa/Nucleus hybrid implants that were only 10 mm in length. Electric masking data of the long-electrode subject showed that stimulation from the most apical electrodes produced threshold elevations over 10 dB for 500, 625, and 750 Hz probe tones, but no elevation for 125 and 250 Hz tones. On the contrary, electric stimulation did not produce any electric masking in the short-electrode subjects. In the acoustic masking experiment, 125-750 Hz pure tones were used to acoustically mask electric stimulation. The acoustic masking results showed that, independent of pure tone frequency, both long- and short-electrode subjects showed threshold elevations at apical and basal electrodes. The present results can be interpreted in terms of underlying physiological mechanisms related to either place-dependent peripheral masking or place-independent central masking.

Stimulating the Comfort of Textile Electrodes in Wearable Neuromuscular Electrical Stimulation

Science.gov (United States)

Zhou, Hui; Lu, Yi; Chen, Wanzhen; Wu, Zhen; Zou, Haiqing; Krundel, Ludovic; Li, Guanglin

2015-01-01

Textile electrodes are becoming an attractive means in the facilitation of surface electrical stimulation. However, the stimulation comfort of textile electrodes and the mechanism behind stimulation discomfort is still unknown. In this study, a textile stimulation electrode was developed using conductive fabrics and then its impedance spectroscopy, stimulation thresholds, and stimulation comfort were quantitatively assessed and compared with those of a wet textile electrode and a hydrogel electrode on healthy subjects. The equivalent circuit models and the finite element models of different types of electrode were built based on the measured impedance data of the electrodes to reveal the possible mechanism of electrical stimulation pain. Our results showed that the wet textile electrode could achieve similar stimulation performance as the hydrogel electrode in motor threshold and stimulation comfort. However, the dry textile electrode was found to have very low pain threshold and induced obvious cutaneous painful sensations during stimulation, in comparison to the wet and hydrogel electrodes. Indeed, the finite element modeling results showed that the activation function along the z direction at the depth of dermis epidermis junction of the dry textile electrode was significantly larger than that of the wet and hydrogel electrodes, thus resulting in stronger activation of pain sensing fibers. Future work will be done to make textile electrodes have similar stimulation performance and comfort as hydrogel electrodes. PMID:26193273

Stimulating the Comfort of Textile Electrodes in Wearable Neuromuscular Electrical Stimulation

Directory of Open Access Journals (Sweden)

Hui Zhou

2015-07-01

Full Text Available Textile electrodes are becoming an attractive means in the facilitation of surface electrical stimulation. However, the stimulation comfort of textile electrodes and the mechanism behind stimulation discomfort is still unknown. In this study, a textile stimulation electrode was developed using conductive fabrics and then its impedance spectroscopy, stimulation thresholds, and stimulation comfort were quantitatively assessed and compared with those of a wet textile electrode and a hydrogel electrode on healthy subjects. The equivalent circuit models and the finite element models of different types of electrode were built based on the measured impedance data of the electrodes to reveal the possible mechanism of electrical stimulation pain. Our results showed that the wet textile electrode could achieve similar stimulation performance as the hydrogel electrode in motor threshold and stimulation comfort. However, the dry textile electrode was found to have very low pain threshold and induced obvious cutaneous painful sensations during stimulation, in comparison to the wet and hydrogel electrodes. Indeed, the finite element modeling results showed that the activation function along the z direction at the depth of dermis epidermis junction of the dry textile electrode was significantly larger than that of the wet and hydrogel electrodes, thus resulting in stronger activation of pain sensing fibers. Future work will be done to make textile electrodes have similar stimulation performance and comfort as hydrogel electrodes.

Physics Education: Effect of Micro-Teaching Method Supported by Educational Technologies on Pre-Service Science Teachers' Misconceptions on Basic Astronomy Subjects

Science.gov (United States)

Gurbuz, Fatih

2016-01-01

The purpose of this research study is to explore pre-service science teachers' misconceptions on basic astronomy subjects and to examine the effect of micro teaching method supported by educational technologies on correcting misconceptions. This study is an action research. Semi- structured interviews were used in the study as a data collection…

A Case Study of Beginning Science Teachers' Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey

Science.gov (United States)

Usak, Muhammet; Ozden, Mustafa; Eilks, Ingo

2011-01-01

This paper describes a case study focusing on the subject matter knowledge, pedagogical content knowledge, and beliefs about science teaching of student teachers in Turkey at the start of their university education. The topic of interest was that of teaching chemical reactions in secondary chemistry education. A written test was developed which…

Primary Teacher Education in Malaysia

Science.gov (United States)

Ching, Chin Phoi; Yee, Chin Peng

2012-01-01

In Malaysia the training of primary school teachers is solely carried out by teacher training institutes which offer the Bachelor of Teaching with Honors (Primary education) program and was first launched in 2007. This program prepares primary school teachers specializing in various subjects or major and is carried out in 27 teacher training…

The Roles of Teachers' Work Motivation and Teachers' Job Satisfaction in the Organizational Commitment in Extraordinary Schools

Science.gov (United States)

Tentama, Fatwa; Pranungsari, Dessy

2016-01-01

Teachers' work motivation and teachers' job satisfaction are the factors influencing the organizational commitment. This research is aimed to empirically examine the roles of teachers' work motivation and teachers' job satisfaction in the commitment of the organization in extraordinary schools. The subjects of the research are the teachers in…

Effect of transcutaneous electrical nerve stimulation induced parotid stimulation on salivary flow

Directory of Open Access Journals (Sweden)

Sreenivasulu Pattipati

2013-01-01

Full Text Available Aims and Objectives: The main objective of this study was to evaluate the duration of stimulation over the parotid salivary flow following the use of transcutaneous electric nerve stimulation (TENS in different age groups. Materials and Methods: The study was carried out in three different age groups. Under group A individuals from 21 to 35 years of age, group B 36-50 years and group C above 51 years were considered. In each group 30 subjects were taken of whom 15 were males and 15 were females. The placement of pads was approximated bilaterally over the parotid glands. The working parameters of TENS unit were fixed at 50 Hz and the unit was in normal mode. Results: Subjects belonging to group B were showing statistically significant increases in the duration of stimulated parotid salivary flow following the use of TENS. Conclusion: TENS can be considered as a non-pharmacological alternative to improve salivation for longer period in xerostomia patients.

Becoming a teacher educator: experiences with a specific induction period for beginning teacher educators.

NARCIS (Netherlands)

dr Rita Schildwacht; MEd Marly Gootzen; dr.ir. Quinta Kools; MEd Marije Veraa

2012-01-01

Introduction and theoretical background In the past few years, there has been a growing interest in the specific position of beginning teacher educators. In the book 'Becoming a teacher Educator' (Swennen & Van der Klink, 2009) several chapters deal with this subject. In conclusion, teacher

Exploring Teacher Trust in Technical/Vocational Secondary Schools: Male Teachers' Preference for Girls

Science.gov (United States)

Van Houtte, Mieke

2007-01-01

This article explores whether teachers' trust in pupils in technical/vocational schools is associated with teachers' and pupils' gender. As for the teachers, besides gender, age, socioeconomic origin, and subject taught are considered and, as for the pupils, the gender composition of the school (proportion of girls at school), the socioeconomic…

Elementary and Middle School Teacher Perceptions of Attention-Deficit/Hyperactivity Disorder Prevalence

Science.gov (United States)

Fabiano, Gregory A.; Pelham, William E., Jr.; Majumdar, Antara; Evans, Steven W.; Manos, Michael J.; Caserta, Donald; Girio-Herrera, Erin L.; Pisecco, Stewart; Hannah, Jane N.; Carter, Randy L.

2013-01-01

Background: Estimates of ADHD diagnosis and stimulant medication use vary across studies. Few studies ascertain the teacher perspective on these rates. Objective: To ascertain teachers' perceptions of ADHD prevalence and medication treatment within their classrooms. Method: The present school survey collected teacher report of identified children…

Initial teacher education and continuing professional development for science teachers

DEFF Research Database (Denmark)

Dolin, Jens; Evans, Robert Harry

2011-01-01

Research into ways of improving the initial education and continuing professional development of science teachers is closely related to both common and unique strands. The field is complex since science teachers teach at different educational levels, are often educated in different science subjects......, and belong to various cultures, both educationally and socially. Section 1 presents a review of the research literature across these dimensions and looks at the knowledge, skills and competences needed for teaching science, specific issues within science teacher education, and strategies for educating...... and developing science teachers....

Organizational Commitment as a Predictor of Teacher Kindergarten Performance in Implementation of ESDIGDC

Directory of Open Access Journals (Sweden)

Suparji Suparji

2017-06-01

Full Text Available In order to achieve national development goals in the field of children health, the government is committed to enhancing the growth and development of children through the “Early Stimulation, Detection and Intervention for Growth and Development of Children (ESDIGDC” Program. Efforts to improve the health status of children is very important, because in addition to being the target of health development, it also becomes an indicator of the health status of children is to prepare children to achieve optimal growth and development . This  study  aimed to analyze the influence of organizational commitment on the performance of kindergarten  teacher in implementation of ESDIGDC Program. The subjects of this cross sectional study were 68 kindergarten teacher at Panekan Sub District, Magetan District, East Java Province,  Indonesia.  Data  were  collected through  questionnaires and then analyzed using linear regression. The results showed that p-value = 0.001 (significant, so it could be concluded  that  there was the influence of organizational commitment on the performance of kindergarten teacher in implementation of ESDIGDC.

Relationship Between Teachers\\' Qualification And Students ...

African Journals Online (AJOL)

It has been observed that students\\' performance in technical subjects is very poor. Coupled with this problem is that of lack of qualified technical teachers. This study determines the relationship between teachers\\' qualification and students\\' performance in technical subjects in selected schools in northern Nigeria.

Which characteristics of written feedback are perceived as stimulating students' reflective competence : an exploratory study

NARCIS (Netherlands)

Dekker, Hanke; Schonrock-Adema, Johanna; Snoek, Jos W.; van der Molen, Thys; Cohen-Schotanus, Janke

2013-01-01

Background: Teacher feedback on student reflective writing is recommended to improve learners' reflective competence. To be able to improve teacher feedback on reflective writing, it is essential to gain insight into which characteristics of written feedback stimulate students' reflection processes.

A multi-channel stimulator and electrode array providing a rotating current whirlpool for electrical stimulation of wounds.

Science.gov (United States)

Petrofsky, J; Suh, H J; Fish, A; Hernandez, V; Abdo, A; Collins, K; Mendoza, E; Yang, T-N

2008-01-01

When electrical stimulation is used on wounds, the electrical current has difficulty penetrating areas where there is necrotic tissue. Further, for an irregularly shaped wound, current distribution is poor in some areas of the wound since conventional two-electrode delivery systems provide the greatest current in a line directly between the electrodes. A new stimulator and electrode system is described which uses three electrodes spaced around a wound to disperse current more evenly. The stimulator senses tissue impedance and then redirects current by altering its Thevenin's output impedance for each electrode; each of the three electrodes becomes the active one in sequence while the remaining are the sink electrodes. Eight subjects were examined to test the stimulator. Electrical stimulation was applied to the skin above the quadriceps muscle at currents of 15 mA in six subjects without wounds and in two subjects with wounds. The relationship between electrode position and current dispersion on the skin was examined with a two-electrode vs. a three-electrode system to set stimulation parameters for the computer. The results showed that the three-electrode system could (1) detect areas of the skin with high impedance; (2) compensate by altering the Thevenin's output impedance at each of the three electrodes to shift current to high impedance areas; (3) provide uniform current across the skin as assessed by skin current and blood flow measurements with a laser Doppler flow imager.

Oligofructose stimulates calcium absorption in adolescents

NARCIS (Netherlands)

Heuvel, E.G.H.M. van den; Muys, T.; Dokkum, W. van; Schaafsma, G.

1999-01-01

Background: In rats, nondigestible oligosaccharides stimulate calcium absorption. Recently, this effect was also found in human subjects. Objective: The objective of the study was to investigate whether consumption of 15 g oligofructose/d stimulates calcium absorption in male adolescents. Design:

Becoming Reflective Practitioners: A Case Study of Three Beginning Pre-Service Teachers

Science.gov (United States)

Tiainen, Outi; Korkeamäki, Riitta-Liisa; Dreher, Mariam Jean

2018-01-01

This case study examined three pre-service teachers' reflection processes during their first teaching practicum. During the six-week practicum, the pre-service teachers reflected on their own as well as their peers' teaching in group mentoring meetings several times a week. Unstructured stimulated recall facilitated pre-service teacher-initiated…

Classroom-Level Teacher Professional Development and Satisfaction: Teachers Learn in the Context of Classroom-Level Curriculum Development

Science.gov (United States)

Shawer, Saad

2010-01-01

This qualitative study examined the impact of classroom-level teacher professional development (CTPD) and curriculum transmission on teacher professional development and satisfaction. Based on work with English-as-a-foreign-language college teachers and students, data analysis showed that CTPD significantly improved student-teacher subject,…

Current Challenges to Teacher Education in Denmark

DEFF Research Database (Denmark)

Staugaard, Hans Jørgen; Rasmussen, Palle

and other subjects. But the university colleges are not part of the regular university sector, so teacher education is still generally separated from the research-based university tradition. Currently this fact is much debated. Two main types of arguments are being put forward for relocating teacher...... education to universities. One is that it will improve the subject knowledge of teacher and thus enable them to raise the skill levels of Danish students in core subjects. This is deemed necessary in the wake of international comparative surveys of achievement (like the PISA). Another argument is that many......Until recently, teacher education in Denmark for primary and lower secondary school (the Folkeskole) was organised in separate teacher training colleges. During the last ten years two comprehensive reforms of the system of medium cycle higher education have been implemented, first the act...

A psychotherapeutic approach with elementary school teachers.

Science.gov (United States)

Multari, G

1975-01-01

The tradional "lectures delivering" approach to classroom teachers used by mental health practitioners is investigated in the present study. An attempt is made to demonstrate the validity of preventative work in helping elementary school teachers as important agents in the promotion of more positive mental hygiene in the classroom and by adding to the lectures the variable of group therapy--"ego-sparing" techniques type. The latter approach seems to promote a teacher's own sense of security in dealing the pupils, an easier acceptance of differences in others, and, finally, it tends to stimulate the development of a teacher's own ability to deal sensibly, more conscientiously, and more realistically with daily problems.

Talking the talk…but walking the walk? How do non-specialist mathematics teachers come to see themselves as mathematics teachers?

OpenAIRE

Crisan, C.; Rodd, M.

2014-01-01

In order to address the shortage of mathematics teachers in England, the UK government has funded various in-service subject knowledge courses for practising teachers, who are not mathematics specialists. These courses aim to develop these teachers’ mathematical subject knowledge (e.g., DfE 2014). In this TAS session we will report on a research project which was set up to investigate how teachers on the in-service programmes offered by our institution developed as teachers of mathematics. We...

Teachers, Arts Practice and Pedagogy

Science.gov (United States)

Franks, Anton; Thomson, Pat; Hall, Chris; Jones, Ken

2014-01-01

What are possible overlaps between arts practice and school pedagogy? How is teacher subjectivity and pedagogy affected when teachers engage with arts practice, in particular, theatre practices? We draw on research conducted into the Learning Performance Network (LPN), a project that involved school teachers working with the Royal Shakespeare…

Validity of Subjective Self-Assessment of Digital Competence among Undergraduate Preservice Teachers

Science.gov (United States)

Maderick, Joseph Andrew

2013-01-01

Technology is now integrated into the Technological Pedagogical Content Knowledge (TPACK) required to be a highly qualified 21st century teacher. Accurate measurement of digital competence has become critical. Self-assessment has been used widely to measure the digital competence of preservice teachers who are expected to integrate technology into…

Where Have All the Teachers Gone?

Directory of Open Access Journals (Sweden)

Mark Fetler

1997-01-01

Full Text Available A rising need for teachers is projected for California and the nation during the next decade. Sound policy for teacher preparation should not only foster a capable workforce, it should also assure that the supply of qualified teachers balances with employment demand. A conceptual model is proposed to describe the flow of individuals through teacher preparation programs and the workplace. In California the workforce is projected to grow by thirty percent over the next ten years, stimulating the demand for teachers. At present the number of newly credentialed teachers exceeds the number hired. However, the apparent abundance masks an oversupply of teachers in some curricular and geographic areas and shortages elsewhere. Evidence for a lack of balance between supply and demand is found in an upward trend of emergency hiring of teachers who do not meet all requirements for a credential and low employment rates for first-time college and university prepared teachers. The asymmetry between supply and demand could be redressed partly through better retention of working teachers and closer coordination of preparation programs with the needs of schools in their service areas.

Teacher labor markets in developed countries.

Science.gov (United States)

Ladd, Helen F

2007-01-01

Helen Ladd takes a comparative look at policies that the world's industrialized countries are using to assure a supply of high-quality teachers. Her survey puts U.S. educational policies and practices into international perspective. Ladd begins by examining teacher salaries-an obvious, but costly, policy tool. She finds, perhaps surprisingly, that students in countries with high teacher salaries do not in general perform better on international tests than those in countries with lower salaries. Ladd does find, however, that the share of underqualified teachers in a country is closely related to salary. In high-salary countries like Germany, Japan, and Korea, for example, only 4 percent of teachers are underqualified, as against more than 10 percent in the United States, where teacher salaries, Ladd notes, are low relative to those in other industrialized countries. Teacher shortages also appear to stem from policies that make salaries uniform across academic subject areas and across geographic regions. Shortages are especially common in math and science, in large cities, and in rural areas. Among the policy strategies proposed to deal with such shortages is to pay teachers different salaries according to their subject area. Many countries are also experimenting with financial incentive packages, including bonuses and loans, for teachers in specific subjects or geographic areas. Ladd notes that many developed countries are trying to attract teachers by providing alternative routes into teaching, often through special programs in traditional teacher training institutions and through adult education or distance learning programs. To reduce attrition among new teachers, many developed countries have also been using formal induction or mentoring programs as a way to improve new teachers' chances of success. Ladd highlights the need to look beyond a single policy, such as higher salaries, in favor of broad packages that address teacher preparation and certification

The role of physical activity in pre-service teachers’ subjective vitality

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Abdullah Bora Özkara

2017-06-01

Full Text Available Background: In the present study, subjective vitality considered to be one of the contributions provided by participation in physical activity is examined on a sample of pre-service teachers. When teachers who are important part of education system are healthy and fit, it will help to build future generations. Materials: The research was conducted in the city of Trabzon, located in the northeastern region of Turkey. The sample of the study is composed of 328 last grade pre-service teachers (133 women, 195 men, age: 23.14 ± 2.62 studying at Karadeniz Technical University in the academic year of 2015-2016. Data was collected through Childhood and Adolescence Physical Activity Levels Questionnaire, Subjective Vitality Scale, and a personal information form asking for information about gender, doing sports as a certified sportsman/woman and department. Results: The research results yielded a significant difference between subjective vitality levels of those who do sports as a certified sportsman/woman and those who do not, and between pre-service teachers of physical education and those of other departments (p<0,01. There was also a positive and low-level significant relationship between subjective vitality and physical activity experiences of pre-service teachers (r= .23; p<0.01. However, subjective vitality did not differ significantly by gender. Conclusions: The research results seem to support other studies that reveal social and psychological contributions provided by participation in physical activity. Therefore, participation in physical activity seems to have positive effects on the subjective vitality of pre-service teachers.

From the Classroom to the Keyboard: How Seven Teachers Created Their Online Teacher Identities

Science.gov (United States)

Richardson, Jennifer C.; Alsup, Janet

2015-01-01

Teacher identity is defined as a sense of teacher self that results from a productive combination of key personal and professional subjectivities or beliefs. Much empirical research has been done on the development of teacher identity in the K-12 arena, with a great deal of theoretical and philosophical scholarship about teaching at the college…

Purchase decision-making is modulated by vestibular stimulation.

Science.gov (United States)

Preuss, Nora; Mast, Fred W; Hasler, Gregor

2014-01-01

Purchases are driven by consumers' product preferences and price considerations. Using caloric vestibular stimulation (CVS), we investigated the role of vestibular-affective circuits in purchase decision-making. CVS is an effective noninvasive brain stimulation method, which activates vestibular and overlapping emotional circuits (e.g., the insular cortex and the anterior cingulate cortex (ACC)). Subjects were exposed to CVS and sham stimulation while they performed two purchase decision-making tasks. In Experiment 1 subjects had to decide whether to purchase or not. CVS significantly reduced probability of buying a product. In Experiment 2 subjects had to rate desirability of the products and willingness to pay (WTP) while they were exposed to CVS and sham stimulation. CVS modulated desirability of the products but not WTP. The results suggest that CVS interfered with emotional circuits and thus attenuated the pleasant and rewarding effect of acquisition, which in turn reduced purchase probability. The present findings contribute to the rapidly growing literature on the neural basis of purchase decision-making.

Teachers Who Grow As Collaborative Leaders

Directory of Open Access Journals (Sweden)

Richard D. Sawyer

2001-10-01

Full Text Available The following narratives examine three teachers over a course of ten years as they first entered teaching and began to collaborate with other teachers on curriculum. Specifically, the study examines how the teachers 1 developed as collaborators and 2 perceived elements of support from both within and outside the classroom for their collaborative efforts. The article argues that the successful collaborative efforts helped deepen their sense of agency and initiative within their teaching and, to a lesser degree, stimulated reform and change within their schools. In turn and to varying degrees, the process of collaboration supported their personal renewal in their work. The article suggests that structural support for these teachers that connected to their emerging personal practical knowledge was crucial for their development as teacher collaborators. The article concludes by suggesting how schools may be restructured to start to become sites of authentic leadership that build on the talents, meaning, voice, and knowledge of teachers.

Initial Teacher Training: The French View.

Science.gov (United States)

Holyoake, John

1993-01-01

Discusses recent, radical reforms in France's preservice teacher education introduced by a socialist government within a changing political, economic, and educational climate. The paper examines the European context, history of France's teacher education, teacher training before recent reforms, current reforms, subject versus professional…

Academic gender stereotypes of pre-service teachers

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Ćirović Ivana

2013-01-01

Full Text Available This research was aimed at studying the content of academic gender stereotypes of pre-service teachers who are being prepared for working in different cycles of education. The sample included 408 students of teaching programmes of the Teacher Training College, Faculty of Mathematics and Faculty of Philology in Belgrade. It has been established that future class and subject teachers have gender stereotypes about the interests and achievements of students in different school subjects. pre-service teachers from both groups are of the opinion that girls get interested more easily than boys in the majority of school subjects, as well as that girls are more talented for the subjects in the field of humanities and languages, while boys are more talented for the subjects in the field of sciences. Pre-service teachers estimate that boys typically have a low achievement in languages, arts and music, while girls have a low achievement in physics, computer science, technical sciences and physical education. Since teachers’ gender stereotypes can affect students’ achievement, educational and career choices, it is important to raise awareness about the content and consequences of such beliefs in teachers and focus on certain actions towards their altering. [Projekat Ministarstva nauke Republike Srbije, br. 179034: Od podsticanja inicijative, saradnje, stvaralaštva u obrazovanju do novih uloga i identiteta u društvu i br. 47008: Unapređivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije

NF-κB activity in muscle from obese and type 2 diabetic subjects under basal and exercise-stimulated conditions.

Science.gov (United States)

Tantiwong, Puntip; Shanmugasundaram, Karthigayan; Monroy, Adriana; Ghosh, Sangeeta; Li, Mengyao; DeFronzo, Ralph A; Cersosimo, Eugenio; Sriwijitkamol, Apiradee; Mohan, Sumathy; Musi, Nicolas

2010-11-01

NF-κB is a transcription factor that controls the gene expression of several proinflammatory proteins. Cell culture and animal studies have implicated increased NF-κB activity in the pathogenesis of insulin resistance and muscle atrophy. However, it is unclear whether insulin-resistant human subjects have abnormal NF-κB activity in muscle. The effect that exercise has on NF-κB activity/signaling also is not clear. We measured NF-κB DNA-binding activity and the mRNA level of putative NF-κB-regulated myokines interleukin (IL)-6 and monocyte chemotactic protein-1 (MCP-1) in muscle samples from T2DM, obese, and lean subjects immediately before, during (40 min), and after (210 min) a bout of moderate-intensity cycle exercise. At baseline, NF-κB activity was elevated 2.1- and 2.7-fold in obese nondiabetic and T2DM subjects, respectively. NF-κB activity was increased significantly at 210 min following exercise in lean (1.9-fold) and obese (2.6-fold) subjects, but NF-κB activity did not change in T2DM. Exercise increased MCP-1 mRNA levels significantly in the three groups, whereas IL-6 gene expression increased significantly only in lean and obese subjects. MCP-1 and IL-6 gene expression peaked at the 40-min exercise time point. We conclude that insulin-resistant subjects have increased basal NF-κB activity in muscle. Acute exercise stimulates NF-κB in muscle from nondiabetic subjects. In T2DM subjects, exercise had no effect on NF-κB activity, which could be explained by the already elevated NF-κB activity at baseline. Exercise-induced MCP-1 and IL-6 gene expression precedes increases in NF-κB activity, suggesting that other factors promote gene expression of these cytokines during exercise.

Stimulating Students' Intrinsic Motivation for Learning Chemistry through the Use of Context-Based Learning Modules

Science.gov (United States)

Vaino, Katrin; Holbrook, Jack; Rannikmae, Miia

2012-01-01

This paper introduces a research project in which five chemistry teachers, working in cooperation with university researchers, implemented a new teaching approach using context-based modules specially designed to stimulate the intrinsic motivation of students. The intention was to induce change in chemistry teachers' teaching approach from more…

Peer group reflection helps clinical teachers to critically reflect on their teaching.

Science.gov (United States)

Boerboom, Tobias B B; Jaarsma, Debbie; Dolmans, Diana H J M; Scherpbier, Albert J J A; Mastenbroek, Nicole J J M; Van Beukelen, Peter

2011-01-01

Student evaluations can help clinical teachers to reflect on their teaching skills and find ways to improve their teaching. Studies have shown that the mere presentation of student evaluations is not a sufficient incentive for teachers to critically reflect on their teaching. We evaluated and compared the effectiveness of two feedback facilitation strategies that were identical except for a peer reflection meeting. In this study, 54 clinical teachers were randomly assigned to two feedback strategies. In one strategy, a peer reflection was added as an additional step. All teachers completed a questionnaire evaluating the strategy that they had experienced. We analysed the reflection reports and the evaluation questionnaire. Both strategies stimulated teachers to reflect on feedback and formulate alternative actions for their teaching practice. The teachers who had participated in the peer reflection meeting showed deeper critical reflection and more concrete plans to change their teaching. All feedback strategies were considered effective by the majority of the teachers. Strategies with student feedback and self-assessment stimulated reflection on teaching and helped clinical teachers to formulate plans for improvement. A peer reflection meeting seemed to enhance reflection quality. Further research should establish whether it can have lasting effects on teaching quality.

Salivary glucose concentration and excretion in normal and diabetic subjects.

Science.gov (United States)

Jurysta, Cedric; Bulur, Nurdan; Oguzhan, Berrin; Satman, Ilhan; Yilmaz, Temel M; Malaisse, Willy J; Sener, Abdullah

2009-01-01

The present report aims mainly at a reevaluation of salivary glucose concentration and excretion in unstimulated and mechanically stimulated saliva in both normal and diabetic subjects. In normal subjects, a decrease in saliva glucose concentration, an increase in salivary flow, but an unchanged glucose excretion rate were recorded when comparing stimulated saliva to unstimulated saliva. In diabetic patients, an increase in salivary flow with unchanged salivary glucose concentration and glucose excretion rate were observed under the same experimental conditions. Salivary glucose concentration and excretion were much higher in diabetic patients than in control subjects, whether in unstimulated or stimulated saliva. No significant correlation between glycemia and either glucose concentration or glucose excretion rate was found in the diabetic patients, whether in unstimulated or stimulated saliva. In the latter patients, as compared to control subjects, the relative magnitude of the increase in saliva glucose concentration was comparable, however, to that of blood glucose concentration. The relationship between these two variables was also documented in normal subjects and diabetic patients undergoing an oral glucose tolerance test.

Use of Code-Switching in Multilingual Content Subject and Language Classrooms

Science.gov (United States)

Gwee, Susan; Saravanan, Vanithamani

2018-01-01

Research literature has shown that teachers code-switched to a language which is not the medium of instruction to help students understand subject matter and establish interpersonal relations with them. However, little is known about the extent to which teachers code-switch in content subject classrooms compared to language classrooms. Using…

Dimensions of school climate: teachers' or principals' power styles and subjects' propensities to be climate vigilant as related to students' perceptions of satisfaction and of peers' abusive behavior.

