WorldWideScience

Sample records for sustained skill mastery

  1. Teaching for Skill Mastery

    Science.gov (United States)

    Chepko, Stevie; Doan, Robert

    2015-01-01

    This article focuses on establishing a mastery climate where all students find success and start on the road to physical literacy. Using a five-step approach, physical educators will be offered guidance for developing practice tasks that lead to skill mastery. These steps include creating a mastery environment, designing deliberate practice tasks,…

  2. The Integration of Vocabulary and Effective Sentence Mastery Towards Students' Argumentative Writing Skills

    OpenAIRE

    Rafida, Tien

    2017-01-01

    The aims of this result to reveal the integrated of vocabulary and effective sentence mastery against the argumentation writing skill students' PBI-SU FITK UIN the hypothesis proposed in this results are : (1) vocabulary mastery contribute to the argument to the arguments writing skill of students; (2) effective sentence mastery contribute to the argument writing skill of student; (3) vocabulary mastery and effective sentence mastery together contribute to the argument writing skill of studen...

  3. Development of a reliable, valid annual skills mastery assessment examination.

    Science.gov (United States)

    Alston, Gregory L; Love, Bryan L

    2010-06-15

    To develop a methodology for a reliable, valid annual skills mastery assessment examination to provide formative student feedback, inform curricular review, and comply with the Accreditation Council for Pharmacy Education (ACPE) Standards 2007. A sample of program-level ability-based outcomes skills were chosen for the examination. Test items were written, underwent quality control, and were scored for level of difficulty. Versions of the examination for first-, second-, third-, and fourth-year pharmacy students were developed and administered, the results were analyzed, reliability and validity were evaluated, and reports were generated. Item-writing guidelines, quality control procedures, and examination production steps were codified to create a criterion-referenced examination. Students and faculty advisors received detailed score reports and results were used to guide student performance and stimulate a review of curricular outcomes. Content, criterion, and construct validity were analyzed as defined in the literature for the intended use of this assessment tool. Data suggest the Annual Skills Mastery Assessment (ASMA) examination is both reliable and valid. Students and faculty members were surveyed regarding the usefulness of the examination. Results indicate general satisfaction with the assessment program. A reasonably reliable, reasonably valid multiple-choice annual skills mastery assessment for selected outcomes statements providing formative feedback and informed curricular review was developed.

  4. The Integration of Vocabulary and Effective Sentence Mastery towards Students’ Argumentative Writing Skills

    Directory of Open Access Journals (Sweden)

    Tien Rafida

    2017-06-01

    Full Text Available The aims of this result to reveal the integrated of vocabulary and effective sentence mastery against the argumentation writing skill students’ PBI-SU FITK UIN the hypothesis proposed in this results are : (1 vocabulary mastery contribute to the argument to the arguments writing skill of students; (2 effective sentence mastery contribute to the argument writing skill of student; (3 vocabulary mastery and effective sentence mastery together contribute to the argument writing skill of students. This result uses a quantitative approach. The population in this study is PBI UIN-SU as many as 6 classes. As for the samples in this result are students of class II. By using cluster random sampling, obtained a sample of 140 students. The instrument used is a test. These results indicate that: (1 vocabulary mastery contributed positively and significantly to the argument essay writing skills of students. The amount of contribution is 18.4%; (2 Effective sentence mastery contribute positively and significantly to the argument essay writing skills of students. The amount of contribution is 11.7%; (3 mastery of vocabulary and mastery of effective sentences together contributed positively and significantly to the argument essay writing skills of students. The major contribution is 26.5%; (4 mastering vocabulary to effectively contribute by 16.39% against the argument essay writing skills of students; (5 Mastery effective sentence effectively contribute 13.11% against the argument essay writing skills of students. Based on the results of this study, it was concluded that the vocabulary and mastery of effective sentences are the two factors that influence the argument essay writing skills of students in addition to other factors. Therefore, the researchers suggest to all parties concerned to pay more attention to these two factors so that students' skills in essay writing can be further improved.

  5. Comparison of Students Taught Basketball Skills Using Mastery and Nonmastery Learning Methods.

    Science.gov (United States)

    Blakemore, Connie L.; And Others

    1992-01-01

    Researchers compared psychomotor skill performance in isolation and in competitive game situations with seventh grade boys taught basketball using Bloom's mastery learning model or nonmastery procedures. Mastery subjects surpassed control and nonmastery groups on all skills performed in isolation. No significant differences existed in skill…

  6. Proficiency deficiency: mastery of fundamental movement skills and skill components in overweight and obese children.

    Science.gov (United States)

    Cliff, Dylan P; Okely, Anthony D; Morgan, Philip J; Jones, Rachel A; Steele, Julie R; Baur, Louise A

    2012-05-01

    The purpose of this observational study was to compare the mastery of 12 fundamental movement skills (FMS) and skill components between a treatment-seeking sample of overweight/obese children and a reference sample from the United States. Mastery of six locomotor and six object-control skills (24 components in each subdomain) were video-assessed by one assessor using the test of gross motor development-2 (TGMD-2). The 153 overweight/obese children (mean ± s.d. age = 8.3 ± 1.1 years, BMI z-score = 2.78 ± 0.69, 58% girls, 77% obese) were categorized into age groups (for the underhand roll and strike: 7-8 years and 9-10 years; all other FMS: 6-7 years and 8-10 years) and mastery prevalence rates were compared with representative US data (N = 876) using χ(2) analysis. For all 12 skills in all age groups, the prevalence of mastery was lower among overweight/obese children compared with the reference sample (all P < 0.05). This was consistent for 18 locomotor and upto 21 object-control skill components (all P < 0.05). Differences were largest for the run, slide, hop, dribble, and kick. Specific movement patterns that could be targeted for improvement include positioning of the body and feet, the control or release of an object at an optimal position, and better use of the arms to maintain effective force production during the performance of FMS. Physical activity programs designed for overweight and obese children may need to address deficiencies in FMS proficiency to foster the movement capabilities required for participation in health-enhancing physical activity.

  7. Teaching the Dance Class: Strategies to Enhance Skill Acquisition, Mastery and Positive Self-Image

    Science.gov (United States)

    Mainwaring, Lynda M.; Krasnow, Donna H.

    2010-01-01

    Effective teaching of dance skills is informed by a variety of theoretical frameworks and individual teaching and learning styles. The purpose of this paper is to present practical teaching strategies that enhance the mastery of skills and promote self-esteem, self-efficacy, and positive self-image. The predominant thinking and primary research…

  8. Building Student Self-Efficacy and Mastery of Skills through Service Learning Partnerships

    Science.gov (United States)

    Hilarski, C.

    2013-01-01

    Undergraduate students (N = 40) responded positively to a semantic differential scale after experiencing a "direct practice" service learning group work course. Qualitative data documented student's perceptions of increased skill levels relating to self-efficacy--understood as positively influencing mastery of skills and performance…

  9. Psycho-Motor and Error Enabled Simulations: Modeling Vulnerable Skills in the Pre-Mastery Phase

    Science.gov (United States)

    2016-04-01

    Resident’s Operative Leadership Skills Correlate with Self-Assessments of Technical Skill ? Law K.E., D’Angelo A.D., Cohen E.R., Ray R.D...AD_________________ Award Number: W81XWH-13-1-0080 TITLE: Psycho-Motor and Error Enabled Simulations: Modeling Vulnerable Skills in the Pre...13 Mar 2015 - 12 Mar 2016 4. TITLE AND SUBTITLE Psycho-Motor and Error Enabled Simulations: Modeling Vulnerable Skills in the Pre- Mastery Phase 5a

  10. The Effects of Multimedia Learning and Vocabulary Mastery on Students’ Japanese Reading Skills

    Directory of Open Access Journals (Sweden)

    Haryono Haryono

    2016-05-01

    Full Text Available The objective of this research was to determine the effects of multimedia learning and vocabulary mastery on students’ Japanese Reading skills which used two-way treatment experiment design. This research was conducted at The Japanese Language Program, Faculty of Humanities – UNSOED with 48 students as the sample. The method used in this study was an experimental method with treatment by level 2 x 2 design. The formulation of this research was the effect of Rosetta Stone and Tell Me More Japanese multimedia learning against Japanese reading skill and the effect of vocabulary (high and low to the Japanese reading skills. The results of this study are students’ Japanese reading skills presented by “Rosetta Stone” is better than those presented by “Tell Me More Japanese”. There are any effects of interaction among multimedia learning and vocabulary mastery on students’ Japanese Reading skills. Besides that, students’ Japanese Reading skills who have high-level vocabulary mastery and presented by “Rosetta Stone” is better than those presented by “Tell Me More Japanese”. Then, students’ Japanese Reading skills who have low-level vocabulary mastery and presented by “Tell Me More Japanese” is better than those presented by “Rosetta Stone”.

  11. LEARNING SKILLS AS PART CONTENT MASTERY SERVICE IN GUIDANCE COUNSELING

    Directory of Open Access Journals (Sweden)

    Ida Umami

    2015-06-01

    Full Text Available Abstrack: This paper aimed to get the profile of efforts of guidance teachers in improving students’ learning skills. It is hoped that this papaer is useful for guidance teachers, subject teachers and student as well in improving their learning skills. The learning skill quality of the students was low while their learning problems were on medium level. Guidance given by guidance teachers to students to master learning skills was not yet optimal. There was cooperation among teachers and guidance teachers but it was still limited to physics teachers and it had skills came from both guidance teachers and students themselves. Keywords: guidance teachers, learning skill, students.

  12. A comparative study of the mastery of fundamental movement skills between different cultures

    Directory of Open Access Journals (Sweden)

    Fernando Garbeloto dos Santos

    2016-10-01

    Full Text Available It has been suggested that guidance, encouragement and opportunity are crucial factors for children’s motor development. They are especially important to promote the mastery of fundamental movement skills. The present study investigated the association between two elements related to those factors – proposed curriculum of physical education and the most popular sport in a given country – and the incidence of mastery in the FMS in children from 4 to 10 years of age. In order to carry out a cross-cultural comparison, three studies from different countries (Portugal, China and USA that used TGMD-II were selected. The results indicated association between proposed curriculum and the number of children mastering FMS. This association increases in older age groups of children from USA, the most structured curriculum related to FMS, presenting the highest average percentage of mastery.  Additionally, we did not find association of the most popular sports in a given country with the mastery of the related skill. These results are interpreted as evidence for the importance of guidance on the mastery of FMS.

  13. Improvements to an Electrical Engineering Skill Audit Exam to Improve Student Mastery of Core EE Concepts

    Science.gov (United States)

    Parent, D. W.

    2011-01-01

    The San Jose State University Electrical Engineering (EE) Department implemented a skill audit exam for graduating seniors in 1999 with the purpose of assessing the teaching and the students' mastery of core concepts in EE. However, consistent low scores for the first years in which the test was administered suggested that students had little…

  14. Basic skills workshop for physician assistant educators: effects of participation on perceived mastery of teaching skills and job satisfaction.

    Science.gov (United States)

    Quincy, Brenda; Archambault, Mark; Sedrak, Mona; Essary, Alison C; Hull, Claire

    2012-01-01

    The study examined participation in the Basic Skills Faculty Development Workshops (BSW) offered by the Physician Assistant Education Association (PAEA). The aim was to determine the effects of participation on perceived mastery of teaching skills and job satisfaction. The 1,290 faculty and program director members of PAEA were invited to complete an electronic survey regarding their past participation in a BSW, levels of satisfaction with various aspects of their work, and their perception of their level of mastery of various teaching skills. Additionally, those who had participated in these workshops completed a section on colleague relationships that were developed or strengthened through workshop participation. Approximately half (n = 248) of the 493 respondents had participated in a BSW. Mean scores for satisfaction with salary, rank, position, and overall satisfaction did not differ significantly according to BSW participation. Perceived mastery of various teaching skills was significantly higher for nonattendees of BSW. However, controlling for "years in physician assistant education" nullified that association. Attendees reported a mean of 1.02 (SD = 1.47) new mentoring relationships and 2.45 (SD = 2.97) new peer relationships. Satisfaction with current position was significantly positively correlated with the number of colleague relationships. The number of new and strengthened mentor relationships correlated significantly with perceived mastery of advising students. Basic Skills Workshop attendees experience acceleration in their perceived mastery of teaching skills, closing the proficiency gap between them and their more-experienced colleagues who did not attend a Basic Skills Workshop. Also, participation is associated with an increased number of colleague relationships, which has a positive effect on satisfaction.

  15. Foreign Language Mastery Curriculum.

    Science.gov (United States)

    Utah State Office of Education, Salt Lake City.

    This report calls for a major change in foreign language education in the state of Utah, moving from an instructional emphasis on the study of grammar to performance in speaking skills that can be sustained through instruction in reading, writing, and structural knowledge. This mastery curriculum will enable students to progress in language…

  16. Assessing Progress in Mastery of Counseling Communication Skills

    NARCIS (Netherlands)

    A.J. Kuntze (Jeroen)

    2009-01-01

    textabstractDuring the last century the attention paid in higher education to the development of professional skills has progressively increased. In the first half of the last century the term ‘skill’ mainly referred to motor or technical actions, for instance driving a car or operating a machine

  17. Simulation-Based Mastery Learning Improves Medical Student Performance and Retention of Core Clinical Skills.

    Science.gov (United States)

    Reed, Trent; Pirotte, Matthew; McHugh, Mary; Oh, Laura; Lovett, Shannon; Hoyt, Amy E; Quinones, Donna; Adams, William; Gruener, Gregory; McGaghie, William C

    2016-06-01

    Simulation-based mastery learning (SBML) improves procedural skills among medical trainees. We employed an SBML method that includes an asynchronous knowledge acquisition portion and a hands-on skill acquisition portion with simulation to assess senior medical student performance and retention of the following 6 core clinical skills: (a) ultrasound-guided peripheral intravenous placement, (b) basic skin laceration repair, (c) chest compressions, (d) bag-valve mask ventilation, (e) defibrillator management, and (f) code leadership. Seven emergency medicine (EM) faculty members developed curricula, created checklists, and set minimum passing standards (MPSs) to test mastery of the 6 skills. One hundred thirty-five students on an EM clerkship were pretested on all 6 skills, viewed online videos asynchronously followed by a multiple choice computer-based skill-related quiz, received one-on-one hands-on skill training using deliberate practice with feedback, and were posttested until MPS was met. We compared pretest and posttest performance. We also retested, unannounced, a convenience sample (36%) of students from 1 to 9 months postintervention to assess skill retention. All students passed each quiz. The percentage of students who reached each MPS increased significantly (P training necessary for residency readiness.

  18. Movement pattern components and mastery of an object control skill with error-reduced learning.

    Science.gov (United States)

    Capio, Catherine M; Poolton, Jamie M; Eguia, Kathlynne F; Choi, Cynthia S Y; Masters, Rich S W

    2017-04-01

    This paper reports the effects of error-reduced learning on movement components and mastery of overhand throwing in children with and without intellectual disability. Secondary data analysis was performed on two samples of children (typically developing, TD; intellectual disability, ID) who practiced overhand throwing in either an error-reduced (ER) or error-strewn (ES) condition. Movement pattern components were assessed using a sub-skill of Test of Gross Motor Development-2. In TD participants, ER learners displayed improved follow-through while ES learners did not. Among children with ID, ER learners displayed greater improvements of hip/shoulder rotation and follow-through, than ES learners. Discriminant function analysis confirmed that changes in these components differentiated learning groups. Greater percentage of ER, compared to ES, participants progressed to mastery. With suppressed errors, the follow-through component of overhand throwing is likely to emerge, particularly in children with inferior abilities, and cognitive limitations. Error-reduced learning facilitates mastery.

  19. A Correlational Study Between Students' Anxiety, Vocabulary Mastery, and Speaking Skill

    OpenAIRE

    Sari, Yunita Puspita; Nurkamto, Joko; Pudjobroto, Ambrosyus Handoko

    2013-01-01

    The study is aimed to find out the correlation between students' anxiety, vocabulary mastery, and speaking skill of the eleventh grade students of SMA Negeri 1 Kartasura in the academic year of 2011/ 2012; both partially and simultaneously. The study belongs to a correlational study which uses a questionnaire and a test to collect the data. The population is all of the eleventh grade students while the sample is the students of class XI A3 taken by cluster random sampling technique. The techn...

  20. A Correlational Study Between Habit in Listening to English Songs, Vocabulary Mastery, and Listening Skill

    OpenAIRE

    Meutia, Zara Firsty; Asib, Abdul; Rais, Ahmad Dahlan

    2014-01-01

    The study is aimed to find out the correlation between habit in listening to English songs, vocabulary mastery, and listening skill of the tenth grade students of SMA Negeri 3 Surakarta in the academic year of 2012/2013; both partially and simultaneously. This study used a test and a questionnaire. The population of the study is all of the tenth grade students while the sample is 30 students taken by cluster random sampling technique. The techniques used to analyze the data are simple and mul...

  1. Integration of deliberate practice and peer mentoring to enhance students' mastery and retention of essential skills.

    Science.gov (United States)

    Ross, Jennifer Gunberg; Bruderle, Elizabeth; Meakim, Colleen

    2015-03-01

    Faculty in a 4-year baccalaureate nursing program were concerned with students' failure to retain the patient care skills of vital signs, breath sounds, and heart sounds learned in freshman and sophomore courses and consequent inability to transfer these high-frequency skills into the clinical setting. Because nursing is a practice profession, new graduates must be prepared to demonstrate specific competencies that are designed to improve practice. To address faculty concerns, support more positive learning outcomes, and engage in evidence-based nursing education, faculty developed and implemented an assignment that incorporated deliberate practice and peer mentoring into a sophomore course on the essentials of nursing practice. The purpose of this article is to describe the rationale, development and implementation, and feedback for a deliberate practice and peer mentoring assignment designed to enhance skill mastery and retention. Copyright 2015, SLACK Incorporated.

  2. Sustainability in clinical skills teaching.

    Science.gov (United States)

    Bajgoric, Sanjin; Appiah, Joseph; Wass, Valerie; Shelton, Clifford

    2014-07-01

    The deleterious effects of climate change mean that environmental sustainability is increasingly becoming a moral and economic necessity. Consequently, clinicians will increasingly be called upon to manage the effects of health care on climate change, and they must therefore do as much as is practically possible to limit the negative effects of their practice on the environment. As medical educators we have the opportunity not only to reduce the environmental impact of our own clinical practice, but also that of those who we teach, through innovation. Such novelty can be explored during student-selected components (SSCs). Clinicians will increasingly be called upon to manage effects of health care on climate change The project, entitled 'Can we introduce sustainability to clinical skills teaching?' was led by two third-year medical students during their SSC periods. New ways to make existing skills more sustainable were explored by surveying existing practice in the workplace, analysing selected skills in a lab-based setting and through discussions with sustainability champions. Cannulation and intravenous (IV) antibiotic preparation were chosen by the students as prototype skills. These skills were observed by the students in the workplace and adapted by them to appease the 'triple bottom line' of sustainability: environmental, social and economic factors were addressed. The revised skills were taught by the students to their peers in a sustainably conscious fashion. Provided that such innovations in sustainable skills teaching are deemed appropriate by clinical skills directors, such methods could be adopted across medical schools and expanded to cover a wider range of skills. © 2014 John Wiley & Sons Ltd.

  3. The Correlation Between Students' Vocabulary Mastery and Speaking Skill at Fifth Semester of English Study Program in Pasir Pengaraian University

    OpenAIRE

    Anova, Candra; Antoni, Rivi; Kasyulita, Evi

    2015-01-01

    The purpose of this research was aimed at finding out the correlation between students' vocabulary mastery and speaking skill as well as also the students' mastering in vocabulary mastery and students' skill in speaking at the fifth semester students of english study program in University of Pasir Pengaraian. After analyzing and calculating the data, it was found that r calculated was 0,559 with level significance 0.05, and the degree of freedom (df= n-2) was 22. It means that r- counted was ...

  4. Balance Toward Language Mastery

    National Research Council Canada - National Science Library

    Virginia R Heslinga

    2017-01-01

    .... Augmentative, alternative, interactive, accommodating, and enriching strategies using sign language aid learners in balancing the skills needed to mastery of one language or multiple languages...

  5. Development of Problem-Based Learning Oriented Teaching Learning Materials to Facilitate Students’ Mastery of Concept and Critical Thinking Skill

    Science.gov (United States)

    Reza, M.; Ibrahim, M.; Rahayu, Y. S.

    2018-01-01

    This research aims to develop problem-based learning oriented teaching materials to improve students’ mastery of concept and critical thinking skill. Its procedure was divided into two phases; developmental phase and experimental phase. This developmental research used Four-D Model. However, within this research, the process of development would not involve the last stages, which is disseminate. The teaching learning materials which were developed consist of lesson plan, student handbook, student worksheet, achievement test and critical thinking skill test. The experimental phase employs a research design called one group pretest-posttest design. Results show that the validity of the teaching materials which were developed was good and revealed the enhancement of students’ activities with positive response to the teaching learning process. Furthermore, the learning materials improve the students’ mastery of concept and critical thinking skill.

  6. The Effects of Reading Habit and Vocabulary Mastery towards Students’ Listening Skill at State Senior High Schools in East Jakarta

    Directory of Open Access Journals (Sweden)

    Nurul Frijuniarsi

    2016-05-01

    Full Text Available This research was aimed to get empirical data and analyze the effects of reading habit and vocabulary mastery towards student’s speaking skill at private vocational schools in East Jakarta. This research used data analysis technique, those were descriptive statistic, requirement analysis, normality test, linearity test, and test of hypothesis (analysis of inferential. The research was held at State Senior High Schools in East Jakarta. Data collection was done by giving a test for reading habit, vocabulary mastery and listening skill to tenth-grade students at SMA 105 Ciracas and SMA 98 Cijantung. Due to the result, it can be inferred that there is an effect of reading habit towards student’s speaking skill.

  7. Combination of inquiry learning model and computer simulation to improve mastery concept and the correlation with critical thinking skills (CTS)

    Science.gov (United States)

    Nugraha, Muhamad Gina; Kaniawati, Ida; Rusdiana, Dadi; Kirana, Kartika Hajar

    2016-02-01

    Among the purposes of physics learning at high school is to master the physics concepts and cultivate scientific attitude (including critical attitude), develop inductive and deductive reasoning skills. According to Ennis et al., inductive and deductive reasoning skills are part of critical thinking. Based on preliminary studies, both of the competence are lack achieved, it is seen from student learning outcomes is low and learning processes that are not conducive to cultivate critical thinking (teacher-centered learning). One of learning model that predicted can increase mastery concepts and train CTS is inquiry learning model aided computer simulations. In this model, students were given the opportunity to be actively involved in the experiment and also get a good explanation with the computer simulations. From research with randomized control group pretest-posttest design, we found that the inquiry learning model aided computer simulations can significantly improve students' mastery concepts than the conventional (teacher-centered) method. With inquiry learning model aided computer simulations, 20% of students have high CTS, 63.3% were medium and 16.7% were low. CTS greatly contribute to the students' mastery concept with a correlation coefficient of 0.697 and quite contribute to the enhancement mastery concept with a correlation coefficient of 0.603.

  8. MULTIMEDIA LEARNING IMPLEMENTATION AND VOCABULARY MASTERY FOR ENHANCHING STUDENTS’ JAPANESE LANGUAGE READING SKILL AT SMKN 1 PURWOKERTO

    Directory of Open Access Journals (Sweden)

    Haryono Haryono

    2015-06-01

    Full Text Available The present research is the implementation of the 2013 doctoral disertation report funded by DIKTI. The research is a part of IPTEKS scheme for community devotion that have strong relation to language education technology. It concern with the use of multimedia learning and vocabulary mastery on students’ Japanese language  reading skills at SMK 1 Purwokerto. The method is implemented experimentally by giving multimedia learning treatment such as Rosetta Stone and Tell Me More Japanese. Through some presentation with the use of those multimedia learning material, the purpose of this research is to know the extent to which the level of their vocabulary mastery and to encourage students in order to have an approriate skill to read Japanese documents. With the implementation of this multimedia learning training, graduate students of SMK Negeri I Purwokerto will be increased and for the future they have a good job at Japanese companies in Indonesia

  9. The Effects of Reading Habit and Vocabulary Mastery towards Students’ Listening Skill at State Senior High Schools in East Jakarta

    OpenAIRE

    Nurul Frijuniarsi; Noni Marlianingsih

    2016-01-01

    This research was aimed to get empirical data and analyze the effects of reading habit and vocabulary mastery towards student’s speaking skill at private vocational schools in East Jakarta. This research used data analysis technique, those were descriptive statistic, requirement analysis, normality test, linearity test, and test of hypothesis (analysis of inferential). The research was held at State Senior High Schools in East Jakarta. Data collection was done by giving a test for reading hab...

  10. Development virtual test of reaction rate based visual perceptual skills to measure students’ mastery concept

    Science.gov (United States)

    Valantika, L.; Firman, H.; Nahadi

    2017-02-01

    This study aims to obtain a valid and reliable virtual test of reaction rate based visual perceptual skills to measure students’ mastery concept. The test has been developed has the form of virtual test, consists of texts, drawings, graphs, animations, videos, sounds, and images. The method of this study was development and validation method. Data obtained from the result of validation, testing of virtual test, and interview of students which include content validity, reliability, level of difficulty, distinguishing ability, and the transcription of interview students. The results showed that the virtual test is valid from 33 items developed are 32 items that have a CVR value between 0.6 to 1.0 which indicating items both in terms of content validity. Thirty-two items that have been declared valid tested on 177 students of Eleventh-Grade to calculate the reliability of the test, and Cronbach alpha values obtained for the entire items of 0.734 which indicates a high level of consistency of measurement is acceptable. Virtual test of rate reaction based visual perceptual items has distinguishing ability of 0.35, that is indicated good sufficiency category and level of difficulty of 0.45, that is indicated medium category. After being evaluated of distinguishing ability from 32 items of virtual test, three items were rejected. From result of interviews, the students responded positively to the virtual test based visual perceptual on the concept of rate reaction which is developed viewed from sides of performance, grammar of items, feasibility of access and operation, advantages and time of doing.