Science.gov (United States)

Verhoek-Miller, Nancy; Miller, Duane I; Shirachi, Miyoko; Hoda, Nicholas

2002-08-01

Two studies investigated teachers' and principals' power styles as related to college students' retrospective ratings of satisfaction and peers' abusive behavior. One study also investigated retrospective self-perception as related to students' sensitivity to the occurrence of physical and psychological abuse in the school environment. Among the findings were positive correlations between subjects' perceptions that their typical elementary school teacher used referent, legitimate, or expert power styles and subjects' reported satisfaction with their elementary school experience. Small but statistically significant correlations were found suggesting that principals' power style was weakly associated with ratings of psychological abuse in elementary school and physical abuse in middle school. Also, students who rated themselves as intelligent, sensitive, attractive, and depressive had higher ratings of perceived psychological and physical abuse at school. It was concluded that parameters of leaders' power styles and subjects' vigilance might be useful for understanding school climates. Experimentally designed studies are required.

Clinical Outcomes of 1 kHz Subperception Spinal Cord Stimulation in Implanted Patients With Failed Paresthesia-Based Stimulation: Results of a Prospective Randomized Controlled Trial.

Science.gov (United States)

North, James M; Hong, Kyung-Soo Jason; Cho, Philip Young

2016-10-01

Pain relief via spinal cord stimulation (SCS) has historically revolved around producing paresthesia to replace pain, with success measured by the extent of paresthesia-pain overlap. In a recent murine study, by Shechter et al., showed the superior efficacy of high frequency SCS (1 kHz and 10 kHz) at inhibiting the effects of mechanical hypersensitivity compared to sham or 50 Hz stimulation. In the same study, authors report there were no differences in efficacy between 1 kHz and 10 kHz delivered at subperception stimulation strength (80% of motor threshold). Therefore, we designed a randomized, 2 × 2 crossover study of low frequency supra-perception SCS vs. subperception SCS at 1 kHz frequency in order to test whether subperception stimulation at 1 kHz was sufficient to provide effective pain relief in human subjects. Twenty-two subjects with SCS, and inadequate pain relief based on numeric pain rating scale (NPRS) scores (>5) were enrolled, and observed for total of seven weeks (three weeks of treatment, one week wash off, and another three weeks of treatment). Subjects were asked to rate their pain on NPRS as a primary efficacy variable, and complete the Oswestry Disability Index (ODI) and Patient's Global Impression of Change (PGIC) as secondary outcome measures. Out of 22 subjects that completed the study, 21 subjects (95%) reported improvements in average, best, and worst pain NPRS scores. All NPRS scores were significantly lower with subperception stimulation compared to paresthesia-based stimulation (p paresthesia based stimulation on ODI scores (p = 3.9737 × 10 -5 ) and PGIC scores (p = 3.0396 × 10 -5 ). © 2016 International Neuromodulation Society.

A Problem Solving Model for Use in Science Student Teacher Supervision.

Science.gov (United States)

Cavallo, Ann M. L.; Tice, Craig J.

1993-01-01

Describes and suggests the use of a problem-solving model that improves communication between student teachers and supervisors through the student teaching practicum. The aim of the model is to promote experimentation with various teaching techniques and to stimulate thinking among student teachers about their teaching experiences. (PR)

Nature and quality of teacher – pupil interactions in primary science ...

African Journals Online (AJOL)

Within the constructivist framework, a science teacher is expected to be an active facilitator who orchestrates and supports interaction with learners with the aim of stimulating learning. The quality of teacher – pupil interaction would, therefore, determine the effectiveness of the learning process. This study investigated the ...

Motivation of Professional Choice as a Component of Professional Subjectness in Teachers

Directory of Open Access Journals (Sweden)

Budnikova S.P.,

2017-11-01

Full Text Available The paper addresses the issue of factors that define the choice of university and future profession in prospective students of the Tula State Lev Tolstoy Pedagogical University. The motives of professional choice are essential when it comes to analyzing the conditions of development of professional subjectness. Our study involved 62% of all first-year students and 85% of first-year students of pedagogical departments. We used our specially developed questionnaire “Motives of University Choice” and a set of others, such as V.G. Katashev’s “Technique for Measuring Learning Motivation in Students” and K. Zamfir’s “Work Motivation Technique” (modified by A.A. Rean. The outcomes show that most students make choices basing on their emotional attitude to the professional sphere which is generally positive. Also, it was revealed that important inner and outer positive motives prevail in most future teachers. The paper states that it is necessary to find the universal criteria which could help predict successful self-actualisation in profession in individuals during their study at university and thus help reveal the mechanisms for managing this process. Finally, we suggest some possible forms promoting professional self-orientation at university.

Using a community of inquiry framework to teach a nursing and midwifery research subject: An evaluative study.

Science.gov (United States)

Mills, Jane; Yates, Karen; Harrison, Helena; Woods, Cindy; Chamberlain-Salaun, Jennifer; Trueman, Scott; Hitchins, Marnie

2016-08-01

Postgraduate nursing students' negative perceptions about a core research subject at an Australian university led to a revision and restructure of the subject using a Communities of Inquiry framework. Negative views are often expressed by nursing and midwifery students about the research process. The success of evidence-based practice is dependent on changing these views. A Community of Inquiry is an online teaching, learning, thinking, and sharing space created through the combination of three domains-teacher presence (related largely to pedagogy), social presence, and cognitive presence (critical thinking). Evaluate student satisfaction with a postgraduate core nursing and midwifery subject in research design, theory, and methodology, which was delivered using a Communities of Inquiry framework. This evaluative study incorporated a validated Communities of Inquiry survey (n=29) and interviews (n=10) and was conducted at an Australian university. Study participants were a convenience sample drawn from 56 postgraduate students enrolled in a core research subject. Survey data were analysed descriptively and interviews were coded thematically. Five main themes were identified: subject design and delivery; cultivating community through social interaction; application-knowledge, practice, research; student recommendations; and technology and technicalities. Student satisfaction was generally high, particularly in the areas of cognitive presence (critical thinking) and teacher presence (largely pedagogy related). Students' views about the creation of a "social presence" were varied but overall, the framework was effective in stimulating both inquiry and a sense of community. The process of research is, in itself, the creation of a "community of inquiry." This framework showed strong potential for use in the teaching of nurse research subjects; satisfaction was high as students reported learning, not simply the theory and the methods of research, but also how to engage

Competition for Private and State School Teachers

Science.gov (United States)

Green, Francis; Machin, Stephen; Murphy, Richard; Zhu, Yu

2008-01-01

We analyse the role of private schools in the teachers' labour market. Private schools employ an increasingly-disproportionate share of teachers in Britain, relative to the number of their pupils. Their teachers are more likely than state school teachers to possess post-graduate qualifications, and to be specialists in shortage subjects.…

A nonpedagogical teacher education?

DEFF Research Database (Denmark)

Kvols, Anja Madsen; Madsen, Peter Hougaard; Beck, Mette Holdsendorf

regarding changes in education – which seem to come from evaluations more than from educational and pedagogical theories (Gruschka, 2011). Moreover, the teacher education has increased its focus on both research-based academic training and professional training at the same time. Our study is double – 1...... characterizes teacher professionalism? (Subject studies? Pedagogical studies? Professional training? Academic studies? Bildung studies? Etc.) - What characterizes ‘pedagogy of teacher education’ (Darling-Hammond, 2006; Loughran, 2008; Zeichner, 2005)?...

Investigation of cerebral metabolism by positron CT in Japanese following musical stimulation

Energy Technology Data Exchange (ETDEWEB)

Wakasugi, Naotoshi (Nihon Univ., Tokyo (Japan). School of Medicine)

1994-02-01

Cerebral metabolic responses to Japanese and Western instrumental music were examined using [sup 11]C-glucose and positron CT. Eight right-handed subjects were studied in both Japanese and Western music-stimulated states. Biaural musical stimulation with a Japanese instrument, the 'shakuhachi', produced diffuse metabolic changes in the left temporal lobe in all subjects. Biaural musical stimulation with a Western instrument, the 'violin', produced metabolic changes in the right temporal lobe in 3 subjects, changes in the left in 4, and changes on both sides in one. It was considered previously that all musical stimulation led to hypermetabolism in the right hemisphere of human beings. However, the present results indicated that Japanese music produced activation of the left hemisphere in Japanese. On the other hand, Western music produced right hemispheric hypermetabolism in Japanese with no emotion. The laterality of the hemisphere stimulated by Western music was apparently incidentally changed according to the state of mind the Japanese subjects. (author).

Investigation of cerebral metabolism by positron CT in Japanese following musical stimulation

International Nuclear Information System (INIS)

Wakasugi, Naotoshi

1994-01-01

Cerebral metabolic responses to Japanese and Western instrumental music were examined using 11 C-glucose and positron CT. Eight right-handed subjects were studied in both Japanese and Western music-stimulated states. Biaural musical stimulation with a Japanese instrument, the 'shakuhachi', produced diffuse metabolic changes in the left temporal lobe in all subjects. Biaural musical stimulation with a Western instrument, the 'violin', produced metabolic changes in the right temporal lobe in 3 subjects, changes in the left in 4, and changes on both sides in one. It was considered previously that all musical stimulation led to hypermetabolism in the right hemisphere of human beings. However, the present results indicated that Japanese music produced activation of the left hemisphere in Japanese. On the other hand, Western music produced right hemispheric hypermetabolism in Japanese with no emotion. The laterality of the hemisphere stimulated by Western music was apparently incidentally changed according to the state of mind the Japanese subjects. (author)

On the self-renewal of teachers.

Science.gov (United States)

Waters, David J; Waters, Lane S

2011-01-01

In previous issues of the Journal of Veterinary Medical Education, wide-ranging insights on how to achieve excellence in the classroom have been framed by award-winning teachers. These recipes for educational success, however, invariably lack a key ingredient-the teacher's process of self-renewal. What skills and attitudes prime the teacher for continued high performance? To stay out of the ruts of expertise, where does the teacher turn? Teachers and administrators alike recognize its great importance, yet few opportunities for the renewal of teachers are built into the educational system. In this article, we challenge teachers to see their own self-renewal as an underutilized approach to innovate education. We propose a schema for sustained self-renewal: each educator developing her own personalized, hand-picked gallery of intellectual heroes who in turn serve as the educator's life-long teachers. To illustrate the value of this activity, we introduce our own collection of 10 gifted thinkers, providing a brief encounter with each sage as a way of stimulating new thinking on the skills and attitudes that promote personal growth and transformative teaching. We conclude that the veterinary profession should work to create better opportunities for the self-renewal of teachers. By envisioning even our best teachers as unfinished and under construction, we open up a new dialogue situating the self-renewal of teachers at the very core of educational excellence.

Masking release with changing fundamental frequency: Electric acoustic stimulation resembles normal hearing subjects.

Science.gov (United States)

Auinger, Alice Barbara; Riss, Dominik; Liepins, Rudolfs; Rader, Tobias; Keck, Tilman; Keintzel, Thomas; Kaider, Alexandra; Baumgartner, Wolf-Dieter; Gstoettner, Wolfgang; Arnoldner, Christoph

2017-07-01

It has been shown that patients with electric acoustic stimulation (EAS) perform better in noisy environments than patients with a cochlear implant (CI). One reason for this could be the preserved access to acoustic low-frequency cues including the fundamental frequency (F0). Therefore, our primary aim was to investigate whether users of EAS experience a release from masking with increasing F0 difference between target talker and masking talker. The study comprised 29 patients and consisted of three groups of subjects: EAS users, CI users and normal-hearing listeners (NH). All CI and EAS users were implanted with a MED-EL cochlear implant and had at least 12 months of experience with the implant. Speech perception was assessed with the Oldenburg sentence test (OlSa) using one sentence from the test corpus as speech masker. The F0 in this masking sentence was shifted upwards by 4, 8, or 12 semitones. For each of these masker conditions the speech reception threshold (SRT) was assessed by adaptively varying the masker level while presenting the target sentences at a fixed level. A statistically significant improvement in speech perception was found for increasing difference in F0 between target sentence and masker sentence in EAS users (p = 0.038) and in NH listeners (p = 0.003). In CI users (classic CI or EAS users with electrical stimulation only) speech perception was independent from differences in F0 between target and masker. A release from masking with increasing difference in F0 between target and masking speech was only observed in listeners and configurations in which the low-frequency region was presented acoustically. Thus, the speech information contained in the low frequencies seems to be crucial for allowing listeners to separate multiple sources. By combining acoustic and electric information, EAS users even manage tasks as complicated as segregating the audio streams from multiple talkers. Preserving the natural code, like fine-structure cues in

Non-native Chinese Foreign Language (CFL) Teachers: Identity and Discourse

DEFF Research Database (Denmark)

Zhang, Chun

2014-01-01

Abstract Native Chinese foreign language (CFL) teacher identity is an emerging subject of research interest in the teacher education. Yet, limited study has been done on the construction of Non-native CFL teachers in their home culture. Guided by a concept of teacher identity-in-discourse, the pa......Abstract Native Chinese foreign language (CFL) teacher identity is an emerging subject of research interest in the teacher education. Yet, limited study has been done on the construction of Non-native CFL teachers in their home culture. Guided by a concept of teacher identity...... teachers face tensions and challenges in constructing their identities as CFL teachers, and the tensions and challenges that arose from Danish teaching culture could influence the Non-native CFL teachers' contributions to CFL teaching in their home cultures. The findings further show that in order to cope...

Teacher Education and "Politics of Humanity"

Science.gov (United States)

Waghid, Y.

2011-01-01

Since the demise of apartheid education, the development of policy in relation to teacher education in South Africa has undergone major adjustments. By far the most poignant conceptual and pragmatic change that teacher education has been subjected to points towards the cultivation of teachers who can enact their professions as democratic citizens.…

Pre-Service Teachers' Subject Knowledge of and Attitudes about Radioactivity and Ionising Radiation

Science.gov (United States)

Colclough, Nicholas Denys; Lock, Roger; Soares, Allan

2011-01-01

This study focussed on secondary school (11-18 years) pre-service teachers' (n = 73) knowledge of and attitudes towards risks associated with alpha, beta, and gamma radiations. A multi-method approach was used with physics, chemistry, biology, and history graduates undertaking the one-year initial teacher training, Post Graduate Certificate in…

Elementary student teachers' science content representations

Science.gov (United States)

Zembal-Saul, Carla; Krajcik, Joseph; Blumenfeld, Phyllis

2002-08-01

This purpose of this study was to examine the ways in which three prospective teachers who had early opportunities to teach science would approach representing science content within the context of their student teaching experiences. The study is framed in the literature on pedagogical content knowledge and learning to teach. A situated perspective on cognition is applied to better understand the influence of context and the role of the cooperating teacher. The three participants were enrolled in an experimental teacher preparation program designed to enhance the teaching of science at the elementary level. Qualitative case study design guided the collection, organization, and analysis of data. Multiple forms of data associated with student teachers' content representations were collected, including audiotaped planning and reflection interviews, written lesson plans and reflections, and videotaped teaching experiences. Broad analysis categories were developed and refined around the subconstructs of content representation (i.e., knowledge of instructional strategies that promote learning and knowledge of students and their requirements for meaningful science learning). Findings suggest that when prospective teachers are provided with opportunities to apply and reflect substantively on their developing considerations for supporting children's science learning, they are able to maintain a subject matter emphasis. However, in the absence of such opportunities, student teachers abandon their subject matter emphasis, even when they have had extensive background and experiences addressing subject-specific considerations for teaching and learning.

MATHEMATICS TEACHER: MOVING KNOWLEDGE UNDER FORMATION

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Roselaine Machado Albernaz

2010-07-01

Full Text Available This essay approaches the Mathematics teacher forming process from his/her experiences in the school system and the set of knowledge that hashistorical, philosophical and politically constituted him/her. This set of knowledge not only comprises academic knowledge, but also involves the subjective effects of knowledge it incorporates. Starting from a tale, the character, called ‘researcher-teacher’, conducts the text throughout questions about the forming processes of teachers of such a particular subject as Mathematics. The character seems to have an “interrogative something” which is peculiar to us, teachers, concerned about our disciplinary field. Having the objective of problematize the formation and knowledge of our character, her ways of being, thinking and perceiving, we intend to question, with and through her, the new requirements that have been demanded towards Mathematics teachers and the set of knowledge that constitute her, the way she is, her way of acting and taking  position in the school universe. The proposed essay seeks for an articulation between the fields of Art, Philosophy, Science and Education. It speaks about the intriguing school world, but not least, the ways we think to treat the forming process of Mathematics teachers from a set of logical, subjective and sensitive knowledge.  Key words: Forming process of teachers; mathematics; aesthetic experience; philosophy of difference.

Parent-Teacher Partnership and High School Students' Development in Mainland China: The Mediating Role of Teacher-Student Relationship

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Deng, Linyuan; Zhou, Nan; Nie, Ruihong; Jin, Peipei; Yang, Mengxi; Fang, Xiaoyi

2018-01-01

Parent-teacher partnership is associated closely with adolescents' development. However, little is known about the association between parent-teacher partnership and Chinese high school students' development. Therefore, this study examines whether and how parent-teacher partnership (objective contacts and subjective relationship quality) relates…

A description of a staff development program: Preparing the elementary school classroom teacher to lead environmental field trips and to use an integrated subject approach to environmental education

Science.gov (United States)

Egana, John Joseph

This study of the Field Trip Specialist Program (FTS) described how a professional development plan fostered change in the traditional roles of third and fourth grade teachers. Teachers that volunteered were prepared to become interpretive guides for their class on environmental field trips, integrate their basic subject areas lessons into an environmental science context, and develop their self-perception as professional educators. This qualitative study made use of quantitative data and drew on information collected over four years from surveys, interviews, classroom observations, field trip and workshop observations, focus groups, journals and assessments performed in Florida. The FTS Program attracted teachers who thought it was important for all students to understand environmental issues, and these teachers believed in integrated instruction. These beliefs were inconsistent with many aspects of school culture. FTS invited the participation of these teachers and encouraged them to take control of the program by serving as instructors and program developers. Teachers described themselves as prepared to deliver the FTS Program with a high level of motivation and relevance. They also credited the program as beneficial in preparation for the Florida Comprehensive Assessment Tests (FCAT). Teachers reported that their responsibility as field trip leaders was the primary factor motivating them to provide conscientious presentation of pre- and post-field trip lessons and thorough integration of environmental topics in basic subject area instruction. Despite the impact of the field trip leadership factor, I could not find another program in the State of Florida that required teachers to lead their own field trips. Other influential factors specific to this program were: Voluntary participation, on-site field instruction, peer instructors and program developers, high quality and task specific materials, and pre- and post-assessments for students. Factors were identified

Enhanced balance associated with coordination training with stochastic resonance stimulation in subjects with functional ankle instability: an experimental trial

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Brown Cathleen N

2007-12-01

Full Text Available Abstract Background Ankle sprains are common injuries that often lead to functional ankle instability (FAI, which is a pathology defined by sensations of instability at the ankle and recurrent ankle sprain injury. Poor postural stability has been associated with FAI, and sports medicine clinicians rehabilitate balance deficits to prevent ankle sprains. Subsensory electrical noise known as stochastic resonance (SR stimulation has been used in conjunction with coordination training to improve dynamic postural instabilities associated with FAI. However, unlike static postural deficits, dynamic impairments have not been indicative of ankle sprain injury. Therefore, the purpose of this study was to examine the effects of coordination training with or without SR stimulation on static postural stability. Improving postural instabilities associated with FAI has implications for increasing ankle joint stability and decreasing recurrent ankle sprains. Methods This study was conducted in a research laboratory. Thirty subjects with FAI were randomly assigned to either a: 1 conventional coordination training group (CCT; 2 SR stimulation coordination training group (SCT; or 3 control group. Training groups performed coordination exercises for six weeks. The SCT group received SR stimulation during training, while the CCT group only performed coordination training. Single leg postural stability was measured after the completion of balance training. Static postural stability was quantified on a force plate using anterior/posterior (A/P and medial/lateral (M/L center-of-pressure velocity (COPvel, M/L COP standard deviation (COPsd, M/L COP maximum excursion (COPmax, and COP area (COParea. Results Treatment effects comparing posttest to pretest COP measures were highest for the SCT group. At posttest, the SCT group had reduced A/P COPvel (2.3 ± 0.4 cm/s vs. 2.7 ± 0.6 cm/s, M/L COPvel (2.6 ± 0.5 cm/s vs. 2.9 ± 0.5 cm/s, M/L COPsd (0.63 ± 0.12 cm vs. 0.73 ± 0

Antecedents of teachers' emotions in the classroom: an intraindividual approach.

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Becker, Eva S; Keller, Melanie M; Goetz, Thomas; Frenzel, Anne C; Taxer, Jamie L

2015-01-01

Using a preexisting, but as yet empirically untested theoretical model, the present study investigated antecedents of teachers' emotions in the classroom. More specifically, the relationships between students' motivation and discipline and teachers' enjoyment and anger were explored, as well as if these relationships are mediated by teachers' subjective appraisals (goal conduciveness and coping potential). The study employed an intraindividual approach by collecting data through a diary. The sample consisted of 39 teachers who each participated with one of their 9th or 10th grade mathematics classes (N = 758 students). Both teachers and students filled out diaries for 2-3 weeks pertaining to 8.10 lessons on average (N = 316 lessons). Multilevel structural equation modeling revealed that students' motivation and discipline explained 24% of variance in teachers' enjoyment and 26% of variance in teachers' anger. In line with theoretical assumptions, after introducing teachers' subjective appraisals as a mediating mechanism into the model, the explained variance systematically increased to 65 and 61%, for teachers' enjoyment and anger respectively. The effects of students' motivation and discipline level on teachers' emotions were partially mediated by teachers' appraisals of goal conduciveness and coping potential. The findings imply that since teachers' emotions depend to a large extent on subjective evaluations of a situation, teachers should be able to directly modify their emotional experiences during a lesson through cognitive reappraisals.

Teacher Evaluation: Organizational Maintenance Versus Stimulation of Improved Teaching Performance. The New Mexico Principalship Study.

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Wood, Carolyn J.; Pohland, Paul A.

Teacher evaluation procedures appear to focus on organizational maintenance aspects more heavily than on helping teachers improve their teaching performance. This conclusion was reached after a content analysis of teacher evaluation instruments used in New Mexico schools. Items focusing on the instructional role constituted only 28% of the items…

Information Collection on the Situation of VET Teachers and Trainers in Candidate Countries

OpenAIRE

Foundation VET reform in Estonia / Estonian National Observatory

2002-01-01

Currently there are two main categories of teachers in VET schools – VET teachers and teachers of general education subjects. The former status of two different kinds of VET teachers – the professional subject teacher, and the training master has been replaced by one VET teacher category by the Regulation No 18 of the Minister of Culture and Education the Statute of a VET Teacher/Trainer of 26 May 1995.VET teachers have to carry out workshop training and teach professional subj...

Examining Preservice Music Teacher Concerns in Peer- and Field-Teaching Settings

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Powell, Sean R.

2014-01-01

The purpose of this study was to examine the concerns of preservice music teachers using the Fuller and Bown teacher concerns model. Participants were 12 senior-level instrumental music education majors enrolled at a medium-size American public university. A video-assisted, stimulated recall method was used to interview participants after two…

Learning Mathematics for Teaching Mathematics: Non-Specialist Teachers' Mathematics Teacher Identity

Science.gov (United States)

Crisan, Cosette; Rodd, Melissa

2017-01-01

A non-specialist teacher of mathematics is a school teacher who qualified to teach in a subject other than mathematics yet teaches mathematics to students in secondary school. There is an emerging interest internationally in this population, a brief report of which is given in the paper. Because of concerns about the quality of non-specialists'…

Narrative Modalities, Identity and the (Re)contextualisation of Self in Teacher Education in Papua New Guinea

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Pickford, Steve

2014-01-01

As a mode of professional socialisation, reflective writing in teacher education has long been a practice aimed at stimulating preservice teacher inquiry, self-knowledge, evaluation, and improvement. As method, it seeks to inscribe and appraise attitudes, observations, and experiences negotiated within the context of preservice teachers'…

Primary Teacher Educators' Perception of Desired and Achieved Pedagogical Content Knowledge in Geography Education in Primary Teacher Training

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Blankman, Marian; van der Schee, Joop; Volman, Monique; Boogaard, Marianne

2015-01-01

This paper presents the findings of a study conducted among primary geography teacher educators. The research examines the perceptions of educators of primary teacher students' desired and achieved levels of substantial knowledge, syntactic knowledge, and beliefs about the subject of geography. The findings indicate that primary teacher educators…

Scenarios for Dutch Teacher Education. A Trip to Rome: Coach Bus Company or Travel Agency?

Science.gov (United States)

Snoek, Marco

2003-01-01

Stimulated by severe teacher shortages, teacher education in the Netherlands is changing toward competence-based, work- based-, and market-oriented programs. A Dutch scenario project was developed in which four scenarios for the future of teacher education emerged. These scenarios were structured by the freedom of schools to define the type of…

The Connotations of Language Teacher Autonomy

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Han, Ligang

2017-01-01

With the research on the development of learner autonomy in foreign language education, teacher autonomy has become a hot topic in the research of foreign language teacher education. However, it is the most difficult question to define language teacher autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the…

Safety and Tolerability of Theta Burst Stimulation versus Single and Paired Pulse Transcranial Magnetic Stimulation: A Comparative Study of 165 Pediatric Subjects

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Yaejee H Hong

2015-02-01

Full Text Available Background: Although single- and paired-pulse (sp/pp transcranial magnetic stimulation (TMS studies are considered minimal risk in adults and children, the safety profile for theta-burst TMS (TBS is unknown.Objective: In this comparative analysis, we explored the rate, severity, and specific symptoms of TMS-related adverse effects (AEs between sp/ppTMS and TBS in subjects between ages 6 and 18 years.Method: Data from 165 participants from 2009-2014 were analyzed. Assessment of AEs was performed based on baseline and post-TMS administration of a symptom-based questionnaire that rated AEs on a 5-level ordinal scale (minimal, mild, moderate, marked, severe. AE rates and severity were compared using Chi Square or Fisher’s Exact Test depending on data characteristics.Result: Overall, no seizures or severe-rated AEs were reported by 165 pediatric participants. The rate of AE in all TBS sessions was 10.5% (n=76, 95% CI: 4.7 - 19.7%, whereas the rate of AE in all sp/ppTMS sessions was 12.4% (n=89, 95% CI: 6.3 - 21.0%. There was no statistical difference in AE rates between TBS and sp/ppTMS (p=0.71. In all sp/ppTMS and TBS sessions, 20 subjects reported a total of 35 AEs, among these 31 (~88.6% were rated as minimal or mild. There was no difference in the severity of AE between TBS and sp/ppTMS (p=1.0. Only one of 76 TBS participants reported an AE rated as more than minimal/mild.Conclusion: Our comparative analysis showed that TBS appears to be as safe as sp/ppTMS in terms of AE rate and severity. This report supports further investigation of TBS in children.

Socio-Cultural Factors of Teachers' Conceptions of Knowledge: Epistemic Beliefs of Arab Teachers

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Mohamed, Mohamed Taha

2014-01-01

This research investigates aspects of epistemic beliefs of pre-service and in-service teachers in the United Arab Emirates, and how these beliefs might be related to factors such as teachers' gender, location (where they live), and the subject they teach (humanities vs. science). A standardized Arabic version of the Epistemic Belief Inventory was…

Nobility, Competence, and Disruption: Challenges to Teacher Education

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Fenstermacher, Gary D.

2015-01-01

This article was comprises the keynote address presented by Gary D. Fenstermacher, at the Conference of the California Council on Teacher Education (CCTE), March 19, 2015, in San Jose, California. The subject covered Nobility, Competence, and Disruption and what they mean in teacher education. Fenstermacher presents his subject in four assertions:…

The Place of Subject Matter Knowledge in Pedagogical Content Knowledge: A Case Study of South African Teachers Teaching the Amount of Substance and Chemical Equilibrium

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Rollnick, Marissa; Bennett, Judith; Rhemtula, Mariam; Dharsey, Nadine; Ndlovu, Thandi

2008-01-01

This paper presents two South African case studies designed to explore the influence of subject matter knowledge on pedagogical content knowledge (PCK). In the first case study on teaching the mole in two township schools, the findings illustrate that the participant teachers favoured procedural approaches at the expense of conceptual…

Cultivation and Stimulation of the English Learning Motivation

Institute of Scientific and Technical Information of China (English)

马茹

2014-01-01

In recent years, more and more researches show that we should pay more attention to students to play a main role in English study, because students who get the final effect on English learning motivation play central role in numerous students' learning affected factors. Therefore, in the education teaching activities, many teachers regard learning motivation of English effect as important aspect and use it in teaching through different ways and methods to cultivate and motivate students to learn English motivation. According to the definition of learning motivation,combined with the modern middle school students’English study, such as, the current situation of teachers' teaching, the actual situation of the relationship between teach-ers and students to talk about encouraging and educating high school students in English learning motivation by means and methods, in order to culti-vate and stimulate students`English learning motivation and improve English teaching level.

Mimicking muscle activity with electrical stimulation

Science.gov (United States)

Johnson, Lise A.; Fuglevand, Andrew J.

2011-02-01

Functional electrical stimulation is a rehabilitation technology that can restore some degree of motor function in individuals who have sustained a spinal cord injury or stroke. One way to identify the spatio-temporal patterns of muscle stimulation needed to elicit complex upper limb movements is to use electromyographic (EMG) activity recorded from able-bodied subjects as a template for electrical stimulation. However, this requires a transfer function to convert the recorded (or predicted) EMG signals into an appropriate pattern of electrical stimulation. Here we develop a generalized transfer function that maps EMG activity into a stimulation pattern that modulates muscle output by varying both the pulse frequency and the pulse amplitude. We show that the stimulation patterns produced by this transfer function mimic the active state measured by EMG insofar as they reproduce with good fidelity the complex patterns of joint torque and joint displacement.

Intermediate Latency-Evoked Potentials of Multimodal Cortical Vestibular Areas: Galvanic Stimulation

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Stefan Kammermeier

2017-11-01

Full Text Available IntroductionHuman multimodal vestibular cortical regions are bilaterally anterior insulae and posterior opercula, where characteristic vestibular-related cortical potentials were previously reported under acoustic otolith stimulation. Galvanic vestibular stimulation likely influences semicircular canals preferentially. Galvanic stimulation was compared to previously established data under acoustic stimulation.Methods14 healthy right-handed subjects, who were also included in the previous acoustic potential study, showed normal acoustic and galvanic vestibular-evoked myogenic potentials. They received 2,000 galvanic binaural bipolar stimuli for each side during EEG recording.ResultsVestibular cortical potentials were found in all 14 subjects and in the pooled data of all subjects (“grand average” bilaterally. Anterior insula and posterior operculum were activated exclusively under galvanic stimulation at 25, 35, 50, and 80 ms; frontal regions at 30 and 45 ms. Potentials at 70 ms in frontal regions and at 110 ms at all of the involved regions could also be recorded; these events were also found using acoustic stimulation in our previous study.ConclusionGalvanic semicircular canal stimulation evokes specific potentials in addition to those also found with acoustic otolith stimulation in identically located regions of the vestibular cortex. Vestibular cortical regions activate differently by galvanic and acoustic input at the peripheral sensory level.SignificanceDifferential effects in vestibular cortical-evoked potentials may see clinical use in specific vertigo disorders.

Transcutaneous Spinal Direct Current Stimulation (tsDCS

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Filippo eCogiamanian

2012-07-01

Full Text Available In the past ten years renewed interest has centered on non-invasive transcutaneous weak direct currents applied over the scalp to modulate cortical excitability (brain polarization or transcranial direct current stimulation, tDCS. Extensive literature shows that tDCS induces marked changes in cortical excitability that outlast stimulation.Aiming at developing a new, non invasive, approach to spinal cord neuromodulation we assessed the after-effects of thoracic transcutaneous spinal DC stimulation (tsDCS on somatosensory potentials (SEPs evoked in healthy subjects by posterior tibial nerve (PTN stimulation. Our findings showed that thoracic anodal tsDCS depresses the cervico-medullary PTN-SEP component (P30 without eliciting adverse effects. tsDCS also modulates post-activation H-reflex dynamics. Later works further confirmed that transcutaneous electric fields modulate spinal cord function. Subsequent studies in our laboratory showed that tsDCS modulates the flexion reflex in the human lower limb. Besides influencing the laser evoked potentials, tsDCS increases pain tolerance in healthy subjects. Hence, though the underlying mechanisms remain speculative, tsDCS modulates activity in lemniscal, spinothalamic and segmental motor systems.Here we review currently available experimental evidence that non-invasive spinal cord stimulation influences spinal function in humans and argue that, by focally modulating spinal excitability, tsDCS could provide a novel therapeutic tool complementary to drugs and invasive spinal cord stimulation in managing various pathologic conditions, including pain.

Preliminary evidence for performance enhancement following parietal lobe stimulation in Developmental Dyscalculia.

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Iuculano, Teresa; Cohen Kadosh, Roi

2014-01-01

Nearly 7% of the population exhibit difficulties in dealing with numbers and performing arithmetic, a condition named Developmental Dyscalculia (DD), which significantly affects the educational and professional outcomes of these individuals, as it often persists into adulthood. Research has mainly focused on behavioral rehabilitation, while little is known about performance changes and neuroplasticity induced by the concurrent application of brain-behavioral approaches. It has been shown that numerical proficiency can be enhanced by applying a small-yet constant-current through the brain, a non-invasive technique named transcranial electrical stimulation (tES). Here we combined a numerical learning paradigm with transcranial direct current stimulation (tDCS) in two adults with DD to assess the potential benefits of this methodology to remediate their numerical difficulties. Subjects learned to associate artificial symbols to numerical quantities within the context of a trial and error paradigm, while tDCS was applied to the posterior parietal cortex (PPC). The first subject (DD1) received anodal stimulation to the right PPC and cathodal stimulation to the left PPC, which has been associated with numerical performance's improvements in healthy subjects. The second subject (DD2) received anodal stimulation to the left PPC and cathodal stimulation to the right PPC, which has been shown to impair numerical performance in healthy subjects. We examined two indices of numerical proficiency: (i) automaticity of number processing; and (ii) mapping of numbers onto space. Our results are opposite to previous findings with non-dyscalculic subjects. Only anodal stimulation to the left PPC improved both indices of numerical proficiency. These initial results represent an important step to inform the rehabilitation of developmental learning disabilities, and have relevant applications for basic and applied research in cognitive neuroscience, rehabilitation, and education.

Preliminary evidence for performance enhancement following parietal lobe stimulation in Developmental Dyscalculia

Directory of Open Access Journals (Sweden)

Teresa eIuculano

2014-02-01

Full Text Available Nearly 7% of the population exhibit difficulties in dealing with numbers and performing arithmetic, a condition named Developmental Dyscalculia (DD, which significantly affects the educational and professional outcomes of these individuals, as it often persists into adulthood. Research has mainly focused on behavioral rehabilitation, while little is known about performance changes and neuroplasticity induced by the concurrent application of brain-behavioral approaches. It has been shown that numerical proficiency can be enhanced by applying a small – yet constant – current through the brain, a non-invasive technique named transcranial electrical stimulation (tES. Here we combined a numerical learning paradigm with transcranial direct current stimulation (tDCS in two adults with DD to assess the potential benefits of this methodology to remediate their numerical difficulties. Subjects learned to associate artificial symbols to numerical quantities within the context of a trial and error paradigm, while tDCS was applied to the posterior parietal cortex (PPC. The first subject (DD1 received anodal stimulation to the right PPC and cathodal stimulation to the left PPC, which has been associated with numerical performance’s improvements in healthy subjects. The second subject (DD2 received anodal stimulation to the left PPC and cathodal stimulation to the right PPC, which has been shown to impair numerical performance in healthy subjects. We examined two indices of numerical proficiency: (i automaticity of number processing; and (ii mapping of numbers onto space. Our results are opposite to previous findings with non-dyscalculic subjects. Only anodal stimulation to the left PPC improved both indices of numerical proficiency. These initial results represent an important step to inform the rehabilitation of developmental learning disabilities, and have relevant applications for basic and applied research in cognitive neuroscience, rehabilitation

A Study on Effects of Yoga on Adjustment Problems of School Teachers

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Tamilselvi, B.; Thangarajathi, S.

2013-01-01

Teaching is a very stressful job requiring a teacher to stand for many hours daily alone before a group of some alienated pupils. Moreover, the teacher has to play multiple roles such as supporting parent, disciplinary taskmaster, stimulating actor and informative resource person. Researchers have identified various causes of job related stress of…

Job Satisfaction of a Physical Education Teacher as Seen by School Community

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Rutkowska Katarzyna

2015-12-01

Full Text Available In A high level of satisfaction with a job influences the effectiveness and increases the quality of performed tasks. In the case of physical education teachers it is connected not only with a higher commitment to passing knowledge and skills but also with instilling passion in their students. The aim of the study was to analyse how school community perceives job satisfaction of physical education teachers. The research included 148 teachers and 171 students who were divided into three groups by means of random-purposive sampling. The groups were as follows: physical education teachers (n=22, teachers of other subjects (n=22 and students (n=22. The results obtained from these respondents (n=66 were subjected to further analysis. In the study a modified Polish version of the Satisfaction with Life Scale (SWLS prepared by Juczyński (2001 was used. It made it possible to diagnose the job satisfaction of physical education teachers. The analyses revealed that the subjects assess the job satisfaction of a physical education teacher at an average or low level. This assessment showed significant differences between physical education teachers and teachers of other subjects. The study also revealed differences between groups with regard to two out of five scores in the SWLS.

Comparison of skin sensory thresholds using pre-programmed or single-frequency transcutaneous electrical nerve stimulation.

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Kang, Jong Ho

2015-12-01

[Purpose] The purpose of the present study was to compare the sensory thresholds of healthy subjects using pre-programmed or single-frequency transcutaneous electrical nerve stimulation. [Subjects] Ninety healthy adult subjects were randomly assigned to pre-programmed or single-frequency stimulation groups, each consisting of 45 participants. [Methods] Sensory thresholds were measured in the participants' forearms using von Frey filaments before and after pre-programmed or single-frequency transcutaneous electrical nerve stimulation, and the result in values were analyzed. [Results] Significant increases in sensory threshold after stimulation were observed in both groups. However, there were no significant differences between the two groups in sensory thresholds after stimulation or in the magnitude of threshold increases following stimulation. [Conclusion] Our results show that there are no differences between sensory threshold increases induced by pre-programmed and single-frequency transcutaneous electrical nerve stimulation.

Impact of short-term high-fat feeding and insulin-stimulated FGF21 levels in subjects with low birth weight and controls

DEFF Research Database (Denmark)

Vienberg, Sara Gry; Brøns, Charlotte; Nilsson, Emma

2012-01-01

of type 2 diabetes and 26 control (normal birth weight (NBW)) young men were subjected to 5 days of high-fat (HF) overfeeding (+50%). Basal and clamp insulin-stimulated serum FGF21 levels were examined before and after the diet, and FGF21 mRNA expression was measured in muscle and fat biopsies......OBJECTIVE: Fibroblast growth factor 21 (FGF21) is a metabolic factor involved in glucose and lipid metabolism. However, little is known about the physiological role of FGF21 during a dietary challenge in humans. RESEARCH DESIGN AND METHODS: Twenty healthy low birth weight (LBW) with known risk...

IODE OceanTeacher

OpenAIRE

Brown, M.; Pikula, L.; Reed, G.

2002-01-01

The OceanTeacher website and CD-ROM publication have proven to be powerful and flexible tools for marine data and information management training. There are two segments of OceanTeacher: marine data management and marine information management. The IODE trainers have created an encyclopedic Resource Kit covering all aspects of the subjects. Through continual updates, the Kit provides the latest versions of popular public-domain software, documentation for global and regional datasets, docu...

Teacher Education: The Application of Fisher's LSD Matrix in the Evaluation of Preservice Teachers.

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Stolworthy, Reed L.

The degrees of variance among three groups of evaluators relative to their assessments of the teaching competencies of preservice teacher education students were studied. Subjects included groups of 23 and 32 undergraduates who were certified to teach by the teacher preparation program at Washburn University in Topeka (Kansas) in 1987 and in 1988,…

Subject Specialist Mentors in the Lifelong Learning Sector: The Subject Specialist Mentor Model; is it working? A case study approach

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Bailey, Wayne

2011-01-01

Full Text Available This short article explores whether using a mentoring model supports our Subject Specialist Mentors (SSMs with their role of mentoring trainees on Initial Teacher Training (ITT courses. Although there are many mentoring models to choose from, our model is based around mentoring within the Lifelong Learning Sector (LLS where trainees need support for their subject specialism as well as their generic teaching skills. The main focus is the use of coaching and mentoring skills taking into consideration guiding, supporting and challenging the trainee during the lifetime of the mentor/trainee relationship. The SSMs found that using our model as a tool helped to structure meetings and to ensure that the trainee had the necessary support to enable them to become proficient, competent subject specialist teachers. In conclusion, it was found that there is a need for the use of a model or a framework to help the Subject Specialist Mentor (SSM with such an important role.

Electrical foot stimulation and implications for the prevention of venous thromboembolic disease.

Science.gov (United States)

Kaplan, Robert E; Czyrny, James J; Fung, Tat S; Unsworth, John D; Hirsh, Jack

2002-08-01

Venous stasis caused by immobility is an important risk factor for deep vein thrombosis following surgery and lower limb trauma, in bed-ridden medical patients, and in high-risk long distance air travelers. A safe and convenient method for reducing venous stasis would be useful in patients while in hospital and after discharge during their rehabilitation. 49 healthy subjects aged 51-76 were seated for 4 hours during which they received mild electrical stimulation of the calf, or sole of the foot (plantar muscles). Popliteal and femoral venous blood flow velocities were measured via doppler ultrasound. The non-stimulated lower extremity served as the simultaneous control. Subjects completed a questionnaire regarding their acceptance and tolerance of the electrical stimulation. There was a significant increase in venous femoral and popliteal blood flow for both calf (p < 0.035, p < 0.003), and plantar muscles (p < 0.0001, p < 0.009) on the stimulated side compared to the unstimulated side. The magnitude of the effect was similar for calf and plantar muscle stimulation. Subjects did not find the experience uncomfortable, and would use an electrical stimulator if told by their physician that they were at risk for developing blood clots. Mild electrical stimulation of the feet, as well as the calf, is a safe effective and convenient method for counteracting venous stasis and therefore has the potential to reduce the risk of deep vein thrombosis and pulmonary embolism for subjects who are immobilized.

Teacher Grading Decisions: Influences, Rationale, and Practices

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Kunnath, Joshua P.

2017-01-01

This mixed-methods study applied a decision-making theoretical framework to an investigation of teacher grading in a large urban school district in California. A sample of 251 high school teachers of core subjects were surveyed, and 15 teachers participated in four focus group interviews in order provide data on the influences, rationale, and…

Teacher characteristics and student performance: An analysis using hierarchical linear modelling

Directory of Open Access Journals (Sweden)

Paula Armstrong

2015-12-01

Full Text Available This research makes use of hierarchical linear modelling to investigate which teacher characteristics are significantly associated with student performance. Using data from the SACMEQ III study of 2007, an interesting and potentially important finding is that younger teachers are better able to improve the mean mathematics performance of their students. Furthermore, younger teachers themselves perform better on subject tests than do their older counterparts. Identical models are run for Sub Saharan countries bordering on South Africa, as well for Kenya and the strong relationship between teacher age and student performance is not observed. Similarly, the model is run for South Africa using data from SACMEQ II (conducted in 2002 and the relationship between teacher age and student performance is also not observed. It must be noted that South African teachers were not tested in SACMEQ II so it was not possible to observe differences in subject knowledge amongst teachers in different cohorts and it was not possible to control for teachers’ level of subject knowledge when observing the relationship between teacher age and student performance. Changes in teacher education in the late 1990s and early 2000s may explain the differences in the performance of younger teachers relative to their older counterparts observed in the later dataset.

Does Early Childhood Teacher Education Affect Students' Cognitive Orientations? The Effect of Different Education Tracks in Teacher Education on Prospective Early Childhood Teachers' Cognitive Orientations in Germany

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Mischo, Christoph; Wahl, Stefan; Strohmer, Janina; Wolf, Carina

2014-01-01

Early childhood teachers may differ regarding the knowledge base they use when making professional decisions. In this study two orientations are distinguished: the orientation towards scientific knowledge vs. the orientation towards intuition and subjective experience. As different tracks in early childhood teacher education qualify for…

Sensory adaptation to electrical stimulation of the somatosensory nerves.

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Graczyk, Emily Lauren; Delhaye, Benoit; Schiefer, Matthew A; Bensmaia, Sliman J; Tyler, Dustin J

2018-03-19

Sensory systems adapt their sensitivity to ambient stimulation levels to improve their responsiveness to changes in stimulation. The sense of touch is also subject to adaptation, as evidenced by the desensitization produced by prolonged vibratory stimulation of the skin. Electrical stimulation of nerves elicits tactile sensations that can convey feedback for bionic limbs. In this study, we investigate whether artificial touch is also subject to adaptation, despite the fact that the peripheral mechanotransducers are bypassed. Approach: Using well-established psychophysical paradigms, we characterize the time course and magnitude of sensory adaptation caused by extended electrical stimulation of the residual somatosensory nerves in three human amputees implanted with cuff electrodes. Main results: We find that electrical stimulation of the nerve also induces perceptual adaptation that recovers after cessation of the stimulus. The time course and magnitude of electrically-induced adaptation are equivalent to their mechanically-induced counterparts. Significance: We conclude that, in natural touch, the process of mechanotransduction is not required for adaptation, and artificial touch naturally experiences adaptation-induced adjustments of the dynamic range of sensations. Further, as it does for native hands, adaptation confers to bionic hands enhanced sensitivity to changes in stimulation and thus a more natural sensory experience. . Creative Commons Attribution license.

Teacher change and professional development: A case study of teachers engaged in an innovative constructivist science curriculum

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Akura, Okong'o. Gabriel

This study examined both the changes that elementary school teachers experienced when they implemented a reform-based science curriculum and the impact of professional development on this transformation. The research involved a case study of three purposefully selected teachers implementing the Linking Food and the Environment (LIFE) program during the 2002--2003 school year. The LIFE program is a curriculum designed to enhance science literacy among learners from high poverty urban environments. While the study was grounded in the tradition of critical theory (Carspecken, 1996), the theoretical perspective of hermeneutic phenomenology (van Manen, 1990) guided data collection and analysis. Extensive observations of the teachers were made in order to capture and record the teacher change phenomenon. Data were recorded by means of field notes, audio and videotapes, semi-structured interviews, classroom observations, and video Stimulated Recall (SR) interviews. Emerging themes relating to teacher change, knowledge interests, constructivist pedagogy, and professional development illustrated how teachers grapple with various aspects of implementing a reform-based science curriculum. The teachers in this study were similar to those in earlier investigations, which found that sustained professional development programs involving mentoring and constant reflection enable elementary science teachers to change their instructional strategies from the technical-realist orientation towards the practical-hermeneutic and emancipatory-liberatory orientations. The study has implications for science curriculum developers and designers of professional development programs.

Teacher perspectives about using formative assessment

DEFF Research Database (Denmark)

Evans, Robert Harry; Clesham, Rose; Dolin, Jens

2018-01-01

This chapter examines three different classroom teacher perspectives when using ASSIST-ME project formative assessment methods as described in the introductory chapter. The first ‘teacher perspective’ is about changes in teacher self-efficacies while using formative assessment methods as monitored...... by a pre- and post-teacher questionnaire. Teachers who tried the unfamiliar formative methods of assessment (see introductory book chapter for these methods) as well as their colleagues who did not were surveyed. The second ‘teacher perspective’ examines changes in teachers’ subjective theories while...... trying project-specific formative assessment methods in Czech Republic. Analyses are done through case studies and interviews. The final part of the chapter looks at teacher perspectives while using an Internet-based application to facilitate formative assessment. The teacher use of the application...

Dancing on Thin Ice: The Journey of Two Male Teacher Candidates Emerging as Professionals within a Teacher Education Dance Program

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Kalyn, Brenda; Campbell, Eric; McAvoy, Alekcei; Weimer, Michelle

2015-01-01

Teacher candidates entering the world of curricula face the realities of teaching a variety of subjects, some more conceptually foreign than others. One challenging area for teacher candidates, particularly males, is in dance education (Gard, 2008; Kiley, 2010). A teacher's former dance experience, beliefs about who dances and why, personal…

Binaural Hearing Ability With Bilateral Bone Conduction Stimulation in Subjects With Normal Hearing: Implications for Bone Conduction Hearing Aids.

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Zeitooni, Mehrnaz; Mäki-Torkko, Elina; Stenfelt, Stefan

The purpose of this study is to evaluate binaural hearing ability in adults with normal hearing when bone conduction (BC) stimulation is bilaterally applied at the bone conduction hearing aid (BCHA) implant position as well as at the audiometric position on the mastoid. The results with BC stimulation are compared with bilateral air conduction (AC) stimulation through earphones. Binaural hearing ability is investigated with tests of spatial release from masking and binaural intelligibility level difference using sentence material, binaural masking level difference with tonal chirp stimulation, and precedence effect using noise stimulus. In all tests, results with bilateral BC stimulation at the BCHA position illustrate an ability to extract binaural cues similar to BC stimulation at the mastoid position. The binaural benefit is overall greater with AC stimulation than BC stimulation at both positions. The binaural benefit for BC stimulation at the mastoid and BCHA position is approximately half in terms of decibels compared with AC stimulation in the speech based tests (spatial release from masking and binaural intelligibility level difference). For binaural masking level difference, the binaural benefit for the two BC positions with chirp signal phase inversion is approximately twice the benefit with inverted phase of the noise. The precedence effect results with BC stimulation at the mastoid and BCHA position are similar for low frequency noise stimulation but differ with high-frequency noise stimulation. The results confirm that binaural hearing processing with bilateral BC stimulation at the mastoid position is also present at the BCHA implant position. This indicates the ability for binaural hearing in patients with good cochlear function when using bilateral BCHAs.

The effect of teacher psychological, school organizational and leadership factors on teachers’ professional learning in Dutch schools

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Geijsel, F.P.; Sleegers, P.J.C.; Stoel, R.D.; Krüger, M.L.

2009-01-01

In this study we examined the relative importance of teachers' psychological states, school organizational conditions (teacher collaboration and participative decision making), and the leadership practices (vision, individual consideration, and intellectual stimulation) of principals at their

Development of network-based multichannel neuromuscular electrical stimulation system for stroke rehabilitation.

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Qu, Hongen; Xie, Yongji; Liu, Xiaoxuan; He, Xin; Hao, Manzhao; Bao, Yong; Xie, Qing; Lan, Ning

2016-01-01

Neuromuscular electrical stimulation (NMES) is a promising assistive technology for stroke rehabilitation. Here we present the design and development of a multimuscle stimulation system as an emerging therapy for people with paretic stroke. A network-based multichannel NMES system was integrated based on dual bus architecture of communication and an H-bridge current regulator with a power booster. The structure of the system was a body area network embedded with multiple stimulators and a communication protocol of controlled area network to transmit muscle stimulation parameter information to individual stimulators. A graphical user interface was designed to allow clinicians to specify temporal patterns and muscle stimulation parameters. We completed and tested a prototype of the hardware and communication software modules of the multichannel NMES system. The prototype system was first verified in nondisabled subjects for safety, and then tested in subjects with stroke for feasibility with assisting multijoint movements. Results showed that synergistic stimulation of multiple muscles in subjects with stroke improved performance of multijoint movements with more natural velocity profiles at elbow and shoulder and reduced acromion excursion due to compensatory trunk rotation. The network-based NMES system may provide an innovative solution that allows more physiological activation of multiple muscles in multijoint task training for patients with stroke.

Teacher Contract Non-Renewal: What Matters to Principals?

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Nixon, Andy; Packard, Abbot; Dam, Margaret

2016-01-01

This quantitative study investigated the relationship between teacher dispositions, subject content knowledge, pedagogical content knowledge, and reasons that school principals recommend non-renewal of teachers' contracts. Nearly 2,000 school principals in 13 states completed an emailed survey. In deciding whether to non-renew a teacher contract,…

Teacher Expectancy Related to Student Performance in Vocational Education.

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Curtis, Samuel M.; Pandya, Himanshu S.

1980-01-01

This experiment explored the effect of teacher expectations on vocational students' cognitive and psychomotor skills and on attitudes. Although teachers' expectations changed student attitudes toward teachers and subjects, neither expectations nor attitude change had an effect on student achievement. (SK)

Learning Design and Technology through Social Networks for High School Students in China

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Jiang, Hao; Tang, MingXi; Peng, Xiang; Liu, Xiaoli

2018-01-01

The subject of design and technology was introduced to the curriculum for high schools in China 10 years ago. However, the teaching and learning of this subject have become difficult for both teachers and students because there is a lack of qualified teachers with design background to deliver this subject in a way to stimulate the learning…

Tolerance to extended galvanic vestibular stimulation: optimal exposure for astronaut training.

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Dilda, Valentina; MacDougall, Hamish G; Moore, Steven T

2011-08-01

We have developed an analogue of postflight sensorimotor dysfunction in astronauts using pseudorandom galvanic vestibular stimulation (GVS). To date there has been no study of the effects of extended GVS on human subjects and our aim was to determine optimal exposure for astronaut training based on tolerance to intermittent and continuous galvanic stimulation. There were 60 subjects who were exposed to a total of 10.5 min of intermittent GVS at a peak current of 3.5 mA or 5 mA. A subset of 24 subjects who tolerated the intermittent stimulus were subsequently exposed to 20-min continuous stimulation at 3.5 mA or 5 mA. During intermittent GVS the large majority of subjects (78.3%) reported no or at most mild motion sickness symptoms, 13.3% reported moderate symptoms, and 8.3% experienced severe nausea and requested termination of the stimulus. During 20-min continuous exposure, 83.3% of subjects reported no or at most mild motion sickness symptoms and 16.7% (all in the 5-mA group) experienced severe nausea. Based on these results, we propose two basic modes of GVS application to minimize the incidence of motion sickness: intermittent high (5 mA) amplitude, suited to simulation of intensive operator tasks requiring a high-fidelity analogue of postflight sensorimotor dysfunction such as landing or docking maneuvers; and continuous low (3.5 mA) amplitude stimulation, for longer simulation scenarios such as extra vehicular activity. Our results suggest that neither mode of stimulation would induce motion sickness in the large majority of subjects for up to 20 min exposure.

Teaching the teachers.

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Zavalkoff, Anne

2002-10-01

SUMMARY This paper presents a conceptual tool designed to help teacher education students think critically about the roots and consequences of personal, parental, community, and institutional resistance to diverse sexual identities and behaviours. To explore the roots of sexualized and gendered prejudice and ground the conceptual tool theoretically, it begins with a careful examination of Judith Butler's work on performativity. The paper then describes and illustrates the conceptual tool. The Continuum of (Subversive) Drag Performance helps stimulate critical thinking about the power implications of people's sexed and gendered performances through its six ranges: Radical, Stealth, Commercial, Passing, Mainstream, and Privileged. Because these ranges are independent of common considerations of "normalcy," they offer teacher education students a relatively unthreatening framework for analyzing conceptions of sexuality and gender that, left unexamined, can contribute to sexism, heterosexism, and homophobia.

Comparison between treadmill training with rhythmic auditory stimulation and ground walking with rhythmic auditory stimulation on gait ability in chronic stroke patients: A pilot study.

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Park, Jin; Park, So-yeon; Kim, Yong-wook; Woo, Youngkeun

2015-01-01

Generally, treadmill training is very effective intervention, and rhythmic auditory stimulation is designed to feedback during gait training in stroke patients. The purpose of this study was to compare the gait abilities in chronic stroke patients following either treadmill walking training with rhythmic auditory stimulation (TRAS) or over ground walking training with rhythmic auditory stimulation (ORAS). Nineteen subjects were divided into two groups: a TRAS group (9 subjects) and an ORAS group (10 subjects). Temporal and spatial gait parameters and motor recovery ability were measured before and after the training period. Gait ability was measured by the Biodex Gait trainer treadmill system, Timed up and go test (TUG), 6 meter walking distance (6MWD) and Functional gait assessment (FGA). After the training periods, the TRAS group showed a significant improvement in walking speed, step cycle, step length of the unaffected limb, coefficient of variation, 6MWD, and, FGA when compared to the ORAS group (p <  0.05). Treadmill walking training during the rhythmic auditory stimulation may be useful for rehabilitation of patients with chronic stroke.

Secondary school teachers' attitudes towards and beliefs about ability grouping.