  11. An Equivalence Trial Comparing Instructor-Regulated With Directed Self-Regulated Mastery Learning of Advanced Cardiac Life Support Skills.

    Science.gov (United States)

    Devine, Luke A; Donkers, Jeroen; Brydges, Ryan; Perelman, Vsevolod; Cavalcanti, Rodrigo B; Issenberg, S Barry

    2015-08-01

    Instructor-led simulation-based mastery learning of advanced cardiac life support (ACLS) skills is an effective and focused approach to competency-based education. Directed self-regulated learning (DSRL) may be an effective and less resource-intensive way to teach ACLS skills. Forty first-year internal medicine residents were randomized to either simulation-based DSRL or simulation-based instructor-regulated learning (IRL) of ACLS skills using a mastery learning model. Residents in each intervention completed pretest, posttest, and retention test of their performance in leading an ACLS response to a simulated scenario. Performance tests were assessed using a standardized checklist. Residents in the DSRL intervention were provided assessment instruments, a debriefing guide, and scenario-specific teaching points, and they were permitted to access relevant online resources. Residents in the IRL intervention had access to the same materials; however, the teaching and debriefing were instructor led. Skills of both the IRL and DSRL interventions showed significant improvement after the intervention, with an average improvement on the posttest of 21.7%. After controlling for pretest score, there was no difference between intervention arms on the posttest [F(1,37) = 0.02, P = 0.94] and retention tests [F(1,17) = 1.43, P = 0.25]. Cost savings were realized in the DSRL intervention after the fourth group (16 residents) had completed each intervention, with an ongoing savings of $80 per resident. Using a simulation-based mastery learning model, we observed equivalence in learning of ACLS skills for the DSRL and IRL conditions, whereas DSRL was more cost effective.

  12. How to become an expert: A new perspective on the role of sleep in the mastery of procedural skills.

    Science.gov (United States)

    Fogel, Stuart M; Ray, Laura B; Binnie, Lauren; Owen, Adrian M

    2015-11-01

    How do you get to Carnegie Hall? Practice, sleep, practice. With enough practice - and sleep - we adopt new strategies that eventually become automatic, and subsequently require only the refinement of the existing skill to become an "expert". It is not known whether sleep is involved in the mastery and refinement of new skills that lead to expertise, nor is it known whether this may be primarily dependent on rapid eye movement (REM), non-REM stage 2 (NREM2) or slow wave sleep (SWS). Here, we employed behavioural and scalp-recorded electroencephalography (EEG) techniques to investigate the post-learning changes in the architecture (e.g., REM, NREM2 and SWS duration) and the electrophysiological features (e.g., rapid eye movements, sleep spindles and slow wave activity) that characterize these sleep states as individuals progress from night to night, from "Novice" to "Experts" on a cognitive procedural task (e.g., the Tower of Hanoi task). Here, we demonstrate that speed of movements improves over the course of training irrespective of whether sleep or wake intervenes training sessions, whereas accuracy improves gradually, but only significantly over a night of sleep immediately prior to mastery of the task. On the night that subjects are first exposed to the task, the density of fast spindles increased significantly during both NREM2 and SWS accompanied by increased NREM2 sigma power and SWS delta power, whereas, on the night that subjects become experts on the task, they show increased REM sleep duration and spindles became larger in terms of amplitude and duration during SWS. Re-exposure to the task one-week after it had already been mastered resulted in increased NREM sleep duration, and again, increased spindle density of fast spindles during SWS and NREM2 and increased NREM2 sigma power and SWS delta power. Importantly, increased spindle density was correlated with overnight improvement in speed and accuracy. Taken together, these results help to elucidate how

  13. Social class and preschool language skill: II. semantic mastery of color information.

    Science.gov (United States)

    Kirk, G E; Hunt, J M; Lieberman, C

    1975-05-01

    The four-year-old children of Head Start (two-year-classes of 90 for 1969-71 and 72 for 1971-72) performed on a test of perceptual identification approximately as well as four-year-old nursery-school children of parents predominantly of college background. On the other hand, only 28.9% and 19.4% of the children of Head Start, as compared with 87.9% and 90.2% of the children of the nursery-school pointed correctly to all six of the blocks when the examiner named the colors. Also, only 25.6% and 23.6% of those of Head Start, as compared with 81.8% and 76.5% of those of the nursery school, named the colors of all six blocks as they were designated by the examiners. Sex differences and race differences, except in the case of brown, among the children of Head Start were negligible and not significant. Somewhat more children showed semantic mastery for the warn colors, orange and red, than for the cool colors, blue and green. The finding of a deficiency in semantic mastery for such an elementary abstraction as color is highly dissonant with the contention of many students of sociological linguistics that children of poverty, and especially black children of poverty, are without cognitive or linguistic deficit, and that they fail in school only because they use a dialect differing from standard English. The finding is quite consonant with the contention that children of poverty do have a cognitive and linguistic deficit which may, and probably does, derive from the rearing conditions in their homes during the preschool years.

  14. Social class and preschool language skill: V. Cognitive and semantic mastery of number.

    Science.gov (United States)

    Kirk, G E; Hunt, J; Volkmar, F

    1975-08-01

    This study was done to test the validity of two hypotheses of why children, and especially black children, of families of the poverty sector commonly fail in school. Sociologists deny for them either a cognitive or a linguistic deficit, and blame their failures on having to master the unfamiliar dialect of standard English while learning to read. The authors, on the other hand, blame the failures on inadequacies of early preschool experience that result in such deficits as one in semantic mastery of various elementary abstractions. In 1970-1971, 87 four-year-old students (58 black and 29 white) of Head Start and 33 of nursery school were examined with a five part test of number identification. In 1971-1972, the study was repeated with 69 four-year-olds of Head Start and 46 of the nursery school. A much smaller percentage of Head Start than of nursery school identify the numbers of blocks from 2 through 4 by either the heard or spoken mode of number identification. For numbers 5 and 6, most children of both classes fail. The evidence for a semantic deficit for number is very strong. The evidence indicates also a deficit in the span of apprehension and suggests the existence of class differences in the power of examiner demands for heard and for spoken identification to elicit the counting strategy. Evidence of sex differences in semantic mastery of number is absent, and among Head Start children, race differences lack statistical significance. These findings are highly dissonant with the contention of the sociolinguists that no cognitive or linguistic deficits exist and uncovering them can be helpful in guiding compensatory education.

  15. Social class and preschool language skill: III. Semantic mastery of position information.

    Science.gov (United States)

    Hunt, J M; Kirk, G E; Volkmar, F

    1975-05-01

    The four-year-old children of Head Start (two-year-classes of 90 for 1970-71 and 67 for 1971-72) performed on a test of perceptual identification of a sample of six positions approximately as well as did four-year-olds of parents with predominantly college backgrounds. On the other hand, only 22% and 16% of those of Head Start as compared with 70% and 67% of those of the nursery school placed blocks in all six positions that they heard the examiner name, and only 12% and 9% of the former as compared with 45.5% and 44.9% of the latter gave appropriate names for all the six positions designated by the examiner. Sex differences and differences between black and white children of Head Start were negligible and not significant. Somewhat more children of both Head Start and the nursery school showed semantic mastery based on both heard and spoken identification for positions based on body-object relations (in, on, and under) than for those based on object-object relations (in fromt of, between, and in back of). The fact that the children of Head Start perform so much less well than those of the nursery school on the test semantic mastery for position information is highly dissonant with the contention that children of poverty are without either cognitive or linguistic deficit, but quite consonant with the contention that they suffer a deficit that may well and probably does result from the rearing conditions in their homes during the preschool years.

  16. Evidence of Sustainable Learning from the Mastery Rubric for Ethical Reasoning

    Science.gov (United States)

    Tractenberg, Rochelle E.; FitzGerald, Kevin T.; Collmann, Jeff

    2017-01-01

    Interest in sustainable learning has been growing over the past 20 years but it has never been determined whether students--whose learning we are trying to sustain--can perceive either the sustainability of their learning or any of the features of this construct. A four-item survey was developed based on a published definition of "sustainable…

  17. Evidence of Sustainable Learning from the Mastery Rubric for Ethical Reasoning

    Directory of Open Access Journals (Sweden)

    Rochelle E. Tractenberg

    2016-12-01

    Full Text Available Interest in sustainable learning has been growing over the past 20 years but it has never been determined whether students—whose learning we are trying to sustain—can perceive either the sustainability of their learning or any of the features of this construct. A four-item survey was developed based on a published definition of “sustainable learning”, and was sent to the 12 graduate students who have completed a new seminar in ethical reasoning. A thematic analysis of the narrative responses was submitted to a degrees-of-freedom analysis to determine the level and type of evidence for student perception of sustainability. Respondents (n = 9 endorsed each of the four dimensions of sustainable learning—and each gave examples for each dimension outside of, and after the end of, the course. One respondent endorsed all dimensions of sustainable learning, but was uncertain whether the course itself led to one particular sustainability dimension. While these results must be considered preliminary because our sample is small and the survey is the first of its kind, they suggest that graduate students can and do perceive each of the four features of sustainability. The survey needs refinement for future/wider use; but this four-dimensional definition could be useful to develop and promote (and assess sustainable learning in higher education.

  18. Teaching laryngeal endoscopy skills to speech and language therapists: applying learning theory to optimize practical skills mastery.

    Science.gov (United States)

    Robinson, H Fiona; Dennick, Reg

    2015-06-01

    This review was carried out to highlight relevant learning theory and its application to the teaching of endoscopic skills to speech and language therapists (SLTs). This article explains the most relevant models from Constructivist, Experiential and Humanistic Learning Theory, a combination that has been described as Constructive Experience, and describes the relevance and the benefits of applying educational frameworks in course design. This approach has been formally used to design and deliver practical skills teaching in medicine. SLTs carry out endoscopic evaluation of the larynx (EEL) to provide information for evaluation and rehabilitation of voice and swallowing disorders. These are essential procedures in ear, nose and throat, voice and swallowing specialist centres. Training in endoscopy skills for SLTs working in the ear, nose and throat specialist centres in the United Kingdom has traditionally been provided external to the local clinic environment as 1 or 2-day courses. In one survey in the United Kingdom, 79% of SLTs reported that they did not acquire the depth of skill required to carry out EEL autonomously after attending such courses. Course development to teach practical skills should be underpinned by educational theory. One EEL course in the United Kingdom is described, wherein sessions are interactive and experiential, promoting deep learning, constructive feedback and reflection, enriched by the completion of logs and portfolios. From course evaluations, all the learners met the learning objectives, developing and applying skills to become confident endoscopists in autonomous clinical practice.

  19. Can Fundamental Movement Skill Mastery Be Increased via a Six Week Physical Activity Intervention to Have Positive Effects on Physical Activity and Physical Self-Perception?

    Directory of Open Access Journals (Sweden)

    Elizabeth S. Bryant

    2016-02-01

    Full Text Available Background: Previous research has suggested a positive relationship between fundamental movement skills (FMS mastery and physical activity (PA level. Research conducted on interventions to improve FMS mastery is equivocal and further research is needed. Methods: An intervention group of 82 children (35 boys and 47 girls and a control group of 83 children (42 boys and 41 girls were recruited from Years 4 and 5 (mean age ± SD = 8.3 ± 0.4 years of two schools in Central England. The intervention included a combination of circuits and dancing to music. Pre and post intervention tests were conducted. Tests included: subjective assessment of eight FMS; objective measurement of two FMS; four day pedometer step count recording; height and mass for Body Mass Index (BMI; and the completion of Harter et al.’s (1982 self-perception questionnaire. Results: Following a two (pre to post by two (intervention and control group mixed-model ANOVA it was highlighted that the intervention group improved mastery in all eight FMS, and increased both daily steps and physical self-perception. Conclusions: It can be concluded that focussing one Physical Education (PE lesson per week on the development of FMS has had a positive benefit on FMS, PA level and physical self-perception for the children in this study.

  20. Balance Toward Language Mastery

    Directory of Open Access Journals (Sweden)

    Virginia R. Heslinga

    2017-01-01

    Full Text Available Problems in attaining language mastery with students from diverse language backgrounds and levels of ability confront educators around the world. Experiments, research, and experience see positive effects of adding sign language in communication methods to pre-school and K-12 education. Augmentative, alternative, interactive, accommodating, and enriching strategies using sign language aid learners in balancing the skills needed to mastery of one language or multiple languages. Theories of learning that embrace play, drama, motion, repetition, socializing, and self-efficacy connect to the options for using sign language with learners in inclusive and mainstream classes. The methodical use of sign language by this researcher-educator over two and a half decades showed signing does build thinking skills, add enjoyment, stimulate communication, expand comprehension, increase vocabulary acquisition, encourage collaboration, and helps build appreciation for cultural diversity.

  1. Beyond Interpersonal Competence: Teaching and Learning Professional Skills in Sustainability

    Science.gov (United States)

    Brundiers, Katja; Wiek, Arnim

    2017-01-01

    Successful careers in sustainability are determined by positive real-world change towards sustainability. This success depends heavily on professional skills in effective and compassionate communication, collaborative teamwork, or impactful stakeholder engagement, among others. These professional skills extend beyond content knowledge and…

  2. The charismatic journey of mastery learning.

    Science.gov (United States)

    Inui, Thomas S

    2015-11-01

    A collection of articles in this issue examine the concept of mastery learning, underscoring that our journey is from a 19th-century construct for assuring skill development (i.e., completing a schedule of rotations driven by the calendar) to a 21st-century sequence of learning opportunities focused on acquiring mastery of special key competencies within clerkships or other activities. Mastery learning processes and standards have the potential to clarify learning goals and competency measurement issues in medical education. Although mastery learning methods originally focused on developing learners' competency with skillful procedures, the author of this Commentary posits that mastery learning methods may be usefully applied more extensively to broader domains of skillful practice, especially those practices that can be linked to outcomes of care. The transition to mastery-focused criteria for educational advancement is laudatory, but challenges will be encountered in the journey to mastery education. The author examines several of these potential challenges, including expansion of mastery learning approaches to effective but relational clinician advice-giving and counseling behaviors, developing criteria for choosing critical competencies that can be linked to outcomes, avoiding a excessively fragmented approach to mastery measurement, and dealing with "educational comorbidity."

  3. Mastery and Exercise Play Interventions: Motor Skill Development and Verbal Recall of Children with and without Disabilities

    Science.gov (United States)

    Valentini, Nadia Cristina; Pierosan, Licia; Rudisill, Mary E.; Hastie, Peter A.

    2017-01-01

    Background: Fundamental motor skill proficiency is essential for engagement in sports and physical play and in the development of a healthy lifestyle. Children with motor delays (with and without disabilities) lack the motor skills necessary to participate in games and physical activity, and tend to spend more time as onlookers than do their…

  4. Sustainability: The Next 21st Century Workplace Skill

    Science.gov (United States)

    Konopnicki, Patrick

    2009-01-01

    At Virginia Beach City Public Schools (VBCPS), the three pillars of sustainability--environmental, economical and social--are very much on the minds of educators and administrators. It is so much that the school system has selected sustainability as one of its 21-century skills--one that all 68,751 students in the system must learn. This selection…

  5. Transformations? Skilled Change Agents Influencing Organisational Sustainability Culture

    Science.gov (United States)

    Davis, Keith; Boulet, Mark

    2016-01-01

    Training employees in sustainability knowledge and skills is considered a vital element in creating a sustainability culture within an organisation. Yet, the particular types of training programs that are effective for this task are still relatively unknown. This case study describes an innovative workplace training program using a "head,…

  6. Psycho-Motor and Error Enabled Simulations: Modeling Vulnerable Skills in the Pre Mastery Phase - Medical Practice Initiative Procedural Skill Decay and Maintenance (MPI-PSD)

    Science.gov (United States)

    2016-12-01

    N., DiMarco, S. M., D’Angelo, A. L. D., & Pugh, C. M. (2016). Do resident’s leadership skills relate to ratings of technical skill ? Journal of...their observed performance during a simulated small bowel repair. Their observed performance ratings were based on their leadership skills in directing...operative leadership skills correlate with self-assessments of technical skill ? Academic Surgical Congress. 7. O’Connell-Long, B., Ray, R., Nathwani, J

  7. Essential Skills for Project Stakeholders Identification: Sustainability Perspective

    Directory of Open Access Journals (Sweden)

    Md. Mashiur Rahman

    2017-09-01

    Full Text Available In every life cycle of the project there are numerous people or organizations involved either directly or indirectly. While these type of people and organizations involved are called stakeholders and these may include the project team, client or customer, community, environment, suppliers, government. Stakeholders contribute and share their experiences, knowledge, and insights to support the project throughout its life cycle and therefore it is crucial to capture their input. However, before initiation of the project, stakeholders need to be identified. Following the fact that there are strategies and processes for stakeholder identification, it is not clear what skills are needed to employ those strategies for stakeholder identification. These skills are exceedingly important to have because in today's corporate world, the project team must be flexible in every aspect of their job and be able to complement their skills for the success of stakeholder identification. Using literature review, this paper seeks to describe the skills of project leader needed to identify the project team and the external stakeholders. Inductive approach was followed in this study and data was collected qualitatively using secondary sources. There are two essential skills i.e. relationship building skills and communication skills for internal stakeholders and four major skills i.e. communication skills, people skills, intellectual skills and conceptual skills for external stakeholders are identified for the identification of project stakeholders through literature review considering the sustainability issues in the project management.

  8. Simulation-based mastery learning for endoscopy using the endoscopy training system: a strategy to improve endoscopic skills and prepare for the fundamentals of endoscopic surgery (FES) manual skills exam.

    Science.gov (United States)

    Ritter, E Matthew; Taylor, Zachary A; Wolf, Kathryn R; Franklin, Brenton R; Placek, Sarah B; Korndorffer, James R; Gardner, Aimee K

    2018-01-01

    The fundamentals of endoscopic surgery (FES) program has considerable validity evidence for its use in measuring the knowledge, skills, and abilities required for competency in endoscopy. Beginning in 2018, the American Board of Surgery will require all candidates to have taken and passed the written and performance exams in the FES program. Recent work has shown that the current ACGME/ABS required case volume may not be enough to ensure trainees pass the FES skills exam. The aim of this study was to investigate the feasibility of a simulation-based mastery-learning curriculum delivered on a novel physical simulation platform to prepare trainees to pass the FES manual skills exam. The newly developed endoscopy training system (ETS) was used as the training platform. Seventeen PGY 1 (10) and PGY 2 (7) general surgery residents completed a pre-training assessment consisting of all 5 FES tasks on the GI Mentor II. Subjects then trained to previously determined expert performance benchmarks on each of 5 ETS tasks. Once training benchmarks were reached for all tasks, a post-training assessment was performed with all 5 FES tasks. Two subjects were lost to follow-up and never returned for training or post-training assessment. One additional subject failed to complete any portion of the curriculum, but did return for post-training assessment. The group had minimal endoscopy experience (median 0, range 0-67) and minimal prior simulation experience. Three trainees (17.6%) achieved a passing score on the pre-training FES assessment. Training consisted of an average of 48 ± 26 repetitions on the ETS platform distributed over 5.1 ± 2 training sessions. Seventy-one percent achieved proficiency on all 5 ETS tasks. There was dramatic improvement demonstrated on the mean post-training FES assessment when compared to pre-training (74.0 ± 8 vs. 50.4 ± 16, p assessment (r = 0.57, p = 0.028). Fourteen (100%) subjects who trained to proficiency on at least one ETS task

  9. Toward a Better Preparation of Student Teachers’ Reading Skill: The SQ3R Strategy with Authentic and Simplified Texts on Reading Literacy and Vocabulary Mastery

    National Research Council Canada - National Science Library

    Soma, Robi; Mukminin, Amirul; Noprival, Noprival

    2015-01-01

    ...’ achievement in reading literacy and vocabulary mastery after being  taught through the SQ3R with authentic texts and simplified texts at one English Study Program Public University in Jambi, Indonesia...

  10. "Mastery Learning" Como Metodo Psicoeducativo para Ninos con Problemas Especificos de Aprendizaje. ("Mastery Learning" as a Psychoeducational Method for Children with Specific Learning Problems.)

    Science.gov (United States)

    Coya, Liliam de Barbosa; Perez-Coffie, Jorge

    1982-01-01

    "Mastery Learning" was compared with the "conventional" method of teaching reading skills to Puerto Rican children with specific learning disabilities. The "Mastery Learning" group showed significant gains in the cognitive and affective domains. Results suggested Mastery Learning is a more effective method of teaching…

  11. Mastery-style exercises in physics

    Science.gov (United States)

    Schroeder, Noah D.

    Mastery learning employs repeated cycles of instructional support and formative assessment to help students achieve desired skills. Instructional objectives are broken into small pieces, and students master those pieces in successive order by performing to a set standard on an assessment for each objective. If a student cannot master an objective, instructional support is provided, and the student is reassessed. Mastery learning has been proved effective in many subject areas, but comparatively little research has been done on applying it in physics instruction. This dissertation details the path taken that culminated in the use of mastery-inspired exercises to teach students basic skills in introductory physics courses. The path that led to our choice of mastery began with an attempt to provide students with extra practice and formative assessment through weekly practice tests with corresponding solutions, with the goal of helping them better prepare for summative exams in an introductory physics course. No effect was seen, and participation was very low. Investigating how students learn from solutions revealed that they are poor evaluators of their understanding of provided solutions and struggle to retain the skills taught in those solutions. In a follow-up clinical experiment that provided students with solutions, required them to recall the solutions from memory, and re-presented the solutions for restudy, students showed strong retention as well as the ability to transfer information from the solutions to new situations. These results inspired the formal use of mastery learning as an instructional paradigm due to its requirement that students repeatedly recall information from solutions and apply it to new situations. Mastery-style exercises were first created and tested in clinical trials, followed by two in-course implementations. In the clinical trials, students completed a set of questions on a particular skill, and if they failed to master that skill

  12. Toward a Better Preparation of Student Teachers' Reading Skill: the SQ3R Strategy with Authentic and Simplified Texts on Reading Literacy and Vocabulary Mastery

    OpenAIRE

    Soma, Robi; Mukminin, Amirul; Noprival, Noprival

    2015-01-01

    The purpose of the quantitative study with a factorial experimental approach was to examine the significant increase and difference of students’ achievement in reading literacy and vocabulary mastery after being  taught through the SQ3R with authentic texts and simplified texts at one English Study Program Public University in Jambi, Indonesia. The sample of this study was 56 six semester student teachers at one public university in Jambi. To collect the data, pre-test and post-test technique...

  13. Toward a Better Preparation of Student Teachers’ Reading Skill: The SQ3R Strategy with Authentic and Simplified Texts on Reading Literacy and Vocabulary Mastery

    Directory of Open Access Journals (Sweden)

    Robi Soma

    2015-05-01

    Full Text Available The purpose of the quantitative study with a factorial experimental approach was to examine the significant increase and difference of students’ achievement in reading literacy and vocabulary mastery after being  taught through the SQ3R with authentic texts and simplified texts at one English Study Program Public University in Jambi, Indonesia. The sample of this study was 56 six semester student teachers at one public university in Jambi. To collect the data, pre-test and post-test techniques were used. The result of paired sample t-test showed that there was a significant progress in students’ achievement of reading literacy and vocabulary mastery of both experimental groups. Moreover, the result of independent sample t-test analysis showed that there was no significant difference in students’ achievement of reading literacy and vocabulary mastery between both experimental groups as well as level of achievement. The factorial analysis showed that there was an interaction between the kind of texts and students’ level of achievement both high and low achievers.  Implications of findings and suggestions are discussed

  14. Five Musts for Mastery

    Science.gov (United States)

    Tucker, Catlin

    2014-01-01

    In his book "Drive," Daniel Pink writes that mastery is "the desire to get better and better at something that matters." If we consider this definition in the context of the classroom, students must have a desire to get better and must feel that what they're learning matters. Technology can help ensure these two criteria…

  15. Computerized Mastery Testing.

    Science.gov (United States)

    Lewis, Charles; Sheehan, Kathleen

    1988-01-01

    Introduces a theoretical framework for mastery testing, using Item Response Theory and Bayesian Decision Theory. The idea of sequential testing is developed, with the goal of providing longer or shorter tests as needed, and a computerized application to a hypothetical professional knowledge examination is discussed. (Author/LRW)

  16. Culturally Relevant Education and Skill-Based Education for Sustainability: Moving towards an Integrated Theoretical and Methodological Framework

    Science.gov (United States)

    Echeverria, Elizabeth

    2012-01-01

    This study considers how educators can cultivate the skills that prepare students from all cultural backgrounds for an active role in creating a sustainable global future. These skills include systems thinking skills, collaborative skills, creative and critical thinking skills, self-directed inquiry skills, and skills for active citizenship.…

  17. Saint Louis Center for Sustainment of Trauma and Readiness Skills: A Collaborative Air Force-Civilian Trauma Skills Training Program

    Science.gov (United States)

    2016-05-19

    Journal Article 3. DATES COVERED (From – To) June 2014 – December 2014 4. TITLE AND SUBTITLE Saint Louis Center for Sustainment of Trauma and...Readiness Skills: A Collaborative Air Force-Civilian Trauma Skills Training Program 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT...in support of these campaigns have had to maintain a high degree of clinical skill to effectively render care to wounded combatants, a necessity

  18. A Pilot Evaluation of the Test-Retest Score Reliability of the Dimensions of Mastery Questionnaire in Preschool-Aged Children

    Science.gov (United States)

    Igoe, Deirdre; Peralta, Christopher; Jean, Lindsey; Vo, Sandra; Yep, Linda Ngan; Zabjek, Karl; Wright, F. Virginia

    2011-01-01

    Preschool-aged children continually learn new skills and perfect existing ones. "Mastery motivation" is theorized to be a personality trait linked to skill learning. The Dimensions of Mastery Questionnaire (DMQ) quantifies mastery motivation. This pilot study evaluated DMQ test-retest score reliability (preschool-version) and included…

  19. Skill Development in Science and Technology Education for Sustainable Development in Nigeria

    Science.gov (United States)

    Modebelu, M. N.; Ugwuanyi, S. A.