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Hallam, Susan; Ireson, Judith

2003-09-01

Internationally and historically considerable research has been undertaken regarding the attitudes of secondary school teachers towards different types of ability grouping. There has been no recent research taking account of the changing educational context in the UK. This paper aims to explore secondary school teachers' attitudes and beliefs about ability grouping taking account of school type, gender, experience and qualifications. The sample comprised over 1,500 teachers from 45 schools divided into three groups based on their ability grouping practices in years 7-9 (the students were aged 11-14). The sample included all the lower school teachers of mathematics, science and English and a random sample of teachers from other subjects in each school. Teachers responded to a questionnaire which explored their attitudes towards ability grouping through the use of rating scales and open-ended questions. The findings showed that the teachers' beliefs broadly reflected research findings on the actual effects of ability grouping, although there were significant differences relating to the type of school they taught in and the subject that they taught. Separate analysis of school types showed that length of time teaching, individual school differences and teacher qualifications were also significant predictors of attitudes. Teachers' beliefs about ability grouping are influenced by the type of groupings adopted in the school where they work, the subject that they teach, their experience and qualifications. As pedagogical practices are known to be influenced by beliefs these findings have important implications for teacher training.

Facilitating Access to Emotions: Neural Signature of EMDR Stimulation

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Herkt, Deborah; Tumani, Visal; Grön, Georg; Kammer, Thomas; Hofmann, Arne; Abler, Birgit

2014-01-01

Background Eye Movement Desensitisation and Reprocessing (EMDR) is a method in psychotherapy effective in treating symptoms of posttraumatic stress disorder. The client attends to alternating bilateral visual, auditory or sensory stimulation while confronted with emotionally disturbing material. It is thought that the bilateral stimulation as a specific element of EMDR facilitates accessing and processing of negative material while presumably creating new associative links. We hypothesized that the putatively facilitated access should be reflected in increased activation of the amygdala upon bilateral EMDR stimulation even in healthy subjects. Methods We investigated 22 healthy female university students (mean 23.5 years) with fMRI. Subjects were scanned while confronted with blocks of disgusting and neutral picture stimuli. One third of the blocks was presented without any additional stimulation, one third with bilateral simultaneous auditory stimulation, and one third with bilateral alternating auditory stimulation as used in EMDR. Results Contrasting disgusting vs. neutral picture stimuli confirmed the expected robust effect of amygdala activation for all auditory stimulation conditions. The interaction analysis with the type of auditory stimulation revealed a specific increase in activation of the right amygdala for the bilateral alternating auditory stimulation. Activation of the left dorsolateral prefrontal cortex showed the opposite effect with decreased activation. Conclusions We demonstrate first time evidence for a putative neurobiological basis of the bilateral alternating stimulation as used in the EMDR method. The increase in limbic processing along with decreased frontal activation is in line with theoretical models of how bilateral alternating stimulation could help with therapeutic reintegration of information, and present findings may pave the way for future research on EMDR in the context of posttraumatic stress disorder. PMID:25165974

TEACHER PROFESSIONALISM ON TEACHER PEDAGOGIC KNOWLEDGE IN MERAUKE – PAPUA

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Rias Ning Astuti

2015-12-01

Full Text Available English becomes an international language that has to be mastered by the students in Indonesia and many countries in the world. Teaching English is not easy as we thought. As an English teachers, we should master some criteria to be  good teachers. Because English today in Indonesia is considered as a foreign language, then it difficult for the students to learn it. Teacher is also  important in teaching learning process in the classroom, the foundation of English teacher education, teacher knowledge, and professionalism of the teacher is primary goal that should be mastered In this case, the writer tries to explore the phenomena that happened in Indonesia especially in East Indonesia, that is,  Merauke - Papua. The educational system in Merauke- Papua is good enough, but there are several terms that should be changed by the government and the teachers themselves. There are some problems faced by the teacher when they teach in the class, such as: what they teach does not match with the skills the  subject requires and they only focus on finishing the curriculum. In this context, the roles of the government is very important in order to improve the teacher professionalism in Indonesia, one of which is certification for the teacher and the government will increase their salary per month. But, it is not only the matter of salary, but the government should find another ways to improve the teacher’s professionalism such as: conference, seminars, or another activities.

Foreign Language Teachers' Language Proficiency and Their Language Teaching Practice

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Richards, Heather; Conway, Clare; Roskvist, Annelies; Harvey, Sharon

2013-01-01

Teachers' subject knowledge is recognized as an essential component of effective teaching. In the foreign language context, teachers' subject knowledge includes language proficiency. In New Zealand high schools, foreign languages (e.g. Chinese, French, German, Japanese and Spanish) have recently been offered to learners earlier in their schooling,…

Teachers of high ability pupils

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Cándido Genovard

2010-04-01

Full Text Available In this article we analyze the characteristics of gifted and talented students’ expert teachers. The subject background and the specific proprieties of the instructional process to meet gifted students’ educational needs are analyzed. The value of teacher-student interactions and of teaching and learning styles are highlighted. Also, we include different action guidelines and instructional resources to use in the classroom to teach these students. There is not an ideal teacher for high ability students. However, teachers must know what the teaching-learning processes are and how these work, and the diverse psychological, content and contextual variables involved in such processes.

Swedish Technology Teachers' Views on Assessing Student Understandings of Technological Systems

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Schooner, Patrick; Klasander, Claes; Hallström, Jonas

2018-01-01

Technology education is a new school subject in comparison with other subjects within the Swedish compulsory school system. Research in technology education shows that technology teachers lack experience of and support for assessment in comparison with the long-term experiences that other teachers use in their subjects. This becomes especially…

Attitudes among students and teachers on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum.

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Brynhildsen, J; Dahle, L O; Behrbohm Fallsberg, M; Rundquist, I; Hammar, M

2002-05-01

Important elements in the curriculum at the Faculty of Health Sciences in Linköping are vertical integration, i.e. integration between the clinical and basic science sections of the curriculum, and horizontal integration between different subject areas. Integration throughout the whole curriculum is time-consuming for both teachers and students and hard work is required for planning, organization and execution. The aim was to assess the importance of vertical and horizontal integration in an undergraduate medical curriculum, according to opinions among students and teachers. In a questionnaire 102 faculty teachers and 106 students were asked about the importance of 14 different components of the undergraduate medical curriculum including vertical and horizontal integration. They were asked to assign between one and six points to each component (6 points = extremely important for the quality of the curriculum; 1 point = unimportant). Students as well as teachers appreciated highly both forms of integration. Students scored horizontal integration slightly but significantly higher than the teachers (median 6 vs 5 points; p=0.009, Mann-Whitney U-test), whereas teachers scored vertical integration higher than students (6 vs 5; p=0.019, Mann-Whitney U-test). Both students and teachers considered horizontal and vertical integration to be highly important components of the undergraduate medical programme. We believe both kinds of integration support problem-based learning and stimulate deep and lifelong learning and suggest that integration should always be considered deeply when a new curriculum is planned for undergraduate medical education.

An exploration of the use of multimedia cases a a reflective tool in teacher education

NARCIS (Netherlands)

van den Berg, Ellen

2001-01-01

Multimedia cases are perceived to be a means of bridging the gap between theory and practice in teacher education. However, little is known about how prospective teachers actually learn with these cases. In this paper, we examine how multimedia cases can stimulate reflective thought among preservice

"Becoming" Learners/Teachers in Nomadic Space

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Gorodetsky, Malka; Barak, Judith

2016-01-01

This paper suggests a conjunction between the learning space of educational edge community (EEC) and the Deleuzeguattarian thought regarding the nature of teachers' "becoming." It attends to the emerging subjectivities of teachers/learners within an EEC, a nomadic, open, and smooth space of learning. It is suggested that autonomous…

Future Teachers Debate Charter Schools on Facebook: Analysing Their Political Subjectivities

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Nairn, Karen; Anderson, Vivienne; Blanch, Keely

2018-01-01

We argue that Garrett and Segall's concepts of "doing school" and "pushing back" are valuable tools for analysing pre-service teachers' political views of neoliberal education reforms such as the introduction of charter schools. We extend Garrett and Segall's conceptualization by hybridizing "doing school" and…

A Place for Digital Storytelling in Teacher Pedagogy

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Clarke, Anne-Marie

2017-01-01

Traditional school subjects are challenged by the acceleration of access to knowledge in the new age of media available to both teachers and students. Teachers who are socialized into existing traditional practices are now encouraged to introduce technology into their pedagogy. This Paper explores a particular way in which teachers can creatively…

The school of "Bornaccino" and the teacher Federico Moroni

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Sandra Degli Esposti Elisi

2010-07-01

Full Text Available Pupils of the primary school in Bornaccino, a small village near Santarcangelo di Romagna, used drawings to narrate their daily lives, the rural world they had known since infancy. Their teacher Federico Moroni tried to stimulate their imagination and raise their awareness of feeling emotions, because through these they would be able to express their everyday experiences in a more direct, spontaneous manner, also through drawings and in the use of colour. The teacher’s work covered a period of around twenty years, and the most important educational aspect was that of linking education to creativity, seen most clearly in art education and understood as the free expression of every child’s subjectivity, strongly convinced that a creative person is able to adapt more flexibly to change, to establish new relations which adapt to changing situations, and to find new strategies and solutions using greater flexibility.

The Realities of Teaching Elementary Mathematics by Student Teachers: A Phenomenological Probe

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Jo Ann M. Petancio

2018-02-01

Full Text Available This study probed into the lived experiences of the student-teachers as they go through teaching Elementary Mathematics. Apart from Mathematics, these student-teachers who are generalists teach the other seven subjects. This phenomenological study was conducted during the first semester, school year 2017-2018 in Cebu Normal University-Integrated Laboratory School in Cebu City, Philippines. The researchers interviewed twelve student teachers and used Colaizzi’s method of data analysis. Results revealed that the essence of teaching Math from the lens of elementary student teachers is condensed in the following themes: a Emotional mix-up; b Challenging; c Never stop learning and reach out for help; d Success is a joint venture of teacher and student; e Values count; f We are work in progress. The researchers recommend that teacher education institutions may consider revisiting their policies and practices to strengthen the support lent by the supervisor, mentors and staff to the budding teachers; providing supplemental training and coaching towards improving the student teachers’ pedagogical content knowledge in Math; and providing the pre-service teachers with reflective strategies in processing one’s own experiences in teaching the subject. Moreover, since elementary student-teachers teach not only Math but the other subjects as well, the researchers also recommend that further researches may be conducted on topics related on how the teaching of the other subjects influence one’s way of teaching Mathematics.

Electrocutaneous stimulation system for Braille reading.

Science.gov (United States)

Echenique, Ana Maria; Graffigna, Juan Pablo; Mut, Vicente

2010-01-01

This work is an assistive technology for people with visual disabilities and aims to facilitate access to written information in order to achieve better social inclusion and integration into work and educational activities. Two methods of electrical stimulation (by current and voltage) of the mechanoreceptors was tested to obtain tactile sensations on the fingertip. Current and voltage stimulation were tested in a Braille cell and line prototype, respectively. These prototypes are evaluated in 33 blind and visually impaired subjects. The result of experimentation with both methods showed that electrical stimulation causes sensations of touch defined in the fingertip. Better results in the Braille characters reading were obtained with current stimulation (85% accuracy). However this form of stimulation causes uncomfortable sensations. The latter feeling was minimized with the method of voltage stimulation, but with low efficiency (50% accuracy) in terms of identification of the characters. We concluded that electrical stimulation is a promising method for the development of a simple and unexpensive Braille reading system for blind people. We observed that voltage stimulation is preferred by the users. However, more experimental tests must be carry out in order to find the optimum values of the stimulus parameters and increase the accuracy the Braille characters reading.

Higher success rate with transcranial electrical stimulation of motor-evoked potentials using constant-voltage stimulation compared with constant-current stimulation in patients undergoing spinal surgery.

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Shigematsu, Hideki; Kawaguchi, Masahiko; Hayashi, Hironobu; Takatani, Tsunenori; Iwata, Eiichiro; Tanaka, Masato; Okuda, Akinori; Morimoto, Yasuhiko; Masuda, Keisuke; Tanaka, Yuu; Tanaka, Yasuhito

2017-10-01

During spine surgery, the spinal cord is electrophysiologically monitored via transcranial electrical stimulation of motor-evoked potentials (TES-MEPs) to prevent injury. Transcranial electrical stimulation of motor-evoked potential involves the use of either constant-current or constant-voltage stimulation; however, there are few comparative data available regarding their ability to adequately elicit compound motor action potentials. We hypothesized that the success rates of TES-MEP recordings would be similar between constant-current and constant-voltage stimulations in patients undergoing spine surgery. The objective of this study was to compare the success rates of TES-MEP recordings between constant-current and constant-voltage stimulation. This is a prospective, within-subject study. Data from 100 patients undergoing spinal surgery at the cervical, thoracic, or lumbar level were analyzed. The success rates of the TES-MEP recordings from each muscle were examined. Transcranial electrical stimulation with constant-current and constant-voltage stimulations at the C3 and C4 electrode positions (international "10-20" system) was applied to each patient. Compound muscle action potentials were bilaterally recorded from the abductor pollicis brevis (APB), deltoid (Del), abductor hallucis (AH), tibialis anterior (TA), gastrocnemius (GC), and quadriceps (Quad) muscles. The success rates of the TES-MEP recordings from the right Del, right APB, bilateral Quad, right TA, right GC, and bilateral AH muscles were significantly higher using constant-voltage stimulation than those using constant-current stimulation. The overall success rates with constant-voltage and constant-current stimulations were 86.3% and 68.8%, respectively (risk ratio 1.25 [95% confidence interval: 1.20-1.31]). The success rates of TES-MEP recordings were higher using constant-voltage stimulation compared with constant-current stimulation in patients undergoing spinal surgery. Copyright © 2017

The Mechanism of Financial Stimulation of Investment Activity

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Vasiliy Valeryevich Tarakanov

2016-03-01

Full Text Available Modernization of the Russian economy and creation of conditions for its economic growth demand activization of investment activity that is possible by means of its financial stimulation. Financial stimulation of investment activity defines the need of changes of the contents, the directions and ways of implementation of the financial relations between subjects of investment activity. Financial stimulation of investment activity is carried out via the mechanism in the context of which these financial relations are settled. For defining the mechanism of financial stimulation of investment activity the authors consider the very concept of financial mechanism. The conclusion is drawn that all elements of the financial mechanism are the integrated unity, they are interdependent and interconnected, and the combination of types, forms, methods of the organization of the financial relations forms “a design of the financial mechanism”. The article specifies the maintenance of the mechanism of financial stimulation of investment activity, and reveals its essence. The structure of the mechanism of financial stimulation of investment activity is presented by the following elements: subjects of financial stimulation of investment activity, the purpose of attraction of investments by them, set of financial methods and tools, sources of means of achievement of goals, standard - legal and information support of financial stimulation of investment activity. It is proved that in the mechanism of financial stimulation of investment activity the leading role is played by the state by means of forms of direct and indirect participation in attraction of investments, each of which is realized by means of specific methods and the corresponding tools. The widespread instrument of financial stimulation of investment activity is the investments which are carried out by the state institutes of development participating in the organization of the process of financial

Key Influences on Special Education Teachers' Intentions to Leave: The Effects of Administrative Support and Teacher Team Efficacy in a Mediational Model

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Conley, Sharon; You, Sukkyung

2017-01-01

The subject of special education teachers' intentions to leave has been a longstanding concern of researchers and practitioners. This paper reports on a study that examined the workplace predictors of teachers' intentions to leave for a nationally representative USA sample of 2,060 secondary school special education teachers (with students aged…

Conceptualizations of Representation Forms and Knowledge Organization of High School Teachers in Finland: "Magnetostatics"

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Majidi, Sharareh; Emden, Markus

2013-01-01

One of the main components of teachers' pedagogical content knowledge refers to their use of representation forms. In a similar vein, organizing concepts logically and meaningfully is an essential element of teachers' subject matter knowledge. Since subject matter and pedagogical content knowledge of teachers are tightly connected as categories…

Developing Intercultural Teachers: The Mumbai Global Experience Project

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Johnson, Richard

2009-01-01

Interculturalism is a major theme that needs to inform the teaching and learning of all subjects in teacher education courses. Moreover, the practicum is an area where there needs to be more attention given to developing the attributes of an intercultural teacher. In 2008 I took a group of thirteen teacher education students on a three-week…

Double-Cone Coil TMS Stimulation of the Medial Cortex Inhibits Central Pain Habituation.

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Federico D'Agata

Full Text Available The aim of this study was to investigate whether Transcranial Magnetic Stimulation (TMS applied over the medial line of the scalp affects the subjective perception of continuous pain induced by means of electric stimulation. In addition, we wanted to identify the point of stimulation where this effect was maximum.Superficial electrical stimulation was used to induce continuous pain on the dominant hand. At the beginning of the experiment we reached a pain rating of 5 on an 11-point numeric rating scale (NRS; 0 = no pain and 10 = maximum tolerable pain for each subject by setting individually the current intensity. The TMS (five pulses at increasing intensities was applied on 5 equidistant points (one per session over the medial line of the scalp in 13 healthy volunteers using a double-cone coil to stimulate underlying parts of the brain cortex. In every experimental session the painful stimulation lasted 45 minutes, during which pain and distress intensities NRS were recorded continuously. We calculated the effect of adaptation and the immediate effect of the TMS stimulation for all locations. Additionally, an ALE (Activation Likelihood Estimation meta-analysis was performed to compare our results with the neuroimaging literature on subjective pain rating.TMS stimulation temporarily decreased the pain ratings, and pain adaptation was suppressed when applying the TMS over the FCz site on the scalp. No effect was found for distress ratings.The present data suggest that the medial cortex in proximity of the cingulated gyrus has a causal role in adaptation mechanisms and in processing ongoing pain and subjective sensation of pain intensity.

An experimental study of a museum-based, science PD programme's impact on teachers and their students

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Aaron Price, C.; Chiu, A.

2018-06-01

We present results of an experimental study of an urban, museum-based science teacher PD programme. A total of 125 teachers and 1676 of their students in grades 4-8 were tested at the beginning and end of the school year in which the PD programme took place. Teachers and students were assessed on subject content knowledge and attitudes towards science, along with teacher classroom behaviour. Subject content questions were mostly taken from standardised state tests and literature, with an 'Explain:' prompt added to some items. Teachers in the treatment group showed a 7% gain in subject content knowledge over the control group. Students of teachers in the treatment group showed a 4% gain in subject content knowledge over the control group on multiple-choice items and an 11% gain on the constructed response items. There was no overall change in science attitudes of teachers or students over the control groups but we did find differences in teachers' reported self-efficacy and teaching anxiety levels, plus PD teachers reported doing more student-centered science teaching activities than the control group. All teachers came into the PD with high initial excitement, perhaps reflecting its context within an informal learning environment.

Group guidance services to improved creativity for teachers

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Solihatun Solihatun

2017-11-01

Full Text Available Creativity in the learning process by teachers is very important in order to support the task at school. Teacher creativity allows teachers to apply various learning methods that encourage students' interest to learn from the classroom. Besides, creativity for teachers is needed to support student development. This study aims to determine the level of creativity of teachers through group guidance services. Subjects in this study involved 10 teachers at Gemma Insani Indonesia Depok. Data analysis used a quantitative approach with pre-test and post-test control group of one design. The results show effective group guidance to improve teacher creativity at Gemma Insani Indonesia Depok.

Effects of Dual-Channel Functional Electrical Stimulation on Gait Performance in Patients with Hemiparesis

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Shmuel Springer

2012-01-01

Full Text Available The study objective was to assess the effect of functional electrical stimulation (FES applied to the peroneal nerve and thigh muscles on gait performance in subjects with hemiparesis. Participants were 45 subjects (age 57.8 ± 14.8 years with hemiparesis (5.37 ± 5.43 years since diagnosis demonstrating a foot-drop and impaired knee control. Thigh stimulation was applied either to the quadriceps or hamstrings muscles, depending on the dysfunction most affecting gait. Gait was assessed during a two-minute walk test with/without stimulation and with peroneal stimulation alone. A second assessment was conducted after six weeks of daily use. The addition of thigh muscles stimulation to peroneal stimulation significantly enhanced gait velocity measures at the initial and second evaluation. Gait symmetry was enhanced by the dual-channel stimulation only at the initial evaluation, and single-limb stance percentage only at the second assessment. For example, after six weeks, the two-minute gait speed with peroneal stimulation and with the dual channel was 0.66 ± 0.30 m/sec and 0.70 ± 0.31 m/sec, respectively (. In conclusion, dual-channel FES may enhance gait performance in subjects with hemiparesis more than peroneal FES alone.

From the Classroom to the Keyboard: How Seven Teachers Created Their Online Teacher Identities

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Jennifer C. Richardson

2015-02-01

Full Text Available Teacher identity is defined as a sense of teacher self that results from a productive combination of key personal and professional subjectivities or beliefs. Much empirical research has been done on the development of teacher identity in the K-12 arena, with a great deal of theoretical and philosophical scholarship about teaching at the college level, yet little research to date has looked at how instructors at the college level, especially those who are teaching online, develop their online instructor identity. The purpose of this interview-based, qualitative study is to understand the experience of first time online instructors and how they develop their online teacher identity and utilizes the framework established by Beijaard, Meijer and Verloop (2004 as the lens for analyses. Recommendations are made for cultivating online teacher identity and the many aspects of it as a means to strengthen online teacher identity to not only provide effective and innovative teaching experiences but also for the sake of retention.

Qualifying online teachers

DEFF Research Database (Denmark)

Levinsen, Karin

2007-01-01

Worldwide there is an increasing demand for educational institutions to offer part of their educations online and mixed mode. For institutions to comply with these demands, it is necessary to prepare teachers (and other members of the staff), to fulfil their responsibilities within the virtual...... environment. Teachers must be able to organize their courses pedagogically according to different conditions, i.e., subject domains, group sizes, variations within communication and interaction. Teachers must acquire knowledge and skills in handling Information and Communication Techniques (ICT) as well...... as pedagogical possibilities and constraints inherited in the software available. Several studies demonstrate that technical obstacles are easier to overcome than lack of communication skills. Also the consequenses of communication breakdowns tend to create serious problems that technology cannot solve...

SYSTEM EDUCATION CONCEPTS OF THE SUBJECT AND ITS GRAPHIC REPRESENTATION

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Артём Авенирович Михайлюк

2017-12-01

Full Text Available The article draws attention to the fact that the teacher in the course of constructing the course of the subject there is a need for systematization and structuring of the system of concepts of the academic subject, which is the basis of the future course. The choice of the system of concepts and ways to represent it depends on the period of the course and the cognitive abilities of the students. The presentation of a system of concepts in the form of infographics can help a teacher to develop a training course faster and more efficiently, and to teach it to his students. Beautiful clear graphs and diagrams are better perceived and remembered. And modern information technology allows you to create and share knowledge and research results in a spectacular, long- remembered form. And we must match time, and moreover, teach children to work with information in such a way that it would be desirable to look at it. In the process of such training, the teacher and students are formed interest in the subject, developing visual thinking.

Predicting Teacher Value-Added Results in Non-Tested Subjects Based on Confounding Variables: A Multinomial Logistic Regression

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Street, Nathan Lee

2017-01-01

Teacher value-added measures (VAM) are designed to provide information regarding teachers' causal impact on the academic growth of students while controlling for exogenous variables. While some researchers contend VAMs successfully and authentically measure teacher causality on learning, others suggest VAMs cannot adequately control for exogenous…

Researchers provide the evidence for the perfect teacher

DEFF Research Database (Denmark)

Fugl, Marie

2008-01-01

Good relations with the individual pupils, the ability to organise and manage a class and a bit of subject skills. That is the recipe for a good teacher, one that generates high achievement in the pupils.......Good relations with the individual pupils, the ability to organise and manage a class and a bit of subject skills. That is the recipe for a good teacher, one that generates high achievement in the pupils....

What Is It Like to Be a Child? Childhood Subjectivity and Teacher Memories as Heterotopia

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Chang-Kredl, Sandra; Wilkie, Gala

2016-01-01

Foucault's notion of heterotopia offers a novel way to understand teachers' conceptualizations of childhood, in juxtaposing adult memories of childhood with their present context of teaching children. Memory writing prompts were given to 41 early childhood teachers, and the resulting written narratives were analyzed as heterotopic spaces. The…

Changing Pre-Service Elementary Teachers' Beliefs about Mathematical Knowledge

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Stohlmann, Micah; Moore, Tamara; Cramer, Kathleen; Maiorca, Cathrine

2015-01-01

Studies have reported that pre-service teachers often enter teacher preparation programs with beliefs and attitudes not conducive to teaching the subject conceptually. In the USA, the Common Core State Standards for Mathematics have brought a renewed focus on procedural and conceptual understanding. However, many U.S. pre-service teachers have…

Increased probability of repetitive spinal motoneuron activation by transcranial magnetic stimulation after muscle fatigue in healthy subjects

DEFF Research Database (Denmark)

Andersen, Birgit; Felding, Ulrik Ascanius; Krarup, Christian

2012-01-01

Triple stimulation technique (TST) has previously shown that transcranial magnetic stimulation (TMS) fails to activate a proportion of spinal motoneurons (MNs) during motor fatigue. The TST response depression without attenuation of the conventional motor evoked potential suggested increased...... probability of repetitive spinal MN activation during exercise even if some MNs failed to discharge by the brain stimulus. Here we used a modified TST (Quadruple stimulation; QuadS and Quintuple stimulation; QuintS) to examine the influence of fatiguing exercise on second and third MN discharges after......, reflecting that a greater proportion of spinal MNs were activated 2 or 3 times by the transcranial stimulus. The size of QuadS responses did not return to pre-contraction levels during 10 min observation time indicating long-lasting increase in excitatory input to spinal MNs. In addition, the post...

Authentic Learning for Pre-Service Teachers in a Technology-Rich Environment

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Latham, Gloria; Carr, Nicky

2012-01-01

This paper shares the findings from a three year Participatory Action Research Study around the selection, implementation and effectiveness of educational technologies for enhancing learning in a Teacher Education subject for second year pre-service primary teachers. The innovative Project-Based subject is described using a critical lens. The…

Music teacher identity and professionalism

DEFF Research Database (Denmark)

Holgersen, Sven-Erik

2017-01-01

The present article is concerned with transformative learning and identity formation in student music teachers acting as researchers of a music education practice as part of their MA study programme. More specific, the aim is to discuss how engaging in a research perspective may serve as an eye......-opener for student music teachers and widen their perspective on subject didactics, teaching/learning issues and professional practice....

Prospective Teachers Proportional Reasoning and Presumption of Student Work

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Mujiyem Sapti

2015-08-01

Full Text Available This study aimed to describe the proportional reasoning of prospective teachers and their predictions about students' answers. Subjects were 4 prospective teacher  7th semester Department of Mathematics Education, Muhammadiyah University of Purworejo. Proportional reasoning task used to obtain research data. Subjects were asked to explain their reasoning and write predictions of student completion. Data was taken on October 15th, 2014. Interviews were conducted after the subjects completed the task and recorded with audio media. The research data were subject written work and interview transcripts. Data were analyzed using qualitative analysis techniques. In solving the proportional reasoning task, subjects using the cross product. However, they understand the meaning of the cross product. Subject also could predict students' reasoning on the matter.

Different Children, Equal Citizens and a Diverse Team of Teachers ...

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Different Children, Equal Citizens and a Diverse Team of Teachers: A Safe Space for ... articulated in order to stimulate the development of an authentic worldview of pupils ... The collaboration with Cornelia Roux made me aware of the huge ...

Mapping Geographical Knowledge and Skills Needed for Pre-Service Teachers in Teacher Education

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Terri Bourke

2015-03-01

Full Text Available In Australia, for more than two decades, a “social science” integrated framework was the favored approach for delivering subjects such as history and geography. However, such interdisciplinary approaches have continued to attract criticism from various parts of the academic and public spheres, and since 2009, a return to teaching the disciplines has been heralded as the “new” way forward. Using discourse analysis techniques associated with Foucauldian archeology, the purpose of this article is to examine the Australian Curriculum: Geography document to ascertain the discourses necessary for pre-service teachers to enact effective teaching of geography in a primary setting. Then, based on pre-service teachers’ online survey responses, the article investigates whether such future teachers have the knowledge and skills to interpret, deliver, and enact the new geography curriculum in primary classrooms. Finally, as teacher educators, our interest lies in preparing pre-service teachers effectively for the classroom, so that the findings are used to inform the content of a teacher education course for pre-service primary teachers.

Learner-Centered Micro Teaching in Teacher Education

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Kilic, Abdurrahman

2010-01-01

The purpose of this study is to investigate the effect of Learner-Centered Micro Teaching (LCMT) on the development of teacher candidates' teaching competencies. To achieve this goal, teacher candidates' teaching behaviors on subject area, planning, teaching process, classroom management, communication, and evaluation have been pre- and…

Preservice Teachers and Self-Assessing Digital Competence

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Maderick, Joseph A.; Zhang, Shaoan; Hartley, Kendall; Marchand, Gwen

2016-01-01

This study compares matched surveys of subjective self-assessment and objective assessment on seven domains of digital competence for preservice teachers at a large Southwest public university. The results, consistent with earlier studies, confirm that the participating preservice teachers inaccurately self-assessed their digital competence. The…

Preschool Student Teachers, Technology, and Gender: Positive Expectations Despite Mixed Experiences from Their Own School Days

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Hedlin, Maria; Gunnarsson, Gunilla

2014-01-01

The Swedish preschool curriculum emphasises preschool teachers' task to stimulate children's interest in science and technology. Technology education, however, has not always had a given place in Swedish early childhood education, and this has been associated with female preschool teachers' fear of technology. This qualitative study explores how…

Teacher-child relationships as dynamic systems.

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O'Connor, Erin

2010-06-01

The purpose of the present study was to examine factors associated with the quality of the teacher-child relationship from first through fifth grade using data from phases I, II and III of the National Institutes of Child Health and Human Development Study of Early Child Care and Youth Development, a prospective study of 1364 children from birth through sixth grade. On average, children evidenced moderately high quality relationships with teachers in fifth grade. However, there was extensive variation in fifth grade relationship quality across children. Children who received more support and stimulation at home and whose parents had higher quality interactions with the school had higher quality relationships. Additionally, children in classrooms with more positive environments and better management had higher quality relationships. Lastly, females, European-American children, children with lower levels of behavior problems and children who had higher quality relationships with their teachers in kindergarten also had higher quality relationships with teachers. On average, children evidenced decreases in the quality of their relationships with teachers from first through fifth grade. Interestingly, children whose parents had more contact with their schools, who were in schools where teachers received higher salaries and in classrooms that had more positive emotional climates and that were better managed evidenced slower rates of decline in relationship quality. Implications for theory and practice are discussed.

Capturing the Object of Initial Teacher Education by Studying Tools-in-Use in Four School Subject Departments

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Douglas, Alaster Scott

2012-01-01

This paper makes the claim that student teachers' learning depends a great deal on the individual school department where they are working, its social practices and the relationships of the teachers involved in initial teacher education (ITE). The paper considers how using a Cultural Historical Activity Theory (CHAT) lens to view data generated on…

From Students to Teachers: Investigating the Science Teaching Efficacy Beliefs and Experiences of Graduate Primary Teachers

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Deehan, James; Danaia, Lena; McKinnon, David H.

2018-03-01

The science achievement of primary students, both in Australia and abroad, has been the subject of intensive research in recent decades. Consequently, much research has been conducted to investigate primary science education. Within this literature, there is a striking juxtaposition between tertiary science teaching preparation programs and the experiences and outcomes of both teachers and students alike. Whilst many tertiary science teaching programs covary with positive outcomes for preservice teachers, reports of science at the primary school level continue to be problematic. This paper begins to explore this apparent contradiction by investigating the science teaching efficacy beliefs and experiences of a cohort of graduate primary teachers who had recently transitioned from preservice to inservice status. An opportunity sample of 82 primary teachers responded to the science teaching efficacy belief instrument A (STEBI-A), and 10 graduate teachers provided semi-structured interview data. The results showed that participants' prior science teaching efficacy belief growth, which occurred during their tertiary science education, had remained durable after they had completed their teaching degrees and began their careers. Qualitative data showed that their undergraduate science education had had a positive influence on their science teaching experiences. The participants' school science culture, however, had mixed influences on their science teaching. The findings presented within this paper have implications for the direction of research in primary science education, the design and assessment of preservice primary science curriculum subjects and the role of school contexts in the development of primary science teachers.

Business partners a lower intermediate business English course : teacher's manual

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Brown, Pearson; Brow, Caroline; Hill, Jimmie

1993-01-01

This is the teacher's book in a stimulating course which integrates presentation of language with exercises and activities. There are 15 ten-age unies, each incorporating wide grammar coverage, systematic vocabulary presentation, listening and reading skills, and pair-work role plays.

Relationship between mathematics teacher subject matter knowledge, pedagogical content knowledge and professional development needs

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Tajudin, Nor'ain Mohd; Chinnappan, Mohan; Saad, Noor Shah

2017-05-01

Two key variables emerged from the literature review is that Specific Matter Knowledge [SMK] and Pedagogical Content Knowledge [PCK] can influence the mathematics teachers' Professional Development [PD] needs. However, the key variables of SMK and PCK that were being investigated were not defined clearly. Empirical evidence that support relationship between SMK and PD and PCK and PD were not verified. In addition, how does PCK mediate SMK and PD is not clear and somewhat lacking. Therefore, the purpose of this paper was to examine the relationship between primary mathematics teacher's SMK, PCK and PD needs. Results of path analysis with SmartPLS indicated that the direct effect of SMK on PD was mediated via PCK. This data provide support for the claim that PD programs for future teachers of primary mathematics should be driven by a more nuanced understanding of the link between SMK and PCK.

Teachers Perspective of Using English as a Medium of Instruction in Mathematics and Science Subjects

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Mansor, Norudin; Badarudin, Mohamed Ishak; Mat, Azman Che

2011-01-01

The policy of changing the medium of instruction in the teaching of mathematics and science from Bahasa Melayu to English is an important innovation affecting teachers of mathematics and science. It poses special challenges not only for teachers who have been trained in the Malay medium but also for those trained in English. This investigation…

Acute subjective response to alcohol as a function of reward and punishment sensitivity.

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Morris, David H; Treloar, Hayley; Tsai, Chia-Lin; McCarty, Kayleigh N; McCarthy, Denis M

2016-09-01

Individual differences in subjective response to alcohol play a crucial role in the development of heavy drinking and related problems. In light of this, a growing focus of research has been identifying factors that contribute to differences in response. The aim of the present study was to determine whether individual differences in the subjective experience of rewarding and aversive effects of alcohol are a specific manifestation of general differences in reward and punishment sensitivity. Eighty-nine participants (M age=22.4, SD=1.9; 47.2% women) consumed a moderate dose of alcohol, i.e., peak breath alcohol concentration (BrAC)≈0.080g%, and rated their level of stimulation and sedation at seven timepoints over the BrAC curve. Sensitivity to reward and punishment were assessed by a self-report questionnaire prior to consumption. Multilevel growth models showed that post-consumption changes in stimulation ratings varied as a function of participants' level of reward and punishment sensitivity. Drinkers more sensitive to reward reported feeling more stimulated shortly after drinking and exhibited an attenuated rate of decline in stimulation over the blood alcohol curve, relative to drinkers with less strong reward sensitivity. Reward sensitivity was not related to subjective ratings of sedation, and punishment sensitivity was not related to either stimulation or sedation ratings. Findings suggest that reward sensitivity may increase risk for alcohol misuse among young adult social drinkers by increasing their subjective feelings of stimulation while drinking. Copyright © 2016. Published by Elsevier Ltd.

A comparative study of voice complaints and risk factors for voice complaints in female student teachers and practicing teachers early in their career.

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Thomas, G.; Kooijman, P.G.C.; Cremers, C.W.R.J.; Jong, F.I.C.R.S. de

2006-01-01

A cross-sectional questionnaire survey was performed to compare female student teachers (454 subjects; 1st to 4th year of training) and practicing teachers (82 female teachers; 1st to 4th year of teaching career) of primary education early in their career, with regard to risk factors perceived to be

Comprehending Elementary School Teachers' Classroom Management Approaches

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Sahin, Ali E.

2015-01-01

This study intends to determine elementary school teachers' degree of classroom control, which constitutes the consistency in their classroom management and discipline-related behaviour. The major research question was as follows: Is the control approach adopted by teachers related to certain variables (gender, age, subject area, experience)? The…

Stimulating the senses with multi-media

International Nuclear Information System (INIS)

Rehn, H.; Majohr, N.; Staude, F.; Haferburg, M.; Foerster, K.

1995-01-01

Difficult subjects have always been better taught by example, demonstration and repetition than simply through book learning. Multi-media computer systems deliver these through learning programs which combine text, video, animation, graphics and sound to stimulate and motivate students. (author)

Electrical stimulation treatment for facial palsy after revision pleomorphic adenoma surgery.

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Goldie, Simon; Sandeman, Jack; Cole, Richard; Dennis, Simon; Swain, Ian

2016-04-22

Surgery for pleomorphic adenoma recurrence presents a significant risk of facial nerve damage that can result in facial weakness effecting patients' ability to communicate, mental health and self-image. We report two case studies that had marked facial weakness after resection of recurrent pleomorphic adenoma and their progress with electrical stimulation. Subjects received electrical stimulation twice daily for 24 weeks during which photographs of expressions, facial measurements and Sunnybrook scores were recorded. Both subjects recovered good facial function demonstrating Sunnybrook scores of 54 and 64 that improved to 88 and 96, respectively. Neither subjects demonstrated adverse effects of treatment. We conclude that electrical stimulation is a safe treatment and may improve facial palsy in patients after resection of recurrent pleomorphic adenoma. Larger studies would be difficult to pursue due to the low incidence of cases. Published by Oxford University Press and JSCR Publishing Ltd. All rights reserved. © The Author 2016.

Challenges to nordic teacher education programmes

DEFF Research Database (Denmark)

Rasmussen, Jens; Dorf, Hans

2010-01-01

and subjects in the Finnish teacher education program (pedagogical studies, quality of practice teaching, research base) and its strong focus on training future teachers for the teacher profession and a professional community play an important role in respect to recruitment and low drop-out rates.......  This article resumes a comparative study on the Nordic teacher education programs in Denmark, Finland, Iceland, Norway and Sweden (Nordisk Ministerråd/Nordic Council of Ministers, 2008). By focusing on the part of the study which is occupied with the structure and organisation of the Nordic...... teacher education programs it tries to find explanations for the fact that only the Finnish teacher education does not suffer from a decreasing number of applicants, from high drop-out rates, and from low retention rates. It is claimed that the strong emphasis on specific professional elements...

Considering the influence of stimulation parameters on the effect of conventional and high-definition transcranial direct current stimulation.

Science.gov (United States)

To, Wing Ting; Hart, John; De Ridder, Dirk; Vanneste, Sven

2016-01-01

Recently, techniques to non-invasively modulate specific brain areas gained popularity in the form of transcranial direct current stimulation (tDCS) and high-definition transcranial direct current stimulation. These non-invasive techniques have already shown promising outcomes in various studies with healthy subjects as well as patient populations. Despite widespread dissemination of tDCS, there remain significant unknowns about the influence of a diverse number of tDCS parameters (e.g. polarity, size, position of electrodes & duration of stimulation) in inducing neurophysiological and behavioral effects. This article explores both techniques starting with the history of tDCS, to the differences between conventional tDCS and high-definition transcranial direct current stimulation, the underlying physiological mechanism, the (in)direct effects, the applications of tDCS with varying parameters, the efficacy, the safety issues and the opportunities for future research.

Test-retest reliability of prefrontal transcranial Direct Current Stimulation (tDCS) effects on functional MRI connectivity in healthy subjects.

Science.gov (United States)

Wörsching, Jana; Padberg, Frank; Helbich, Konstantin; Hasan, Alkomiet; Koch, Lena; Goerigk, Stephan; Stoecklein, Sophia; Ertl-Wagner, Birgit; Keeser, Daniel

2017-07-15

Transcranial Direct Current Stimulation (tDCS) of the prefrontal cortex (PFC) can be used for probing functional brain connectivity and meets general interest as novel therapeutic intervention in psychiatric and neurological disorders. Along with a more extensive use, it is important to understand the interplay between neural systems and stimulation protocols requiring basic methodological work. Here, we examined the test-retest (TRT) characteristics of tDCS-induced modulations in resting-state functional-connectivity MRI (RS fcMRI). Twenty healthy subjects received 20minutes of either active or sham tDCS of the dorsolateral PFC (2mA, anode over F3 and cathode over F4, international 10-20 system), preceded and ensued by a RS fcMRI (10minutes each). All subject underwent three tDCS sessions with one-week intervals in between. Effects of tDCS on RS fcMRI were determined at an individual as well as at a group level using both ROI-based and independent-component analyses (ICA). To evaluate the TRT reliability of individual active-tDCS and sham effects on RS fcMRI, voxel-wise intra-class correlation coefficients (ICC) of post-tDCS maps between testing sessions were calculated. For both approaches, results revealed low reliability of RS fcMRI after active tDCS (ICC (2,1) = -0.09 - 0.16). Reliability of RS fcMRI (baselines only) was low to moderate for ROI-derived (ICC (2,1) = 0.13 - 0.50) and low for ICA-derived connectivity (ICC (2,1) = 0.19 - 0.34). Thus, for ROI-based analyses, the distribution of voxel-wise ICC was shifted to lower TRT reliability after active, but not after sham tDCS, for which the distribution was similar to baseline. The intra-individual variation observed here resembles variability of tDCS effects in motor regions and may be one reason why in this study robust tDCS effects at a group level were missing. The data can be used for appropriately designing large scale studies investigating methodological issues such as sources of variability and

A museum-based urban teacher residency program's approach to strengthening the STEM pipeline: Channeling highly qualified Earth Science teachers into high needs schools

Science.gov (United States)

Ustunisik, G. K.; Zirakparvar, N. A.

2015-12-01

Channeling better prepared Earth Science teachers into secondary schools with low achievement rates in STEM subjects is essential to ensuring that the students attending these schools are ultimately afforded the opportunity to take advantage of projected growth in the global geoscience workforce. Here, a museum-based urban teacher residency (UTR) program's approach to building subject specific content knowledge and research experience in Earth Science teacher candidates is described. In the museum-based program, graduate-level science courses and research experiences are designed and implemented specifically for the UTR by active Earth and Space research scientists that account for almost half of the program's faculty. Because these courses and research experiences are designed specifically for the teacher candidates, they are different than many science courses and research experiences available to pre-service teachers in a university setting. At the same time, the museum-based program is the only UTR to incorporate such a rigorous science curriculum, and some possible advantages and disadvantages of the program's approach are also considered here. While the impact of the program's approach on student achievement rates has yet to be evaluated, there is promise in the well documented links between a teacher's own experience with the practice of science and that teacher's ability to leverage effective pedagogical content knowledge in the teaching of science. Because the museum-based program's science curriculum is balanced against the educational coursework and teaching residencies that necessarily form the program's backbone, the museum's approach to strengthening the teacher candidate's science background may also inform the faculty and administration of other UTRs in cases where one of their program goals is to further expand their teacher candidate's content knowledge and practical subject matter experience.

Partially non-linear stimulation intensity-dependent effects of direct current stimulation on motor cortex excitability in humans.

Science.gov (United States)

Batsikadze, G; Moliadze, V; Paulus, W; Kuo, M-F; Nitsche, M A

2013-04-01

Transcranial direct current stimulation (tDCS) of the human motor cortex at an intensity of 1 mA with an electrode size of 35 cm(2) has been shown to induce shifts of cortical excitability during and after stimulation. These shifts are polarity-specific with cathodal tDCS resulting in a decrease and anodal stimulation in an increase of cortical excitability. In clinical and cognitive studies, stronger stimulation intensities are used frequently, but their physiological effects on cortical excitability have not yet been explored. Therefore, here we aimed to explore the effects of 2 mA tDCS on cortical excitability. We applied 2 mA anodal or cathodal tDCS for 20 min on the left primary motor cortex of 14 healthy subjects. Cathodal tDCS at 1 mA and sham tDCS for 20 min was administered as control session in nine and eight healthy subjects, respectively. Motor cortical excitability was monitored by transcranial magnetic stimulation (TMS)-elicited motor-evoked potentials (MEPs) from the right first dorsal interosseous muscle. Global corticospinal excitability was explored via single TMS pulse-elicited MEP amplitudes, and motor thresholds. Intracortical effects of stimulation were obtained by cortical silent period (CSP), short latency intracortical inhibition (SICI) and facilitation (ICF), and I wave facilitation. The above-mentioned protocols were recorded both before and immediately after tDCS in randomized order. Additionally, single-pulse MEPs, motor thresholds, SICI and ICF were recorded every 30 min up to 2 h after stimulation end, evening of the same day, next morning, next noon and next evening. Anodal as well as cathodal tDCS at 2 mA resulted in a significant increase of MEP amplitudes, whereas 1 mA cathodal tDCS decreased corticospinal excitability. A significant shift of SICI and ICF towards excitability enhancement after both 2 mA cathodal and anodal tDCS was observed. At 1 mA, cathodal tDCS reduced single-pulse TMS-elicited MEP amplitudes and shifted SICI

The effect of deep brain stimulation on the speech motor system.

Science.gov (United States)

Mücke, Doris; Becker, Johannes; Barbe, Michael T; Meister, Ingo; Liebhart, Lena; Roettger, Timo B; Dembek, Till; Timmermann, Lars; Grice, Martine

2014-08-01

Chronic deep brain stimulation of the nucleus ventralis intermedius is an effective treatment for individuals with medication-resistant essential tremor. However, these individuals report that stimulation has a deleterious effect on their speech. The present study investigates one important factor leading to these effects: the coordination of oral and glottal articulation. Sixteen native-speaking German adults with essential tremor, between 26 and 86 years old, with and without chronic deep brain stimulation of the nucleus ventralis intermedius and 12 healthy, age-matched subjects were recorded performing a fast syllable repetition task (/papapa/, /tatata/, /kakaka/). Syllable duration and voicing-to-syllable ratio as well as parameters related directly to consonant production, voicing during constriction, and frication during constriction were measured. Voicing during constriction was greater in subjects with essential tremor than in controls, indicating a perseveration of voicing into the voiceless consonant. Stimulation led to fewer voiceless intervals (voicing-to-syllable ratio), indicating a reduced degree of glottal abduction during the entire syllable cycle. Stimulation also induced incomplete oral closures (frication during constriction), indicating imprecise oral articulation. The detrimental effect of stimulation on the speech motor system can be quantified using acoustic measures at the subsyllabic level.

World Language Teacher Candidate Performance on Edtpa: An Exploratory Study

Science.gov (United States)

Hildebrandt, Susan A.; Swanson, Pete

2014-01-01

Federal and state legislation continues to promote teacher accountability in the United States. The new edTPA, a subject-specific teacher performance assessment, is purported to measure beginning teacher readiness and is being pilot tested and implemented for licensure and certification decisions across the country. In this exploratory…

Teachers in School Sports: Between the Fields of Education and Sport?

Science.gov (United States)

Ferry, Magnus

2016-01-01

According to the cultural sociologist Pierre Bourdieu, gaining access to a social space or a position within a social space requires a specific capital. For teachers, this is normally indicated by a valid teaching certificate with relevant subject knowledge. However, when no qualified teachers are available, which is the case for the subject of…

Comparison of dysphagia before and after deep brain stimulation in Parkinson's disease.

Science.gov (United States)

Silbergleit, Alice K; LeWitt, Peter; Junn, Fred; Schultz, Lonni R; Collins, Denise; Beardsley, Tausha; Hubert, Meghan; Trosch, Richard; Schwalb, Jason M

2012-12-01

Although dysphagia is a common problem for many Parkinson's disease (PD) patients, the effect of deep brain stimulation (DBS) on swallowing is unclear. Fourteen subjects with advanced PD underwent videofluorographic swallowing studies prior to bilateral DBS of the subthalamic nucleus (STN) and at 3 and 12 months postprocedure. They were tested under several stimulation and medication conditions. Subjects completed the Dysphagia Handicap Index at each time. There was a strong trend toward improved swallowing response for solid intake in the medication-free condition with the stimulator on compared with the stimulator off (P = .0107). Also, there was a trend toward improved oral preparation of thin liquids (P = .0368) in the medication-free condition when the stimulator was on versus off 12 months later. The remaining swallowing parameters showed no change or worsening of swallowing function regardless of stimulator or medication status. Results of the Dysphagia Handicap Index revealed significant improvement in subject self-perception of swallowing 3 and 12 months following the procedure compared with baseline on the functional subscale (P = .020 and P = .010, respectively), the emotional subscale (P = .013 and P = .003, respectively), and the total score (P = .025 and P = .003, respectively). These data suggest that bilateral STN-DBS does not substantively impair swallowing in PD. In addition, it may improve motor sequencing of the oropharyngeal swallow for solid consistencies (which are known to provide increased sensory feedback to assist motor planning of the oropharyngeal swallow). Subjects with advanced PD who are undergoing DBS may perceive significant improvement in swallowing ability despite the lack of objective improvements in swallowing function. Copyright © 2012 Movement Disorder Society.

Surface electrical stimulation to evoke referred sensation.

Science.gov (United States)

Forst, Johanna C; Blok, Derek C; Slopsema, Julia P; Boss, John M; Heyboer, Lane A; Tobias, Carson M; Polasek, Katharine H

2015-01-01

Surface electrical stimulation (SES) is being investigated as a noninvasive method to evoke natural sensations distal to electrode location. This may improve treatment for phantom limb pain as well as provide an alternative method to deliver sensory feedback. The median and/or ulnar nerves of 35 subjects were stimulated at the elbow using surface electrodes. Strength-duration curves of hand sensation were found for each subject. All subjects experienced sensation in their hand, which was mostly described as a paresthesia-like sensation. The rheobase and chronaxie values were found to be lower for the median nerve than the ulnar nerve, with no significant difference between sexes. Repeated sessions with the same subject resulted in sufficient variability to suggest that recalculating the strength-duration curve for each electrode placement is necessary. Most of the recruitment curves in this study were generated with 28 to 36 data points. To quickly reproduce these curves with limited increase in error, we recommend 10 data points. Future studies will focus on obtaining different sensations using SES with the strength-duration curve defining the threshold of the effective parameter space.

Students’ Perceptions on a Good Tertiary Foreign Language Teacher

Directory of Open Access Journals (Sweden)

Siti Tarwiyah

2013-11-01

Full Text Available This paper investigates students’ perception of tertiary teachers’ attitude, method of teaching and classroom management in the teaching and learning of (professional, pedagogic, social and personality competence English and Arabic Language at IAIN Walisongo Semarang. This study is designed quantitavely and qualitatively using closed and open-ended questionnaire for collecting data. The subject of this research is the second semester students of the two faculties at IAIN Walisongo who, in that semester, take Arabic or English language course. The subject is chosen because based on 2012 course distribution, English and Arabic are distributed in the first and the second semester. The findings revealed that it is clearly seen that KPI (Islamic Communication & Broadcasting department students have better perception to their English language teachers. Meanwhile, students who have better perception to their Arabic Language Teachers are those from Islamic Counseling Departments (BPI of Dakwah faculty. Data of Tarbiyah Faculty shows Arabic language teachers are dominating. Arabic language teachers win 0.5 over English language teachers in almost all characteristics. This implies that expected performance of students in English Language is based on the teachers’ attitude, method of teaching the subject and classroom management. Based on the above-findings, recommendations were made.

Who Teaches Primary Physical Education? Change and Transformation through the Eyes of Subject Leaders

Science.gov (United States)

Jones, Luke; Green, Ken

2017-01-01

Primary physical education (PE) lessons tend to be taught by one, or a combination of, three different groups: generalist classroom teachers, specialist primary PE teachers and so-called adults other than teachers, who are almost exclusively sports coaches. Drawing upon data gathered from one-to-one interviews with 36 subject leaders (SLs), this…

Social Persuasions by Teachers as a Source of Student Self-Efficacy: The Moderating Role of Perceived Teacher Credibility

Science.gov (United States)

Won, Sungjun; Lee, Sun-Young; Bong, Mimi

2017-01-01

The primary purpose of this study was to ascertain whether the degree to which Korean middle school students perceived their teachers to be credible made a difference in the effectiveness of teachers' persuasion as a source of students' academic self-efficacy. In the contexts of both general school learning and a specific subject of Korean…

Initial Science Teacher Education in Portugal: The Thoughts of Teacher Educators about the Effects of the Bologna Process

Science.gov (United States)

Leite, Laurinda; Dourado, Luís; Morgado, Sofia

2016-01-01

Between the 1980s and 2007, Portugal used to have one-stage (5-year period) initial teacher education (ITE) programs. In 2007 and consistent with the Bologna process guidelines, Portuguese teacher education moved toward a two-stage model, which includes a 3-year undergraduate program of subject matter that leads to a "licenciatura" (or…

The Mathematics Teacher Formation and the Teaching for Research and Study Course

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Ana Rosa Corica

2013-08-01

Full Text Available The study of didactic devices with the characteristics of RSC in the teachers' mathematics formation at an Argentine university has led to the future teachers elaboration of their own ideas about of the management of the mentioned device at the Argentine high school. In this paper, results of a semi-structured interview to future teachers are shown. The teachers were attending the last year of the teaching training college at an Argentine university. Our intention was to know the receipt that the future teachers have in the management of an education under the characteristics of RSC to manage the above device in their educational practices. One of the difficulties that the future teachers signal is to select the problematic question that allows to stimulate and to provoke the whole process of study. The choice of the mentioned question is assigned to the same teachers. This constitutes a limitation as for the comprehension and later management of an education for RSC.

In Search of Quality Student Teachers in a Digital Era: Reframing the Practices of Soft Skills in Teacher Education

Science.gov (United States)

Hadiyanto; Mukmimnin, Amirul; Failasofah; Arif, Nely; Fajaryani, Nunung; Habibi, Akhmad

2017-01-01

The purpose of this current study was to examine and document the practices of soft skills (communication, IT, numeracy, learning how to learn, problem solving, working with others, and subject-specific competencies) among English as foreign language (EFL) student teachers at one public university teacher education program in Jambi, Indonesia. The…

Effect of painful and non-painful sensorimotor manipulations on subjective body midline

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Jason eBouffard

2013-03-01

Full Text Available Patients with chronic pain often show disturbances in their body perception. Understanding the exact role played by pain is however complex, as confounding factors can contribute to the observed deficits in these clinical populations. To address this question, acute experimental pain was used to test the effect of lateralized pain on body perception in healthy subjects. Subjects were asked to indicate the position of their body midline (subjective body midline, SBM by stopping a moving luminescent dot projected on a screen placed in front of them, in a completely dark environment. The effect of other nonpainful sensorimotor manipulations was also tested to assess the potential unspecific attentional effects of stimulating one side of the body. SBM judgment was made in seventeen volunteers under control and three experimental conditions: 1 painful (heat stimulation; 2 nonpainful vibrotactile stimulation; and 3 muscle contraction. The effects of the stimulated side and the type of trial (control vs. experimental condition, were tested separately for each condition with a 2 x 2 repeated measures ANOVA. The analyses revealed a significant interaction in both pain (p = 0.05 and vibration conditions (p = 0.04. Post-hoc tests showed opposite effects of pain and vibration. Pain applied on the right arm deviated the SBM toward the right (stimulated side (p = 0.03 while vibration applied on the left arm deviated the SBM toward the right (not stimulated side (p = 0.01. These opposite patterns suggest that the shift in SBM is likely to be specifically linked to the stimulation modality. It is concluded that acute experimental pain can induce an SBM shift toward the stimulated side, which might be functionally beneficial to protect the painful area of the body. Interestingly, it appears to be easier to bias SBM toward the right side, regardless of the modality and of the stimulated side.

Optical stimulation of peripheral nerves in vivo

Science.gov (United States)

Wells, Jonathon D.

This dissertation documents the emergence and validation of a new clinical tool that bridges the fields of biomedical optics and neuroscience. The research herein describes an innovative method for direct neurostimulation with pulsed infrared laser light. Safety and effectiveness of this technique are first demonstrated through functional stimulation of the rat sciatic nerve in vivo. The Holmium:YAG laser (lambda = 2.12 mum) is shown to operate at an optimal wavelength for peripheral nerve stimulation with advantages over standard electrical neural stimulation; including contact-free stimulation, high spatial selectivity, and lack of a stimulation artifact. The underlying biophysical mechanism responsible for transient optical nerve stimulation appears to be a small, absorption driven thermal gradient sustained at the axonal layer of nerve. Results explicitly prove that low frequency optical stimulation can reliably stimulate without resulting in tissue thermal damage. Based on the positive results from animal studies, these optimal laser parameters were utilized to move this research into the clinic with a combined safety and efficacy study in human subjects undergoing selective dorsal rhizotomy. The clinical Holmium:YAG laser was used to effectively stimulate human dorsal spinal roots and elicit functional muscle responses recorded during surgery without evidence of nerve damage. Overall these results predict that this technology can be a valuable clinical tool in various neurosurgical applications.