    2014-01-01

    This paper reviews skill development in science and technology education, which is of crucial importance for sustainable development in Nigeria. The relevant concepts are introduced and robust argumentation is made with respect to the context of Nigeria.

  20. Mastery in Goal Scoring, T-Pattern Detection, and Polar Coordinate Analysis of Motor Skills Used by Lionel Messi and Cristiano Ronaldo

    Science.gov (United States)

    Castañer, Marta; Barreira, Daniel; Camerino, Oleguer; Anguera, M. Teresa; Fernandes, Tiago; Hileno, Raúl

    2017-01-01

    Research in soccer has traditionally given more weight to players' technical and tactical skills, but few studies have analyzed the motor skills that underpin specific motor actions. The objective of this study was to investigate the style of play of the world's top soccer players, Cristiano Ronaldo and Lionel Messi, and how they use their motor skills in attacking actions that result in a goal. We used and improved the easy-to-use observation instrument (OSMOS-soccer player) with 9 criteria, each one expanded to build 50 categories. Associations between these categories were investigated by T-pattern detection and polar coordinate analysis. T-pattern analysis detects temporal structures of complex behavioral sequences composed of simpler or directly distinguishable events within specified observation periods (time point series). Polar coordinate analysis involves the application of a complex procedure to provide a vector map of interrelated behaviors obtained from prospective and retrospective sequential analysis. The T-patterns showed that for both players the combined criteria were mainly between the different aspects of motor skills, namely the use of lower limbs, contact with the ball using the outside of the foot, locomotion, body orientation with respect to the opponent goal line, and the criteria of technical actions and the right midfield. Polar coordinate analysis detected significant associations between the same criteria included in the T-patterns as well as the criteria of turning the body, numerical equality with no pressure, and relative numerical superiority. PMID:28553245

  1. Mastery in Goal Scoring, T-Pattern Detection, and Polar Coordinate Analysis of Motor Skills Used by Lionel Messi and Cristiano Ronaldo.

    Science.gov (United States)

    Castañer, Marta; Barreira, Daniel; Camerino, Oleguer; Anguera, M Teresa; Fernandes, Tiago; Hileno, Raúl

    2017-01-01

    Research in soccer has traditionally given more weight to players' technical and tactical skills, but few studies have analyzed the motor skills that underpin specific motor actions. The objective of this study was to investigate the style of play of the world's top soccer players, Cristiano Ronaldo and Lionel Messi, and how they use their motor skills in attacking actions that result in a goal. We used and improved the easy-to-use observation instrument (OSMOS-soccer player) with 9 criteria, each one expanded to build 50 categories. Associations between these categories were investigated by T-pattern detection and polar coordinate analysis. T-pattern analysis detects temporal structures of complex behavioral sequences composed of simpler or directly distinguishable events within specified observation periods (time point series). Polar coordinate analysis involves the application of a complex procedure to provide a vector map of interrelated behaviors obtained from prospective and retrospective sequential analysis. The T-patterns showed that for both players the combined criteria were mainly between the different aspects of motor skills, namely the use of lower limbs, contact with the ball using the outside of the foot, locomotion, body orientation with respect to the opponent goal line, and the criteria of technical actions and the right midfield. Polar coordinate analysis detected significant associations between the same criteria included in the T-patterns as well as the criteria of turning the body, numerical equality with no pressure, and relative numerical superiority.

  2. How Do Young Students with Different Profiles of Reading Skill Mastery, Perceived Ability, and Goal Orientation Respond to Holistic Diagnostic Feedback?

    Science.gov (United States)

    Jang, Eunice Eunhee; Dunlop, Maggie; Park, Gina; van der Boom, Edith H.

    2015-01-01

    One critical issue with cognitive diagnostic assessment (CDA) lies in its lack of research evidence that shows how diagnostic feedback from CDA is interpreted and used by young students. This mixed methods research examined how holistic diagnostic feedback (HDF) is processed by young learners with different profiles of reading skills, goal…

  3. A focus on teaching and learning the sustainability and social compromise skills

    Directory of Open Access Journals (Sweden)

    Marc Alier Forment

    2016-01-01

    Full Text Available This JOTSE Special Issue is dedicated to the topic of teaching and learning the Sustainability and Social Compromise Skills, with a special focus in the context of engineering education. This topic was discussed in the Third International TEEM conference held in Porto in fall 2015. This paper discusses about the nature and need of teaching and learning the sustainability and social compromise skills

  4. Structuring feedback and debriefing to achieve mastery learning goals.

    Science.gov (United States)

    Eppich, Walter J; Hunt, Elizabeth A; Duval-Arnould, Jordan M; Siddall, Viva Jo; Cheng, Adam

    2015-11-01

    Mastery learning is a powerful educational strategy in which learners gain knowledge and skills that are rigorously measured against predetermined mastery standards with different learners needing variable time to reach uniform outcomes. Central to mastery learning are repetitive deliberate practice and robust feedback that promote performance improvement. Traditional health care simulation involves a simulation exercise followed by a facilitated postevent debriefing in which learners discuss what went well and what they should do differently next time, usually without additional opportunities to apply the specific new knowledge. Mastery learning approaches enable learners to "try again" until they master the skill in question. Despite the growing body of health care simulation literature documenting the efficacy of mastery learning models, to date insufficient details have been reported on how to design and implement the feedback and debriefing components of deliberate-practice-based educational interventions. Using simulation-based training for adult and pediatric advanced life support as case studies, this article focuses on how to prepare learners for feedback and debriefing by establishing a supportive yet challenging learning environment; how to implement educational interventions that maximize opportunities for deliberate practice with feedback and reflection during debriefing; describing the role of within-event debriefing or "microdebriefing" (i.e., during a pause in the simulation scenario or during ongoing case management without interruption), as a strategy to promote performance improvement; and highlighting directions for future research in feedback and debriefing for mastery learning.

  5. Immediate and Sustained Effects of a Study Skills Training ...

    African Journals Online (AJOL)

    Low academic performance may result from students'ineffective study skills. Most teachers'instructions focus more on what students should learn; but less on how to learn. The authors investigated the extent to which a study skills training programme enhanced students'scores in Biology. 84 (42 males; 42 females) Senior ...

  6. Unraveling the skilled mobility for sustainable development mantra: an analysis of China-EU academic mobility

    NARCIS (Netherlands)

    Leung, W.H.M.

    2013-01-01

    In the name of sustainable development, skilled persons including scholars, researchers and students have become incorporated in the “sustainable development” visions and strategies of institutions, city centers and nation-states near and far from where these potentially mobile brains are.

  7. Practice Makes Pedagogy--John Dewey and Skills-Based Sustainability Education

    Science.gov (United States)

    Tarrant, Seaton Patrick; Thiele, Leslie Paul

    2016-01-01

    Purpose: The purpose of this paper is to ground contemporary sustainability education in John Dewey's democratic pedagogy. Specifically, the authors argue that Dewey's thought anticipates, and theoretically informs, the sustainability skill set required of contemporary citizens in a complex and changing world. Design/methodology/approach: For…

  8. University Students and Sustainability Skills in Occupational Health and Safety Master Degree

    Science.gov (United States)

    Míguez-Álvarez, Carla; Arce, Maria Elena; Souto-Gestal, Antonio

    2016-01-01

    Education is one of the key instruments to achieving global sustainability. In fact, sustainable development has to be integrated into higher education curricula. One of the difficulties of this challenge is to know if students are able to achieve the basic skills, something that is extremely important in emergency management. Thus, assessment of…

  9. Mastery Learning in Historical Perspective.

    Science.gov (United States)

    Perko, F. Michael

    Seen in its strictest sense, mastery learning is a recent phenomenon. Viewed in terms of its constituent elements, however, it has roots deep in the Western tradition of education. Elements of mastery learning theory can be found in the work of the Sophists; early Jesuit educators; John Amos Comenius, a Moravian pastor; John Locke; Johann Heinrich…

  10. Does sustainability require new skills for change agents in agriculture?

    OpenAIRE

    Cerf, Marianne; Guillot, Marie-Noëlle; Orly, Paul

    2010-01-01

    Sustainability is an ill-defined concept. Many actors make claims about what sustainability should be, and farmers react to such claims in different ways. How do change agents and their managers deal with this diversity of farmers’ attitudes towards change and towards the future of agriculture? How do they themselves cope with change and understand their role as change agents? We chose a comprehensive, action-training approach to answer such questions. This approach enabled the agents to ackn...

  11. Public Health and the Environment: What Skills for Sustainability Literacy – And Why?

    Directory of Open Access Journals (Sweden)

    Walid El Ansari

    2009-08-01

    Full Text Available This paper is an exploration and reflection on the question of what skills, values, attributes and dispositions learners will need to navigate their lives in the challenging conditions of the twenty first century, in relation to sustainability and well-being. First, an overview of the multiple concepts that are considered important for sustainability literacy is gradually built up. These include: multiple ‘bottom lines’ and contexts of wellbeing, climate change, collective action at various levels, good citizenship, community participation, information technology, psychological aspects, behavioral features and researching sustainability. Secondly, a wide range of skills that learners will require in order to interact with these concepts are explored. The emerging relationships between the given concepts and their attending skills are neither definitive nor prescriptive, but provide an indication of what sustainability literacy could be useful for learners and practitioners in order to enable them to contribute towards the wellbeing of sustainable societies. The paper concludes with that a fundamental overarching skill for sustainability is the ability to work constructively with others in building more sustainable communities, businesses and societies.

  12. THE ENGLISH TEACHERS’ MASTERY IN TOEFL PREDICTION

    Directory of Open Access Journals (Sweden)

    Nida Mufidah

    2015-12-01

    Full Text Available Assessment is often considered as the most important part in instruction. The way of learners taught and the activity carried out in the classroom are greatly influenced by assessment, and the success of a learning program is commonly determined by the result of assessment. This research focuses on the TOEFL test giving the teachers opportunity to prove that they can communicate ideas effectively by simulating classroom and teacher life comunication. This research is then conducted to find out the English teachers’ mastery in TOEFL Prediction in listening comprehension, structure and written expression, and reading comprehension at Junior and Senior High Schools in Kotabaru Regency, South Kalimantan. The research form is a field research by using written test, observation, interview, and documentary technique in collecting data. The subjects of this research were 16 English teachers of Junior and Senior High Schools in Kotabaru Regency, South Kalimantan. The result shows that the teachers’ mastery of TOEFL Prediction in listening comprehension, structure and written expression, and reading comprehension is classified into good category with the mean score 423.06. It recommends English teachers in Kotabaru to apply some different strategies in teaching listening comprehension, structure and written expression, and reading comprehension of each meeting to get high motivation and interest for both teachers and students. Teachers should develop their professions joining some trainings related to English instruction, encourage their students to practice  skimming and scanning skill and identify the major poins of the passage, and use the context for vocabulary mastery by listening comprehension and for structure and written expression as well in the teaching and learning through games and fun activities. Keywords: assessment, English teacher, mastery, TOEFL Prediction

  13. Personal mastery in ethical leadership.

    Science.gov (United States)

    Mendonca, M

    2000-01-01

    The paper briefly explores the manifestation of ethical leadership and examines at length the dimension of character formation. It argues that personal mastery is indispensable to sound character formation because leaders with high personal mastery are more likely to exhibit a disciplined pattern of behavior that is guided by a deep personal vision and enduring moral principles. The paper then discusses some of the sources that the leader can tap to attain personal mastery that leads to the self-transformation of both the leader and of the followers.

  14. Module based training improves and sustains surgical skills

    DEFF Research Database (Denmark)

    Carlsen, C G; Lindorff-Larsen, K; Funch-Jensen, P

    2015-01-01

    : A randomised controlled trial concerning supervised hernia repair in eight training hospitals in Denmark was performed. The participants were 18 registrars [Post graduate year (PGY) 3 or more] in their first year of surgical specialist training. The intervention consisted of different modules with a skills......PURPOSE: Traditional surgical training is challenged by factors such as patient safety issues, economic considerations and lack of exposure to surgical procedures due to short working hours. A module-based clinical training model promotes rapidly acquired and persistent surgical skills. METHODS......: In the intervention group (n = 10) the average rating of operative skills before intervention was 22.5 (20.6-24.3) and after 26.2 (23.5-28.8), p = 0.044. At follow-up after 1 year, rating was 26.9 (23.4-30.4), p = 0.019. In the conventionally trained group average rating was 23.4 (19.4-27.3) at start and 21.7 (17...

  15. Google Search Mastery Basics

    Science.gov (United States)

    Hill, Paul; MacArthur, Stacey; Read, Nick

    2014-01-01

    Effective Internet search skills are essential with the continually increasing amount of information available on the Web. Extension personnel are required to find information to answer client questions and to conduct research on programs. Unfortunately, many lack the skills necessary to effectively navigate the Internet and locate needed…

  16. Sovereignty without Mastery

    Directory of Open Access Journals (Sweden)

    Patrick McLane

    2012-12-01

    Full Text Available In The Beast and the Sovereign v.1, Derrida argues that classical sovereignty is linked to the performative act of declaring oneself master. Thus, each sovereign asserts a distinction between the masterful self and the mastered other. Derrida contends that the sovereign distinction between self and other maps onto a distinction between sovereign autonomy and a mechanical determination said to characterize others of all kinds. This gives rise to a differentiated binary between responsibility, capacity and restraint on the one side against reaction, instinct and danger on the other, which, Derrida suggests, operates across traditional separations, such as man/animal, man/machine, mind/body and, of course, sovereign and beast. This paper argues that Derrida’s reading of Paul Celan and Georges Bataille may be understood as a pursuit of an alternative sovereignty. This alternative sovereignty would be without mastery and its binaries. I suggest that Derrida finds such an alternative sovereignty in the “majesty” of poetry, which, in his own poetic gesture, allows him to upset traditional distinctions.

  17. Analyzing Math-to-Mastery through Brief Experimental Analysis

    Science.gov (United States)

    Everett, Gregory E.; Swift, Honora S.; McKenney, Elizabeth L. W.; Jewell, Jeremy D.

    2016-01-01

    The current study evaluated the effectiveness of individualized math-to-mastery (MTM) interventions, selected though brief experimental analysis (BEA), at increasing math fluency skills for three elementary-aged females. As MTM has only been investigated as a multicomponent intervention, the present study utilized BEA to identify those specific…

  18. Sustaining the employability of the low skilled worker: Development, mobility and work redesign

    NARCIS (Netherlands)

    Sanders, J.M.A.S.

    2016-01-01

    Sustainable employability has recently become a topical issue in HR literature. Two major developments are responsible for this increased attention. The first is contextual change, requiring businesses to adapt to faster changing markets, causing rapid shifts in the demand for labour and skills.

  19. Mastery learning simulation-based curriculum for laparoscopic TEP inguinal hernia repair.

    Science.gov (United States)

    Zendejas, Benjamin; Cook, David A; Hernández-Irizarry, Roberto; Huebner, Marianne; Farley, David R

    2012-01-01

    The laparoscopic totally extraperitoneal (TEP) inguinal herniorrhaphy requires 250 repairs to master. Simulation training could potentially accelerate this process. We describe the development, evaluation and implementation of a TEP mastery learning curriculum. We developed a 2-stage curriculum comprising online knowledge modules and skills practice on a simulator (the Guildford-MATTU TEP trainer; Limbs & Things, Ltd, Bristol, UK). Learners demonstrated mastery at each stage before advancing. The knowledge endpoint was a multiple-choice test. The skills endpoint was procedure time, as established by timing 5 experienced staff surgeons. Participants were proctored individually, receiving personalized feedback after each attempt until mastery time was achieved. The times to perform a simulated repair, number of attempts, and training time to reach mastery were compared between groups. The mastery time was established at 2 minutes. Nine medical students, 36 general surgery residents (PGY 1-5), and 3 surgery fellows participated as learners. All learners achieved the knowledge and skills mastery endpoints. For the skill endpoint, participants required a median of 69 minutes (range, 13-193 minutes) and 16 simulated repairs (range, 7-27 repairs). The mean number of attempts and total training time to reach mastery varied by group (p TEP repair under artificial conditions with a performance similar to that of an expert, and are ready to move to the next phase of training in the operating room. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  20. Sustained change in didactic skills--does teacher training last?

    Science.gov (United States)

    Kuhnigk, Olaf; Schreiner, Julia; Harendza, Sigrid

    2013-01-01

    Teacher training programmes are necessary assets in faculty development. Few data exist on their long-term effects on participants' teaching skills. Our aim was to study participants' didactic competencies up to four years after attending a newly established faculty development workshop at Hamburg Medical School. Of the 322 participants who attended our teacher training between 2006 and 2009, 313 received a self-assessment and evaluation questionnaire in 2010. This follow-up self-assessment (t2) was compared with their self-assessment of the same didactic competencies before (t0) and directly after (t1) the training. Correlations between participants' personal reasons to attend the workshop and their assessment of didactic competencies were investigated. Self-assessment was significantly higher at the time of follow-up (t2) for all cohorts compared to the assessment before the workshop (t0). Personal reasons for participation differed greatly between voluntary and mandatory. However, self-assessment of the didactic competencies (t2) was not different between these groups. Participants involved in objective structured clinical examinations (OSCE) rated their competency in this field higher than participants without OSCE involvement. In conclusion, teacher training can be effective in the long run even when participation is mandatory. Competencies seem to be retained best when the content of the training fits participants' teaching activities.

  1. Educating for action: Aligning skills with policies for sustainable development in the Danube river basin.

    Science.gov (United States)

    Irvine, Kenneth; Weigelhofer, Gabriele; Popescu, Ioana; Pfeiffer, Ellen; Păun, Andrei; Drobot, Radu; Gettel, Gretchen; Staska, Bernadette; Stanica, Adrian; Hein, Thomas; Habersack, Helmut

    2016-02-01

    Sustainable river basin management depends on knowledge, skills and education. The DANCERS project set out to identify feasible options for achieving education for sustainable water management across the Danube river basin, and its integration with broader education and economic development. The study traced the historic, regulatory and educational landscape of water management in the basin, contrasting it with the complex political decision-making, data-heavy decision support, learning-centred collaboration, and information-based participation that are all inherent components of Integrated Water Resource Management (IWRM). While there is a wide range of educational opportunities and mobility schemes available to individuals, there is no coherent network related to training in water management and sustainable development in the study region. Progress in addressing the multi-layered environmental challenges within the basin requires further aligning of economic, environmental and educational policies, advancing the EU Bologna Process across the region, and the development of dedicated training programmes that combine technical and relational skills. The DANCERS project identified key short and medium term needs for education and research to support progressive adoption of sustainable development, and the necessary dialogue across the public and private sectors to align policies. These include the development of new education networks for masters and PhD programmes, including joint programmes; improved access to technical training and life-long learning programmes for skills development; developing formalized and certified competency structures and associated accreditation of institutions where such skilled individuals work; and developing a co-ordinated research infrastructure and pan-basin programme for research for water management and sustainable development. Copyright © 2015 Elsevier B.V. All rights reserved.

  2. The potential of community libraries in supporting literate environments and sustaining literacy skills

    Science.gov (United States)

    Shrestha, Sanjana; Krolak, Lisa

    2015-06-01

    This article shows how community libraries can create and support literate environments, which are essential for building and sustaining literacy skills in local communities. The paper begins with a subject analysis reviewing available background materials and literature on the topic. Next, relevant issues are considered based on experiences and impact evaluations from specific community libraries, namely Nepal's Rural Education and Development (READ) Centres. The findings indicate that since their foundation in 1991, READ Centres have evolved from traditional libraries to effective community development centres with a strong focus on social empowerment, economic development and lifelong learning, based on a library concept which is needs-based, community-owned and sustainable.

  3. Building Sustainability Change Management and Leadership Skills in Students: Lessons Learned from "Sustainability and the Campus" at the University of Michigan

    Science.gov (United States)

    Shriberg, Michael; Harris, Kathryn

    2012-01-01

    Leading institutions of higher education are increasingly utilizing the campus as a laboratory not only for implementing "green projects" but also for developing the skill set of students to lead the deep organizational change necessary for sustainability. This case study of "Sustainability and the Campus" at the University of…

  4. Narrated animated solution videos in a mastery setting

    Directory of Open Access Journals (Sweden)

    Noah Schroeder

    2015-02-01

    Full Text Available Narrated animated solution videos were implemented in a clinical study that compared a mastery setting that employed repeated cycles of testing with instructional support to a group that had a single opportunity to experience the materials. The mastery setting students attempted sequential questions sets on a topic, with animated solutions between each set, until mastery was achieved, combining formative assessment with worked examples. Students showed significant improvement from their first to second tries on similar sets of problems, attributable to the feedback and solutions they were given after the first try. These improvements were shown in two topics, superposition and electric potential. The single try group was given one version of the questions and solutions, and while they were not required to watch the solutions to move forward, they chose to. On a post-test including near and far transfer questions, no significant difference was seen between the mastery group and the single try group, but both significantly outperformed a control group that received no instructional support, indicating that students successfully transferred the skills from the solutions to the post-test.

  5. Simulation, Mastery Learning and Healthcare.

    Science.gov (United States)

    Dunn, William; Dong, Yue; Zendejas, Benjamin; Ruparel, Raaj; Farley, David

    2017-02-01

    Healthcare organizations, becoming increasingly complex, need to use simulation techniques as a tool to provide consistently safe care. Mastery learning techniques minimize variation in learner outcome, thus improving the consistency and cost-effectiveness of care. Today׳s organizations (and their teams of decision makers) exist within varying states of transformation. These transformational times afford opportunities to use mastery learning concepts at an organizational level and to affect necessary change(s). Evolving technologies, including simulation, have provided mechanisms to enhance system performance, reducing reliance on custom-built "problem-solving" solutions for individual system needs. As such, simulation has emerged as an increasingly necessary organizational tool in improving value-driven, consistent processes of care. Both computer-based and non-computer-based algorithms of healthcare simulations offer distinct advantages in improving system performance over traditional methods of quality improvement. Simulation as a process engineering tool, integrated with mastery learning techniques, provides powerful platforms for improving value-based care. Copyright © 2017 Southern Society for Clinical Investigation. Published by Elsevier Inc. All rights reserved.

  6. Unraveling the Skilled Mobility for Sustainable Development Mantra: An Analysis of China-EU Academic Mobility

    Directory of Open Access Journals (Sweden)

    Maggi W.H. Leung

    2013-06-01

    Full Text Available In the name of sustainable development, skilled persons including scholars, researchers and students have become incorporated in the “sustainable development” visions and strategies of institutions, city centers and nation-states near and far from where these potentially mobile brains are. Policies and programs have widely been implemented to foster move-in move-out mobility of these talents sans frontières who should contribute to the competitiveness of their affiliated institutions and structures in the global knowledge economy. This paper unravels this emergent academic mobility for sustainable development mantra. It unpacks the meanings of “sustainable development” and “sustainability” as used in relation to temporary (often circulatory mobility of students and academics in different contexts. An analysis of European and specifically China-EU academic mobility initiatives illustrates the multi-fold meanings of sustainability in this policy terrain. Zooming into the Chinese-German case, the paper highlights the common dominance of economic and environmental elements in the current “academic mobility for sustainability” construct that sidelines important social components such as equity and diversity. Statistical data and narratives will be provided to illustrate the stark gender and disciplinary bias in the Chinese-German staff academic mobility field. The paper argues for conscious, affirmative efforts by policy-makers and funding agencies to correct existing imbalances.

  7. Cooperative learning using simulation to achieve mastery of nasogastric tube insertion.

    Science.gov (United States)

    Cason, Melanie Leigh; Gilbert, Gregory E; Schmoll, Heidi H; Dolinar, Susan M; Anderson, Jane; Nickles, Barbara Marshburn; Pufpaff, Laurie A; Henderson, Ruth; Lee, Frances Wickham; Schaefer, John J

    2015-03-01

    Traditionally, psychomotor skills training for nursing students involves didactic instruction followed by procedural review and practice with a task trainer, manikin, or classmates. This article describes a novel method of teaching psychomotor skills to associate degree and baccalaureate nursing students, Cooperative Learning Simulation Skills Training (CLSST), in the context of nasogastric tube insertion using a deliberate practice-to-mastery learning model. Student dyads served as operator and student learner. Automatic scoring was recorded in the debriefing log. Student pairs alternated roles until they achieved mastery, after which they were assessed individually. Median checklist scores of 100% were achieved by students in both programs after one practice session and through evaluation. Students and faculty provided positive feedback regarding this educational innovation. CLSST in a deliberate practice-to-mastery learning paradigm offers a novel way to teach psychomotor skills in nursing curricula and decreases the instructor-to-student ratio. Copyright 2015, SLACK Incorporated.

  8. Innovation in user-centered skills and performance improvement for sustainable complex service systems.

    Science.gov (United States)

    Karwowski, Waldemar; Ahram, Tareq Z

    2012-01-01

    In order to leverage individual and organizational learning and to remain competitive in current turbulent markets it is important for employees, managers, planners and leaders to perform at high levels over time. Employee competence and skills are extremely important matters in view of the general shortage of talent and the mobility of employees with talent. Two factors emerged to have the greatest impact on the competitiveness of complex service systems: improving managerial and employee's knowledge attainment for skills, and improving the training and development of the workforce. This paper introduces the knowledge-based user-centered service design approach for sustainable skill and performance improvement in education, design and modeling of the next generation of complex service systems. The rest of the paper cover topics in human factors and sustainable business process modeling for the service industry, and illustrates the user-centered service system development cycle with the integration of systems engineering concepts in service systems. A roadmap for designing service systems of the future is discussed. The framework introduced in this paper is based on key user-centered design principles and systems engineering applications to support service competitiveness.