Reduced discomfort during High-Definition transcutaneous stimulation using 6% benzocaine

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Berkan eGuleyupoglu

2014-07-01

Full Text Available AbstractBackground High-Definition transcranial Direct Current Stimulation (HD-tDCS allows for non-invasive neuromodulation using an array of compact (approximately 1 cm2 contact area High-Definition (HD electrodes, as compared to conventional tDCS (which uses two large pads that are approximately 35cm2. In a previous transcutaneous study, we developed and validated designs for HD electrodes that reduce discomfort over >20 min session with 2 mA electrode current.ObjectiveThe purpose of this study was to investigate the use of a chemical pretreatment with 6% benzocaine (topical numbing agent to further reduce subjective discomfort during transcutaneous stimulation and to allow for better sham controlled studies.MethodsPre-treatment with 6% benzocaine was compared with control (no pretreatment for 22 minutes 2 mA of stimulation, with either CCNY-4 or Lectron II electroconductive gel, for both cathodal and anodal transcutaneous (forearm stimulation (8 different combinations.Results Results show that for all conditions and polarities tested, stimulation with HD electrodes is safe and well tolerated and that pretreatment further reduced subjective discomfort. ConclusionPretreatment with a mild analgesic reduces discomfort during HD-tDCS.

TEACHERS NEEDED

CERN Multimedia

2001-01-01

The English Language Programme of the Lycée International de Ferney-Voltaire has two teaching posts available for la rentrée 2001. 1. Part-time teacher of Primary-level English Candidates for the post need to be mother-tongue English speakers. They should have a relevant degree and teaching qualification. The post involves teaching the English curriculum to pupils who are within the French educational system. Classes take place on Tuesday afternoons at the Lycée. Team spirit necessary as teachers work as a team. Induction & training are offered. 2. Part-time teacher of Secondary-level history-geography Candididates for the post need to be mother-tongue English speakers. They should have a relevant degree in history or geography and also a strong interest in the other subject. They should have a relevant teaching qualification and be confident classroom practioners. For more information on either of these posts please contact the school office on 04.50.40.82...

Targeted transtracheal stimulation for vocal fold closure.

Science.gov (United States)

Hadley, Aaron J; Thompson, Paul; Kolb, Ilya; Hahn, Elizabeth C; Tyler, Dustin J

2014-06-01

Paralysis of the structures in the head and neck due to stroke or other neurological disorder often causes dysphagia (difficulty in swallowing). Patients with dysphagia have a significantly higher incidence of aspiration pneumonia and death. The recurrent laryngeal nerve (RLN), which innervates the intrinsic laryngeal muscles that control the vocal folds, travels superiorly in parallel to the trachea in the tracheoesophageal groove. This study tests the hypothesis that functional electrical stimulation (FES) applied via transtracheal electrodes can produce controlled vocal fold adduction. Bipolar electrodes were placed at 15° intervals around the interior mucosal surface of the canine trachea, and current was applied to the tissue while electromyography (EMG) from the intrinsic laryngeal muscles and vocal fold movement visualization via laryngoscopy were recorded. The lowest EMG thresholds were found at an average location of 100° to the left of the ventral midsagittal line and 128° to the right. A rotatable pair of bipolar electrodes spaced 230° apart were able to stimulate bilaterally both RLNs in every subject. Laryngoscopy showed complete glottal closure with transtracheal stimulation in six of the eight subjects, and this closure was maintained under simultaneous FES-induced laryngeal elevation. Transtracheal stimulation is an effective tool for minimally invasive application of FES to induce vocal fold adduction, providing an alternative mechanism to study airway protection.

Current challenges in the organisation of teacher education in Denmark

DEFF Research Database (Denmark)

Rasmussen, Palle; Staugaard, Hans Jørgen

Two main types of arguments are being put forward for relocating teacher education to universities. One is that it will improve the subject knowledge of teacher and thus enable them to raise the skill levels of Danish students in core subjects. Another is that many students seem to fear being...... “locked” in the professional role as teacher and would like to have the wider range of choices – and perhaps the higher prestige - available in universities. In the paper we discuss the second of these arguments, the question of recruitment, on the basis of existing evidence . Furthermore we will present...... and discuss a new model for teacher education being developed in collaboration between the Northern Denmark University College and Aalborg University....

Why Inquiry? Primary Teachers' Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students' Science Learning

Science.gov (United States)

Walan, Susanne; Nilsson, Pernilla; Ewen, Birgitta Mc

2017-10-01

Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers' knowledge about of students' understanding and intended learning outcomes. Content representations created by the teachers and students' experiences of the enacted teaching served as foundations for the teachers' reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students' experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers' intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers' choice of instructional strategies and their knowledge about students' understanding, with the exception that the teacher who also added drama wanted to support her students' understanding of the states of water.

Description of Success: A Four-Teacher Instructional Model.

Science.gov (United States)

Reed, Dianne

This study described a four-teacher instructional model in operation at an elementary school, noting the perceptions of fourth grade students, parents, and teachers regarding the model. The model encompassed teaming, block scheduling, departmentalization of subjects, integrated/interdisciplinary instruction, and in-depth instruction in each…

Student Tests for Teacher Evaluation: A Critique.

Science.gov (United States)

Florio, David H.

1986-01-01

This article supports Edward Haertel's views on inappropriate use of student test scores in evaluating teachers. Tests scores may identify a few incompetent teachers, but may bring new ailments to schools. The article argues that even the system proposed by Haertal may become subject to abuse by mechanistic or autocratic administrative practices.…

The effects of policies concerning teachers' wages on students' performance

OpenAIRE

Varga, Júlia

2017-01-01

Using country panel data of student achievement from PISA, 2003-2012 combined with national-level teacher salary data from the OECD; this study investigates if relatively short term -5-years - changes in the level and structure of statutory teacher salaries affect student performance in the European countries. Our results show that there are marked differences between subjects and by the experience of teachers. Higher statutory teacher salaries and larger growth of teacher salaries at the fir...

Should mathematics be a creative subject? How is this realized in practice in Denmark?

DEFF Research Database (Denmark)

Ejersbo, Lisser Rye

as a creative subject. How do they understand creativity and how do they realize it in practice? And what makes mathematics a creative subject? Is it the task, the way it is performed or the relationship between teacher and students? The crucial difference between different classrooms seems to be the ways......The ministerial objectives for mathematics education in the Danish Folkeskole (grades K-ten) state that students will learn that mathematics is both a tool for problem-solving and a creative subject. In this article, I explore how teachers in Denmark meet the challenge of teaching mathematics....... The discussion will focus on how to make mathematics a creative subject....

Gender differences in current received during transcranial electrical stimulation

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Michael eRussell

2014-08-01

Full Text Available Low current transcranial electrical stimulation is an effective but somewhat inconsistent tool for augmenting neuromodulation. In this study, we used 3D MRI guided electrical transcranial stimulation (GETS modeling to estimate the range of current intensities received at cortical brain tissues. Combined T1, T2, Proton Density MRIs from 24 adult subjects (12 male and 12 female were modeled with virtual electrodes placed at F3, F4, C3 and C4. Two sizes of electrodes 20 mm round and 50 x 45 mm square were examined at 0.5, 1 and 2 mA input currents. The intensity of current received was sampled in a one centimeter sphere placed at the cortex directly under each scalp electrode. There was a tenfold range in the current received by individuals. A large gender difference was observed with female subjects receiving significantly less current at targeted parietal cortex than male subjects when stimulated at identical current levels (P <0.05. Larger electrodes delivered somewhat larger amounts of current then the smaller ones (P <0.01. Electrodes in the frontal regions delivered less current than those in the parietal region (P<0.05. There were large individual differences in current levels the subjects received. Analysis of the cranial bone showed that the gender difference and the frontal parietal differences are due to differences in cranial bone. Males have more cancellous parietal bone and females more dense parietal bone (p<0.01. These differences should be considered when planning transcranial electrical stimulation studies and call into question earlier reports of gender differences due to hormonal influences.

Analysis of primary teacher stress' sources

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Katja Depolli Steiner

2011-12-01

Full Text Available Teachers are subject to many different work stressors. This study focused on differences in intensity and frequency of potential stressors facing primary schoolteachers and set the goal to identify the most important sources of teacher stress in primary school. The study included 242 primary schoolteachers from different parts of Slovenia. We used Stress Inventory that is designed for identification of intensity and frequency of 49 situations that can play the role of teachers' work stressors. Findings showed that the major sources of stress facing teachers are factors related to work overload, factors stemming from pupils' behaviour and motivation and factors related to school system. Results also showed some small differences in perception of stressors in different groups of teachers (by gender and by teaching level.

Anal sphincter responses after perianal electrical stimulation

DEFF Research Database (Denmark)

Pedersen, Ejnar; Klemar, B; Schrøder, H D

1982-01-01

By perianal electrical stimulation and EMG recording from the external anal sphincter three responses were found with latencies of 2-8, 13-18 and 30-60 ms, respectively. The two first responses were recorded in most cases. They were characterised by constant latency and uniform pattern, were...... not fatigued by repeated stimulation, were most dependent on placement of stimulating and recording electrodes, and always had a higher threshold than the third response. The third response was constantly present in normal subjects. It had the longest EMG response and the latency decreased with increasing...... stimulation to a minimum of 30-60 ms. This response represented the clinical observable spinal reflex, "the classical anal reflex". The latencies of the two first responses were so short that they probably do not represent spinal reflexes. This was further supported by the effect of epidural anaesthesia which...

Violence against Teachers in Comprehensive Schools: Reasons of Origin, Forms of Expression and Outcome

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Valdas Pruskus

2011-04-01

Full Text Available The violence against teachers discussed in this article is a phenomenon realistically existing in schools and it reflects the processes of modern society and their outcome for the youth as well as the interpersonal value priorities and relation with the surrounding world. This article shows the significantly changed situation in schools and the changed teachers’ work conditions. Teachers working at schools do not feel safe. The pupils’ violence influences not only motivation of teacher’s work but also the quality of education service. The appearance and development of pupils’ violence against teachers is stimulated by both objective (social-psychological situation promoting the provisions of aggressiveness in the country, prolonged Education reform and constant reconstruction of schools, derogation and degradation of teacher’s job and subjective preconditions and first of all – the pupils’ structured model of behaviour with the surrounding people, which is influenced by negative impact of school and peer groups as well as by propagation of violence in mass media and experience of violence in the family. In modern school pupils use both kinds of violence – physical and psychological. Physical violence can be used against a the personality of the teacher and b teacher’s possession, thing or animal. This kind of violence can be committed by a single person (pupil when an offended pupil uses violence against the teacher or his possession or by a group of persons (pupils when a group of pupils on agreement or spontaneously uses violence against the teacher or his possession. Actually, physical violence against teachers (the usage of physical power is rather rare. The most frequently met in the relations between pupils and teachers is the psychological violence and such its forms as teachers’ derogation, devaluation, harassment, assault, isolation, rejection, alienation, terrorizing, etc. The violence against teachers is specific

Linking Teaching in Mathematics and the Subjects of Natural Science

DEFF Research Database (Denmark)

Michelsen, Claus

2017-01-01

teaching programs. This is partly due to the lack of a framework for integrating productive ideas across the disciplines. This paper focus on how to grasp the challenges of an interdisciplinary approach to teaching in mathematics and the subjects of natural science. Based on contemporary mathematics...... and science education we design a didactical framework for interdisciplinary teaching centered on modeling activities across mathematics and the disciplines of natural science. To exemplify the potential of the framework we present a case study of an intensive in-service teacher-training program...... for mathematics and biology teachers. The teachers were presented to the didactical framework and in pairs of two, one mathematics teacher and one biology teacher; they designed and implemented interdisciplinary mathematicsbiology teaching sequences. The teachers’ reports on their development and implementation...

A "Politics against Social Submission": Of Early Years Teachers' Accessibility and Work with Children in Québec

Science.gov (United States)

Chang-Kredl, Sandra

2017-01-01

In this paper, I examine the claim that teachers' subjective experiences can lead to social change through the perspective of the early years teacher in Quebec. Fourteen early childhood teachers participated in memory writing and individual interviews. Data were inductively coded and analysed in terms of the teachers' subjective experiences of:…

Selective sensation based brain-computer interface via mechanical vibrotactile stimulation.

Science.gov (United States)

Yao, Lin; Meng, Jianjun; Zhang, Dingguo; Sheng, Xinjun; Zhu, Xiangyang

2013-01-01

In this work, mechanical vibrotactile stimulation was applied to subjects' left and right wrist skins with equal intensity, and a selective sensation perception task was performed to achieve two types of selections similar to motor imagery Brain-Computer Interface. The proposed system was based on event-related desynchronization/synchronization (ERD/ERS), which had a correlation with processing of afferent inflow in human somatosensory system, and attentional effect which modulated the ERD/ERS. The experiments were carried out on nine subjects (without experience in selective sensation), and six of them showed a discrimination accuracy above 80%, three of them above 95%. Comparative experiments with motor imagery (with and without presence of stimulation) were also carried out, which further showed the feasibility of selective sensation as an alternative BCI task complementary to motor imagery. Specifically there was significant improvement ([Formula: see text]) from near 65% in motor imagery (with and without presence of stimulation) to above 80% in selective sensation on some subjects. The proposed BCI modality might well cooperate with existing BCI modalities in the literature in enlarging the widespread usage of BCI system.

Speech Perception With Combined Electric-Acoustic Stimulation: A Simulation and Model Comparison.

Science.gov (United States)

Rader, Tobias; Adel, Youssef; Fastl, Hugo; Baumann, Uwe

2015-01-01

The aim of this study is to simulate speech perception with combined electric-acoustic stimulation (EAS), verify the advantage of combined stimulation in normal-hearing (NH) subjects, and then compare it with cochlear implant (CI) and EAS user results from the authors' previous study. Furthermore, an automatic speech recognition (ASR) system was built to examine the impact of low-frequency information and is proposed as an applied model to study different hypotheses of the combined-stimulation advantage. Signal-detection-theory (SDT) models were applied to assess predictions of subject performance without the need to assume any synergistic effects. Speech perception was tested using a closed-set matrix test (Oldenburg sentence test), and its speech material was processed to simulate CI and EAS hearing. A total of 43 NH subjects and a customized ASR system were tested. CI hearing was simulated by an aurally adequate signal spectrum analysis and representation, the part-tone-time-pattern, which was vocoded at 12 center frequencies according to the MED-EL DUET speech processor. Residual acoustic hearing was simulated by low-pass (LP)-filtered speech with cutoff frequencies 200 and 500 Hz for NH subjects and in the range from 100 to 500 Hz for the ASR system. Speech reception thresholds were determined in amplitude-modulated noise and in pseudocontinuous noise. Previously proposed SDT models were lastly applied to predict NH subject performance with EAS simulations. NH subjects tested with EAS simulations demonstrated the combined-stimulation advantage. Increasing the LP cutoff frequency from 200 to 500 Hz significantly improved speech reception thresholds in both noise conditions. In continuous noise, CI and EAS users showed generally better performance than NH subjects tested with simulations. In modulated noise, performance was comparable except for the EAS at cutoff frequency 500 Hz where NH subject performance was superior. The ASR system showed similar behavior

Teachers; Views on Citizenship in Secondary Education in the Netherlands

NARCIS (Netherlands)

Leenders, H.; Veugelers, W.M.M.H.; Kat, E. de

2008-01-01

In 2005 the Dutch Minister of Education proposed making it compulsory for all schools in The Netherlands to stimulate active citizenship and social integration. Teachers must give these educational goals a tangible form in their practice. What are the teachers’ views on citizenship education?

Sympathetic skin response evoked by laser skin stimulation

OpenAIRE

Rossi, P.; Truini, A.; Serrao, M.; Iannetti, G. D.; Parisi, L.; Pozzessere, G.; Cruccu, G.

2002-01-01

The objective of this study was to evoke sympathetic skin responses (SSRs) in healthy subjects using laser stimulation and to compare these responses with those induced by conventional electrical stimuli. Twenty healthy subjects were investigated. SSRs were obtained using electrical and laser stimuli delivered to the wrist controlateral to the recording site. The sympathetic sudomotor conduction velocity (SSFCV) was measured in 8 subjects by simultaneously recording the SSR from the hand and ...

Determinants of Teachers' Intentions To Teach Physically Active Physical Education Classes.

Science.gov (United States)

Martin, Jeffrey J.; Kulinna, Pamela Hodges; Eklund, Robert C.; Reed, Brett

2001-01-01

Investigated elementary and secondary teachers' intentions to teach physically active physical education classes, examining a model hypothesizing that teachers' intentions were determined by subjective norm, attitude, perceived behavioral control, and self-efficacy. Teacher surveys supported the theories of reasoned action and planned behavior.…

Effects of Teacher Expectancies: Myth or Reality?

Science.gov (United States)

Aron, Robert; And Others

This study manipulates the variables of children's ethnicity, sex, and ability to ascertain the nature of the interaction relationship between teacher expectancies and student performance. The subjects were urban teachers who were asked to read case histories and then rate the child on a Likert-type family and pupil behavior rating form and a…

Psycho-Social Factors Causing Stress: A Study of Teacher Educators

Science.gov (United States)

Jain, Geetika; Tyagi, Harish Kumar; Kumar, Anil

2015-01-01

Purpose: The present investigation was planned to determine the influence of type of personality, gender, age, qualification and experience causing stress among teacher educators at work. Method: A sample of 100 subjects from male and female teachers teaching in teacher training colleges, Delhi, India was drawn randomly. The data was collected by…

AN INVESTIGATION OF DIFFERENTIAL BINAURAL STIMULATION IN THE TEACHING OF A FOREIGN LANGUAGE.

Science.gov (United States)

VAN RIPER, CHARLES

THIS STUDY DETERMINED WHETHER OR NOT DIFFERENTIAL BINAURAL STIMULATIONS CAN BE USED EFFECTIVELY TO IMPROVE PRONUNCIATION IN FOREIGN LANGUAGE TEACHING. THE OBJECTIVE WAS TO DETERMINE WHAT EFFECT HEARING SIMULTANEOUSLY THE TEACHER'S VOICE IN ONE EAR AND HIS OWN VOICE IN THE OTHER WOULD HAVE ON A STUDENT'S ABILITY TO COMPARE THE DIFFERENCES IN…

Changes in Regional Brain Homogeneity Induced by Electro-Acupuncture Stimulation at the Baihui Acupoint in Healthy Subjects: A Functional Magnetic Resonance Imaging Study.

Science.gov (United States)

Deng, Demao; Duan, Gaoxiong; Liao, Hai; Liu, Yanfei; Wang, Geliang; Liu, Huimei; Tang, Lijun; Pang, Yong; Tao, Jien; He, Xin; Yuan, Wenzhao; Liu, Peng

2016-10-01

According to the Traditional Chinese Medicine theory of acupuncture, Baihui (GV20) is applied to treat neurological and psychiatric disorders. However, the relationships between neural responses and GV20 remain unknown. Thus, the main aim of this study was to examine the brain responses induced by electro-acupuncture stimulation (EAS) at GV20. Functional magnetic resonance imaging (fMRI) was performed in 33 healthy subjects. Based on the non-repeated event-related (NRER) paradigm, group differences were examined between GV20 and a sham acupoint using the regional homogeneity (ReHo) method. Compared with the sham acupoint, EAS at GV20 induced increased ReHo in regions including the orbital frontal cortex (OFC), middle cingulate cortex (MCC), precentral cortex, and precuneus (preCUN). Decreased ReHo was found in the anterior cingulate cortex (ACC), supplementary motor area (SMA), thalamus, putamen, and cerebellum. The current findings provide preliminary neuroimaging evidence to indicate that EAS at GV20 could induce a specific pattern of neural responses by analysis of ReHo of brain activity. These findings might improve the understanding of mechanisms of acupuncture stimulation at GV20.

Enhanced accuracy in novel mirror drawing after repetitive transcranial magnetic stimulation-induced proprioceptive deafferentation

DEFF Research Database (Denmark)

Balslev, Daniela; Christensen, Lars O.D.; Lee, Ji-hang

2004-01-01

a performance benefit. In this study, we tested whether deafferentation induced by repetitive transcranial magnetic stimulation (rTMS) can improve mirror tracing skills in normal subjects. Hand trajectory error during novel mirror drawing was compared across two groups of subjects that received either 1 Hz r......TMS over the somatosensory cortex contralateral to the hand or sham stimulation. Mirror tracing was more accurate after rTMS than after sham stimulation. Using a position-matching task, we confirmed that rTMS reduced proprioceptive acuity and that this reduction was largest when the coil was placed...

The Subject-Modeling Approach to Developing the Methodol- ogy Competence of the Future Teachers-Psychologists

Directory of Open Access Journals (Sweden)

S. A. Gilmanov

2012-01-01

Full Text Available Any practical activity of a modern specialist requires the methodology knowledge – the ability of setting and transforming goals, operating with summarized approaches and plans, creating and reconstructing them, etc. The paper deals with the role of the methodology competence in professional thinking; the subject-modeling approach to developing the professional thinking and methodology competence is considered regarding the future teachers-psychologists.The substantiation of the above approach is given concerning the content and structure of the competence in question, as well as the students’ personal characteristics. The psychological mechanism of gaining the experience and professional thinking ability is described as interaction of two models – the cognitive and dynamic emotional ones – both reflecting the professional activity. The results of experimental work, based on such methods as analysis, theoretical modeling, supervision and polling, demon- strated the main developing factors of methodology competence: the general culture level, interest to the future profession, the professional activity presentation in educational process. The research results imply the conclusion that the purposeful pedagogic activity based on the methodology competence is necessary for developing the future specialists’ professional thinking. 

Complex regional pain syndrome (CRPS) or continuous unilateral distal experimental pain stimulation in healthy subjects does not bias visual attention towards one hemifield.

Science.gov (United States)

Filippopulos, Filipp M; Grafenstein, Jessica; Straube, Andreas; Eggert, Thomas

2015-11-01

In natural life pain automatically draws attention towards the painful body part suggesting that it interacts with different attentional mechanisms such as visual attention. Complex regional pain syndrome (CRPS) patients who typically report on chronic distally located pain of one extremity may suffer from so-called neglect-like symptoms, which have also been linked to attentional mechanisms. The purpose of the study was to further evaluate how continuous pain conditions influence visual attention. Saccade latencies were recorded in two experiments using a common visual attention paradigm whereby orientating saccades to cued or uncued lateral visual targets had to be performed. In the first experiment saccade latencies of healthy subjects were measured under two conditions: one in which continuous experimental pain stimulation was applied to the index finger to imitate a continuous pain situation, and one without pain stimulation. In the second experiment saccade latencies of patients suffering from CRPS were compared to controls. The results showed that neither the continuous experimental pain stimulation during the experiment nor the chronic pain in CRPS led to an unilateral increase of saccade latencies or to a unilateral increase of the cue effect on latency. The results show that unilateral, continuously applied pain stimuli or chronic pain have no or only very limited influence on visual attention. Differently from patients with visual neglect, patients with CRPS did not show strong side asymmetries of saccade latencies or of cue effects on saccade latencies. Thus, neglect-like clinical symptoms of CRPS patients do not involve the allocation of visual attention.

Where is the mathematics in the continuing professional development of mathematics teachers?

OpenAIRE

Jones, Keith

1994-01-01

“Subject knowledge” is increasingly being seen as a critical component of effective teaching yet very often (and particularly for secondary teachers) this subject knowledge is taken for granted. The study of mathematics is a required component of the initial education of teachers who will specialise in teaching mathematics, either as a prerequisite in the case of the one-year PGCE or as an integral part of the B.Ed. degree. What becomes of the study of mathematics for these teachers after tha...

Is transcranial direct current stimulation a potential method for improving response inhibition?

Science.gov (United States)

Kwon, Yong Hyun; Kwon, Jung Won

2013-04-15

Inhibitory control of movement in motor learning requires the ability to suppress an inappropriate action, a skill needed to stop a planned or ongoing motor response in response to changes in a variety of environments. This study used a stop-signal task to determine whether transcranial direct-current stimulation over the pre-supplementary motor area alters the reaction time in motor inhibition. Forty healthy subjects were recruited for this study and were randomly assigned to either the transcranial direct-current stimulation condition or a sham-transcranial direct-current stimulation condition. All subjects consecutively performed the stop-signal task before, during, and after the delivery of anodal transcranial direct-current stimulation over the pre-supplementary motor area (pre-transcranial direct-current stimulation phase, transcranial direct-current stimulation phase, and post-transcranial direct-current stimulation phase). Compared to the sham condition, there were significant reductions in the stop-signal processing times during and after transcranial direct-current stimulation, and change times were significantly greater in the transcranial direct-current stimulation condition. There was no significant change in go processing-times during or after transcranial direct-current stimulation in either condition. Anodal transcranial direct-current stimulation was feasibly coupled to an interactive improvement in inhibitory control. This coupling led to a decrease in the stop-signal process time required for the appropriate responses between motor execution and inhibition. However, there was no transcranial direct-current stimulation effect on the no-signal reaction time during the stop-signal task. Transcranial direct-current stimulation can adjust certain behaviors, and it could be a useful clinical intervention for patients who have difficulties with response inhibition.

Focal hand dystonia: individualized intervention with repeated application of repetitive transcranial magnetic stimulation.

Science.gov (United States)

Kimberley, Teresa Jacobson; Borich, Michael R; Schmidt, Rebekah L; Carey, James R; Gillick, Bernadette

2015-04-01

To examine for individual factors that may predict response to inhibitory repetitive transcranial magnetic stimulation (rTMS) in focal hand dystonia (FHD); to present the method for determining optimal stimulation to increase inhibition in a given patient; and to examine individual responses to prolonged intervention. Single-subject design to determine optimal parameters to increase inhibition for a given subject and to use the selected parameters once per week for 6 weeks, with 1-week follow-up, to determine response. Clinical research laboratory. A volunteer sample of subjects with FHD (N = 2). One participant had transcranial magnetic stimulation responses indicating impaired inhibition, and the other had responses within normative limits. There were 1200 pulses of 1-Hz rTMS delivered using 4 different stimulation sites/intensity combinations: primary motor cortex at 90% or 110% of resting motor threshold (RMT) and dorsal premotor cortex (PMd) at 90% or 110% of RMT. The parameters producing the greatest within-session increase in cortical silent period (CSP) duration were then used as the intervention. Response variables included handwriting pressure and velocity, subjective symptom rating, CSP, and short latency intracortical inhibition and facilitation. The individual with baseline transcranial magnetic stimulation responses indicating impaired inhibition responded favorably to the repeated intervention, with reduced handwriting force, an increase in the CSP, and subjective report of moderate symptom improvement at 1-week follow-up. The individual with normative baseline responses failed to respond to the intervention. In both subjects, 90% of RMT to the PMd produced the greatest lengthening of the CSP and was used as the intervention. An individualized understanding of neurophysiological measures can be an indicator of responsiveness to inhibitory rTMS in focal dystonia, with further work needed to determine likely responders versus nonresponders. Copyright �

Special Education and Subject Teachers' Self-Perceived Readiness to Teach Mathematics to Low-Performing Middle School Students

Science.gov (United States)

Ekstam, Ulrika; Korhonen, Johan; Linnanmäki, Karin; Aunio, Pirjo

2018-01-01

Educational reforms during the last decade have led to a more inclusive environment for students with different needs and have placed demands on teachers' readiness to instruct diverse students in the general classroom. Previous research has ascertained that student achievement is correlated with teacher quality and teachers' efficacy beliefs.…

Effectiveness of an Alternative Certification Program for the Preparation of Elementary Teachers

Science.gov (United States)

Follo, Eric J.; Rivard, James J.

2009-01-01

This study focuses on the effectiveness of the alternative elementary teacher certification program at Oakland University in Rochester, Michigan. The program was developed in response to the projected teacher shortage, the need for teachers in subjects such as mathematics and science, the need for teachers in urban schools, and the need for…

Teachers' and Students' Work-Culture Variables Associated with Positive School Outcome.

Science.gov (United States)

Goldwater, Orna D.; Nutt, Roberta L.