  9. Achieving Urban Sustainability in Bahrain: University Education, Skilled Labor, and Dependence on Expatriates

    Directory of Open Access Journals (Sweden)

    Fay

    2017-01-01

    Full Text Available Many of the recent inquiries into urban environments of the Arabian Gulf states have focused on the rapid development in the region, following the discovery of oil. Particular attention has been paid to the Gulf States’ massive inward migration and its influence on social and political structures. However, less attention has been afforded to how the resultant dependence on foreign skilled labor and expatriate workers affects urban sustainability. This paper addresses this gap in the knowledge in the context of the Arabian Gulf island state of Bahrain. It draws upon a qualitative study based on interviews with researchers and government officials in Bahrain, as well as information obtained through official governmental data and published academic and newspaper articles. The paper examines Bahrain’s lack of capacity in university education in sustainability-related disciplines and its consequences in the labor market and in the government’s urban sustainability work. The paper demonstrates the widespread dependence on foreign skilled labor and expatriates in academia and government and further points out the recognition and criticism of this phenomenon on the part of local and foreign practitioners. Lastly, it outlines the consequences of these developments Bahrain’s working environments, processes, and the internal systems of the researched governmental bodies.

  10. Development and Validation of Mechanical Engineering Trade Skills Assessment Instrument for Sustainable Job Security in Yobe State

    Science.gov (United States)

    Adamu, Gishua Garba; Dawha, Josphine Musa; Kamar, Tiamiyu Salihu

    2015-01-01

    Mechanical Engineering Trade Skills Assessment Instrument (METSAI) is aimed at determining the extent to which students have acquired practical skills before graduation that will enable them get employment for sustainable job security in Yobe state. The study employed instrumentation research design. The populations of the study were 23 mechanical…

  11. Using Song to Improve Students’ Vocabulary Mastery

    OpenAIRE

    Muflihah, Tatik

    2017-01-01

    Vocabulary mastery is one of the requirements for students to be able to communicate both in spoken and written. There are many ways to improve students’ vocabulary mastery used by the language teacher. This paper aims to examine the use of English song to motivate students in learning English. In addition, this concerns on the use of English song to improve students’ vocabulary mastery. The respondents were fifteen elementary students of community groups of orphans An-nur Surabaya. The data ...

  12. Analysis of self-directed mastery learning of honors physics

    Science.gov (United States)

    Athens, Wendy

    Self-directed learning (SDL) is an important life skill in a knowledge-based society and prepares students to persist, manage their time and resources, use logic to construct their knowledge, argue their views, and collaborate. The purpose of this study was to facilitate mastery of physics concepts through self-directedness in formative testing with feedback, a choice of learning activities, and multiple forms of support. This study was conducted within two sections of honors physics at a private high school (N=24). Students' learning activity choices, time investments, and perceptions (assessed through a post survey) were tracked and analyzed. SDL readiness was linked to success in mastering physics concepts. The three research questions pursued in this study were: What SDL activities did honors physics students choose in their self-directed mastery learning environment? How many students achieved concept mastery and how did they spend their time? Did successful and unsuccessful students perceive the self-directed mastery learning environment differently? Only seven of 24 students were successful in passing the similar concept-based unit tests within four tries, and these seven students were separated into a "successful" group and the other 17 into an "unsuccessful" group. Differences between the two groups were analyzed. A profile of a self-directed secondary honors physics student emerged. A successful self-directed student invested more time learning from activities rather than simply completing them, focused on learning concepts more than rote operations, intentionally selected activities to fill in gaps of knowledge and practice concepts, actively constructed knowledge into a cognitive framework, engaged in academic discourse with instructor and peers as they made repeated attempts to master content and pass the test given constructive feedback, used a wide variety of learning resources, and managed their workload to meet deadlines. This capstone study found

  13. Skill Standards.

    Science.gov (United States)

    Glover, Robert W.

    1992-01-01

    Industry-based skill assessment and certification should (1) be independent of training providers; (2) use variety of instruments; (3) recognize multiple levels of mastery; (4) promote broad training and continuous learning; (5) be geared to high-performance work organizations; (6) be voluntary; and (7) be flexible to keep pace with technology.…

  14. Curriculum learning designs: teaching health assessment skills for advanced nursing practitioners through sustainable flexible learning.

    Science.gov (United States)

    Fitzgerald, Les; Wong, Pauline; Hannon, John; Solberg Tokerud, Marte; Lyons, Judith

    2013-10-01

    Innovative curriculum designs are vital for effective learning in contemporary nursing education where traditional modes of delivery are not adequate to meet the learning needs of postgraduate students. This instance of postgraduate teaching in a distributed learning environment offered the opportunity to design a flexible learning model for teaching advanced clinical skills. To present a sustainable model for flexible learning that enables specialist nurses to gain postgraduate qualifications without on-campus class attendance by teaching and assessing clinical health care skills in an authentic workplace setting. An action research methodology was used to gather evidence and report on the process of curriculum development of a core unit, Comprehensive Health Assessment (CHA), within 13 different postgraduate speciality courses. Qualitative data was collected from 27 teaching academics, 21 clinical specialist staff, and 7 hospital managers via interviews, focus groups and journal reflections. Evaluations from the initial iteration of CHA from 36 students were obtained. Data was analyzed to develop and evaluate the curriculum design of CHA. The key factors indicated by participants in the curriculum design process were coordination and structuring of teaching and assessment; integration of content development; working with technologies, balancing specialities and core knowledge; and managing induction and expectations. A set of recommendations emerged as a result of the action research process. These included: a constructive alignment approach to curriculum design; the production of a facilitator's guide that specifies expectations and unit information for academic and clinical education staff; an agreed template for content authors; and the inclusion of synchronous communication for real-time online tutoring. The highlight of the project was that it built curriculum design capabilities of clinicians and students which can sustain this alternative model of online

  15. Using a crowdsourcing knowledge base to support the Sustainability and Social Compromise skill in Computer Science Engineering studies

    OpenAIRE

    Alier Forment, Marc; López Álvarez, David; Sánchez Carracedo, Fermín; García Almiñana, Jordi; Piguillem Poch, Jordi; Velasco Becerra, Martha Elena

    2011-01-01

    The Skill "Sustainability and Socia Commitment" is commonly accepted as essential in today's world. However it proves tricky to introduce into the curriculum, mainly because of lack of knowledgeable teachers. To address this issue we present a knowledge base that brings together scientific articles, books, videos, compilations of data, experiences, etc., related to sustainability and knowledge areas associated with computer science engineering. This is a valuable tool that should provide to t...

  16. Developing an aquaponics system to learn sustainability and social compromise skills

    Directory of Open Access Journals (Sweden)

    Abel José Duarte

    2016-01-01

    Full Text Available The goal of this project, one of the proposals of the EPS@ISEP Spring 2014, was to develop an Aquaponics System. Over recent years Aquaponics systems have received increased attention since they contribute to reduce the strain on resources within 1st and 3rd world countries. Aquaponics is the combination of Hydroponics and Aquaculture and mimics a natural environment in order to successfully apply and enhance the understanding of natural cycles within an indoor process. Using this knowledge of natural cycles, it was possible to create a system with capabilities similar to that of a natural environment with the support of electronics, enhancing the overall efficiency of the system. The multinational team involved in the development of this system was composed of five students from five countries and fields of study. This paper describes their solution, involving the overall design, the technology involved and the benefits it can bring to the current market. The team was able to design and render the Computer Aided Design (CAD drawings of the prototype, assemble all components, successfully test the electronics and comply with the budget. Furthermore, the designed solution was supported by a product sustainability study and included a specific marketing plan. Last but not least, the students involved in this project obtained new multidisciplinary knowledge and improved their sustainable development, social compromise, team work and cross-cultural communication skills.

  17. Technical Training Skills Needs of Youth for Sustainable Job Security in Rice Production in Ebonyi State, Nigeria

    Science.gov (United States)

    Edu, Chukwuma Nwofe; Ogba, Ernest Ituma

    2016-01-01

    The study identifies technical training skills needs of youth for sustainable job security in rice production in Ebonyi State, Nigeria. This study was carried out in secondary schools in three educational zones in Ebonyi State, Nigeria. Ebonyi state is one of the states in the southeast geopolitical zone in Nigeria. Descriptive survey design was…

  18. Implementing radical curriculum change in a family medicine residency: the majors and masteries program.

    Science.gov (United States)

    Mazzone, Michael; Krasovich, Susanne; Fay, David; Ginn, Patrick; Lopresti, Leigh; Nelson, Karen; Ambuel, Bruce

    2011-01-01

    There have been dramatic changes in the specialty of family medicine and the American health care system in the more than 40 years since the formation of the specialty. As a result, there is urgent need for experimentation and innovation in residency training to better prepare family physicians. Waukesha Family Medicine Residency used a strategic planning process to identify four guiding concepts for a new model of residency education: intentional diversification; options for advanced training in a fourth year of residency; longitudinal, competency-based training; and strong fundamental background in family medicine skills. These concepts guided radical restructuring of the curriculum. The new Majors and Masteries curriculum begins with 19 months of training in core family medicine skills. Residents then elect to pursue a Major or Mastery in an area of interest. Majors are completed within 3 years, while Masteries are completed in 4 years and include advanced training (MPH, MBA, advanced obstetrics). Since implementation, residents have selected a broad range of Majors, three residents have elected advanced training in three different mastery areas, and resident recruitment has not been disrupted. The Majors and Masteries curriculum and the process used to implement it may benefit other residencies considering radical curriculum change.

  19. Measured Effects of Provocation and Emotional Mastery Techniques in Fostering Emotional Intelligence among Nigerian Adolescents

    Science.gov (United States)

    Ogunyemi, Ajibola Olusoga

    2008-01-01

    Introduction: This study investigated the effects of provocation and emotional mastery programmes at fostering emotional intelligence of Nigerian adolescents. The study also aimed to establish whether gender will moderate the effects of the two techniques on emotional intelligence skills of adolescents. Method: The study employed a…

  20. Effect of Mastery Learning on Senior Secondary School Students' Cognitive Learning Outcome in Quantitative Chemistry

    Science.gov (United States)

    Mitee, Telimoye Leesi; Obaitan, Georgina N.

    2015-01-01

    The cognitive learning outcome of Senior Secondary School chemistry students has been poor over the years in Nigeria. Poor mathematical skills and inefficient teaching methods have been identified as some of the major reasons for this. Bloom's theory of school learning and philosophy of mastery learning assert that virtually all students are…

  1. Profile of Students’ Critical Thinking Skill Measured by Science Virtual Test on Living Things and Environmental Sustainability Theme

    Science.gov (United States)

    Maulida, N. I.; Firman, H.; Rusyati, L.

    2017-02-01

    The aims of this study are: (1) to investigate the level of students’ critical thinking skill on living things and environmental sustainability theme for each Inch’ critical thinking elements and overall, (2) to investigate the level of students’ critical thinking skill on living things characteristic, biodiversity, energy resources, ecosystem, environmental pollution, and global warming topics. The research was conducted due to the important of critical thinking measurement to get the current skill description as the basic consideration for further critical thinking skill improvement in lower secondary science. The research method used was descriptive. 331 seventh grade students taken from five lower secondary schools in Cirebon were tested to get the critical thinking skill data by using Science Virtual Test as the instrument. Generally, the mean scores on eight Inch’ critical thinking elements and overall score from descriptive statistic reveals a moderate attainments level. Students’ critical thinking skill on biodiversity, energy resources, ecosystem, environmental pollution, and global warming topics are in moderate level. While students’ critical thinking skill on living things characteristic is identified as high level. Students’ experience in thinking critically during science learning process and the characteristic of the topic are emerged as the reason behind the students’ critical thinking skill level on certain science topic.

  2. Mastery learning for health professionals using technology-enhanced simulation: a systematic review and meta-analysis.

    Science.gov (United States)

    Cook, David A; Brydges, Ryan; Zendejas, Benjamin; Hamstra, Stanley J; Hatala, Rose

    2013-08-01

    Competency-based education requires individualization of instruction. Mastery learning, an instructional approach requiring learners to achieve a defined proficiency before proceeding to the next instructional objective, offers one approach to individualization. The authors sought to summarize the quantitative outcomes of mastery learning simulation-based medical education (SBME) in comparison with no intervention and nonmastery instruction, and to determine what features of mastery SBME make it effective. The authors searched MEDLINE, EMBASE, CINAHL, ERIC, PsycINFO, Scopus, key journals, and previous review bibliographies through May 2011. They included original research in any language evaluating mastery SBME, in comparison with any intervention or no intervention, for practicing and student physicians, nurses, and other health professionals. Working in duplicate, they abstracted information on trainees, instructional design (interactivity, feedback, repetitions, and learning time), study design, and outcomes. They identified 82 studies evaluating mastery SBME. In comparison with no intervention, mastery SBME was associated with large effects on skills (41 studies; effect size [ES] 1.29 [95% confidence interval, 1.08-1.50]) and moderate effects on patient outcomes (11 studies; ES 0.73 [95% CI, 0.36-1.10]). In comparison with nonmastery SBME instruction, mastery learning was associated with large benefit in skills (3 studies; effect size 1.17 [95% CI, 0.29-2.05]) but required more time. Pretraining and additional practice improved outcomes but, again, took longer. Studies exploring enhanced feedback and self-regulated learning in the mastery model showed mixed results. Limited evidence suggests that mastery learning SBME is superior to nonmastery instruction but takes more time.

  3. Teaching Interdisciplinary Sustainability Science Teamwork Skills to Graduate Students Using In-Person and Web-Based Interactions

    Directory of Open Access Journals (Sweden)

    Jessie L. Knowlton

    2014-12-01

    Full Text Available Interdisciplinary sustainability science teamwork skills are essential for addressing the world’s most pressing and complex sustainability problems, which inherently have social, natural, and engineering science dimensions. Further, because sustainability science problems exist at global scales, interdisciplinary science teams will need to consist of international members who communicate and work together effectively. Students trained in international interdisciplinary science skills will be able to hit the ground running when they obtain jobs requiring them to tackle sustainability problems. While many universities now have sustainability science programs, few offer courses that are interdisciplinary and international in scope. In the fall semester of 2013, we piloted a course for graduate students entitled “Principles of Interdisciplinary Sustainability Research” at Michigan Technological University. This course was part of our United States National Science Foundation Partnerships in International Research and Education project on bioenergy development impacts across the Americas. In this case study, we describe the course development and implementation, share critical insights from our experience teaching the course and student learning outcomes, and give recommendations for future similar courses.

  4. Sustaining Regional Advantages in Manufacturing: Skill Accumulation of Rural–Urban Migrant Workers in the Coastal Area of China

    Directory of Open Access Journals (Sweden)

    Huasheng Zhu

    2017-01-01

    Full Text Available Extant research pays little attention to unorganized migrant workers’ skill accumulation/upgrading from the perspective of the labor supply. This paper takes China as an example to explore the factors influencing the skill accumulation of rural–urban migrant workers (RUMWs, with the purpose of discovering how to sustain or reshape regional competitive advantages by improving RUMWs’ skill accumulation. Structured questionnaire surveys were adopted for data collection in Suzhou City, Jiangsu Province and Taizhou City, Zhejiang Province located in the Yangtze River Delta in eastern China. In total, 700 questionnaires were issued and 491 effective questionnaires were recovered. It takes the perspective of individual laborers, with special regard to the effects of localization on the laborers’ skill accumulation within the context of globalization. It adopts a broad viewpoint including intra-firm skill-biased strategy (as a response to intense competition, inter-firm relationships, and the accessibility of local non-firm organizations. The findings indicate that firms’ skill preference, which impacts employees’ skills and innovation ability and stimulates them to learn with initiative, have a significant influence on RUMWs’ skill accumulation. In terms of collective efficiency based on the co-competitive relationship between local firms, the more intensive interactions are, the more opportunities RUMWs are afforded for skill accumulation. The accessibility of local institutions and favorable policies also benefit RUMWs’ skill accumulation. In addition, the place itself, as a synthesized space of a firm’s internal labor-management relations and inter-organizational relations, also exerts an influence on and causes regional differences in RUMWs’ skill accumulation.

  5. Mastery in middle adolescence: the contributions of socioeconomic status, maternal mastery and supportive-involved mothering.

    Science.gov (United States)

    Moilanen, Kristin L; Shen, Yuh-Ling

    2014-02-01

    Mastery, or the feeling of power or control over one's life, is a vital yet understudied covariate of wellbeing in adolescence and adulthood. The goal of the current study was to explore the effects of demographic characteristics (i.e., sex, age, race/ethnicity, and socioeconomic status (SES)), maternal mastery, and supportive-involved mothering on children's mastery at ages 16-17 years. 855 teens (47.6% female) and their mothers provided study data as part of the 1992 and 1998 waves of National Longitudinal Survey of Youth-1979 (NLSY-79; 24.1% Hispanic, 36.6% Black). Hybrid path models indicated that only maternal parenting during middle childhood was linked directly to levels of children's mastery in middle adolescence; a small portion of the association between parenting and adolescent mastery was attributable to SES. The discussion centers on significance of these findings for future research and theory development.

  6. Mastery matters most: How mastery and positive relations link attachment avoidance and anxiety to negative emotions.

    Science.gov (United States)

    Paech, Juliane; Schindler, Ines; Fagundes, Christopher P

    2016-08-01

    Attachment avoidance and anxiety are associated with negative emotions. However, the mechanisms underlying these associations are not fully understood. We investigated environmental mastery and positive relations with others as two mechanisms behind the attachment-emotion link in a sample of 343 adults. As predicted, attachment avoidance and anxiety were related to greater fear, hostility, envy and depression through lower mastery. Contrary to our hypothesis, positive relations mediated only the attachment-depression link. In addition, by adopting a moderated mediation approach, we were able to show that mastery mattered most for individuals high on avoidance: The indirect effect of avoidance through lack of mastery on fear, hostility and depression (but not on envy) increased with higher avoidance scores. Contrary to our predictions, poor relationships did not matter more as sources of negative emotions as anxiety increased. These findings underscore that the emotional life of avoidantly attached individuals is especially jeopardised by poor mastery.

  7. TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING SKILLS: AN ANTIDOTE FOR JOB CREATION AND SUSTAINABLE DEVELOPMENT OF NIGERIAN ECONOMY

    Directory of Open Access Journals (Sweden)

    James Edomwonyi Edokpolor

    2017-12-01

    Full Text Available The research is aimed at assessing the important role of TVET on job creation and sustainable development of Nigerian economy. Two research questions were answered using mean and standard deviation statistics, while two hypotheses were tested using t-test statistic. A survey method was employed for the research. A four-point scale questionnaire was employed as the instrument for collection of data. The population consists of 332 TVET lecturers in 3 universities and 4 colleges of education in Edo and Delta States. There was no need to adopt sampling technique, nor select any sample size, since the entire population is of a manageable size. The instrument was validated by two experts and its reliability coefficient value using Cronbach alpha method was 0.81. The research revealed that TVET can equip students with skills for job creation and sustainable development of Nigerian economy. It also revealed that there was no significant difference between the mean ratings of TVET lecturers in Edo and Delta States on the extent to which TVET can equip students with skills for job creation. It further revealed that there was no significant difference between the mean ratings of male and female TVET lecturers on the extent to which TVET can equip students with skills for sustainable development of Nigerian economy. Optimizing sufficient amount of financial resources, regular supplies of state-of-the-art facilities, sourcing for qualified manpower, and organization of advocacy programme, that would help in effective management delivery of TVET were further recommended.

  8. Targeted neurosurgical outreach: 5-year follow-up of operative skill transfer and sustainable care in Lima, Peru.

    Science.gov (United States)

    Duenas, Vincent J; Hahn, Edward J; Aryan, Henry E; Levy, Michael V; Jandial, Rahul

    2012-08-01

    This study evaluates the efficacy of operative skill transfer in the context of targeted pediatric outreach missions. In addition, the ability to implement surgical care improvements that are sustainable is investigated. Three 1-week targeted neurosurgical missions were performed (2004-2006) to teach neuroendoscopy, which included donation of the necessary equipment so newly acquired surgical skills could be performed by local neurosurgeons in between and after the departure of the mission team. After the targeted missions were completed, 5 years of neuroendoscopy case follow-up data were obtained. After performing pediatric neurosurgery missions in 2004-2006, with a focus on teaching neuroendoscopy, the host team demonstrated the sustainability of our didactic efforts in the subsequent 5 years by performing cases independently for their citizens. To date, a total of 196 operations have been performed in the past 5 years independent of any visiting team. Effective operative skill transfer to host neurosurgeons can be accomplished with limited international team visits utilizing a targeted approach that minimizes expenditures on personnel and capital. With the priority being teaching of an operative technique, as opposed to perennially performing operations by the mission team, sustainable surgical care was achieved after missions officially concluded.

  9. Promotion of students' mastery goal orientations : does TARGET work?

    NARCIS (Netherlands)

    Lüftenegger, Marko; van de Schoot, Rens; Schober, Barbara; Finsterwald, Monika; Spiel, Christiane

    2014-01-01

    Achievement goal orientations are important for students' ongoing motivation. Students with a mastery goal orientation show the most advantageous achievement and motivational patterns. Much research has been conducted to identify classroom structures which promote students' mastery goal orientation.

  10. Correlation Between Students' Vocabulary Mastery And Their Reading Comprehension

    OpenAIRE

    Furqon, Fajar

    2013-01-01

    The paper deals with the correlation between students' vocabulary mastery and their reading comprehension. Data were collected from 34 second grade students. The test items of reading comprehension and vocabulary mastery were given to the students to measure their level of reading comprehension and vocabulary mastery. The results were compared to find out the correlation between those variables. The findings showed that there was a strong correlation between students' vocabulary mastery and t...

  11. Mastery with Meaning: Access to Mathematics Online

    Science.gov (United States)

    Kennedy, Paul; Ellis, Wade; Oien, Janet; Benoit, Steven

    2007-01-01

    Mastery approaches with online Internet platforms have been shown to alleviate many students' deficiencies and open the door to higher mathematics. This paper details some current programs using online learning for precalculus courses, and detail how the research affected the design, development, and implementation of a new online approach…

  12. Sustained attention in skilled and novice martial arts athletes: a study of event-related potentials and current sources.

    Science.gov (United States)

    Sanchez-Lopez, Javier; Silva-Pereyra, Juan; Fernandez, Thalia

    2016-01-01

    Background. Research on sports has revealed that behavioral responses and event-related brain potentials (ERP) are better in expert than in novice athletes for sport-related tasks. Focused attention is essential for optimal athletic performance across different sports but mainly in combat disciplines. During combat, long periods of focused attention (i.e., sustained attention) are required for a good performance. Few investigations have reported effects of expertise on brain electrical activity and its neural generators during sport-unrelated attention tasks. The aim of the present study was to assess the effect of expertise (i.e., skilled and novice martial arts athletes) analyzing the ERP during a sustained attention task (Continuous Performance Task; CPT) and the cortical three-dimensional distribution of current density, using the sLORETA technique. Methods. CPT consisted in an oddball-type paradigm presentation of five stimuli (different pointing arrows) where only one of them (an arrow pointing up right) required a motor response (i.e., target). CPT was administered to skilled and novice martial arts athletes while EEG were recorded. Amplitude ERP data from target and non-target stimuli were compared between groups. Subsequently, current source analysis for each ERP component was performed on each subject. sLORETA images were compared by condition and group using Statistical Non-Parametric Mapping analysis. Results. Skilled athletes showed significant amplitude differences between target and non-target conditions in early ERP components (P100 and P200) as opposed to the novice group; however, skilled athletes showed no significant effect of condition in N200 but novices did show a significant effect. Current source analysis showed greater differences in activations in skilled compared with novice athletes between conditions in the frontal (mainly in the Superior Frontal Gyrus and Medial Frontal Gyrus) and limbic (mainly in the Anterior Cingulate Gyrus) lobes

  13. Sustained attention in skilled and novice martial arts athletes: a study of event-related potentials and current sources

    Directory of Open Access Journals (Sweden)

    Javier Sanchez-Lopez

    2016-01-01

    Full Text Available Background. Research on sports has revealed that behavioral responses and event-related brain potentials (ERP are better in expert than in novice athletes for sport-related tasks. Focused attention is essential for optimal athletic performance across different sports but mainly in combat disciplines. During combat, long periods of focused attention (i.e., sustained attention are required for a good performance. Few investigations have reported effects of expertise on brain electrical activity and its neural generators during sport-unrelated attention tasks. The aim of the present study was to assess the effect of expertise (i.e., skilled and novice martial arts athletes analyzing the ERP during a sustained attention task (Continuous Performance Task; CPT and the cortical three-dimensional distribution of current density, using the sLORETA technique. Methods. CPT consisted in an oddball-type paradigm presentation of five stimuli (different pointing arrows where only one of them (an arrow pointing up right required a motor response (i.e., target. CPT was administered to skilled and novice martial arts athletes while EEG were recorded. Amplitude ERP data from target and non-target stimuli were compared between groups. Subsequently, current source analysis for each ERP component was performed on each subject. sLORETA images were compared by condition and group using Statistical Non-Parametric Mapping analysis. Results. Skilled athletes showed significant amplitude differences between target and non-target conditions in early ERP components (P100 and P200 as opposed to the novice group; however, skilled athletes showed no significant effect of condition in N200 but novices did show a significant effect. Current source analysis showed greater differences in activations in skilled compared with novice athletes between conditions in the frontal (mainly in the Superior Frontal Gyrus and Medial Frontal Gyrus and limbic (mainly in the Anterior Cingulate

  14. Mastery of the sea uses in the outlook of sustainable development in France and in its overseas territories; Maitrise des usages de la mer dans l'optique du developpement durable en metropole et outre-mer

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2003-04-01

    France disposes of the second widest maritime zone in the world which represents numerous halieutic, energetic and mineral resources. However, the knowledge about these resources remains in general insufficient to allow its responsible exploitation in the respect of ecosystems biodiversity, or to allow an economically profitable exploitation because the existing technologies remain emerging. Moreover, most of the ocean exploitation is localized in the coastal area (up to few tens of km from the coast). This fragile area is threatened by an increasing number of activities which superadd to the traditional ones (fishing, navigation, tourism). Thus, the sustainable management of these coastal areas is an important challenge that France has to take up. This document stresses on the need for a better knowledge of the marine environment (situation of the halieutic resources, study of oceanic circulation, physiology of species, inventory of sea bottom and underground resources, mapping of accessible energy resources, evolution of climates, drift of pollutions, study of renewable sea energies (wind, heat, wave, tide, currents)) and for an integrated management of the coastal areas (recommendations, mapping, development of wind power systems, exploitation of marine granulates, aquaculture). (J.S.)

  15. Commercial Skills Test Information Management System final report and self-sustainability plan : [technology brief].

    Science.gov (United States)

    2014-04-01

    The Commercial Skills Test Information Management System (CSTIMS) was developed to address the fraudulent issuance of commercial drivers licenses (CDLs) across the United States. CSTIMS was developed as a Web-based, software-as-a-service system to...

  16. The Influence of Vocabulary and Grammar Masteryon the Students' Writing Skill at YOGYAKARTA State University

    OpenAIRE

    Hastuti, Saptin Dwi Setyo

    2015-01-01

    This study aims to investigate the influence of (1) the students' vocabulary mastery on their writing skill, (2) the students' grammar mastery on their writing skill and(3) the students' vocabulary and grammar mastery on their writing skill at Yogyakarta State University. This research was an ex-post facto. The population comprised the third semester students of Pendidikan Bahasa Inggris (PBI) study program at the Languages and Arts Faculty, Yogyakarta State University in the academic year 20...

  17. Three year follow-up of an early childhood intervention: is movement skill sustained?

    Directory of Open Access Journals (Sweden)

    Zask Avigdor

    2012-10-01

    Full Text Available Abstract Background Movement skill competence (e.g. the ability to throw, run and kick is a potentially important physical activity determinant. However, little is known about the long-term impact of interventions to improve movement skills in early childhood. This study aimed to determine whether intervention preschool children were still more skill proficient than controls three years after a 10 month movement skill focused intervention: ‘Tooty Fruity Vegie in Preschools’. Methods Children from 18 intervention and 13 control preschools in NSW, Australia were assessed at ages four (Time1, five (T2 and eight years (T3 for locomotor (run, gallop, hop, leap, horizontal jump, slide and object control proficiency (strike, bounce, catch, kick, overhand throw, underhand roll using the Test of Gross Motor Development-2. Multi-level object control and locomotor regression models were fitted with variables time, intervention (yes/no and a time*intervention interaction. Both models added sex of child and retained if significant, in which case interactions of sex of child with other variables were modelled and retained. SPSS (Version 17.0 was used. Results Overall follow-up rate was 29% (163/560. Of the 137 students used in the regression models, 53% were female (n = 73. Intervention girls maintained their object control skill advantage in comparison to controls at T3 (p = .002, but intervention boys did not (p = .591. At T3, there were no longer intervention/control differences in locomotor skill (p = .801. Conclusion Early childhood settings should implement movement skill interventions and more intensively target girls and object control skills.

  18. A Mastery Rubric: guiding curriculum design, admissions and development of course objectives.

    Science.gov (United States)

    Tractenberg, Rochelle E; Umans, Jason G; McCarter, Robert J

    This article describes a 'Mastery Rubric' (MR) used to design both the curriculum and the assessments in a new two-year certificate programme intended to train physicians in clinical research skills. The MR for clinical research skills is built around a set of core research skills: critical review of literature; articulation of research objective; development of research design; development of analysis plan; implementation of the study; implementation of the analysis plan and presentation of results. Four distinct levels of performance are described for each skill: beginning, novice, competent and proficient. This rubric outlines and provides a path to mastery of the clinical research skills the certificate programme was designed and funded to target. Using the rubric to design the curriculum ensures that courses will provide instruction in key domains, promotes assessment that demonstrates development in the target skills and knowledge, and encourages reflection and cognitive self-monitoring in the students. It is a flexible, criterion-referenced definition of 'success' for students as well as the programme itself. The criteria are characterised in terms of the skills, habits of mind and organisational principles that can foster excellence in clinical research, but the approach can be generalised.

  19. Constitutional aspects of sports mastery in tennis.

    Directory of Open Access Journals (Sweden)

    Jagiello Marina

    2009-02-01

    Full Text Available The aim of the study was to determine somatic indices of highly-qualified tennis players (men and women correlate at the highest level of connections with the level of sports mastery and training experience, to settle the question whether these connections are of dimorphic character. The study involved Polish national team tennis representatives. The female players' age (n=10 oscillated between 16-20 (18.1±1.4, and the training experience - 8-12 years (10.5±1.8. The male players' age, on the other hand, between 16-22 (18.5±2.17, and the training experience - 8-15 years (10.5±2.66. 20 basic somatic features were measured. It was found that the connection of the studied somatic features with the level of sports mastery and the training experience of Polish tennis representatives are of heterogeneous and dimorphic character.

  20. THE COMPARISON OF USING SNAKE LADDERS AND SCRABBLE MEDIA TOWARDS VOCABULARY MASTERY OF STUDENTS

    Directory of Open Access Journals (Sweden)

    Eka Pra Setiawati

    2017-02-01

    Full Text Available Vocabulary is an essential component in learning English. It influences four English skills; they are listening, speaking, reading, and writing, for getting a good result in English. In teaching learning process, the teacher often implements the less interesting method, technique, or even media of vocabulary mastery in teaching and learning process which make the students to be bored, inactive, an uniterested in memorizing English vocabulary. Some media can be interested as the solutions in vocabulary mastery, they are Snake Ladders media and Scrabble media. The investigation was undergone by quantitative research. The researcher applied experimental research. This research underwent pre-test post-test control group design. To analyze data, t-test formula is used to measure the result of collected data. From the t-test measurement, it showed that t-test is 3.15 and t-table is 2.66. It means that t-hit > t-table. Based on the collected data, there is different result of using Snake Ladders from Scrabble media toward students’ vocabulary mastery. It was found that the students who are taught by using Snake Ladders resulted significant outcome than those are instructed by Scrabble media. It means that Snake Ladders is effective to improve the students’ vocabulary mastery.

  1. Improving Students' Vocabulary Mastery by Using Realia

    OpenAIRE

    Sukrina, Vina

    2013-01-01

    This study was attempted to discover the improvement students' vocabulary mastery by using realia for elementary students' Grade IV. The objective of this study was to find out whether realia can significantly improve students' vocabulary or not. In this study, the writer was conducted by Applying Classroom Research. The subject of this study was one class of the grade IV students' of SD Negeri 060811 Medan which consisted of 36 students'. The quantitative data were taken from vocabulary test...

  2. Science Library of Test Items. Volume Sixteen. Mastery Testing Program. Series 6. Tests M66-M91.

    Science.gov (United States)

    New South Wales Dept. of Education, Sydney (Australia).

    As part of a series of tests to measure mastery of specific skills in the natural sciences, print masters of tests 66 through 91 are provided. Among the areas covered are: carbon compounds; evolution; map reading; genetics; energy; chemical formulae; electricity; graphs; metric measures; solubility; and physical separations. Many tests contain…

  3. ENHANCING STUDENTS’ VOCABULARY MASTERY THROUGH AUTHENTIC MATERIALS

    Directory of Open Access Journals (Sweden)

    Nuraeningsih Nuraeningsih

    2017-04-01

    Full Text Available Teaching vocabulary using textbooks is sometimes boring and less meaningful due to the lack of context that possibly discourages students to learn. At university level, students are supposed to acquire intermediate to upper level of vocabulary mastery. The situation then becomes a challenge for us to cope. Authentic materials, on the other hand provide real language use which can be positively stimulate students’ interest to have sufficient exposure to English. This research is aimed at improving students’ vocabulary mastery through written authentic materials. The design of the research is classroom action research. It was conducted in a Vocabulary Building class B consisting of 43 students. The selected authentic materials are texts taken from newspaper, magazine, the internet, recipe, & forms. The result of the study shows that through authentic materials the students’ vocabulary mastery in cycle I & II improves and the achievement category is sufficient. Otherwise, students’ response towards the use of authentic texts seems increase significantly from cycle I to cycle II.

  4. BLENDED PROJECT BASED LEARNING: THINKING SKILLS OF NEW STUDENTS OF BIOLOGY EDUCATION DEPARTMENT (ENVIRONMENTAL SUSTAINABILITY PERSPECTIVE

    Directory of Open Access Journals (Sweden)

    H. Husamah

    2015-11-01

    Full Text Available This study aims to analyze the difference of thinking skills of treatment (using Blended Project Based Learning and control classes. This is a quasi-experimental study at new students of Biology Education. The thinking skills difference between treatment and control known through statistical test (SPSS. The results showed that there was difference in thinking skills (self-regulated, critical, and creative thinking between treatment and control. Mean of self-regulated thinking of treatment (16.0 was higher than control (13.4. Mean of critical thinking of treatment (19.7 was higher than control (16.7. Mean of creative thinking of treatment (14.3 was higher than control (11.8.

  5. Commercial Skills Test Information Management System (CSTIMS) final report and self-sustainability plan.

    Science.gov (United States)

    2014-03-01

    The Commercial Skills Test Information Management System (CSTIMS) was developed as a Web-based, software-as-a-service system to prevent and deter fraud perpetrated by third-party commercial drivers license (CDL) examiners in the portion of the CDL...

  6. Pupils' Reasoning Skills and Their Mastery of Biological Concepts.

    Science.gov (United States)

    Shemesh, Michal; Lazarowitz, Reuven

    1989-01-01

    Presented are the results of an analysis of the cognitive stages of tenth-grade pupils using a six-week unit on the respiratory system. The research design, instruments, and data analysis are discussed. A variety of cognitive levels was found and may be related to learning outcomes. (CW)

  7. Engineering for Sustainable Development - an Obligatory Skill of the Future Engineer

    DEFF Research Database (Denmark)

    Alting, Leo

    2001-01-01

    In the last 10 - 15 years we have witnessed a development from awareness of environmental problems to more and more articulated requirements for a sustainable development. The term sustainable industrial production/development includes three responsibilities - namely the economical, the environme......In the last 10 - 15 years we have witnessed a development from awareness of environmental problems to more and more articulated requirements for a sustainable development. The term sustainable industrial production/development includes three responsibilities - namely the economical......, the environmental and the social/societal. The economical responsibility is handled by the well-known and accepted methods/tools/regulations, to handle the environmental responsibility good engineering methods and tools are appearing, but to handle the social/societal responsibility only fragmented and inconsistent...... Engineering is described a bit more in detail as well as a short mentioning of the research and industrial consulting. It is mandatory in the future that the environmental discussion in the engineering practice can be handled by engineering scientific methods and tools - and that we are educating our...

  8. Engineering for Sustainable Development - An obligatory Skill of the Future Engineer

    DEFF Research Database (Denmark)

    Hauschild, Michael Zwicky; Alting, Leo; Molin, Christine

    2003-01-01

    there are keynotes from Delft University of Technology & Environmental Competence Centre, Philips Consumer Electronics (The Netherlands), from Aarhus School of Business, Department of Accounting and Auditing, (Denmark). From The Swedish Environmental Protection Agency, and from European Commission DG RTD- G2......, Bruxelles (Belgium). Department of Manufacturing Engineering and Management hosted a mini-tutorial on Courses and Curricula in Sustainable Development and Environmental Management at the Technical University of Denmark. The procedings comprise papers from universities and institutions in many countries...

  9. Improving Students' Vocabulary Mastery Through Ostensive Means

    OpenAIRE

    Utami, Pramesti; Ngadiso, Ngadiso; Sarosa, Teguh

    2013-01-01

    This study aimed at: (1) improving students' vocabulary mastery by using Ostensive Means; and (2) describing what happened in the class when the teacher used Ostensive Means in teaching English vocabulary. The subject of the research was the students of the class V of SD Negeri Dalangan 01 in the academic year of 2011/2012. This research was conducted in two cycles from 6 th March until 22 nd May 2012. Each cycle consisted of four meetings. The data were collected by using observation, in...

  10. Enriching Students’ Vocabulary Mastery Using Graphic Organizers

    Directory of Open Access Journals (Sweden)

    Syaifudin Latif Darmawan

    2017-04-01

    Full Text Available This action research is carried out to (1 identify whether graphic organizers enrich student’s vocabulary mastery; and (2 to describe the classroom situation when graphic organizers are employed in instructional process of vocabulary. The research is conducted in two cycles from March to May 2016/2017 in the eight years of SMP Muhammadiyah Sekampung, East lampung. The procedure of the research consists of identifying the problem, planning the action, implementing the action, observing the action, and reflecting the result of the research. Qualitative data are collected through interview, observation, questionnaire, and research diary. Quantitative data are collected through test. To analyze qualitative data, the researcher used constant comparative method. It consists of four steps: (1 comparing incidents applicable to each category; (2 Integrating categories and their properties; (3 delimiting the theory; (4 Writing the theory. Meanwhile, to analyze quantitative data, the researcher employed descriptive statistic.    The result of the research shows that using graphic organizers can enrich students’ vocabulary mastery and classroom situation. The improvement on students’ vocabulary included; a the students are able to speak English; b the students are able to understand the meaning of the text as they have a lot of vocabularies. The improvement of the classroom situation; (a students come on time in the class (b students are more motivated to join the class (c Students pay more attention in the instructional process (d students’ participation in responding the questions are high.

  11. "Broadband" Bioinformatics Skills Transfer with the Knowledge Transfer Programme (KTP: Educational Model for Upliftment and Sustainable Development.

    Directory of Open Access Journals (Sweden)

    Emile R Chimusa

    2015-11-01

    Full Text Available A shortage of practical skills and relevant expertise is possibly the primary obstacle to social upliftment and sustainable development in Africa. The "omics" fields, especially genomics, are increasingly dependent on the effective interpretation of large and complex sets of data. Despite abundant natural resources and population sizes comparable with many first-world countries from which talent could be drawn, countries in Africa still lag far behind the rest of the world in terms of specialized skills development. Moreover, there are serious concerns about disparities between countries within the continent. The multidisciplinary nature of the bioinformatics field, coupled with rare and depleting expertise, is a critical problem for the advancement of bioinformatics in Africa. We propose a formalized matchmaking system, which is aimed at reversing this trend, by introducing the Knowledge Transfer Programme (KTP. Instead of individual researchers travelling to other labs to learn, researchers with desirable skills are invited to join African research groups for six weeks to six months. Visiting researchers or trainers will pass on their expertise to multiple people simultaneously in their local environments, thus increasing the efficiency of knowledge transference. In return, visiting researchers have the opportunity to develop professional contacts, gain industry work experience, work with novel datasets, and strengthen and support their ongoing research. The KTP develops a network with a centralized hub through which groups and individuals are put into contact with one another and exchanges are facilitated by connecting both parties with potential funding sources. This is part of the PLOS Computational Biology Education collection.

  12. Mastery Learning through Individualized Instruction: A Reinforcement Strategy

    Science.gov (United States)

    Sagy, John; Ravi, R.; Ananthasayanam, R.

    2009-01-01

    The present study attempts to gauge the effect of individualized instructional methods as a reinforcement strategy for mastery learning. Among various individualized instructional methods, the study focuses on PIM (Programmed Instructional Method) and CAIM (Computer Assisted Instruction Method). Mastery learning is a process where students achieve…

  13. Narrated Animated Solution Videos in a Mastery Setting

    Science.gov (United States)

    Schroeder, Noah; Gladding, Gary; Gutmann, Brianne; Stelzer, Timothy

    2015-01-01

    Narrated animated solution videos were implemented in a clinical study that compared a mastery setting that employed repeated cycles of testing with instructional support to a group that had a single opportunity to experience the materials. The mastery setting students attempted sequential questions sets on a topic, with animated solutions between…

  14. Influence of Indigenous Language on the Mastery of Scientific ...

    African Journals Online (AJOL)

    In different cultural contexts, it has been demonstrated that student proficiency in language may be related to academic achievement and to mastery of concepts and technical vocabulary in school subjects such as science. Where a second language (L2) is the official medium of instruction, the achievement and mastery may ...

  15. Promotion of Students' Mastery Goal Orientations: Does TARGET Work?

    Science.gov (United States)

    Lüftenegger, Marko; van de Schoot, Rens; Schober, Barbara; Finsterwald, Monika; Spiel, Christiane

    2014-01-01

    Achievement goal orientations are important for students' ongoing motivation. Students with a mastery goal orientation show the most advantageous achievement and motivational patterns. Much research has been conducted to identify classroom structures which promote students' mastery goal orientation. The TARGET framework is one example of these…

  16. Exhibitions: Connecting Classroom Assessment with Culminating Demonstrations of Mastery

    Science.gov (United States)

    Davidson, Jill

    2009-01-01

    Exhibitions are public demonstrations of mastery that occur at culminating moments, such as at the conclusion of a unit of study, the transition from one level of schooling to the next, and graduation. Exhibitions require students to speak publicly, use evidence, present engaging visual displays, and otherwise demonstrate mastery to educators,…

  17. Implementing Controlled Composition to Improve Vocabulary Mastery of EFL Students

    Science.gov (United States)

    Juriah

    2015-01-01

    The purposes of this study was to know how (1) Controlled composition teaching techniques implemented by the English teacher at SDN 027 Samarinda to improve vocabulary mastery, and (2) Controlled composition teaching techniques improves vocabulary mastery of the sixth grade students of SDN 027 Samarinda. This research used a Classroom Action…

  18. Viewbrics: Formative Assessment of Complex Skills with Video-Enhanced Rubrics (VER) in Dutch Secondary Education

    NARCIS (Netherlands)

    Rusman, Ellen; Nadolski, Rob; Boon, Jo; Ackermans, Kevin

    2016-01-01

    To learn complex skills, like collaboration, learners need to acquire a concrete and consistent mental model of what it means to master this skill. If learners know their current mastery level and know their targeted mastery level, they can better determine their subsequent learning activities.

  19. Improving Students’ vocabulary Mastery By Using Blended Learning Model in State Polytechnic Padang

    Directory of Open Access Journals (Sweden)

    muthia damaiyanti

    2017-04-01

    Full Text Available The research aims at improving the vocabulary mastery of students at Padang’s State Polytechnics for the 2015/2016 academic year by applying a blended learning model. Blended learning is an interactive learning model which combines face-to-face  with web-based learning. Vocabulary is a vital sub-skill in mastering a language and thus a suitable topic for a classroom action research (CAR. . The CAR theory applied is by Kemmis, S and McTaggart (2005 and the Blended Learning theory used is by Bersin (2004. The instruments are test, observation, field note and interview. Quantitative data are collected by a test result in which it is used to see how the student’s vocabulary mastery progresses after applying the blended learning model. Qualitative data gathered included observation, field note and interview analyzed descriptively in order to find out the factors affecting student’s vocabulary mastery by implementing blended  

  20. A Procedural Skills OSCE: Assessing Technical and Non-Technical Skills of Internal Medicine Residents

    Science.gov (United States)

    Pugh, Debra; Hamstra, Stanley J.; Wood, Timothy J.; Humphrey-Murto, Susan; Touchie, Claire; Yudkowsky, Rachel; Bordage, Georges

    2015-01-01

    Internists are required to perform a number of procedures that require mastery of technical and non-technical skills, however, formal assessment of these skills is often lacking. The purpose of this study was to develop, implement, and gather validity evidence for a procedural skills objective structured clinical examination (PS-OSCE) for internal…

  1. Mastery learning: how is it helpful? An analytical review.

    Science.gov (United States)

    Siddaiah-Subramanya, Manjunath; Smith, Sabin; Lonie, James

    2017-01-01

    The desire to be good at one's work grows out of the aspiration, competition, and a yearning to be the best. Surgeons, in their aim to provide the best care possible to their patients, adopt this behavior to achieve high levels of expert performance through mastery learning, and the surgical training attempts to prepare them optimally to lead a virtuous and productive life. The proponents of the framework reject evidence that suggests that other variables are also necessary to achieve high levels of expert performance. Here, we review various models and designs to achieve mastery along with their pros and cons to help us understand how mastery learning is helpful in surgical practice.

  2. The Correlation Between Students’ Vocabulary Mastery and Their Interest in English Toward Reading Comprehension in Descriptive Text

    Directory of Open Access Journals (Sweden)

    Eva Faliyanti

    2015-10-01

    Full Text Available Abstract :Vocabulary is one aspects  in reading comprehension. By having  a lot vocabulary, the students understand in reading comprehension. The interest in English also gives effect of students mastery in English. Before the students start to read they are must be interested in English first. Reading is one of skills in English that very essential for the students, because by reading the students can get information from the text. In this research the researcher focoses on reading comprehension in descriptive text. The problems formulation in this research are;(1 How far is the students score of ability in vocabulary mastery toward reading comprehension in descriptive text? (2 How far is the students score of ability in students interest in English toward reading comprehension in descriptive text? (3 How far is the correlation between students’ score of vocabulary mastery and students interest in English toward reading comprehension in descriptive text?. The objective of the research are; (1 To identify the students’ score in vocabulary mastery toward reading comprehension in descriptive text. (2 To identify the students’ score in students interest in English toward reading comprehension in descriptive text. (3 To find out how far the correlation between students’ score of vocabulary mastery and students interest in English toward reading compregension in descritive text.Theresearch was conducted at the second semester of Muhammadiyah University Students in Academic Year 2014/2015. The population of this research was 127 students. The researcher used cluster ramdom sampling in taking sample. In collecting the data the researcher used test and questionnarie, namely vocabulary mastery and reading comprehension in descriptive text. In questionnarie used to students interest in English and in analyzing the data, the researcher used Product Moment Formula.After analyzing the data by using the correlation product moment and Regression

  3. Reading Mastery/SRA/McGraw-Hill. What Works Clearinghouse Intervention Report

    Science.gov (United States)

    What Works Clearinghouse, 2006

    2006-01-01

    "Reading Mastery" is a direct instruction program designed to provide explicit, systematic instruction in English language reading. Reading Mastery is available in two versions, "Reading Mastery Classic" levels I and II (for use in grades K-3) and "Reading Mastery Plus," an integrated reading-language program for…

  4. PENGARUH FLIPPED MASTERY CLASSROM TERHADAP PEROLEHAN HASIL BELAJAR KOGNITIF MAHASISWA

    Directory of Open Access Journals (Sweden)

    Muhammad Ridha

    2016-04-01

    Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penerapan strategi flipped mastery classroom terhadap perolehan hasil belajar kognitif mahasiswa pada matakuliah psikologi pendidikan. Subjek dalam penelitian ini adalah mahasiswa Jurusan Teknologi Pendidikan Universitas Negeri Malang semester genap tahun ajaran 2015/2016 pada kelas utuh. Kelas eksperimen dibelajarkan dengan strategi flipped-mastery classroom dan kelas kontrol dibelajarkan dengan strategi tradisional.  Penelitian ini menggunakan rancangan kuasi eksperimen Non Equivalent Control Group Design. Hasil penelitian menunjukkan bahwa penerapan strategi flipped mastery classroom memberikan pengaruh positif terhadap perolehan hasil belajar kognitif mahasiswa. Perolehan hasil belajar kognitif mahasiswa yang dibelajarkan dengan strategi flipped-mastery lebih tinggi secara signifikan dari pada perolehan hasil belajar mahasiswa yang dibelajarkan dengan strategi tradisional.

  5. Promoting mastery of complex biological mechanisms.

    Science.gov (United States)

    Bradshaw, William S; Groneman, Kathryn J; Nelson, Jennifer; Bell, John D

    2017-09-13

    This article describes efforts aimed at improving comprehension and retention of complex molecular mechanisms commonly studied in undergraduate biology and biochemistry courses. The focus is on the design of appropriate assessments, an active classroom emphasizing formative practice, and more effective out-of-class study habits. Assessments that require students to articulate their understanding through writing are the most effective. Frequent formative practice improves performance on problems that require intellectual transfer, the ability to apply conceptual principles in novel settings. We show that success with such problems is a function of mastery of the intrinsic logic of the biology in play, not variations in the way they are written. Survey data demonstrate that many students would prefer a learning style not dominated by memorization of factual details, but how to develop a more effective strategy is rarely intuitive. Matching individual students with specific learning styles has not proven useful. Instead, teachers can strongly promote individual metacognitive appraisal during both classroom activities and other study environments. © 2017 by The International Union of Biochemistry and Molecular Biology, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

  6. Lean engineering education driving content and competency mastery

    CERN Document Server

    Flumerfelt, Shannon

    2015-01-01

    Recent studies by professional organizations devoted to engineering education, such as Vision 2030 (ASME) and Vision 2025 (ASCE), highlight the need for the restructuring of engineering education. Deficiencies of many engineering graduates include poor systems thinking and systems analysis skills, lack of sensitivity for sustainability issues, poorly developed problem solving skills and lack of training to work in (multi- disciplinary) teams, as well as a lack of leadership, entrepreneurship, innovation, and project management skills. The book's contents include an analysis of current shortfalls in engineering education and education related to professional practice in engineering. Further, the authors describe desirable improvements as well as advocacy for the use of lean tenets and tools to create a new future for engineering education. This book presents, for the first time, an outside-in lean engineering perspective of how this commonly accepted and widely practiced and adapted engineering perspecti...

  7. Learning Academic Skills through Play.

    Science.gov (United States)

    Gallegos, Margaret

    The purposes of this study are (1) to identify the relationship between play and achievement in preschool and kindergarten students and (2) to compare academic skill mastery levels between two types of school groups: play curriculum and direct teacher instruction. A total of 48 preschool and kindergarten students, half enrolled in a curriculum…

  8. Differences in Visuo-Motor Control in Skilled vs. Novice Martial Arts Athletes during Sustained and Transient Attention Tasks: A Motor-Related Cortical Potential Study

    Science.gov (United States)

    Sanchez-Lopez, Javier; Fernandez, Thalia; Silva-Pereyra, Juan; Martinez Mesa, Juan A.; Di Russo, Francesco

    2014-01-01

    Cognitive and motor processes are essential for optimal athletic performance. Individuals trained in different skills and sports may have specialized cognitive abilities and motor strategies related to the characteristics of the activity and the effects of training and expertise. Most studies have investigated differences in motor-related cortical potential (MRCP) during self-paced tasks in athletes but not in stimulus-related tasks. The aim of the present study was to identify the differences in performance and MRCP between skilled and novice martial arts athletes during two different types of tasks: a sustained attention task and a transient attention task. Behavioral and electrophysiological data from twenty-two martial arts athletes were obtained while they performed a continuous performance task (CPT) to measure sustained attention and a cued continuous performance task (c-CPT) to measure transient attention. MRCP components were analyzed and compared between groups. Electrophysiological data in the CPT task indicated larger prefrontal positive activity and greater posterior negativity distribution prior to a motor response in the skilled athletes, while novices showed a significantly larger response-related P3 after a motor response in centro-parietal areas. A different effect occurred in the c-CPT task in which the novice athletes showed strong prefrontal positive activity before a motor response and a large response-related P3, while in skilled athletes, the prefrontal activity was absent. We propose that during the CPT, skilled athletes were able to allocate two different but related processes simultaneously according to CPT demand, which requires controlled attention and controlled motor responses. On the other hand, in the c-CPT, skilled athletes showed better cue facilitation, which permitted a major economy of resources and “automatic” or less controlled responses to relevant stimuli. In conclusion, the present data suggest that motor expertise

  9. Differences in visuo-motor control in skilled vs. novice martial arts athletes during sustained and transient attention tasks: a motor-related cortical potential study.