1999-01-01

Investigates whether goodness of fit between teachers' and students' backgrounds is associated with subjective grading and objective achievement at school. One hundred one seventh graders and twenty of their teachers completed the Self-Report Family Inventory. Similarity between teachers' and students' work-culture variables was associated with…

Teachers' Job Dislike Areas: Implications for Operational Modifications

Directory of Open Access Journals (Sweden)

S. 'Tayo Subair

2016-08-01

Full Text Available Teaching is the act, practice and occupation of a teacher. A teacher is a person who provides education for learners at a school or other place of formal education. The use of teacher in this study is conceptualized to involve all cadres of instructors and teaching team from primary and junior secondary (basic education to senior secondary school. The study examined the areas of job dislikes among teachers with their attendant implications for practice. Using a self-designed and pilot-tested questionnaire, data were collected from a random sample of 3,000 teachers drawn from Lagos, Ogun, and Osun states in the Southwestern geopolitical zone of the country. Specifically, 400 primary and 600 secondary school teachers were drawn from each state. The data were analyzed using simple percentage. It was found that teachers job dislike areas though differ but were within seven areas thus: writing lesson notes (98.5%, marking subject attendance register (98%, disciplining of students in school (90%, and serving as members of committees (78.9%. Other dislike areas include taking students out of school for extramural activities (73.3%, partaking in co-curricular activities in the school (60.3% and examination invigilation (59.1% as areas of common dislike and capable of inhibiting the satisfaction levels of teachers.Furthermore, it was found that differences exist in job dislikes between male and female teachers. The common job dislikes among male were non-interest in marking of scripts and invigilation of examinations whereas the female showed dislikes for serving as committee members and as year tutors.Thus, it was recommended that: some modifications in the operational approaches of classroom teachers (such as deemphasizing lesson note writing and marking of subject attendance register would be required. Teachers should also be financially encouraged via allowances for all other activities outside teaching.

Organizational Commitment among High School Teachers of India and Iran

Science.gov (United States)

Joolideh, Faranak; Yeshodhara, K.

2009-01-01

Purpose: This paper aims to investigate the organizational commitment of teachers in India and Iran. It is an attempt to understand how these perceptions vary by demographic variables such as age and subject taught by teachers. Design/methodology/approach: Data were collected from 721 high school teachers in Bangalore (India) and Sanandaj (Iran).…

Numerical dosimetry of transcranial magnetic stimulation coils

Science.gov (United States)

Crowther, Lawrence; Hadimani, Ravi; Jiles, David

2014-03-01

Transcranial magnetic stimulation (TMS) is a non-invasive neuromodulation technique capable of stimulating neurons by means of electromagnetic induction. TMS can be used to map brain function and shows promise for the diagnosis and treatment of neurological and psychiatric disorders. Calculation of fields induced in the brain are necessary to accurately identify stimulated neural tissue during TMS. This allows the development of novel TMS coil designs capable of stimulating deeper brain regions and increasing the localization of stimulation that can be achieved. We have performed numerical calculations of magnetic and electric field with high-resolution anatomically realistic human head models to find these stimulated brain regions for a variety of proposed TMS coil designs. The realistic head models contain heterogeneous tissue structures and electrical conductivities, yielding superior results to those obtained from the simplified homogeneous head models that are commonly employed. The attenuation of electric field as a function of depth in the brain and the localization of stimulating field have been methodically investigated. In addition to providing a quantitative comparison of different TMS coil designs the variation of induced field between subjects has been investigated. We also show the differences in induced fields between adult, adolescent and child head models to preemptively identify potential safety issues in the application of pediatric TMS.

Stochastic Nonlinear Evolutional Model of the Large-Scaled Neuronal Population and Dynamic Neural Coding Subject to Stimulation

International Nuclear Information System (INIS)

Wang Rubin; Yu Wei

2005-01-01

In this paper, we investigate how the population of neuronal oscillators deals with information and the dynamic evolution of neural coding when the external stimulation acts on it. Numerically computing method is used to describe the evolution process of neural coding in three-dimensioned space. The numerical result proves that only the suitable stimulation can change the coupling structure and plasticity of neurons

The analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference

Science.gov (United States)

Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

2017-08-01

The aim of this study was to describe the analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference. The purpose of this study is to describe the analysis of mathematics teacher's learning on limit algebraic functions in terms of the differences of teaching experience. Learning analysis focused on Pedagogical Content Knowledge (PCK) of teachers in mathematics on limit algebraic functions related to the knowledge of pedagogy. PCK of teachers on limit algebraic function is a type of specialized knowledge for teachers on how to teach limit algebraic function that can be understood by students. Subjects are two high school mathematics teacher who has difference of teaching experience they are one Novice Teacher (NP) and one Experienced Teacher (ET). Data are collected through observation of learning in the class, videos of learning, and then analyzed using qualitative analysis. Teacher's knowledge of Pedagogic defined as a knowledge and understanding of teacher about planning and organizing of learning, and application of learning strategy. The research results showed that the Knowledge of Pedagogy on subject NT in mathematics learning on the material of limit function algebra showed that the subject NT tended to describe procedurally, without explaining the reasons why such steps were used, asking questions which tended to be monotonous not be guiding and digging deeper, and less varied in the use of learning strategies while subject ET gave limited guidance and opportunities to the students to find their own answers, exploit the potential of students to answer questions, provide an opportunity for students to interact and work in groups, and subject ET tended to combine conceptual and procedural explanation.

Mobile Phone as Pedagogical Tools: Are Teachers Ready?

Science.gov (United States)

Ismail, Issham; Azizan, Siti Norbaya; Azman, Nizuwan

2013-01-01

This study examined the teachers' perceptions on the implementation of mobile learning via mobile phone at schools. The sample for this study comprised thirty eight teachers who were teaching Information Technology (IT) subjects from various primary schools in Penang, Malaysia. A quantitative survey was administered to the respondents whereby…

Effectiveness of functional electrical stimulation (fes) versus conventional electrical stimulation in gait rehabilitation of patients with stroke

International Nuclear Information System (INIS)

Sharif, F.; Ghulam, S.; Malik, A.N.

2017-01-01

To compare the effectiveness of functional electrical stimulation (FES) versus conventional electrical stimulation in gait rehabilitation of patients with stroke for finding the most appropriate problem-oriented treatment for foot drop patients in a shorter time period. Study Design: Randomized controlled trial. Place and Duration of Study:Armed Forces Institute of Rehabilitation Medicine, Rawalpindi, from July to December 2016. Methodology: Subjects with foot drop due to stroke were allotted randomly into 1 of 2 groups receiving standard rehabilitation with Functional Electrical Stimulation (FES) or Electrical Muscle Stimulation (EMS). FES was applied on tibialis anterior 30 minutes/day, five days/week for six weeks. EMS was also applied on the tibialis anterior five days/week for six weeks. Outcome measures included Fugl-Meyer Assessment Scale, Modified Ashworth Scale, Berg Balance Scale (BBS), Time Up and Go Test (TUG) and Gait Dynamic Index (GDI). They were recorded at baseline, after 3 and 6 weeks. Pre- and post-treatment scores were analyzed between two groups on SPSS-20. Results: After six weeks of intervention, significant improvement was recorded in Fugl-Meyer Assessment score (p<0.001), modified Ashworth Scale score (p=0.027), Berg Balance Scale score (p<0.001), Time Up and Go Test (p<0.001) and Gait Dynamic Index (p=0.012) of the group subjected to FES. Conclusion: Gait training with FES is more effective than EMS in improving mobility, balance, gait performance and reducing spasticity in stroke patients. The research will help clinicians to select appropriate treatment of foot drop in stroke patients. (author)

Student Teachers' Cognition about L2 Pronunciation Instruction: A Case Study

Science.gov (United States)

Burri, Michael

2015-01-01

In view of the minimal attention pronunciation teacher preparation has received in second language (L2) teacher education, this study examined the cognition (i.e. beliefs, thoughts, attitudes and knowledge) development of 15 student teachers during a postgraduate subject on pronunciation pedagogy offered at an Australian tertiary institution.…

Barriers to Providing the Sexuality Education That Teachers Believe Students Need

Science.gov (United States)

Eisenberg, Marla E.; Madsen, Nikki; Oliphant, Jennifer A.; Sieving, Renee E.

2013-01-01

Background: Sexuality education teachers' perspectives are important to gain a full understanding of the issues surrounding teaching this subject. This study uses a statewide sample of public school teachers to examine what sexuality education content is taught, what barriers teachers face, and which barriers are associated with teaching specific…

Updating polytechnic teachers' knowledge and skills through teacher design teams in Ghana

NARCIS (Netherlands)

Bakah, M.A.B.; Voogt, Joke; Pieters, Julius Marie

2012-01-01

While teachers and administrators in polytechnics in Ghana have categorically expressed the growing need for the former’s knowledge and skills to be updated in the era of polytechnic transformation, little attention has been paid to the subject. This study reports a professional development

Modifications of baropodograms after transcutaneous electric stimulation of the abductor hallucis muscle in humans standing erect.

Science.gov (United States)

Gaillet, Jean-Claude; Biraud, Jean-Claude; Bessou, Monique; Bessou, Paul

2004-12-01

Objective data on abductor hallucis muscle biomechanical function in the loaded foot (subject standing erect on both legs) are unavailable. To evaluate the effects of electrical stimulation of the abductor hallucis muscle in the loaded foot on the change of plantar pressures, as measured by digital baropodograms. Six indices were defined to compare baropodograms. The abductor hallucis muscle in 1 foot was subjected to transcutaneous electrical stimulation (20 min) while the subject was standing erect on the floor. Baropodograms were recorded before, immediately thereafter, then 15 days and 2 months later. Differences between baropodogram indices were subjected to one-way anova. Electrical abductor hallucis muscle stimulation induced, on the stimulation side, a post-contraction state easily detected on baropodograms as the increased plantar pressure on the anterior-medial part of the sole, and lateral displacements of the anterior maximal pressure point and the foot thrust center. These mechanical signs, consistent with foot inversion, induce external rotation of the leg and pelvic rotation on the stimulated side, leading to contralateral plantar-pressure changes: decreased maximal pressure point and thrust in the posterior part of the footprint and lateral displacement of the foot thrust center. Electrical stimulation of the abductor hallucis muscle in the loaded foot induces immediate specific changes in baropodogram indices, some of which persist 2 months later. The mechanical effect of abductor hallucis muscle stimulation (foot inversion) and its post-contraction state could be useful in podiatric and postural rehabilitation.

Comparing teacher roles in Denmark and England

DEFF Research Database (Denmark)

Kelly, Peter; Dorf, Hans; Pratt, Nick

2014-01-01

This article reports the findings of a comparative study of teaching in Denmark and England. Its broader aim is to help develop an approach for comparing pedagogy. Lesson observations and interviews identified the range of goals towards which teachers in each country worked and the actions...... these prompted. These were clustered using the lens of Bernstein’s pedagogic discourse to construct teacher roles, which provided a view of pedagogy. Through this approach we have begun to identify variations in pedagogy across two countries. All teachers in this study adopted a variety of roles. Of significance...... was the ease with which competent English teachers moved between roles. The English teachers observed adopted roles consistent with a wider techno-rationalist discourse. There was a greater subject emphasis by Danish teachers, whose work was set predominantly within a democratic humanist discourse, whilst...

Impacts of Professional Development in Integrated STEM Education on Teacher Self-Efficacy, Outcome Expectancy, and Stem Career Awareness

Science.gov (United States)

Knowles, J. Geoff

This research analyzed the effects of teacher professional development and lesson implementation in integrated Science, Technology, Engineering, and Math (STEM) on: 1.) Teacher self-efficacy and their confidence to teach specific STEM subjects; 2.) Teaching outcome expectancy beliefs concerning the impact of actions by teachers on student learning; and 3.) Teacher awareness of STEM careers. High school science and technology education teachers participating in the Teachers and Researchers Advancing Integrated Lessons in STEM (TRAILS) project experimental group attended a ten-day summer professional development institute designed to educate teachers in using an integrated STEM education model to implement integrated STEM lessons. The research design utilized a quasi-experimental nonequivalent comparison group design that incorporated an experimental group and an untreated comparison group with both pretest, posttest, and delayed posttest assessments on non-randomized participants. Teacher self-efficacy has been identified as a key factor in effective teaching and student learning, and teacher awareness of STEM careers impacts students as they consider career choices. The T-STEM Survey for teachers was given for the pretest and posttest assessments to measure attitudes and beliefs toward the specific constructs of this study. Significant effects of the TRAILS professional development were found in the teacher group (experimental or comparison) and teacher subject (technology or science) in pretest and posttest scores using cumulative link models for the constructs of teacher self-efficacy and beliefs to teach STEM subjects, teacher outcome expectancy beliefs, and teacher awareness of STEM careers. Effect sizes ranged from small to large varying by construct and assessment time. Highly significant p-values and effect sizes revealed impacts on science teachers were greater when teacher subject groups were analyzed separately.

Connecting with the Arts: A Workshop for Middle Grades Teachers

Science.gov (United States)

Annenberg Media, 2005

2005-01-01

"Connecting with the Arts: A Workshop for Middle Grades Teachers" is a video workshop for middle school teachers of the arts and other subjects. The workshop includes eight hour-long video programs and a companion workshop guide and Web site. The workshop shows middle school teachers why and how to integrate the arts (dance, music, theatre, and…

Vagal stimulation in heart failure.

Science.gov (United States)

De Ferrari, Gaetano M

2014-04-01

Heart failure (HF) is accompanied by an autonomic imbalance that is almost always characterized by both increased sympathetic activity and withdrawal of vagal activity. Experimentally, vagal stimulation has been shown to exert profound antiarrhythmic activity and to improve cardiac function and survival in HF models. A open-label pilot clinical study in 32 patients with chronic HF has shown safety and tolerability of chronic vagal stimulation associated with subjective (improved quality of life and 6-min walk test) and objective improvements (reduced left ventricular systolic volumes and improved left ventricular ejection fraction). Three larger clinical studies, including a phase III trial are currently ongoing and will evaluate the clinical role of this new approach.

Enhanced motor learning following task-concurrent dual transcranial direct current stimulation.

Directory of Open Access Journals (Sweden)

Sophia Karok

Full Text Available OBJECTIVE: Transcranial direct current stimulation (tDCS of the primary motor cortex (M1 has beneficial effects on motor performance and motor learning in healthy subjects and is emerging as a promising tool for motor neurorehabilitation. Applying tDCS concurrently with a motor task has recently been found to be more effective than applying stimulation before the motor task. This study extends this finding to examine whether such task-concurrent stimulation further enhances motor learning on a dual M1 montage. METHOD: Twenty healthy, right-handed subjects received anodal tDCS to the right M1, dual tDCS (anodal current over right M1 and cathodal over left M1 and sham tDCS in a repeated-measures design. Stimulation was applied for 10 mins at 1.5 mA during an explicit motor learning task. Response times (RT and accuracy were measured at baseline, during, directly after and 15 mins after stimulation. Motor cortical excitability was recorded from both hemispheres before and after stimulation using single-pulse transcranial magnetic stimulation. RESULTS: Task-concurrent stimulation with a dual M1 montage significantly reduced RTs by 23% as early as with the onset of stimulation (p<0.01 with this effect increasing to 30% at the final measurement. Polarity-specific changes in cortical excitability were observed with MEPs significantly reduced by 12% in the left M1 and increased by 69% in the right M1. CONCLUSION: Performance improvement occurred earliest in the dual M1 condition with a stable and lasting effect. Unilateral anodal stimulation resulted only in trendwise improvement when compared to sham. Therefore, task-concurrent dual M1 stimulation is most suited for obtaining the desired neuromodulatory effects of tDCS in explicit motor learning.

Thyroid-stimulating immunoglobulins in Hashimoto's thyroiditis measured by radioreceptor assay and adenylate cyclase stimulation and their relationship to HLA-D alleles

International Nuclear Information System (INIS)

Bliddal, H.; Bech, K.; Feldt-Rasmussen, U.; Thomsen, M.; Ryder, L.P.; Hansen, J.M.; Siersbaek-Nielsen, K.; Friis, T.

1982-01-01

The relationship between thyroid-stimulating immunoglobulins, measured by both radioreceptor assay and adenylate cyclase stimulation, and the HLA alleles was studied in 41 patients with Hashimoto's thyroiditis. TSH binding-inhibiting immunoglobulins (TBII) were detected in 9 (22%) patients, and human thyroid adenylate cyclase-stimulating immunoglobulins (HTACS) were found in 21 (51%) patients. Only 2 patients were positive in both assays, and an inverse relationship was observed between TBII and HTACS. In the 21 HTACS-positive patients, HLA-Dw5 was found in 1 subject, compared to 8 of the 20 HTACS-negative patients (P < 0.01), while 4 of the 9 TBII-positive patients had HLA-Dw5 compared to 5 of the 32 TBII-negative subjects (P = 0.09).No significant relations were observed between the presence of HTACS or TBII and HLA-Dw3 or HLA-B8. It is concluded that TBII and HTACS are produced independently in Hashimoto's thyroiditis, and that the production of these autoantibodies seems to be related to the HLA-D region in this disease

[The readiness of the young teacher for the job].

Science.gov (United States)

Ruskova, R

1992-01-01

The study aims at studying the professional readiness of the young teachers concerning their psychic state. It includes subjective-individual determinants--attitude to the profession, professional choice and steadiness, professional skills and satisfaction. The investigation is part of a broad complex study. The method used is directed first of all to self-estimation of the teacher concerning the structural system of the pedagogic activity which embraces supplementary questionnaire, revealing the motivation side of the scales for self-estimation. The subject of the examination are teachers from primary schools with length of service one to five years--time for completing their adaptation to the profession. The investigation includes 40 teachers from the cities of Sofia and Burgas. A general conclusion could be made, that there is professional readiness of the young teacher to be up to the requirements. His/her self-estimation corresponds to the adaptive behaviour and the choice of profession has a considerable effect on the professional steadiness. The general low satisfaction is not a sign for dysadaptation, but this low level presupposes lack of stimuli for personal development and perfection.

Sources of training and of information for the teachers: the situation in France

International Nuclear Information System (INIS)

Marty, D.

1994-01-01

The best for an efficient communication is to stimulate the teachers' demand for information about nuclear energy. CEA, seen as the best information source for teachers, tries to apply this method (books, exhibitions, conferences, workshops). It is necessary to communicate following its legitimacy, to take into account the various sources of information, to communicate to these various sources and finally to help the citizen to detect the exaggerations of all kinds. In brief, inspire confidence

Interactive activities to stimulate debate and critical thinking about issues related to Earth sciences and sustainable development

Directory of Open Access Journals (Sweden)

Alessandra Magagna

2012-07-01

Full Text Available During the International Year of Planet Earth (2007-2009, the Department of Earth Sciences of Turin University and a local Museum of Natural History promoted a project entitled, Understanding how the Earth works: from local situations to global processes. In this context, two geothematic exhibitions on the Cape Verde Archipelago were designed and staged in local museums. The exhibition called Getting to know a volcano in order to live with it was the subject of action research that involved the design of interactive activities and the analysis of data collected during guided tours conducted with students of different ages. This study allowed the demonstration of the effectiveness of teaching strategies in which relevant Earth sciences topics are proposed, like risk and sustainable development, thus stimulating debate among the students. This approach enhances the cultural experience of individuals by sharing it with other people. The aim was to widen their awareness of the cultural value of the territory, and to stimulate a new critical way of thinking about the Earth sciences. These didactic tools were further developed when they were proposed and pursued by experienced museum guides and teachers, who were able to involve not only institutions (museums and schools in the knowledge construction process, but also families, relatives and the local community.

Interculturallity and traditional knowledge about the moon in teacher training at the/of rural education

Directory of Open Access Journals (Sweden)

Rodrigo dos Santos Crepalde

2017-12-01

Full Text Available ABSTRACT: The treatment given to traditional knowledge by school science tends to devalue it, subjecting it to naive, common sense, and even mythological vision. As a way of promoting dialogue and exchange between different cultures, which populate the classroom, interculturallity assumes that science education should be considered as the acquisition of yet another culture, without overcoming the validity of the others. This article presents a concrete case of teaching and learning of the physical sciences as an example of promoting the recognition of traditional knowledge about the Moon in a context of intercultural rural science teacher education. They are discussed representative excerpts of written productions of undergraduate rural education, major in natural sciences, conducted in the discipline of Introduction to Physics that aimed to argue about how scientific and traditional knowledge are related to the Moon and its implications for science teaching. It is noted that traditional knowledge is strongly intertwined with the social practices of communities of these graduates, pointing out the necessary inclusion of this knowledge in the intercultural rural science teacher education that stimulates the exchange and mutual enrichment.

Modulation of mu rhythm desynchronization during motor imagery by transcranial direct current stimulation

Directory of Open Access Journals (Sweden)

Kimura Akio

2010-06-01

Full Text Available Abstract Background The mu event-related desynchronization (ERD is supposed to reflect motor preparation and appear during motor imagery. The aim of this study is to examine the modulation of ERD with transcranial direct current stimulation (tDCS. Methods Six healthy subjects were asked to imagine their right hand grasping something after receiving a visual cue. Electroencephalograms (EEGs were recorded near the left M1. ERD of the mu rhythm (mu ERD by right hand motor imagery was measured. tDCS (10 min, 1 mA was used to modulate the cortical excitability of M1. Anodal, cathodal, and sham tDCS were tested in each subject with a randomized sequence on different days. Each condition was separated from the preceding one by more than 1 week in the same subject. Before and after tDCS, mu ERD was assessed. The motor thresholds (MT of the left M1 were also measured with transcranial magnetic stimulation. Results Mu ERD significantly increased after anodal stimulation, whereas it significantly decreased after cathodal stimulation. There was a significant correlation between mu ERD and MT. Conclusions Opposing effects on mu ERD based on the orientation of the stimulation suggest that mu ERD is affected by cortical excitability.

Effects of Vibrotactile Stimulation During Virtual Sandboarding

DEFF Research Database (Denmark)

Lind, Stine; Thomsen, Lui; Egebjerg, Mie

2016-01-01

This poster details a within-subjects study (n=17) investigating the effects of vibrotactile stimulation on illusory self-motion, presence and perceived realism during an interactive sandboarding simulation. Vibrotactile feedback was delivered using a low frequency audio transducer mounted undern...

Effects of Dual-Channel Functional Electrical Stimulation on Gait Performance in Patients with Hemiparesis

Science.gov (United States)

Springer, Shmuel; Vatine, Jean-Jacques; Lipson, Ronit; Wolf, Alon; Laufer, Yocheved

2012-01-01

The study objective was to assess the effect of functional electrical stimulation (FES) applied to the peroneal nerve and thigh muscles on gait performance in subjects with hemiparesis. Participants were 45 subjects (age 57.8 ± 14.8 years) with hemiparesis (5.37 ± 5.43 years since diagnosis) demonstrating a foot-drop and impaired knee control. Thigh stimulation was applied either to the quadriceps or hamstrings muscles, depending on the dysfunction most affecting gait. Gait was assessed during a two-minute walk test with/without stimulation and with peroneal stimulation alone. A second assessment was conducted after six weeks of daily use. The addition of thigh muscles stimulation to peroneal stimulation significantly enhanced gait velocity measures at the initial and second evaluation. Gait symmetry was enhanced by the dual-channel stimulation only at the initial evaluation, and single-limb stance percentage only at the second assessment. For example, after six weeks, the two-minute gait speed with peroneal stimulation and with the dual channel was 0.66 ± 0.30 m/sec and 0.70 ± 0.31 m/sec, respectively (P hemiparesis more than peroneal FES alone. PMID:23097635

The (non)making/becoming of inquiry practicing science teachers

Science.gov (United States)

Sharma, Ajay; Muzaffar, Irfan

2012-03-01

Teacher education programs have adopted preparing science teachers that teach science through inquiry as an important pedagogic agenda. However, their efforts have not met with much success. While traditional explanations for this failure focus largely on preservice science teachers' knowledge, beliefs and conceptions regarding science and science teaching, this conceptual paper seeks to direct attention toward discursive practices surrounding inquiry science teaching in teacher education programs for understanding why most science teachers do not teach science through inquiry. The paper offers a theoretical framework centered on critical notions of subjection and performativity as a much needed perspective on making/becoming of science teachers through participation in discursive practices of science teacher education programs. It argues that research based on such perspectives have much potential to offer a deeper understanding of the difficult challenges teacher education programs face in preparing inquiry practicing science teachers.

Recruitment of occipital cortex during sensory substitution training linked to subjective experience of seeing in people with blindness.

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Tomás Ortiz

Full Text Available Over three months of intensive training with a tactile stimulation device, 18 blind and 10 blindfolded seeing subjects improved in their ability to identify geometric figures by touch. Seven blind subjects spontaneously reported 'visual qualia', the subjective sensation of seeing flashes of light congruent with tactile stimuli. In the latter subjects tactile stimulation evoked activation of occipital cortex on electroencephalography (EEG. None of the blind subjects who failed to experience visual qualia, despite identical tactile stimulation training, showed EEG recruitment of occipital cortex. None of the blindfolded seeing humans reported visual-like sensations during tactile stimulation. These findings support the notion that the conscious experience of seeing is linked to the activation of occipital brain regions in people with blindness. Moreover, the findings indicate that provision of visual information can be achieved through non-visual sensory modalities which may help to minimize the disability of blind individuals, affording them some degree of object recognition and navigation aid.

Recruitment of occipital cortex during sensory substitution training linked to subjective experience of seeing in people with blindness.

Science.gov (United States)

Ortiz, Tomás; Poch, Joaquín; Santos, Juan M; Requena, Carmen; Martínez, Ana M; Ortiz-Terán, Laura; Turrero, Agustín; Barcia, Juan; Nogales, Ramón; Calvo, Agustín; Martínez, José M; Córdoba, José L; Pascual-Leone, Alvaro

2011-01-01

Over three months of intensive training with a tactile stimulation device, 18 blind and 10 blindfolded seeing subjects improved in their ability to identify geometric figures by touch. Seven blind subjects spontaneously reported 'visual qualia', the subjective sensation of seeing flashes of light congruent with tactile stimuli. In the latter subjects tactile stimulation evoked activation of occipital cortex on electroencephalography (EEG). None of the blind subjects who failed to experience visual qualia, despite identical tactile stimulation training, showed EEG recruitment of occipital cortex. None of the blindfolded seeing humans reported visual-like sensations during tactile stimulation. These findings support the notion that the conscious experience of seeing is linked to the activation of occipital brain regions in people with blindness. Moreover, the findings indicate that provision of visual information can be achieved through non-visual sensory modalities which may help to minimize the disability of blind individuals, affording them some degree of object recognition and navigation aid.

The Underlying Mechanism of Preventing Facial Nerve Stimulation by Triphasic Pulse Stimulation in Cochlear Implant Users Assessed With Objective Measure.

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Bahmer, Andreas; Baumann, Uwe

2016-10-01

Triphasic pulse stimulation prevents from facial nerve stimulation (FNS) because of a different electromyographic input-output function compared with biphasic pulse stimulation. FNS is sometimes observed in cochlear implant users as an unwanted side effect of electrical stimulation of the auditory nerve. The common stimulation applied in current cochlear implant consists of biphasic pulse patterns. Two common clinical remedies to prevent unpleasant FNS caused by activation of certain electrodes are to expand their pulse phase duration or simply deactivate them. Unfortunately, in some patients these methods do not provide sufficient FNS prevention. In these patients triphasic pulse can prevent from FNS. The underlying mechanism is yet unclear. Electromyographic (EMG) recordings of muscles innervated by the facial nerve (musculi orbicularis ori and oculi) were applied to quantitatively assess the effects on FNS. Triphasic and biphasic fitting maps were compared in four subjects with severe FNS. Based on the recordings, a model is presented which intends to explain the beneficial effects of triphasic pulse application. Triphasic stimulation provided by fitting of an OPUS 2 speech processor device. For three patients, EMG was successfully recorded depending on stimulation level up to uncomfortable and intolerable FNS stimulation as upper boarder. The obtained EMG recordings demonstrated high individual variability. However, a difference between the input-output function for biphasic and triphasic pulse stimulation was visually observable. Compared with standard biphasic stimulation, triphasic pulses require higher stimulation levels to elicit an equal amount of FNS, as reflected by EMG amplitudes. In addition, we assume a steeper slope of the input-output function for biphasic pulse stimulation compared with triphasic pulse stimulation. Triphasic pulse stimulation prevents from FNS because of a smaller gradient of EMG input-output function compared with biphasic pulse

Peace Corps Stateside Teacher Training for Volunteers in Liberia. Volume IV: Training Program for Secondary School Teachers (Group C). Final Report.

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PSI Associates, Inc., Washington, DC.