    Directory of Open Access Journals (Sweden)

    Javier Sanchez-Lopez

    Full Text Available Cognitive and motor processes are essential for optimal athletic performance. Individuals trained in different skills and sports may have specialized cognitive abilities and motor strategies related to the characteristics of the activity and the effects of training and expertise. Most studies have investigated differences in motor-related cortical potential (MRCP during self-paced tasks in athletes but not in stimulus-related tasks. The aim of the present study was to identify the differences in performance and MRCP between skilled and novice martial arts athletes during two different types of tasks: a sustained attention task and a transient attention task. Behavioral and electrophysiological data from twenty-two martial arts athletes were obtained while they performed a continuous performance task (CPT to measure sustained attention and a cued continuous performance task (c-CPT to measure transient attention. MRCP components were analyzed and compared between groups. Electrophysiological data in the CPT task indicated larger prefrontal positive activity and greater posterior negativity distribution prior to a motor response in the skilled athletes, while novices showed a significantly larger response-related P3 after a motor response in centro-parietal areas. A different effect occurred in the c-CPT task in which the novice athletes showed strong prefrontal positive activity before a motor response and a large response-related P3, while in skilled athletes, the prefrontal activity was absent. We propose that during the CPT, skilled athletes were able to allocate two different but related processes simultaneously according to CPT demand, which requires controlled attention and controlled motor responses. On the other hand, in the c-CPT, skilled athletes showed better cue facilitation, which permitted a major economy of resources and "automatic" or less controlled responses to relevant stimuli. In conclusion, the present data suggest that motor

  10. Differences in visuo-motor control in skilled vs. novice martial arts athletes during sustained and transient attention tasks: a motor-related cortical potential study.

    Science.gov (United States)

    Sanchez-Lopez, Javier; Fernandez, Thalia; Silva-Pereyra, Juan; Martinez Mesa, Juan A; Di Russo, Francesco

    2014-01-01

    Cognitive and motor processes are essential for optimal athletic performance. Individuals trained in different skills and sports may have specialized cognitive abilities and motor strategies related to the characteristics of the activity and the effects of training and expertise. Most studies have investigated differences in motor-related cortical potential (MRCP) during self-paced tasks in athletes but not in stimulus-related tasks. The aim of the present study was to identify the differences in performance and MRCP between skilled and novice martial arts athletes during two different types of tasks: a sustained attention task and a transient attention task. Behavioral and electrophysiological data from twenty-two martial arts athletes were obtained while they performed a continuous performance task (CPT) to measure sustained attention and a cued continuous performance task (c-CPT) to measure transient attention. MRCP components were analyzed and compared between groups. Electrophysiological data in the CPT task indicated larger prefrontal positive activity and greater posterior negativity distribution prior to a motor response in the skilled athletes, while novices showed a significantly larger response-related P3 after a motor response in centro-parietal areas. A different effect occurred in the c-CPT task in which the novice athletes showed strong prefrontal positive activity before a motor response and a large response-related P3, while in skilled athletes, the prefrontal activity was absent. We propose that during the CPT, skilled athletes were able to allocate two different but related processes simultaneously according to CPT demand, which requires controlled attention and controlled motor responses. On the other hand, in the c-CPT, skilled athletes showed better cue facilitation, which permitted a major economy of resources and "automatic" or less controlled responses to relevant stimuli. In conclusion, the present data suggest that motor expertise

  11. Preliminary evaluation of a self-report tool for Learned Helplessness and Mastery Orientation in Italian students.

    Directory of Open Access Journals (Sweden)

    Luana Sorrenti

    2014-12-01

    Full Text Available Learned helplessness (LH is defined as a passive behavior characterized by an inability to learn that may affect the academic success of students. Conversely, students who show good motivation skills, optimism and perseverance are more focused on tasks and ‘mastery oriented’ (derived from Mastery Orientation, MO. The purpose of this study was to develop a self-report measurement of LH and MO - the Learned Helplessness Questionnaire (LHQ - for the Italian scholastic context. We translated and adapted a student self-evaluation register, the Student behaviour checklist, and administered the questionnaire to Italian students in order to provide a preliminary factor structure. Exploratory factor analyses conducted support a two-factor model and acceptable internal reliability of the Italian LHQ.The results encourage the conduction of further analysis to assess the psychometric characteristics of the LHQ in depth.

  12. Implementation of STEAM Education to Improve Mastery Concept

    Science.gov (United States)

    Liliawati, W.; Rusnayati, H.; Purwanto; Aristantia, G.

    2018-01-01

    Science Technology Engineering, Art, Mathematics (STEAM) is an integration of art into Science Technology Engineering, Mathematics (STEM). Connecting art to science makes learning more effective and innovative. This study aims to determine the increase in mastery of the concept of high school students after the application of STEAM education in learning with the theme of Water and Us. The research method used is one group Pretest-posttest design with students of class VII (n = 37) junior high school. The instrument used in the form of question of mastery of concepts in the form of multiple choices amounted to 20 questions and observation sheet of learning implementation. The results of the study show that there is an increase in conceptualization on the theme of Water and Us which is categorized as medium (=0, 46) after the application of the STEAM approach. The conclusion obtained that by applying STEAM approach in learning can improve the mastery of concept

  13. Otologic Skills Training

    DEFF Research Database (Denmark)

    Wiet, Gregory J; Sørensen, Mads Sølvsten; Andersen, Steven Arild Wuyts

    2017-01-01

    This article presents a summary of the current simulation training for otologic skills. There is a wide variety of educational approaches, assessment tools, and simulators in use, including simple low-cost task trainers to complex computer-based virtual reality systems. A systematic approach...... to otologic skills training using adult learning theory concepts, such as repeated and distributed practice, self-directed learning, and mastery learning, is necessary for these educational interventions to be effective. Future directions include development of measures of performance to assess efficacy...... of simulation training interventions and, for complex procedures, improvement in fidelity based on educational goals....

  14. Does power mobility training impact a child's mastery motivation and spectrum of EEG activity? An exploratory project.

    Science.gov (United States)

    Kenyon, Lisa K; Farris, John P; Aldrich, Naomi J; Rhodes, Samhita

    2017-08-30

    The purposes of this exploratory project were: (1) to evaluate the impact of power mobility training with a child who has multiple, severe impairments and (2) to determine if the child's spectrum of electroencephalography (EEG) activity changed during power mobility training. A single-subject A-B-A-B research design was conducted with a four-week duration for each phase. Two target behaviours were explored: (1) mastery motivation assessed via the dimensions of mastery questionnaire (DMQ) and (2) EEG data collected under various conditions. Power mobility skills were also assessed. The participant was a three-year, two-month-old girl with spastic quadriplegic cerebral palsy, gross motor function classification system level V. Each target behaviour was measured weekly. During intervention phases, power mobility training was provided. Improvements were noted in subscale scores of the DMQ. Short-term and long-term EEG changes were also noted. Improvements were noted in power mobility skills. The participant in this exploratory project demonstrated improvements in power mobility skill and function. EEG data collection procedures and variability in an individual's EEG activity make it difficult to determine if the participant's spectrum of EEG activity actually changed in response to power mobility training. Additional studies are needed to investigate the impact of power mobility training on the spectrum of EEG activity in children who have multiple, severe impairments. Implications for Rehabilitation Power mobility training appeared to be beneficial for a child with multiple, severe impairments though the child may never become an independent, community-based power wheelchair user. Electroencephalography may be a valuable addition to the study of power mobility use in children with multiple, severe impairments. Power mobility training appeared to impact mastery motivation (the internal drive to solve complex problems and master new skills) in a child who has multiple

  15. THE CRAFT MASTERY OF FOLK ARTISANS IN ROMANIA BEFORE AND AFTER 1989

    Directory of Open Access Journals (Sweden)

    MARIN CONSTANTIN

    2016-08-01

    Full Text Available The article deals with a series of aspects defining the “craftwork” process as a technical and artistic effort among the contemporary representatives of the peasant traditions in Romania. With respect to the craftsmanship from several Romanian ethnographic areas, three main chapters organize the present text as regards the origin of the artisans’ knowledge and skills, their craft techniques, and the folk art thus inherited, performed, and transmitted. As will be seen, “mastery” (in this case may reflect various but also interdependent phenomena like dexterity, “gift”, handwork, “the craft theft”, the management of raw materials and their properties, the imagining of an artifact and creativity in its execution, etc. Since all these facts (among others as well are difficult to encompass in a single referential term, choosing the word mastery meets at the same time exigencies of etymology (lat. magister, semantics (mastery as “skillfulness”, “ingenuity”, “ability”… and ethnography (pasărea măiastră, in Romanian “fantastic bird” as a folk artifact

  16. Shooter's Touch: Skill Mastery in Basketball through Skill-Appropriate Progressions

    Science.gov (United States)

    Smith, Anthony S.

    2017-01-01

    Developing the ability to shoot a basketball takes more than just chunking up a few shots in the gym each day. What many people do not realize is the number of hours of practice involved in becoming proficient. Go to any local gymnasium and you will find young players thrusting the ball toward the rim from behind the 3-point line with little or no…

  17. The Life-Course Origins of Mastery among Older People

    Science.gov (United States)

    Pearlin, Leonard I.; Nguyen, Kim B.; Schieman, Scott; Milkie, Melissa A.

    2007-01-01

    In this article, we aim to identify the sources of mastery--the understanding that individuals hold about their ability to control the circumstances of their lives. The sample for our inquiry was drawn from the Medicare beneficiary files of people 65 and older living in Washington, DC, and two adjoining Maryland counties. We find that past…

  18. A compensatory approach to optimal selection with mastery scores

    NARCIS (Netherlands)

    van der Linden, Willem J.; Vos, Hendrik J.

    1994-01-01

    This paper presents some Bayesian theories of simultaneous optimization of decision rules for test-based decisions. Simultaneous decision making arises when an institution has to make a series of selection, placement, or mastery decisions with respect to subjects from a population. An obvious

  19. A compensatory approach to optimal selection with mastery scores

    NARCIS (Netherlands)

    van der Linden, Willem J.; Vos, Hendrik J.

    1996-01-01

    A Bayesian approach for simultaneous optimization of test-based decisions is presented using the example of a selection decision for a treatment followed by a mastery decision. A distinction is made between weak and strong rules where, as opposed to strong rules, weak rules use prior test scores as

  20. Designing Instructional Strategies which Facilitate Learning for Mastery.

    Science.gov (United States)

    Anderson, Lorin W.; Jones, Beau Fly

    The "state of the craft" of instruction within the context of the mastery learning model is discussed. Little has been said in the past about specific instructional strategies that are applicable to particular instructional units or objectives, or to the daily classroom life of teachers. This paper is organized into six major sections. The first…

  1. The Impact of Peer Mentoring on Marketing Content Mastery

    Science.gov (United States)

    Metcalf, Lynn E.; Neill, Stern; Simon, Lisa R.; Dobson, Sharon; Davis, Brennan

    2016-01-01

    This article describes and assesses a course design that uses peer mentors to facilitate a collaborative, hands-on learning experience in an introductory marketing course. Results demonstrate that peer mentoring increased content mastery and had a positive effect on students' perceptions of the learning experience. Peer marketing mentors, along…

  2. A research on vocabulary teaching strategies and students’ mastery

    OpenAIRE

    Tian, Yuan; Liu, Bingbing

    2013-01-01

    By means of questionnaire and quantitative research, this article aims at investigating the effects on students’ mastery of vocabulary by studying teachers’ adoption of seven kinds of common vocabulary teaching strategies and the usage of analyzing strategies in intensive English in order to improve vocabulary teaching strategies and to help enlarge students’ vocabulary.

  3. Language mastery, narrative abilities and oral expression abilities in ...

    African Journals Online (AJOL)

    The importance of language and language mastery for science learning has been the object of extensive investigation in recent decades, leading to ample recognition. However, specific focus on the role of narrative abilities is still scarce. This work focuses on the relevance of narrative abilities for chemistry learning.

  4. Variations on Stochastic Curtailment in Sequential Mastery Testing

    Science.gov (United States)

    Finkelman, Matthew David

    2010-01-01

    In sequential mastery testing (SMT), assessment via computer is used to classify examinees into one of two mutually exclusive categories. Unlike paper-and-pencil tests, SMT has the capability to use variable-length stopping rules. One approach to shortening variable-length tests is stochastic curtailment, which halts examination if the probability…

  5. Using Mastery Goals in Music to Increase Student Motivation

    Science.gov (United States)

    Hruska, Bradley J.

    2011-01-01

    Motivation and leadership are two important factors influencing achievement in today's classrooms. Whereas some students are naturally self-motivated, other students struggle to find the basic motivation to reach their full potentials. Goal theory states that people naturally select goals based on mastery learning achievements or performance…

  6. Applications of Bayesian decision theory to sequential mastery testing

    NARCIS (Netherlands)

    Vos, Hendrik J.

    1999-01-01

    The purpose of this paper is to formulate optimal sequential rules for mastery tests. The framework for the approach is derived from Bayesian sequential decision theory. Both a threshold and linear loss structure are considered. The binomial probability distribution is adopted as the psychometric

  7. Biomedical enhancement and the pursuit of mastery and perfection ...

    African Journals Online (AJOL)

    The three main arguments relate, first, to Sandel's rejection of enhancement tout court, second to the (in)consistency of his argument about the 'gifted' nature of reality, and third to the problems raised by his idea that the striving for mastery is the main problem with enhancement. On the basis of an extensive analysis, the ...

  8. Multicultural Mastery Scale for Youth: Multidimensional Assessment of Culturally Mediated Coping Strategies

    Science.gov (United States)

    Fok, Carlotta Ching Ting; Allen, James; Henry, David; Mohatt, Gerald V.

    2012-01-01

    Self-mastery refers to problem-focused coping facilitated through personal agency. Communal mastery describes problem solving through an interwoven social network. This study investigates an adaptation of self- and communal mastery measures for youth. Given the important distinction between family and peers in the lives of youth, these adaptation…

  9. Preschoolers´ Physical Activity and Time on Task During a Mastery Motivational Climate and Free Play

    Directory of Open Access Journals (Sweden)

    Danielle D Wadsworth

    2014-08-01

    Full Text Available The purpose of the present study was to determine the effect of a structured, mastery motivation physical education climate and an unstructured physical activity climate on time spent on task in a small sample of preschool children. Children enrolled in a public, federal-subsidized childcare center (N= 12 participated in two 45 minute physical activity programs within the school day. The structured climate consisted of a biweekly program of motor skill instruction that was based upon the key principles of a mastery motivational climate. The unstructured program was a daily 45 minute free play environment. Actigraph accelerometers monitored children’s participation in physical activity and time-on task was observed by a momentary time sampling technique. Results showed that time on-task significantly improved following a mastery motivational climate, and children spent 36% of their time in moderate-to-vigorous activity in this climate.  In contrast, time on-task did not significantly improve following participation in a free play environment and participants spent a majority of their time in sedentary behavior and accumulated no vigorous physical activity. Our results indicate that participation in physical activity impacts a preschooler’s ability to stay on task and the amount of physical activity accumulated during physical activity programming is dependent upon the climate delivered.

  10. [Diet supplements in nutrition of sport mastery school students].

    Science.gov (United States)

    Seidler, Teresa; Sobczak, Anna

    2012-01-01

    In Polish society, for some time now, a growing interest in supplementation of the diet has been observed. This problem addresses particularly to sportsmen and physically active persons. It is often due to belief that customary diet does not supply organism with necessary food ingredients. There are also some threats connected with supplementation of the diet. Problems addressed to supplementation of the diet are particularly important for young sportsmen, including students of sport mastery schools. The aim of the study was the evaluation of the diet supplementation used by the students of sport mastery school in Western Pomeranian district. The study was carried out in the group of 76 students, aged 15 to 19, practicing walleyball (girls n = 39) and football (boys n = 37) at the sport mastery school in Police (western Pomeranian district). The interview method has been applied. A significance of differences, for the analysed factor, due to a sport discipline practiced was calculated based on Chi2 (Statistica 9). The results of the study confirmed the students of sport mastery school to supplement their diets. The diet supplementation being more frequent for boys (67.6%) with magnesium (57-64%) noted as the most frequently used supplement, followed with vitamin-mineral agents and L-carnitine. Essential differences were noted for reasons of diet supplementation and sources of information used on supplements between the sport disciplines practiced. It can be stated, based on the obtained results, that for supplementation of the diet among students of sport mastery school in Police is popular, even though there was no previous recognition of its necessity. The most frequent supplements users were football players with magnesium being the most frequently chosen supplement. Based on the above a regular training of sportsmen, including also coaches training young people, on the rational feeding habits would be advisable.

  11. Computerized Memory Training Leads to Sustained Improvement in Visuospatial Short-Term Memory Skills in Children with Down Syndrome

    Science.gov (United States)

    Bennett, Stephanie J.; Holmes, Joni; Buckley, Sue

    2013-01-01

    This study evaluated the impact of a computerized visuospatial memory training intervention on the memory and behavioral skills of children with Down syndrome. Teaching assistants were trained to support the delivery of a computerized intervention program to individual children over a 10-16 week period in school. Twenty-one children aged 7-12…

  12. Youth in transition: life skills among perinatally HIV-infected and HIV-exposed adolescents.

    Science.gov (United States)

    Pearlstein, Sarah L; Mellins, Claude A; Dolezal, Curtis; Elkington, Katherine S; Santamaria, E Karina; Leu, Cheng-Shiun; Cruz, Jennifer E; Abrams, Elaine J

    2014-04-01

    To examine mastery of life skills necessary for independent adulthood among perinatally HIV-infected (PHIV+) and perinatally HIV-exposed but uninfected (PHIV-) youth. Participants were recruited from four medical centers in New York City as part of a longitudinal study. Data for this article came from interviews of 150 PHIV+ and 95 PHIV- youth (age 13-24 years) and their caregivers. Life skills mastery was assessed using the Ansell-Casey Life Skills Assessment (ACLSA). PHIV+ youth had lower daily living skill mastery than PHIV- youth according to both youth and caregivers, and lower self-care mastery according to caregiver report. No HIV-status group differences were found in social relationships scores, but PHIV- youth had higher scores than an ACLSA benchmark sample. PHIV+ youth may need supportive services in daily living and self-care needs to transition into adulthood. Normal-to-high functioning in social relationships may be important for learning to live independently.

  13. Education for life and work: developing transferable knowledge and skills in the 21st century

    National Research Council Canada - National Science Library

    Pellegrino, James W; Hilton, Margaret L

    2012-01-01

    .... To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects...

  14. Self-mastery among Chinese Older Adults in the Greater Chicago Area

    Directory of Open Access Journals (Sweden)

    Xinqi Dong

    2014-09-01

    Full Text Available Background: Self-mastery is an important psychological resource to cope with stressful situations. However, we have limited understanding of self-mastery among minority aging populations. Objective: This study aims to examine the presence and levels of self-mastery among U.S. Chinese older adults. Methods: Data were drawn from the PINE study, a population-based survey of U.S. Chinese older adults in the Greater Chicago area. Guided by a community-based participatory research approach, a total of 3,159 Chinese older adults aged 60 and above were surveyed. A Chinese version of the Self-Mastery Scale was used to assess self-mastery. Results: Out of the 7-item Chinese Self-Mastery Scale, approximately 42.8% to 87.5% of Chinese older adults experienced some degree of self-mastery in their lives. Older adults with no formal education and the oldest-old aged 85 and over had the lowest level of self-mastery in our study. A higher mastery level was associated with being married, having fewer children, better self-reported health status, better quality of life, and positive health changes. Conclusion: Although self-mastery is commonly experienced among the Chinese aging population in the Greater Chicago area, specific subgroups are still vulnerable. Future longitudinal studies are needed to improve the understanding of risk factors and outcomes associated with self-mastery among Chinese older adults.

  15. Integrating Representation Learning and Skill Learning in a Human-Like Intelligent Agent

    Science.gov (United States)

    2013-06-21

    with the interface. The alphabet of the grammar is a vocabulary of symbols rep- resenting primitive interface-element types. For example, in Figure 2.1... mastery of the skills represented in the problem domain. Step score is the same measurement we used in previous studies, which is number of correct steps...supplied to the extensions, and domain-independent feature predicates fails to produce any significant level of skill mastery . Extended SimStudents

  16. Sustaining supply of senior academic leadership skills in a shortage environment: a short review of a decade of dental experience.

    Science.gov (United States)

    Kruger, Estie; Heitz-Mayfield, Lisa; Tennant, Marc

    2014-06-01

    For the past decade, and expected for the next decade, Australia faces a significant health workforce shortage and an acute maldistribution of health workforce. Against this background the governments at both national and state level have been increasing the training places for all health practitioners and trying to redress the imbalance through a strong regional focus on these developments. Dentistry has been an active participant in these workforce initiatives. This study examines the increasing demand for academics and discusses the existing pathways for increase, and also examines in detail the advantages of a sustainable, shared-model approach, using dentistry as a model for other disciplines. Three non-exclusive pathways for reform are considered: importation of academics, delayed retirement and the shared resource approach. Of the various solutions outlined in this review a detailed explanation of a cost-effective shared model of senior academic leadership is highlighted as a viable, sustainable model for ameliorating the shortage.

  17. THE INFLUENCE OF VOCABULARY JOURNAL IN TEACHING STUDENTS’ VOCABULARY MASTERY

    Directory of Open Access Journals (Sweden)

    Dian Rakhmawati

    2016-04-01

    Full Text Available The aims of this research is to find out the influence of vocabulary journal as media in teaching student vocabulary at the eighth grade students of SMP Al-Fajar. The quantitative method was conducted and this research is a population research, because all the member of population is taken as sample, which consisted of 30 students of eighth grade. To collect the data, the writer used pre-test and post-test, then the vocabulary test was used as the research instrument. To know whether there is an influence, the writer analyzed the data by using paired-sample T-test.The result shows that there is significant influence of vocabulary journal in teaching students’ vocabulary mastery.Keywords: Influence, vocabulary journal, students’ vocabulary mastery

  18. PROMOTING DIGITAL STORYTELLING AND DICTIONARY TO IMPROVE STUDENTS’ VOCABULARY MASTERY

    Directory of Open Access Journals (Sweden)

    Yogi Setia Samsi

    2016-12-01

    Full Text Available This research was aimed at finding whether or not the use of digital storytelling and dictionary can improve students’ vocabulary mastery. To get the answer of the defined research questions, the researcher used quantitative approach and quasi experimental design. The research had been done in SMPN 1 Cilamaya Wetan, and took two classes as sample, namely, 8G and 8H with 40 respondents in each class. There were three steps in this research, namely pre-test, treatment, and post-test. Pre-test was held in both classes to know students’ vocabulary mastery before the treatment. After doing pretest, treatment was held in experimental class by using digital storytelling and dictionary, that used the technology such as infocus, projector, speaker, and LCD in which the materials were taken from youtube, while control class only used song lyrics. In the next step, posttest was held in both classes to know the improvement after the treatment in experimental class. The data of the study were analyzed by using SPSS version 22 for windows. This research findings showed that experimental group had higher vocabulary score than control group. It can be seen from the posttest mean of experimental group was 74.75 , while the mean of control group was 60,62. Meanwhile, the average of normality gained in experimental group was 0.37 and the average of normality gained in control group was 0.075. Thus, the improvement of students’ vocabulary mastery by using digital storytelling and dictionary in experiemental group is greater than using song in control group. It can be concluded that digital storytelling and dictionary improves vocabulary mastery of eight grader of SMPN 1 Cilamaya Wetan.

  19. Time for Mastery: New Look at Board Leadership

    Science.gov (United States)

    Quinby, Lee

    2012-01-01

    How long does it take to become an effective board chair at an independent school? One year is certainly not enough. A typical two- or three-year term provides enough time in office to learn the role and start making progress in some critical area, but not enough time to develop any semblance of mastery. Then the chair's term is over and the board…

  20. European Experience in Teacher Education and Pedagogical Mastery Development

    Directory of Open Access Journals (Sweden)

    Romaniuk Oksana

    2015-12-01

    Full Text Available In the article the author considers recent trends in teacher education and pedagogical mastery, issues of carrying out improvements to the teacher training system in European countries, analyzes programmes of cooperation in education that facilitate forming of teachers’ professional competency, studies typical problems in teacher education in Europe and possible ways for its improving. Based on the study of European experience in teacher training the author has concluded that lecturers are extremely interested in identifying the patterns of teacher training and pedagogical mastery as a theoretical, methodological and practical problem and has justified the importance of the structural organization and modernization of teacher professional training in higher education, the development of new forms in relations between the teacher training system and higher education institutions, which are based on systematic, scientific, interdisciplinary approaches and the idea of continuity. The importance of special cooperation projects in teacher education launched in the European Union in terms of pedagogical mastery has been emphasized in the article. The author also focuses attention on new ways of solving the existing problems in developing the professional competency of students obtaining teacher education as well as the development of pedagogical mastery. There have been described main directions in the functioning of European countries’ teacher training systems that can be useful in identifying development trends in teacher education in Ukraine, namely, teacher education based on worldwide recognized researches, the shift in orientation of the teacher education philosophy: from quantity to quality, clearly defined educational standards as well as criteria for their assessment, the review of procedures for accrediting teacher training institutions, the use of multimedia technologies.

  1. Implementing Controlled Composition to Improve Vocabulary Mastery of EFL Students

    Directory of Open Access Journals (Sweden)

    Juriah Juriah

    2015-06-01

    Full Text Available The purposes of this study was to know how (1 Controlled composition teaching techniques implemented by the English teacher at SDN 027 Samarinda to improve vocabulary mastery, and (2 Controlled composition teaching techniques improves vocabulary mastery of the sixth grade students of SDN 027 Samarinda. This research used a Classroom Action Research (CAR as the research design. The subject of the research is the sixth grade students in the 2013/2014 academic year that consists of 43 students. The instruments employed in this study were observation checklist, field note, and vocabulary test. The result of the research showed that in cycle 1 the students’ achievement did not fulfill the minimal criteria of success. However the result of the cycle 1 was better than the preliminary study. The criteria of success did not fulfill in cycle one, some enhancement of the implementation of Controlled Composition were made in cycle two in the form of: Instruct the students bring dictionary, give more examples English sentences, guide the students find the mining of words in the dictionary and write a paragraph, more motivate the students and preparing a media/ picture .Meanwhile the students ’achievement in cycle two showed that fulfilled the criteria of success. Based on the findings and discussion, the conclusions : Firstly, Controlled composition was implemented well by the teacher of SDN 027 Samarinda. Controlled composition was implemented and gave impacts in: (a increasing the students’ vocabulary mastery significantly, (b making the students able to spell the vocabularies, (c making the students understand the meaning English words, and (d making the students able to pronounce English words quite good. Secondly, Controlled composition improved the students’ vocabulary mastery; it was only 20.9% of the students who achieved the English passing grade in the preliminary study, but then 81.39% of the students achieved the English passing grade in

  2. FLASHCARDS AS A MEANS TO IMPROVE EFL LEARNERS’ VOCABULARY MASTERY

    OpenAIRE

    Sri Wahyuni; Handayani Yulaida

    2014-01-01

    The objective of this study is to know whether the use of flashcards can improve the vocabulary mastery of Junior High School Students in Indonesian. The research design used in this study is Classroom Action Research (CAR) in which it was conducted in two cycles. Each cycle consisted of planning, implementing, observing, and reflecting. The research instruments used are observation checklist, test, field note, and documentation. In the implementation of improving stud...

  3. Elaborating the Mastery State and the Confidence Frame

    OpenAIRE

    Males, J; Kerr, J; Hudson, J

    2015-01-01

    In reversal theory (RT; e.g., Apter, 1982, 2001) the mastery metamotivational state is the motivational orientation that leads the individual to value having power and control, either over others or oneself. When it is operative, winning or success (i.e., gaining in felt transactional outcome) generates pleasant feelings such as pride and satisfaction. Losing or failure (i.e., losing in felt transactional outcome) generates negative emotions such as humiliation, and, when an athlete’s needs f...

  4. Developing Critical Thinking and Communication Skills in Students ...

    African Journals Online (AJOL)

    Critical thinking and communication competence are recognized by educators as vital skills required for mastery of school subjects. However, it is observed that these two skills are underdeveloped in students. In order, to fill this void, this paper aims at constructing a framework that would be employed by teachers in ...

  5. Empowering Critical Thinking Skills with Computerized Patient Simulators

    Science.gov (United States)

    Farrar, Francisca Cisneros; Suggs, Leslie

    2010-01-01

    Students struggle with the mastery of critical thinking skills which are essential to their academic success. University faculty are challenged to create teaching strategies to help students build critical thinking skills. Nursing faculty at Austin Peay State University in Clarksville, Tennessee looked to research and technology for ways to…

  6. FLASHCARDS AS A MEANS TO IMPROVE EFL LEARNERS’ VOCABULARY MASTERY

    Directory of Open Access Journals (Sweden)

    Sri Wahyuni

    2014-11-01

    Full Text Available The objective of this study is to know whether the use of flashcards can improve the vocabulary mastery of Junior High School Students in Indonesian. The research design used in this study is Classroom Action Research (CAR in which it was conducted in two cycles. Each cycle consisted of planning, implementing, observing, and reflecting. The research instruments used are observation checklist, test, field note, and documentation. In the implementation of improving students’ vocabulary mastery by using flashcards the researchers stimulated students’ prior knowledge by asking question, introduction the topic, and introduction about the media.The implementation of the planning in the first cycle was not successful. In the second cycle, the result of the students’ evaluation test showed that 84% of the student passed the minimum score in the criteria of success, and 80% of the students did the activities designed in the second cycle. From the result, it can be concluded that the implementation of flashcards is successful in improving the students’ vocabulary mastery.

  7. Medical school predictors of later perceived mastery of clinical work among Norwegian doctors: a cohort study with 10-year and 20-year follow-up.

    Science.gov (United States)

    Belfrage, Anna; Grotmol, Kjersti Støen; Lien, Lars; Moum, Torbjørn; Wiese, Ragna Veslemøy; Tyssen, Reidar

    2017-09-24

    Doctors' self-perceived mastery of clinical work might have an impact on their career and patient care, in addition to their own health and well-being. The aim of this study is to identify predictors at medical school of perceived mastery later in doctors' careers. A cohort of medical students (n=631) was surveyed in the final year of medical school in 1993/1994 (T1), and 10 (T2) and 20 (T3) years later. Nationwide healthcare institutions. Medical students from all universities in Norway. Perceived mastery of clinical work was measured at T2 and T3. The studied predictors measured at T1 included personality traits, medical school stress, perceived medical recording skills, identification with the role of doctor, hazardous drinking and drinking to cope, in addition to age and gender. Effects were studied using multiple linear regression models. Response rates: T1, 522/631 (83%); T2, 390/522 (75%); and T3, 303/522 (58%). Mean scores at T2 and T3 were 22.3 (SD=4.2) and 24.5 (3.0) (t=8.2, pmedical recording skills (β=0.13; p=0.02; 95% CI 0.02 to 0.24) and drinking to cope (β=-2.45; p=0.001; 95% CI -3.88 to -1.03). Adjusted association at T3 was perceived medical recording skills (β=0.11; p=0.015; 95% CI 0.02 to 0.21). Perceived medical recording skills and role identification were associated with higher perceived mastery. Medical schools should provide experiences, teaching and assessment to enhance students' physician role identification and confidence in their own skills. Drinking to cope was associated with lower perceived mastery, which indicates the importance of acquiring healthier coping strategies in medical school. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  8. Jamie's Ministry of Food: quasi-experimental evaluation of immediate and sustained impacts of a cooking skills program in Australia.

    Directory of Open Access Journals (Sweden)

    Anna Flego

    Full Text Available To evaluate the immediate and sustained effectiveness of the first Jamie's Ministry of Food Program in Australia on individuals' cooking confidence and positive cooking/eating behaviours.A quasi- experimental repeated measures design was used incorporating a wait-list control group. A questionnaire was developed and administered at baseline (T1, immediately post program (T2 and 6 months post completion (T3 for participants allocated to the intervention group, while wait -list controls completed it 10 weeks prior to program commencement (T1 and just before program commencement (T2. The questionnaire measured: participants' confidence to cook, the frequency of cooking from basic ingredients, and consumption of vegetables, vegetables with the main meal, fruit, ready-made meals and takeaway. Analysis used a linear mixed model approach for repeated measures using all available data to determine mean differences within and between groups over time.All adult participants (≥18 years who registered and subsequently participated in the program in Ipswich, Queensland, between late November 2011- December 2013, were invited to participate.In the intervention group: 694 completed T1, 383 completed T1 and T2 and 214 completed T1, T2 and T3 assessments. In the wait-list group: 237 completed T1 and 149 completed T1 and T2 assessments. Statistically significant increases within the intervention group (P<0.001 and significant group*time interaction effects (P<0.001 were found in all cooking confidence measures between T1 and T2 as well as cooking from basic ingredients, frequency of eating vegetables with the main meal and daily vegetable intake (0.52 serves/day increase. Statistically significant increases at T2 were sustained at 6 months post program in the intervention group.Jamie's Ministry of Food Program, Australia improved individuals' cooking confidence and cooking/eating behaviours contributing to a healthier diet and is a promising community

  9. THE CORRELATION BETWEEN STUDENTS’ READING MOTIVATION, VOCABULARY MASTERY AND WRITING ABILITY IN RECOUNT TEXT

    OpenAIRE

    Septika Ariyanti -; Aulia Hanifah Qomar

    2017-01-01

    The purposes of this research are to know the correlation between students’ reading motivation and writing ability in recount text, the correlation between vocabulary mastery and writing ability in recount text, the correlation between students’ reading motivation and vocabulary mastery and the correlation between students’ reading motivation, vocabulary mastery, and writing ability in recount text. This research is quantitative research by using correlation method. In taking the sample, the ...

  10. Contextual Factors and Mastery Motivation in Young Children with and without Cerebral Palsy: A Systematic Review

    OpenAIRE

    Hsiang-Han Huang; Tzu-Han Sun; Chia-I Lin; Yi-Ru Chen

    2017-01-01

    BackgroundMastery motivation is the driving force behind children’s desire to explore the surrounding world and their comprehensive development. However, disease factors may lower a child’s motivation and hamper development. The aim of this review is to examine mastery motivation in preschool children with cerebral palsy (CP) and the impact of contextual factors on mastery motivation.MethodsSix electronic databases were searched (PubMed, ScienceDirect, Scopus, PsycINFO, Medline, and Airiti Li...

  11. Contextual Factors and Mastery Motivation in Young Children with and without Cerebral Palsy: A Systematic Review

    OpenAIRE

    Huang, Hsiang-han; Sun, Tzu-Han; Lin, Chia-I; Chen, Yi-Ru

    2017-01-01

    Background Mastery motivation is the driving force behind children’s desire to explore the surrounding world and their comprehensive development. However, disease factors may lower a child’s motivation and hamper development. The aim of this review is to examine mastery motivation in preschool children with cerebral palsy (CP) and the impact of contextual factors on mastery motivation. Methods Six electronic databases were searched (PubMed, ScienceDirect, Scopus, PsycINFO, Medline, and Airiti...

  12. For a simultaneous mastery of the energy demand and offer; Pour une maitrise simultanee de la demande et de l'offre d'energie

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2003-05-01

    This document is a 'white book' written by the French energy-environment technical association (ATEE) in the framework of the national debate on energies. Its aim is to provide arguments, ways of reflexion and proposals of measures and actions in the domain of competence of the ATEE, i.e. energy mastery, renewable energies and cogeneration in the industry sector, the public and private tertiary sector, the collective dwelling and the local organizations. The recommendations of ATEE are based on a balance and sustainable mastery of both the energy demand and the energy offer: 1 - reduction of the demand and improvement of the energy efficiency (reduction of the French energy intensity, consumer information about energy saving and abatement of CO{sub 2} emissions, abatement of energy consumptions in government buildings, allocation of sufficient budgetary means to the French agency of environment and energy mastery (Ademe), implementation of energy mastery programs by energy suppliers, generalization of 'result contracts' by energy service companies and progressive integration of CO{sub 2} emissions, appointment of energy responsible persons in administrations and energy consuming companies, creation of a domestic emission credit market for non-eligible companies, integration of the indirect emissions due to the transports, implementation of the technology procurement purchase method to improve the energy efficiency of common appliances). 2 - mastery of the offer: encouraging cogeneration, revalorization of the repurchase tariffs of the electricity produced from renewable energies, flattening of the administrative, regulatory and contractual obstacles, promotion of the use of renewable heat. The contributions of the 'cogeneration', 'biogas' and 'wood-fuel' associations are given in appendixes. (J.S.)

  13. Life Skills – Key to Success

    Directory of Open Access Journals (Sweden)

    Beena Johnson

    2017-10-01

    Full Text Available Life skills are the abilities for adaptive and positive behavior which enable the individuals to deal effectively with the challenges and stress of everyday life. Cognitive skills are used for analyzing information, personal skills help in self-management and inter-personal skills are needed for good communication and effective social interaction. These skills can be developed through scientific professional training. Life skills empower the adolescents to choose the best values and behaviors which are essential for positive health. Students who acquire life skills become better adjusted to the school environment and their academic performance will definitely improve. Their self esteem increases and they become capable of coping with the demands and challenges of daily life. Through repeated practicing, individuals can develop mastery over these skills. They learn to apply life skills in all problematic situations in real life and gain control over stressful situations easily.

  14. Bouncing Back: Resilience and Mastery Among HIV-Positive Older Gay and Bisexual Men.

    Science.gov (United States)

    Emlet, Charles A; Shiu, Chengshi; Kim, Hyun-Jun; Fredriksen-Goldsen, Karen

    2017-02-01

    Adults with HIV infection are living into old age. It is critical we investigate positive constructs such as resilience and mastery to determine factors associated with psychological well-being. We examine HIV-related factors, adverse conditions, and psychosocial characteristics that are associated with resilience (the ability to bounce back) and mastery (sense of self-efficacy). We analyzed 2014 data from the longitudinal study Aging with Pride: National Health, Aging, and Sexuality/Gender Study (NHAS), focusing on a subsample of 335 gay and bisexual older men. Multivariate linear regression was used to identify factors that contributed or detracted from resilience and mastery in the sample recruited from 17 sites from across the United States. Resilience and mastery were independently associated with psychological health-related quality of life. In multivariate analysis, adjusting for demographic characteristics, previous diagnosis of depression was negatively associated with resilience. Time since HIV diagnosis was positively associated with mastery whereas victimization was negatively associated with mastery. Social support and community engagement were positively associated with both resilience and mastery. Individual and structural-environmental characteristics contributed to resilience and mastery. These findings can be used to develop interventions incorporating an increased understanding of factors that are associated with both resilience and mastery. © The Author 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  15. Healthy Aging Among Older Black and White Men: What Is the Role of Mastery?

    Science.gov (United States)

    Latham-Mintus, Kenzie; Vowels, Ashley; Huskins, Kyle

    2017-07-21

    This research explores black-white differences in healthy aging and investigates whether mastery acts as a buffer against poor health for older black and white men. Using data from the Health and Retirement Study (HRS) (2008-2012), a series of binary logit models were created to assess healthy aging over a 2-year period. Healthy aging was defined as good subjective health and free of disability at both waves. Mastery was lagged, and analyses (n = 4,892) controlled for social and health factors. Black-white disparities in healthy aging were observed, where older black men had lower odds of healthy aging. Mastery was associated with higher odds of healthy aging, and race moderated the relationship between mastery and healthy aging. The predicted probability of healthy aging was relatively flat across all levels of mastery among black men, yet white men saw consistent gains in the probability of healthy aging with higher levels of mastery. In race-stratified models, mastery was not a significant predictor of healthy aging among black men. High levels of mastery are linked to positive health-often acting as a buffer against stressful life events. However, among older black men, higher levels of mastery did not necessarily equate to healthy aging.

  16. Personal computers in psychiatric rehabilitation: a new approach to skills training.

    Science.gov (United States)

    Brieff, R

    1994-03-01

    A rehabilitation program called the Learning Center provides computer-assisted instruction to patients with long-term psychiatric illnesses. Clients in the program, located at a New York State psychiatric facility serving a mostly minority, low-income population, are enrolled in either a vocational component that teaches advanced computer applications or a general education component to improve basic math, spelling, vocabulary, and grammar. Participants work at their own pace to achieve mastery of material. They have shown unusual enthusiasm about the program, as evidenced by high attendance rates, ability to concentrate and sustain interest in tasks, acquisition of skills, and favorable perceptions of the program. Computer-assisted instruction offers persons with chronic mental illness the potential to compensate for cognitive and motivational problems that interfere with learning.

  17. Sustained change in didactic skills - does teacher training last? [Nachhaltigkeit erworbener didaktischer Fähigkeiten - nutzen Dozententrainings langfristig?

    Directory of Open Access Journals (Sweden)

    Kuhnigk, Olaf

    2013-08-01

    Full Text Available [english] Teacher training programmes are necessary assets in faculty development. Few data exist on their long-term effects on participants’ teaching skills. Our aim was to study participants’ didactic competencies up to four years after attending a newly established faculty development workshop at Hamburg Medical School. Of the 322 participants who attended our teacher training between 2006 and 2009, 313 received a self-assessment and evaluation questionnaire in 2010. This follow-up self-assessment (t2 was compared with their self-assessment of the same didactic competencies before (t0 and directly after (t1 the training. Correlations between participants’ personal reasons to attend the workshop and their assessment of didactic competencies were investigated. Self-assessment was significantly higher at the time of follow-up (t2 for all cohorts compared to the assessment before the workshop (t0. Personal reasons for participation differed greatly between voluntary and mandatory. However, self-assessment of the didactic competencies (t2 was not different between these groups. Participants involved in objective structured clinical examinations (OSCE rated their competency in this field higher than participants without OSCE involvement. In conclusion, teacher training can be effective in the long run even when participation is mandatory. Competencies seem to be retained best when the content of the training fits participants’ teaching activities.[german] Dozententrainings sind ein notwendiger Bestandteil im Rahmen von Programmen zur Fakultätsentwicklung. Es liegen nur wenige Längsschnittdaten zur Entwicklung der didaktischen Fähigkeiten von Teilnehmenden vor. Unser Ziel war es, die didaktischen Fähigkeiten der Teilnehmenden an einem an der Medizinischen Fakultät der Universität Hamburg entwickelten fachdidaktischen Training bis zu vier Jahre nach erfolgreicher Teilnahme zu untersuchen. Zwischen 2006 und 2009 nahmen 322 Personen an

  18. Improving Student Vocabulary Mastery Using Word Mapping Strategy

    Directory of Open Access Journals (Sweden)

    Satuna Indah Wardani

    2015-05-01

    Full Text Available Abstract: The purpose of this study was to find out whether the word mapping strategywas able to improve the students’ vocabulary mastery. The process of masteringis mainly affected by the worst thought of the vocational students who said that English as the most difficult subject to learn and was often tracked into boringcondition since theywere not involved in the process of learning. Thisstudy was conducted by using classroom action research in two cycles and each cycleconsisted of four meetings. The subject of the research was the third grade of Accounting Department at State Vocational School 1 Pamekasan whichconsisted of 34 students. The research was carried out for one month.Theinstruments used to obtained primary data and the secondary data were vocabulary test, the students’ observation sheets, and questionnaire of the respondent.The result of test in preliminary until the test in cycle two showed that there was the improvement of the number of students who passed the test. Hopefully, this outcome will certainly be useful for both teachers and students in which its harmony will give the progress for learning English,especially vocabulary mastery

  19. Addiction resistance: Definition, validation and association with mastery.

    Science.gov (United States)

    Kendler, Kenneth S; Myers, John

    2015-09-01

    For given levels of psychoactive substance use, symptoms of substance use disorder (SUD) can vary widely. The concept of addiction resistance (AR) seeks to capture this variation so we can understand its causes. In a population-based twin sample, AR was defined as the deviation in the number of reported SUD criteria for a given substance from that predicted from the level of maximal consumption. Therefore, subjects with strong AR demonstrate few symptoms of SUD even at high levels of consumption. Twin modeling was performed by Mx. We assessed AR for alcohol, nicotine and cannabis. Heritability was assessed at two occasions thereby correcting for measurement error and ranged from 35 to 52% with no evidence for shared environment. ARs for alcohol, nicotine and cannabis were relatively stable over time and were substantially predicted by parental history of SUD, early adversity, comorbidity with both internalizing and externalizing disorders, personality and especially by the trait of mastery. AR, which assesses individual variation in sensitivity to the development of SUD for a given level of drug exposure, may be a useful concept for addiction research. As applied to common psychoactive substances, AR is moderately heritable, relatively stable and predicted by family history, comorbidity and personality. The relationship with mastery is of particular interest in that it may reflect an ability to resist the progression of the addictive process into key life domains and to avoid loss of control of intake, even when consuming at high levels. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  20. Group-Based Mastery Learning: A Robin Hood Approach to Instruction?

    Science.gov (United States)

    Fitzpatrick, Kathleen A.

    High school mathematics teachers were trained to provide mastery learning instruction. A primary characteristic of this method of instruction is the feedback-corrective enrichment loop. This study was conducted to determine whether class time could be allocated for the principles of mastery learning within the fixed amount of available time…

  1. The Link between Mastery and Depression among Black Adolescents; Ethnic and Gender Differences

    Science.gov (United States)

    Assari, Shervin; Caldwell, Cleopatra Howard

    2017-01-01

    Purpose: Although the link between depression and lower levels of mastery is well established, limited information exists on ethnic and gender differences in the association between the two. The current study investigated ethnic, gender, and ethnic by gender differences in the link between major depressive disorder (MDD) and low mastery in the United States. Methods: We used data from the National Survey of American Life-Adolescent supplement (NSAL-A), 2003–2004. In total, 1170 Black adolescents entered the study. This number was composed of 810 African-American and 360 Caribbean Black youth (age 13 to 17). Demographic factors, socioeconomic status (family income), mastery (sense of control over life), and MDD (Composite International Diagnostic Interview, CIDI) were measured. Logistic regressions were used to test the association between mastery and MDD in the pooled sample, as well as based on ethnicity and gender. Results: In the pooled sample, a higher sense of mastery was associated with a lower risk of MDD. This association, however, was significant for African Americans but not Caribbean Blacks. Similarly, among African American males and females, higher mastery was associated with lower risk of MDD. Such association could not be found for Caribbean Black males or females. Conclusion: Findings indicate ethnic rather than gender differences in the association between depression and mastery among Black youth. Further research is needed to understand how cultural values and life experiences may alter the link between depression and mastery among ethnically diverse Black youth. PMID:28498355

  2. Diagnosing Competency Mastery in Science: An Application of GDM to TIMSS 2011 Data

    Science.gov (United States)

    Kabiri, Masoud; Ghazi-Tabatabaei, Mahmood; Bazargan, Abbas; Shokoohi-Yekta, Mohsen; Kharrazi, Kamal

    2017-01-01

    Numerous diagnostic studies have been conducted on large-scale assessments to illustrate the students' mastery profile in the areas of math and reading; however, for science a limited number of investigations are reported. This study investigated Iranian eighth graders' competency mastery of science and examined the utility of the General…

  3. Clinical Study of Student Learning Using Mastery Style versus Immediate Feedback Online Activities

    Science.gov (United States)

    Gladding, Gary; Gutmann, Brianne; Schroeder, Noah; Stelzer, Timothy

    2015-01-01

    This paper is part of a series of studies to improve the efficacy of online physics homework activities by integrating narrated animated solutions with mastery inspired exercises. In a clinical study using first- and second-year university students, the mastery group attempted question sets in four levels, with animated solutions between each…

  4. Understanding Positive Attitudes toward Helping Peers: The Role of Mastery Goals and Academic Self-Efficacy

    NARCIS (Netherlands)

    Poortvliet, P.M.; Darnon, C.

    2014-01-01

    The present research was designed to document the relationship between mastery and performance goals and attitudes toward helping others, and to test the mediating role of self-efficacy. Two experiments (Studies 1 and 2) showed that students with mastery goals hold stronger positive attitudes toward

  5. An Analysis of the Reading Mastery Program: Effective Components and Research Review.

    Science.gov (United States)

    Schieffer, Cheryl; Marchand-Martella, Nancy E.; Martella, Ronald C.; Simonsen, Flint L.; Waldron-Soler, Kathleen M.

    2002-01-01

    Provides an analysis of the Reading Mastery program that includes an overview of the need to teach reading. Examines how Reading Mastery aligns with the focal areas of oral language, decoding, and comprehension. Details a comprehensive research review of 25 published studies and two large-scale research reviews. Finds use of the Reading Mastery…

  6. Building on the Enriched Hierarchical Model of Achievement Motivation: Autonomous and Controlling Reasons Underlying Mastery Goals

    Directory of Open Access Journals (Sweden)

    Aikaterini Michou

    2016-07-01

    Full Text Available Two motivational theories – the Achievement Goal Theory and Self-Determination Theory – have recently been combined to explain students’ motivation, making it possible to study the “what” and the “why” of learners’ achievement strivings. The present study built on this approach by (a investigating whether the distinction between autonomous or volitional and controlling or pressuring reasons can be meaningfully applied to the adoption of mastery-avoidance goals, (b investigating the concurrent and prospective relations between mastery-avoidance goals and their underlying reasons and learning strategies when mastery-approach goals and their underlying reasons were also considered, and by (c incorporating psychological need experiences as an explanatory variable in the relation between achievement motives (i.e., the motive to succeed and motive to avoid failure and both mastery goals and their underlying reasons. In two Turkish university students samples ('N' = 226, 'Mage '= 22.36; 'N' = 331, 'Mage '= 19.5, autonomous and controlling reasons appeared applicable to mastery-avoidance goals and regression and path analysis further showed that mastery-avoidance goals and their underlying autonomous reasons fail to predicted learning strategies over and above the pursuit of mastery-approach goals and their underlying reasons. Finally, need experiences were established as mediators between achievement motives and both mastery goals and their underlying reasons.

  7. Preschoolers' Physical Activity Participation across a Yearlong Mastery-Motivational Climate Intervention

    Science.gov (United States)

    Wadsworth, Danielle D.; Rudisill, Mary E.; Hastie, Peter A.; Irwin, Jacqueline M.; Rodriguez-Hernandez, Mynor G.

    2017-01-01

    Purpose: This study sought to determine how children's participation in physical activity during a mastery-motivational climate changed during a 20-week intervention and to compare it to children's free-play activity during a typical day at their local day-care facility. Method: Twelve 4-year-old children participated in a mastery-motivational…

  8. Creatively Adapting Mastery Learning and Outcome-Based Education to the Social Work Classroom.

    Science.gov (United States)

    Aviles, Christopher B.