The Peace Corps stateside training program for secondary school teachers in Liberia trained 37 volunteers in several subject area groups--language arts, mathematics and science, and health. Because many of the teachers had never taught before, their 4-week training program concentrated on teaching and learning theories and specific teaching…

The Validity of the School Assessment in the Craft Subject

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Antti Hilmola

2016-06-01

Full Text Available In this research project, the validity of the school assessment is examined in the craft subject in Finland’s basic education. The criteria for the school assessment are based on the Finnish Na-tional Core Curriculum (FNCC in which the idea of the Entire Craft (EC is highlighted. How-ever, the discussion as to whether or not the school practice is based on the idea of EC, or whether the teachers are still focused on the technical details of products in reflecting on the pupils’ tool-handling skills, is still an ongoing debate. Learner-centred learning is implicated in EC since the pupils are expected to set goals for the implementation of their own ideating, plan-ning and constructing. And, finally, in such a process, the self-reflection of the implemented out-comes against the goals will take place.  Altogether 73 craft teachers from 59 upper level schools participated in this research project. The pupils’ (N = 982 success was assessed during an EC period using the indicator validated by the previous nation-wide evaluation by the Finn-ish National Board of Education (FNBE. Since the valid school assessment was expected to reflect the success in the Entire Craft Assessment Period (ECAP, the outcomes were assessed against the criteria of the FNCC and compared to the pupils’ school scores. The data was ana-lysed using the Linear Regression Analysis (Enter Method. The central observation was that the pupils’ success in the criteria of the EC do not reflect the 7th grade school scores, in all re-spects. Moreover, the pupils’ success does not reflect the 6th grade school scores. The instruc-tions and supplementary education of the FNCC criteria are needed for craft teachers, especial-ly for class teachers at the lower level. In Finland, also the craft subject is taught by the class teachers at the lower level while, at the upper level, the subject teachers take their place. Ac-cording to the new FNCC, the number of class lessons will be

Secondary school as a context for expressing and developing creativity

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Maksić Slavica

2015-01-01

Full Text Available The paper presents the results of a research on the views of teachers about expressing and developing creativity of students at the secondary educational level. The analysis of the discussion with ten grammar school teachers allocated as the most important the teachers' views of the nature of creativity, the capacity of the school to stimulate creativity in students and the conditions for stimulating creativity in school. The majority of teachers saw creativity as a complex phenomenon for whose understanding a multi-perspective approach is needed. Although only few teachers believe in distributivity of creativity, the majority agreed that school should stimulate students' creativity, but that it does not do it sufficiently. Among the factors which support creativity they singled out the teacher's engagement, specificities of certain school subjects, the application of certain teaching techniques and the image of the school. Among the factors that obstruct creativity they stated curricular requirements, selection of students, characteristics of young generations and current social values.

Training course for eighteen teachers at CERN

CERN Multimedia

Laurianne Noemie Trimoulla

2015-01-01

From 8 to 10 December, 18 teachers from all over France attended a three-day training course on matter, organised by the LAMAP Foundation (Fondation La main à la pâte, see here) and hosted by CERN and S'Cool Lab. The LAMAP Foundation, set up by Georges Charpak in 1995, aims to help primary school teachers use the investigative process to instil the scientific spirit in their pupils.      Fired by curiosity and eager to learn, the teachers were introduced to the many and varied activities on offer at CERN, including the cloud chamber experiment, the Masterclass programme and the "Be a physicist" learning scheme. They particularly enjoyed their tours of Microcosm, the Synchrocyclotron and the ATLAS visitor centre, which stimulated many questions. They are eagerly looking forward to passing on their newly found knowledge to their pupils and perhaps even inspiring some to take up a career in physics! Last but not least, they were treat...

[Applicability of Voice Handicap Index to the evaluation of voice therapy effectiveness in teachers].

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Niebudek-Bogusz, Ewa; Kuzańska, Anna; Błoch, Piotr; Domańska, Maja; Woźnicka, Ewelina; Politański, Piotr; Sliwińska-Kowalska, Mariola

2007-01-01

The aim of this study was to assess the applicability of Voice Handicap Index (VHI) to the evaluation of effectiveness of functional voice disorders treatment in teachers. The subjects were 45 female teachers with functional dysphonia who evaluated their voice problems according to the subjective VHI scale before and after phoniatric management. Group I (29 patients) were subjected to vocal training, whereas group II (16 patients) received only voice hygiene instructions. The results demonstrated that differences in the mean VHI score before and after phoniatric treatment were significantly higher in group 1 than in group II (p teacher's dysphonia.

Cochlear Implant Spatial Selectivity with Monopolar, Bipolar and Tripolar Stimulation

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Zhu, Ziyan; Tang, Qing; Zeng, Fan-Gang; Guan, Tian; Ye, Datian

2011-01-01

Sharp spatial selectivity is critical to auditory performance, particularly in pitch related tasks. Most contemporary cochlear implants have employed monopolar stimulation that produces broad electric fields, which presumably contribute to poor pitch and pitch-related performance by implant users. Bipolar or tripolar stimulation can generate focused electric fields but requires higher current to reach threshold and, more interestingly, has not produced any apparent improvement in cochlear implant performance. The present study addressed this dilemma by measuring psychophysical and physiological spatial selectivity with both broad and focused stimulations in the same cohort of subjects. Different current levels were adjusted by systematically measuring loudness growth for each stimulus, each stimulation mode, and in each subject. Both psychophysical and physiological measures showed that, although focused stimulation produced significantly sharper spatial tuning than monopolar stimulation, it could shift the tuning position or even split the tuning tips. The altered tuning with focused stimulation is interpreted as a result of poor electrode-to-neuron interface in the cochlea, and is suggested to be mainly responsible for the lack of consistent improvement in implant performance. A linear model could satisfactorily quantify the psychophysical and physiological data and derive the tuning width. Significant correlation was found between the individual physiological and psychophysical tuning widths, and the correlation was improved by log-linearly transforming the physiological data to predict the psychophysical data. Because the physiological measure took only one-tenth of the time of the psychophysical measure, the present model is of high clinical significance in terms of predicting and improving cochlear implant performance. PMID:22138630

Mobile learning to improve mathematics teachers mathematical competencies

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Hendrayana, A.; Wahyudin

2018-01-01

The role of teachers is crucial to the success of mathematics learning. One of the learning indicator is characterized by the students’ improved mathematical proficiency. In order to increase that, it is necessary to improve the teacher’s mathematical skills first. For that, it needs an innovative way to get teachers close to easily accessible learning resources through technology. The technology can facilitate teachers to access learning resources anytime and anywhere. The appropriate information technology is mobile learning. Innovations that can make teachers easy to access learning resources are mobile applications that can be accessed anytime and anywhere either online or offline. The research method was research development method. In preliminary analysis, subjects consist of teachers and lecturers in professional teacher education program. The results that the teachers ready to adopt mobile-learning for the improvement of their skills.

Vocal quality in university teachers: a pilot study.

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D'haeseleer, E; Claeys, S; Wuyts, F; Van Lierde, K M

2009-01-01

The main purpose of this study was to determine the vocal quality of 20 male and 9 female university teachers using a multi-parameter approach. Secondly, the effect of an academic lecture on the voice profiles of the university teachers was measured. All groups underwent subjective voice evaluations (perceptual evaluation, Voice Handicap Index, anamnesis of vocal complaints and vocal abuse) and objective voice evaluations (aerodynamic and acoustic parameters, vocal performance, and the Dysphonia Severity Index). The same voice assessment was performed after an academic lecture with a mean length of one and a half hours. The mean DSI score was + 2.2 for the male teachers and + 4.0 for the female teachers. The mean VHI score was 13. Perceptually, all voice parameters were rated as normal. The questionnaire revealed a relatively high amount of vocal abuse. No changes in the objective vocal parameters were found after the lecture. Perceptually, however, the voices of the university teachers were significantly less instable after the lecture. Although no negative changes in objective vocal quality were observed, 48% of the university teachers experienced subjective vocal changes. The authors concluded that university teachers are professional voice users with good vocal quality who suffer no handicapping effect from possible voice disorders. No important changes in the vocal profile after a teaching activity of one and a half hours were found, despite the high prevalence of voice complaints.

Integrated and flexible multichannel interface for electrotactile stimulation

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Štrbac, Matija; Belić, Minja; Isaković, Milica; Kojić, Vladimir; Bijelić, Goran; Popović, Igor; Radotić, Milutin; Došen, Strahinja; Marković, Marko; Farina, Dario; Keller, Thierry

2016-08-01

Objective. The aim of the present work was to develop and test a flexible electrotactile stimulation system to provide real-time feedback to the prosthesis user. The system requirements were to accommodate the capabilities of advanced multi-DOF myoelectric hand prostheses and transmit the feedback variables (proprioception and force) using intuitive coding, with high resolution and after minimal training. Approach. We developed a fully-programmable and integrated electrotactile interface supporting time and space distributed stimulation over custom designed flexible array electrodes. The system implements low-level access to individual stimulation channels as well as a set of high-level mapping functions translating the state of a multi-DoF prosthesis (aperture, grasping force, wrist rotation) into a set of predefined dynamic stimulation profiles. The system was evaluated using discrimination tests employing spatial and frequency coding (10 able-bodied subjects) and dynamic patterns (10 able-bodied and 6 amputee subjects). The outcome measure was the success rate (SR) in discrimination. Main results. The more practical electrode with the common anode configuration performed similarly to the more usual concentric arrangement. The subjects could discriminate six spatial and four frequency levels with SR >90% after a few minutes of training, whereas the performance significantly deteriorated for more levels. The dynamic patterns were intuitive for the subjects, although amputees showed lower SR than able-bodied individuals (86% ± 10% versus 99% ± 3%). Significance. The tests demonstrated that the system was easy to setup and apply. The design and resolution of the multipad electrode was evaluated. Importantly, the novel dynamic patterns, which were successfully tested, can be superimposed to transmit multiple feedback variables intuitively and simultaneously. This is especially relevant for closing the loop in modern multifunction prostheses. Therefore, the proposed

Foraging for brain stimulation: toward a neurobiology of computation.

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Gallistel, C R

1994-01-01

The self-stimulating rat performs foraging tasks mediated by simple computations that use interreward intervals and subjective reward magnitudes to determine stay durations. This is a simplified preparation in which to study the neurobiology of the elementary computational operations that make cognition possible, because the neural signal specifying the value of a computationally relevant variable is produced by direct electrical stimulation of a neural pathway. Newly developed measurement methods yield functions relating the subjective reward magnitude to the parameters of the neural signal. These measurements also show that the decision process that governs foraging behavior divides the subjective reward magnitude by the most recent interreward interval to determine the preferability of an option (a foraging patch). The decision process sets the parameters that determine stay durations (durations of visits to foraging patches) so that the ratios of the stay durations match the ratios of the preferabilities.

Interpretation Awareness of Creativity Mathematics Teacher High School

Science.gov (United States)

Mastuti, Ajeng Gelora; Nusantara, Toto; Purwanto; As'ari, Abdurrahman; Subanji; Abadyo; Susiswo

2016-01-01

The purposes of this study are: a) to investigate high school math teacher creativity equality, b) to investigate what factors can inhibit their creativity consciousness. The subjects of this study consisted of two high school math teacher who had a different experience academically. The results of the qualitative research show the relationship…

What is the optimal anodal electrode position for inducing corticomotor excitability changes in transcranial direct current stimulation?

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Lee, Minji; Kim, Yun-Hee; Im, Chang-Hwan; Kim, Jung-Hoon; Park, Chang-hyun; Chang, Won Hyuk; Lee, Ahee

2015-01-01

Transcranial direct current stimulation (tDCS) non-invasively modulates brain function by inducing neuronal excitability. The conventional hot spot for inducing the highest current density in the hand motor area may not be the optimal site for effective stimulation. In this study, we investigated the influence of the center position of the anodal electrode on changes in motor cortical excitability. We considered three tDCS conditions in 16 healthy subjects: (i) real stimulation with the anodal electrode located at the conventional hand motor hot spot determined by motor evoked potentials (MEPs); (ii) real stimulation with the anodal electrode located at the point with the highest current density in the hand motor area as determined by electric current simulation; and (iii) sham stimulation. Motor cortical excitability as measured by MEP amplitude increased after both real stimulation conditions, but not after sham stimulation. Stimulation using the simulation-derived anodal electrode position, which was found to be posterior to the MEP hot spot for all subjects, induced higher motor cortical excitability. Individual positioning of the anodal electrode, based on the consideration of anatomical differences between subjects, appears to be important for maximizing the effects of tDCS. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Attitudes towards Teachers' Motivation, and Classroom Strategy, in English Language Classrooms

Science.gov (United States)

Pahlavanpoorfard, Samira; Soori, Afshin

2014-01-01

This study aimed at investigating the attitudes of Iranian EFL students towards teachers' motivation and classroom strategy in English classroom. The subjects of the study included a sample of 235 students in their classes. The findings of this study revealed that teachers' motivation and classroom strategy used by teachers have effects on the…

Intensity modulation of cutaneous electrical stimulation: : EPs and subjective ratings

NARCIS (Netherlands)

van der Heide, E.M.; Buitenweg, Jan R.; Marani, Enrico; Rutten, Wim

2006-01-01

Chronic pain research is increasingly focused on the neuroplastic mechanisms underlying subjective pain experience. The latter is often measured using reported pain intensity, e.g. using a numeric rating scale (NRS). Evoked Potentials (EPs) reflect the cortical representation of applied stimuli and

Seven place-conscious methods to stimulate situational interest in science teaching in urban environments

DEFF Research Database (Denmark)

Bølling, Mads; Hartmeyer, Rikke; Bentsen, Peter

2018-01-01

. The data consisted of transcribed interviews with 4 experienced teachers and 11 pupils. The interviews were elicited by films showing group work in science teaching in urban environments: a parking lot, a green public park and a zoo. We conducted individual interviews with science teachers, while......In this study, we explored how teachers can take advantage of a ‘place’ in urban environments outside the school and thereby stimulate pupils’ situational interest in science teaching. Drawing on the Sophos research method, we conducted a single case study including film-elicited interviews...... places; (3) alignment between the environment and task; (4) integrating minimal cultivated places; (5) providing a science perspective on everyday places; (6) disseminating historical or cultural knowledge of places; and (7) surprises. Starting from a discussion drawing on studies that explored triggers...

Healthy lifestyle in teachers.

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Pirzadeh, Asiyeh; Sharifirad, Gholamreza; Kamran, Aziz

2012-01-01

The role of individual healthy behaviors like physical activity, nutrition and stress management on reduction of rate of disease mortality and morbidity is well known. The aim of this study is to determine healthy life style in teachers employed in district No.4 in Isfahan, Iran, in 2010. The participants of this cross-sectional study were 96 teachers in district No. 4, selected via random sampling method. The data collection was performed using a questionnaire including demographic healthy lifestyle questions. Analysis of the data was performed through Software SPSS version 18. The mean age of the subjects was 40.26 ± 6.05 years and, BMI mean was 25.08 ± 3.20. 96.8% of them were married and 3.1% also were single. 1% of the teachers had a weak lifestyle, 13.5%had moderate, 85.4% had a good lifestyle. In terms of nutrition, 2% of the teachers had a weak lifestyle, 23% moderate, 74% good. 76% in terms of physical activity, 29.2% smoking and 21.9% stress had a weak lifestyle. According to the results, planning for teachers in school for receiving information about healthy lifestyle is important.

Eccentric figure-eight coils for transcranial magnetic stimulation.

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Sekino, Masaki; Ohsaki, Hiroyuki; Takiyama, Yoshihiro; Yamamoto, Keita; Matsuzaki, Taiga; Yasumuro, Yoshihiro; Nishikawa, Atsushi; Maruo, Tomoyuki; Hosomi, Koichi; Saitoh, Youichi

2015-01-01

Previously we proposed an eccentric figure-eight coil that can cause threshold stimulation in the brain at lower driving currents. In this study, we performed numerical simulations and magnetic stimulations to healthy subjects for evaluating the advantages of the eccentric coil. The simulations were performed using a simplified spherical brain model and a realistic human brain model. We found that the eccentric coil required a driving current intensity of approximately 18% less than that required by the concentric coil to cause comparable eddy current densities within the brain. The eddy current localization of the eccentric coil was slightly higher than that of the concentric coil. A prototype eccentric coil was designed and fabricated. Instead of winding a wire around a bobbin, we cut eccentric-spiral slits on the insulator cases, and a wire was woven through the slits. The coils were used to deliver magnetic stimulation to healthy subjects; among our results, we found that the current slew rate corresponding to motor threshold values for the concentric and eccentric coils were 86 and 78 A/µs, respectively. The results indicate that the eccentric coil consistently requires a lower driving current to reach the motor threshold than the concentric coil. Future development of compact magnetic stimulators will enable the treatment of some intractable neurological diseases at home. © 2014 Wiley Periodicals, Inc.

Human transient response under local thermal stimulation

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Wang Lijuan

2017-01-01

Full Text Available Human body can operate physiological thermoregulation system when it is exposed to cold or hot environment. Whether it can do the same work when a local part of body is stimulated by different temperatures? The objective of this paper is to prove it. Twelve subjects are recruited to participate in this experiment. After stabilizing in a comfort environment, their palms are stimulated by a pouch of 39, 36, 33, 30, and 27°C. Subject’s skin temperature, heart rate, heat flux of skin, and thermal sensation are recorded. The results indicate that when local part is suffering from harsh temperature, the whole body is doing physiological thermoregulation. Besides, when the local part is stimulated by high temperature and its thermal sensation is warm, the thermal sensation of whole body can be neutral. What is more, human body is more sensitive to cool stimulation than to warm one. The conclusions are significant to reveal and make full use of physiological thermoregulation.

Recognizing the needs – Student teachers´ learning to teach from teaching

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Pernilla Nilsson

2012-06-01

Full Text Available This paper is based on an exploration of the ways in which primary science student teachers recognize and learn about issues that shape their own professional learning. The paper discusses different perspectives of “knowledgebase needed for teaching” and Shulman’s concept of pedagogical content knowledge, and explores how elements of knowledge are to be recognized and further developed within primary teacher education. Primary science student teacher participants (n = 25 were stimulated to use portfolios as a tool to reflect upon situations within their six weeks teaching practice in pre- and primary schools in order to facilitate recognizing their knowledge needs. The results give an insight into what situations within the teaching practice that student teachers consider as important for their own learning to teach primary maths and science.

DOES MODERN SCHOOL NEED A TEACHER-RESEARCHER?

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T. A. Strokova

2016-01-01

Full Text Available The purpose of the publication is to draw attention of educatorsof all levels to the need of improving quality of teacher training in research field.Methods. Based on the results of observations, interviews and surveys of teachers aged between 23 and 30 years with teaching experience of 1 to 5–6 years, and analysis of teacher practice, the assessment of the current state of innovation processes in public school and quality of university training of pre-service teachers in research field is given.Results. Insufficient training of young teachers for independent research has been revealed. It was established that the research experience acquired by them while writing the final qualifying work is non-demanded in modern educational work, where innovation is pushed out due to mismatch of educational policy and the actual educational practice. The reasons of reluctance of young professionals to combine educational activities and research are the following: lack of innovation environment, academic overload, household and personal problems, and, most importantly, unwillingness and inability to carry out independent scientific and pedagogical search. Also, the problems of final qualifying works supervision and management of pedagogical practice of students have been found out.Scientific novelty. Self-assessment of young teachers, concerning their research activities, has been conducted; it included a cluster of research activities that constitute its subject matter. The point for the need to abandon the narrow,  focused specialization in high school training of pre-service teachers and enhance their methodological preparation has been developed. Practical significance. Different ways of organizing work with in-service teachers concerning combination of subject specific and research specific aspects of their professional activities have been presented.

TO LEARN FROM TEACHERS AT SCHOOL, IDEAL TEACHER OR E-LEARNING APPLICATIONS FROM THE PERSPECTIVES OF GIFTED STUDENTS

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Bahadir ERISTI,

2012-08-01

Full Text Available The present study, aimed at revealing the views of elementary school gifted students about the roles and behaviors of their teachers in class as well as about the in-class roles and behaviors that they expect from an ideal teacher with respect to different variables. Another question in the study was directed to determine students’ views about learning academic subjects via e-learning applications instead of at teachers. The participants of the study were 46 gifted students identified with the diagnosis system of “Education program for the gifted” executed in the Department of Gifted Education at the Education Faculty of Anadolu University. The research data were collected via a five-point Likert-type scale developed and tested by the researcher for its validity and reliability. For the analysis of the research data, paired sample t-test, one of descriptive parametrical statistical techniques, was applied. The findings obtained in the study revealed that according to gifted students, the in-class behaviors demonstrated by the course teachers were mostly those related to their roles of guidance for students. The behaviors of the course teachers within the scope of this role were followed by those related to providing information and maintaining the discipline, respectively. The behaviors least demonstrated by the teachers were those related to the role of supporting the students and those related to being a model for them. According to the students, an ideal teacher should at most demonstrate behaviors in class regarding the role of guiding the students and those regarding the role of providing information. According to the gifted students, the roles and behaviors of their teachers in class are quite different from the behaviors expected from an ideal teacher. Students do not regard e-learning applications as an alternative to learning from teachers. Rather, they prefer learning from their teachers to technology-aided learning environments

Teachers' Education in Socratic Dialogue: Some Effects on Teacher-Learner Interaction

Science.gov (United States)

Knezic, Dubravka; Elbers, Ed; Wubbels, Theo; Hajer, Maaike

2013-01-01

This article presents a quasi-experimental study into the effects of a course offered to subject matter student teachers that focused on Socratic Dialogue as a way to enhance their interactional scaffolding of advanced second language learning. Within the framework of the sociocultural theory of learning and second language acquisition, the study…

Pre-Service Teachers' Retrospective and Prospective Evaluations: Program, Self, and Teaching Profession

Science.gov (United States)

Ulusoy, Mustafa

2015-01-01

This study aimed to investigate teacher candidates' retrospective and prospective evaluations about the classroom teacher education program, self, and the teaching profession. Observations, interviews, focus group interviews, and surveys were used to collect data from the 240 subjects. Teacher candidates believed that the teaching profession is…

Mind Over Matter: The Brain's Response to Drugs. Teacher's Guide.

Science.gov (United States)

National Inst. on Drug Abuse (DHHS/PHS), Rockville, MD.

This teacher's guide aims to develop an understanding among students grades 5 through 9 of the physical reality of drug use. Contents include: (1) "Brain Anatomy"; (2) "Nerve Cells and Neurotransmission"; (3) "Effects of Drugs on the Brain"; (4) "Marijuana"; (5) "Opiates"; (6) "Inhalants"; (7) "Hallucinogens"; (8) "Steroids"; (9) "Stimulants";…

Difficulties in Learning and Teaching Statistics: Teacher Views

Science.gov (United States)

Koparan, Timur

2015-01-01

The purpose of this study is to define teacher views about the difficulties in learning and teaching middle school statistics subjects. To serve this aim, a number of interviews were conducted with 10 middle school maths teachers in 2011-2012 school year in the province of Trabzon. Of the qualitative descriptive research methods, the…

SUBJECT «NUMBER SYSTEMS» IN TWO-LEVELED FORMAT PREPARATION TEACHERS OF MATHEMATICS

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V. I. Igoshin

2017-01-01

Full Text Available The aim of this article is to analyze the format of a two-leveled training – bachelor and master – future teachers of mathematics from the point of view of the content of mathematical material, which is to develop prospective teachers of mathematics at those two levels, shaping their professional competence.Methods. The study involves the theoretical methods: the analysis of pedagogical and methodical literature, normative documents; historical, comparative and logical analysis of the content of pedagogical mathematical education; forecasting, planning and designing of two-leveled methodical system of training of future teachers of mathematics.Results and scientific novelty. The level differentiation of the higher education system requires developing the appropriate curricula for undergraduate and graduate programs. The fundamental principle must be the principle of continuity – the magister must continue to deepen and broaden knowledge and skills, along with competences acquired, developed and formed on the undergraduate level. From these positions, this paper examines the course «Number Systems» – the most important in terms of methodology course for future mathematics teachers, and shows what content should be filled with this course at the undergraduate level and the graduate level. At the undergraduate level it is proposed to study classical number systems – natural, integer, rational, real and complex. Further extensions of the number systems are studied at the graduate level. The theory of numeric systems is presented as a theory of algebraic systems, arising at the intersection of algebra and mathematical logic. Here we study algebras over a field, division algebra over a field, an alternative algebra with division over the field, Jordan algebra, Lie algebra. Comprehension of bases of the theory of algebras by the master of the «mathematical education» profile will promote more conscious

Treatment of Pain and Autonomic Dysreflexia in Spinal Cord Injury with Deep Brain Stimulation

Science.gov (United States)

2015-10-01

currently investigating the effects of CG stimulation in subjects with debilitating pain due to cervical or thoracic SCI. This study stemmed from...had a low thoracic injury and pain in lumbar dermatomes, whereas Subject 1 had mainly mid- cervical pain that responded minimally to DBS and matched...AWARD NUMBER: W81XWH-12-1-0559 TITLE: Treatment of Pain and Autonomic Dysreflexia in Spinal Cord Injury with Deep Brain Stimulation PRINCIPAL

Altered functional magnetic resonance imaging responses to nonpainful sensory stimulation in fibromyalgia patients.

Science.gov (United States)

López-Solà, Marina; Pujol, Jesus; Wager, Tor D; Garcia-Fontanals, Alba; Blanco-Hinojo, Laura; Garcia-Blanco, Susana; Poca-Dias, Violant; Harrison, Ben J; Contreras-Rodríguez, Oren; Monfort, Jordi; Garcia-Fructuoso, Ferran; Deus, Joan

2014-11-01

Fibromyalgia (FM) is a disorder characterized by chronic pain and enhanced responses to acute noxious events. However, the sensory systems affected in FM may extend beyond pain itself, as FM patients show reduced tolerance to non-nociceptive sensory stimulation. Characterizing the neural substrates of multisensory hypersensitivity in FM may thus provide important clues about the underlying pathophysiology of the disorder. The aim of this study was to characterize brain responses to non-nociceptive sensory stimulation in FM patients and their relationship to subjective sensory sensitivity and clinical pain severity. Functional magnetic resonance imaging (MRI) was used to assess brain response to auditory, visual, and tactile motor stimulation in 35 women with FM and 25 matched controls. Correlation and mediation analyses were performed to establish the relationship between brain responses and 3 types of outcomes: subjective hypersensitivity to daily sensory stimulation, spontaneous pain, and functional disability. Patients reported increased subjective sensitivity (increased unpleasantness) in response to multisensory stimulation in daily life. Functional MRI revealed that patients showed reduced task-evoked activation in primary/secondary visual and auditory areas and augmented responses in the insula and anterior lingual gyrus. Reduced responses in visual and auditory areas were correlated with subjective sensory hypersensitivity and clinical severity measures. FM patients showed strong attenuation of brain responses to nonpainful events in early sensory cortices, accompanied by an amplified response at later stages of sensory integration in the insula. These abnormalities are associated with core FM symptoms, suggesting that they may be part of the pathophysiology of the disease. Copyright © 2014 by the American College of Rheumatology.

Teaching in the "Performative" State: Implications for Teacher Appraisal in Australia

Science.gov (United States)

Naidu, Sham

2011-01-01

Teacher appraisal is viewed by bureaucrats as a means of effecting organisational change in schools. It is for this reason that educational policy leaders have turned to technical competency as a way of accounting for teachers' performance in classrooms. In other words, teachers' work is now subject to minute scrutiny by the observation of…

Knowledge and attitude on renewable energy amongst teachers in Malaysia

International Nuclear Information System (INIS)

Nor Azilah Nah; Irfan Naufal Umar; Mohammed Zin Nordin; Shanthi Balraj; Kamarulazizi Ibrahim

2006-01-01

As teachers are one of the more important agents for disseminating information, a study was done to gauge the knowledge and attitude concerning Renewable Energy (RE) and Energy Efficiency (EE) amongst teachers in Malaysia. Results from the study have shown that teachers do not have adequate knowledge on the concept of RE. They also viewed education as the best strategy in ensuring the success of RE practices. Although there is an interest to know more about RE, the teachers felt that they were inadequately trained to teach this subject in schools, that there are not enough teachers to teach the subject in the schools and that this topic should be integrated as part of co-curricular activities. CETREE, as a centre for education and training in Renewable Energy and Energy Efficiency has already started a curriculum to train teachers on the awareness of Renewable Energy (RE) and Energy Efficiency (EE). Result of this study indicates that more training and campaigns need to be implemented at school levels to promote the awareness on RE and EE. This paper will also discuss knowledge and attitude as important factors to consider in creating awareness on RE for the next generation. Teachers need to acquire the knowledge and positive attitude toward these concepts to become successful change agents. Media preference amongst teachers concerning ways to educate the public on RE will also be highlighted

Influence of Transcranial Direct Current Stimulation to the Cerebellum on Standing Posture Control

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