    This workshop was presented on outcome-based education and described how the instructional method called mastery learning compliments it and can be adapted for social work education. Although outcome-based education involves creating clearly outlined expected student outcomes, by itself it is not an instructional method. Mastery learning is a…

  9. Clinical study of student learning using mastery style versus immediate feedback online activities

    Science.gov (United States)

    Gladding, Gary; Gutmann, Brianne; Schroeder, Noah; Stelzer, Timothy

    2015-06-01

    This paper is part of a series of studies to improve the efficacy of online physics homework activities by integrating narrated animated solutions with mastery inspired exercises. In a clinical study using first- and second-year university students, the mastery group attempted question sets in four levels, with animated solutions between each attempt, until mastery was achieved on each level. This combined elements of formative assessment, the worked example effect, and mastery learning. The homework group attempted questions with immediate feedback and unlimited tries. The two groups took a similar amount of time to complete the activity. The mastery group significantly outperformed the homework group on a free response post-test that required students to show their work in solving near and far transfer problems.

  10. The interactive roles of mastery climate and performance climate in predicting intrinsic motivation.

    Science.gov (United States)

    Buch, R; Nerstad, C G L; Säfvenbom, R

    2017-02-01

    This study examined the interplay between perceived mastery and performance climates in predicting increased intrinsic motivation. The results of a two-wave longitudinal study comprising of 141 individuals from three military academies revealed a positive relationship between a perceived mastery climate and increased intrinsic motivation only for individuals who perceived a low performance climate. This finding suggests a positive relationship between a perceived mastery climate and increased intrinsic motivation only when combined with low perceptions of a performance climate. Hence, introducing a performance climate in addition to a mastery climate can be an undermining motivational strategy, as it attenuates the positive relationship between a mastery climate and increased intrinsic motivation. Implications for future research and practice are discussed. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  11. Uncertainty in gynecological cancer: a test of the mediating functions of mastery and coping.

    Science.gov (United States)

    Mishel, M H; Sorenson, D S

    1991-01-01

    The purpose of this study was to test a portion of the uncertainty in illness model to determine whether mastery would be strengthened or weakened under conditions of uncertainty, and to test the ability of mastery and coping to function as mediators in the model. Mastery was proposed to mediate the relationship between uncertainty and the appraisal of danger and opportunity. Coping was proposed to mediate the relationships between danger or opportunity and emotional distress. Data were collected on a sample of 131 women receiving treatment for gynecological cancer. Findings support mastery as weakened under conditions of uncertainty and functioning as a situationally specific personality factor. Mastery was a significant mediator of the relationship between uncertainty and the appraisal of danger and opportunity; although the mediation effect for the relationship between uncertainty and danger was stronger. While two coping strategies were found to function as significant mediators between danger or opportunity and emotional distress, the mediation effect was very small.

  12. THE RELATION BETWEEN GRAMMAR MASTERY AND SPEAKING COMPETENCE (A Case Study on Master of Applied Linguistics Student of Diponegoro University)

    OpenAIRE

    Nabila Quway

    2017-01-01

    There are some theories explained the students‘ grammar mastery which can provide a good impact to their speaking competence. When student‘s grammar mastery is good, i t ‘ s automatically speaking is also good, but there is some theories explained that the grammar mastery do not give a positive impact to their speaking competence. This research aimed to reveal whether there is a significant correlation between student‘s grammar mastery and their speaking competence. The study was conducted in...

  13. Learning Theory Foundations of Simulation-Based Mastery Learning.

    Science.gov (United States)

    McGaghie, William C; Harris, Ilene B

    2018-01-25

    Simulation-based mastery learning (SBML), like all education interventions, has learning theory foundations. Recognition and comprehension of SBML learning theory foundations are essential for thoughtful education program development, research, and scholarship. We begin with a description of SBML followed by a section on the importance of learning theory foundations to shape and direct SBML education and research. We then discuss three principal learning theory conceptual frameworks that are associated with SBML-behavioral, constructivist, social cognitive-and their contributions to SBML thought and practice. We then discuss how the three learning theory frameworks converge in the course of planning, conducting, and evaluating SBML education programs in the health professions. Convergence of these learning theory frameworks is illustrated by a description of an SBML education and research program in advanced cardiac life support. We conclude with a brief coda.

  14. Narratives of Mastery and Resistance: Lay Ethics of Nanotechnology

    DEFF Research Database (Denmark)

    Davies, Sarah Rachael; Macnaghten, Phil

    2010-01-01

    This paper contributes towards a lay ethics of nanotechnology through an analysis of talk from focus groups designed to examine how laypeople grapple with the meaning of a technology ‘in-the- making’. We describe the content of lay ethical concerns before suggesting that this content can be under......This paper contributes towards a lay ethics of nanotechnology through an analysis of talk from focus groups designed to examine how laypeople grapple with the meaning of a technology ‘in-the- making’. We describe the content of lay ethical concerns before suggesting that this content can...... as sharing an emphasis on the ‘giftedness’ of life, and that together they are used to resist dominant technoscientific and Enlightenment narratives of control and mastery which are encapsulated by nanotechnology....

  15. THE EFFECTIVENESS OF USING SCRABBLE AND BINGO GAME TECHNIQUE TOWARD STUDENTS’ VOCABULARY MASTERY AT THE TENTH GRADE OF SMA N 2 METRO ACADEMIC YEAR 2013/2014

    Directory of Open Access Journals (Sweden)

    Ahmad Rosidi -

    2017-02-01

    Full Text Available Abstract: Vocabulary mastery is the activity to enrich the vocabulary, they master the vocabulary in order to be able to master four language skills. The problem formulation of this research are; (1  Is there any difference influence of using Scrabble and Bingo Game Technique toward Students’ Vocabulary Mastery at The Tenth Grade of SMA N 2 Metro Academic Year 2013/3014? (2 Which one is more effective between Scrabble and Bingo Game Technique toward Students’ Vocabulary Mastery at The Tenth Grade of SMA N 2 Metro Academic Year 2013/3014 ?, The object of this research are; (1 To know whether there is any difference Influence of using Scrabble and Bingo Game Technique toward Students’ Vocabulary Mastery at The Tenth Grade of SMA N 2 Metro Academic Year 2013/3014, (2 To know which one is more effective between Scrabble and Bingo Game Technique toward Students’ Vocabulary Mastery at The Tenth Grade of SMA N 2 Metro Academic Year 2013/3014. This research is Quantitative research. Research design that will be used in this research is true experimental design (pretest posttest control group design.. The population of this research is the students’ of SMA N 2 Metro Academic Year 2013/2014 that consist of 660 students. The sample is 60 students. As the sample, 30 as experimental class and 30 as  control class. In taking sample, the researcher used the cluster stratified random sampling. The data collecting tehniques the researcher used try-out, pre-test, treatment and post-test. The data analyzing tehniques, the researcher used normality test, homogenity test and hypothesis test. The differences of both the tehnique are Scrabble Game can make the students feel enjoy, creative and have a challenge and Bingo Game gives the students opportunity to identify the word interestingly. Based on the data analysis, the researcher uses t-test formula. The researcher got the result of tobserved = 3,69 and ttable is 2.00. it means that tobserved > ttable

  16. Increasing Young Learners’ Vocabulary Mastery By Using English Songs

    Directory of Open Access Journals (Sweden)

    Cicih Kurnia

    2017-06-01

    Full Text Available Vocabulary is basic part of language when we learn english. Nowadays, introducing english vocabulary can be started in the kindergarten school. In early age, the young learners are easy to accept the language that has been given by teacher. Therefore, young learner in early age (approximately 3-4 years old should get stimulation and learn English vocabulary in order to get preparation to study in higher level. This research was conducted to increase the young learners’ vocabulary mastery in b class of tungga dewi day-care. The classroom action research was implemented in this research. The teaching technique using songs were implemented through teaching and learning activities in two cycles of classroom action research. Each cycle of classroom action research was planning, acting, observing and reflecting. In this research, instruments to gather the data were field notes and observation checklists. Field notes and observation checklists were applied to take the data during the teaching learning process. The data would be analysed in order to solve the problems. Songs were applied in the activities of the first cycle of classrooms action research. The result of the first cycle was not quiet successful because the average of post –test score in cycle one was 37,8. Therefore, the teacher-researcher conducted the second cycle. The second cycle was conducted based on the result of the first cycle. Songs were combined the body movement in second cycle of the classroom action research. The result of the second cycle was successful because the average of post-test score was 77,78. As a conclusion, it can be concluded that the implementation of english songs could help to increase the young learner’s vocabulary mastery.

  17. A Group of Indonesian Adult EFL Students' Mastery of Tenses and Aspects: Investigating the Internal and External Factors of Learning

    Science.gov (United States)

    Muhlisin; Salikin, Hairus

    2015-01-01

    The study aimed, firstly, to assess a group of Indonesian adult EFL students' mastery of tenses and aspects as part of their mastery of English grammar and, secondly, to identify if their experience of going through the instructional processes, their perceptions of and habits in studying English grammar shaped their mastery of tenses and aspects.…

  18. Konsep Hard Skill, Soft Skill Dan Spiritual Skill Pustakawan Menghadapi Era Library 3.0

    OpenAIRE

    Mohamad Rotmianto

    2016-01-01

    In  this  present  time,  librarian  must  know  well  about information technology or  it also called have a  literacy of  information technology.  Because  they  (librarian)  will  face  the  “explosion  of information”, as well as a new  library user named “Net Generation” who wants all information to be presented more accurate, quicker and interactively, as the demands of Library 3.0. Mastery three skills: hard skill  (IQ)  and  soft  skill  (EQ   )  combined  with  spiritual  skill  (SQ)...

  19. Historiographic Aspects of Studying the Phenomenon of Pedagogical Mastery (Analysis of Ukrainian and Foreign Scholars′ Views

    Directory of Open Access Journals (Sweden)

    Milto Liudmyla

    2017-06-01

    Full Text Available The article is devoted to scientific analysis of the phenomenon of pedagogical mastery. Research findings on pedagogical mastery, pedagogical creativity, pedagogical technologies have been studied in the light of historical and pedagogical paradigm. In addition, various scientific approaches and views of scholars on the essence of pedagogical mastery have been considered and the ambiguity of their scientific interpretations has been justified. The scientific category of pedagogical mastery is regarded as a social, cultural and historical phenomenon, caused by the challenges of society in line with the relevant social priorities and directions according to the goals and objectives of a particular historical period. Subsequently, complexity and multidimensionality of the notion of pedagogical mastery and presence of various scientific approaches (technological, creative, personality- and activitybased to interpreting the scientific category have been proved. Based on the current sociocultural situation, the relevance of researches on pedagogical mastery as a scientific category has been proved and its role in training future teachers, which can be considered as a certain teaching strategy and factor in forming their readiness for innovative activity has been defined. It has been found out that diversity and interdisciplinarity of pedagogical mastery in the system of scientific knowledge promote methodological strategies for its research, the need for their systematization and complex implementation.

  20. Contextual Factors and Mastery Motivation in Young Children with and without Cerebral Palsy: A Systematic Review

    Directory of Open Access Journals (Sweden)

    Hsiang-Han Huang

    2017-10-01

    Full Text Available BackgroundMastery motivation is the driving force behind children’s desire to explore the surrounding world and their comprehensive development. However, disease factors may lower a child’s motivation and hamper development. The aim of this review is to examine mastery motivation in preschool children with cerebral palsy (CP and the impact of contextual factors on mastery motivation.MethodsSix electronic databases were searched (PubMed, ScienceDirect, Scopus, PsycINFO, Medline, and Airiti Library using the keywords “Activity,” “Cerebral Palsy,” “Preschool,” “Motivation,” “Mastery motivation,” “Gross motor,” and “Toddler.” We reviewed six observational studies and one interventional study for the following features: (1 participants’ characteristics; (2 assessment, observation, and intervention methods; (3 findings.ResultsOf the seven studies, three were individual cohort studies and four were individual case–control studies. There were two types of motivation-related measures, standardized measurements and observations of structured tasks or free play. Three studies showed no significant difference in mastery motivation between children with and those without CP when given mental-age-appropriate tasks of moderate difficulty. However, environmental factors including social experience, family interaction, and caregivers’ perceptions may affect motivation in preschool children with CP.ConclusionCurrent studies on mastery motivation in preschool children with CP are very limited, and the lack of a universal, theory-based definition of mastery motivation and common assessment frameworks makes it difficult to draw clear conclusions on mastery motivation in children with CP. Future studies should investigate mastery motivation with rigorous study designs to identify ideal activities and environments for preschool children with CP.

  1. Contextual Factors and Mastery Motivation in Young Children with and without Cerebral Palsy: A Systematic Review.

    Science.gov (United States)

    Huang, Hsiang-Han; Sun, Tzu-Han; Lin, Chia-I; Chen, Yi-Ru

    2017-01-01

    Mastery motivation is the driving force behind children's desire to explore the surrounding world and their comprehensive development. However, disease factors may lower a child's motivation and hamper development. The aim of this review is to examine mastery motivation in preschool children with cerebral palsy (CP) and the impact of contextual factors on mastery motivation. Six electronic databases were searched (PubMed, ScienceDirect, Scopus, PsycINFO, Medline, and Airiti Library) using the keywords "Activity," "Cerebral Palsy," "Preschool," "Motivation," "Mastery motivation," "Gross motor," and "Toddler." We reviewed six observational studies and one interventional study for the following features: (1) participants' characteristics; (2) assessment, observation, and intervention methods; (3) findings. Of the seven studies, three were individual cohort studies and four were individual case-control studies. There were two types of motivation-related measures, standardized measurements and observations of structured tasks or free play. Three studies showed no significant difference in mastery motivation between children with and those without CP when given mental-age-appropriate tasks of moderate difficulty. However, environmental factors including social experience, family interaction, and caregivers' perceptions may affect motivation in preschool children with CP. Current studies on mastery motivation in preschool children with CP are very limited, and the lack of a universal, theory-based definition of mastery motivation and common assessment frameworks makes it difficult to draw clear conclusions on mastery motivation in children with CP. Future studies should investigate mastery motivation with rigorous study designs to identify ideal activities and environments for preschool children with CP.

  2. A Meta-Analysis of Controlled Research on Social Skills Training for Schizophrenia

    Science.gov (United States)

    Kurtz, Matthew M.; Mueser, Kim T.

    2008-01-01

    A meta-analysis of randomized, controlled trials of social skills training for schizophrenia was conducted. Outcome measures from 22 studies including 1,521 clients were categorized according to a proximal-distal continuum in relation to the presumed site of action of skills training interventions, with content mastery tests and performance-based…

  3. Enhancing Basic Skills in Modern Introductory Engineering Mathematics with High IT Integration

    DEFF Research Database (Denmark)

    Schmidt, Karsten; Hussmann, Peter Munkebo

    2013-01-01

    At a technical university, the freshmen meet technical textbooks and instructions that require mastery of basic pre-university mathematical skills. In this project we are testing these skills, and propose a curriculum redesign for introductory mathematics aimed for bridging the gaps. Mathematics ...

  4. Perception of Secondary School Teachers on Teaching Reading Skills in Content Areas

    Science.gov (United States)

    Faulk, Stephen L.

    2013-01-01

    Reading is an essential skill in education and the current technologically-driven workforce, yet it is a skill that is not mastered by all. Secondary students in a school district in central Alabama have demonstrated a low mastery rate on the reading portion of a standardized test. This quantitative research study used a non-experimental…

  5. Pre-Service Physics Teachers’ Concept Mastery and the Challenges of Game Development on Physics Learning

    Science.gov (United States)

    Saprudin, S.; Liliasari, L.; Prihatmanto, A. S.

    2017-09-01

    This study is a survey that aims to describe pre-service physics teachers’ concept mastery at a university in Ternate. Data were collected through test standard instrument for physics which used in the teacher certification program. Data were analyzed by using quantitative descriptive technique. Based on the results of data analysis, it was concluded that generally pre-service physics teachers’ concept mastery can be categorized on low category (25.4%). The map of concept mastery will be used as a reference to developing game design in the physics learning context for pre-service physics teachers.

  6. The Development of a Learning Gap between Students with Strong Prerequisite Skills and Students with Weak Prerequisite Skills

    Science.gov (United States)

    Terry, Nathan B.; de La Harpe, Kimberly; Kontur, Frederick

    2016-01-01

    This article investigates how mastery of prerequisite course material impacts student learning in follow-on courses. To measure the importance of prerequisite skills, we compare the exam scores of students with a GPA of 3.0 or better in their multidisciplinary prerequisite classes to the exam scores of students with a GPA of less than 3.0 in their…

  7. Syllable-Based Reading Strategy for Mastery of Scientific Information

    Science.gov (United States)

    Bhattacharya, Alpana

    2006-01-01

    This article describes a strategic approach for reading and comprehending scientific information from a middle school science textbook. First, the word-reading skills of children with and without reading difficulties are compared. Second, studies investigating the effectiveness of a syllable-based reading approach on the word-reading skills of…

  8. The Influence of Using Momentum and Impulse Computer Simulation to Senior High School Students’ Concept Mastery

    Science.gov (United States)

    Kaniawati, I.; Samsudin, A.; Hasopa, Y.; Sutrisno, A. D.; Suhendi, E.

    2016-08-01

    This research is based on students’ lack of mastery of physics abstract concepts. Thus, this study aims to improve senior high school students’ mastery of momentum and impulse concepts with the use of computer simulation. To achieve these objectives, the research method employed was pre experimental design with one group pre-test post-test. A total of 36 science students of grade 11 in one of public senior high school in Bandung became the sample in this study. The instruments utilized to determine the increase of students’ concept mastery were pretest and posttest in the form of multiple choices. After using computer simulations in physics learning, students’ mastery of momentum and impulse concept has increased as indicated by the normalized gain of 0.64 with the medium category.

  9. 25-A: Promoting Metacognition to Improve Studying and Learning Skills and Mastery of Microbiology

    OpenAIRE

    Barrette-Ng, I.H.; Bates, T.C.; Warner, J.M.; Dinsdale, E.A.; Edwards, R.A.; Fox, D.F.; Furlong, M.A.; McFarlane, R.E.; Gregg-Jolly, L.A.; Sandquist, J.C.; Henter, H.J.; Butler, M.M.; Mel, S.F.; Hoskins, S.G.; Stevens, L.M.

    2014-01-01

    The intricacies of DNA replication in prokaryotes and eukaryotes are difficult and yet crucial for students to master. To achieve better student learning and engagement, flipping the instruction is an option. But, would selective ‘flipping’ of difficult topics be conducive to student learning? To investigate this, flipped instruction of DNA replication was implemented in an introductory biology course taught to science majors. It was hypothesized that flipping the classroom, by substituting l...

  10. Mastery Learning - does the method of learning make a difference in skills acquisition for robotic surgery?

    Science.gov (United States)

    Siroen, Karen L; Ward, Christopher D W; Escoto, Abelardo; Naish, Michael D; Bureau, Yves; Patel, Rajni V; Schlachta, Christopher M; Cristancho, Sayra M; Trejos, Ana Luisa

    2017-05-16

    Few studies compare the effectiveness of blocked vs random practice conditions in minimally invasive surgery training, and none have evaluated these in robotic surgery training. The dV-Trainer(®) and the da Vinci(®) Surgical System (dVSS) were used to compare practice conditions. Forty-two participants were randomized into blocked and random practice groups. Each participant performed five tasks: Ring Walk, Thread the Rings, Needle Targeting, Suture Sponge and Tubes Level 2. Transfer to the dVSS was also assessed. No significant differences were observed between the two groups, except for a few instances. For example, during Ring Walk, the random group performed significantly faster than the blocked group (100.78 ± 5.26 s vs 121.59 ± 5.26 s, p < 0.01). The study results do not follow the current evidence presented in the education literature. This is the first time that blocked versus random practice was tested for robotic surgery training. Copyright © 2017 John Wiley & Sons, Ltd.

  11. Sense of mastery and metabolic risk: moderating role of the local fast-food environment.

    Science.gov (United States)

    Paquet, Catherine; Dubé, Laurette; Gauvin, Lise; Kestens, Yan; Daniel, Mark

    2010-04-01

    To test the moderating role of the extent of fast-food restaurants in one's immediate environment in the association between mastery and metabolic risk. Higher sense of mastery (perceived control over one's circumstances) has been associated with better metabolic outcomes. Mastery may be instrumental in resisting unhealthful environmental food cues when these become ubiquitous, resulting in a greater health impact of mastery. Blood samples were obtained from 344 individuals (50% men), aged 18 to 57 years (mean, 34.9 years), sampled from seven census tracts representing the spectrum of census tract-level socioeconomic status and language (French/English) in Montreal. Risk factors based on standards for high-density lipoprotein and total cholesterol, waist circumference, body mass index, triglycerides, and glycated hemoglobin were summed to obtain a cumulative metabolic risk score. Mastery was self-reported, using a validated scale. The proportion of restaurants classified as fast-food within 500 m of participants' residences was determined, using a geographic information system. Main and interactive effects were tested with Poisson regression, accounting for clustering of observations and participants' age, gender, education, and income. Mastery interacted with fast-food exposure in relation to metabolic risk (p = .03). Higher mastery was significantly associated with lower metabolic risk for participants surrounded by a high proportion of fast food (relative risk, 0.80; 95% confidence interval, 0.76-0.84; p fast-food restaurants (relative risk, 0.94; 95% confidence interval, 0.82-1.08; p = .37). A positive relationship between mastery and lower metabolic risk was most apparent in environments with higher fast-food exposure.

  12. Co-learning styles and indicators of digital skills

    OpenAIRE

    Barros, Daniela Melaré Vieira

    2014-01-01

    What is being discussed in education is currently contextualized within the network society, where formal and informal co-learning are indispensable in the development and exercise of social, cultural, cognitive, both technological mastery and fluency as professional on citizenship skills. The main goal of reflection isto identify indicators of co-learning styles that favor the development of digital skills. We present a descriptive analysis supported by bibliographic references, reflections ...

  13. Perceived mastery of work among shift workers in the Norwegian offshore petroleum industry.

    Science.gov (United States)

    Ljoså, Cathrine Haugene; Tyssen, Reidar; Lau, Bjørn

    2013-01-01

    This study investigated associations between individual and work-related factors and perceived mastery of work among offshore shift workers. 2,406 employees of a Norwegian petroleum company were invited to participate. A web-based survey was used and 1336 completed questionnaires were returned (56%). Mastery of work was assessed using QPS Nordic Mastery Scale and the results were compared with a sample from the QPS Nordic study. Individual factors adjusted for were age, gender, marital status and personality. The following work-related factors were included: demands, control, support, night work and shift work home interference. Female offshore shift workers reported higher levels of perceived mastery of work compared with women in the comparison sample. The following variables were independently associated with perceived mastery of work: female gender (β=0.10, p=0.008), decisional demands (β=0.13, ppetroleum offshore workers reported somewhat higher levels of mastery of work than their male colleagues, however, this may be due to different work positions. Work-related factors accounted for about half of the explained variance and decisional demands, control and support remained statistically significant after controlling for personality.

  14. THE CORRELATION BETWEEN STUDENTS’ READING MOTIVATION, VOCABULARY MASTERY AND WRITING ABILITY IN RECOUNT TEXT

    Directory of Open Access Journals (Sweden)

    Septika Ariyanti -

    2017-05-01

    Full Text Available The purposes of this research are to know the correlation between students’ reading motivation and writing ability in recount text, the correlation between vocabulary mastery and writing ability in recount text, the correlation between students’ reading motivation and vocabulary mastery and the correlation between students’ reading motivation, vocabulary mastery, and writing ability in recount text. This research is quantitative research by using correlation method. In taking the sample, the researcher used saturated sampling technique. The amount of the sample are 38 students at third semester of English Study Program in Muhammadiyah University Academic Year 2015/2016. This research instrument were test and questionnaire. The finding showed that there is correlation between students’ reading motivation and writing ability in recount text namely rxy=0,534. Then, there is correlation between vocabulary mastery and writing ability in recount text namely rxy=0,583. After that, there is correlation between students’ reading motivation and vocabulary mastery namely rxy=0,488. Lastly, there is correlation between students’ reading motivation ,vocabulary mastery and writing ability in recount text namely rxy= 0,788.

  15. Exploring Sustainability Using images from Space

    Science.gov (United States)

    Chen, Loris; Salmon, Jennifer; Burns, Courtney

    2016-04-01

    , laptops, iPads). As a result, web-based resources are incorporated into student learning on a daily basis. This has created a truly global classroom for students who, via the Internet, can and do access materials from any country in the world. Students work collaboratively using Google Classroom and a suite of Google apps. Teacher-created websites serve as the textbook with text, video, static images, interactive images, and external links designed to stimulate student growth in scientific literacy, language arts, and mathematics. Images of Earth's systems generated from data collected by Earth orbiting spacecraft are essential tools for understanding sustainability concepts at global, national, regional, and local scales. Images and supporting data from NASA (U.S.), ESA (Europe), and JAXA (Japan) are used to explore Earth's atmosphere, hydrosphere, and geosphere. Simulations, time-lapses, and graphical representations of historical and real-time, remote-sensing data stimulate student questions and engage students in learning as they design and test models to explain complex interactions of Earth's systems and feedback loops between natural and human-made environments. As students make meaning of observations and communicate their perceptions and understandings to a variety of audiences, they gain mastery of scientific literacy, language arts skills, and mathematics skills.

  16. Sustainability and Teacher Education

    Science.gov (United States)

    Martin, Ken; Summers, Denise; Sjerps-Jones, Harriet

    2007-01-01

    Sustainability is now a key concept in both government policy and wider global concerns. Issues of climate change and global warming can no longer be ignored in teacher education programs in the post-compulsory education and training sector. Government policy-makers, notably the Department for Education and Skills (DfES), Learning Skills Council…

  17. Mastery-approach and mastery-avoidance goals and their relation with exhaustion and engagement at work: The roles of emotional and instrumental support

    NARCIS (Netherlands)

    Poortvliet, P.M.; Anseel, F.; Theuwis, F.

    2015-01-01

    The results of two cross-sectional studies (N = 220 and N = 258) indicate that employees' work-related mastery-approach goals (i.e. the striving to improve one's performance at work) were positively associated with work engagement. Further, this relationship is explained by high levels of

  18. Enhancing Critical Thinking Skills and Writing Skills through the Variation in Non-Traditional Writing Task

    Directory of Open Access Journals (Sweden)

    Parlindungan Sinaga

    2017-04-01

    Full Text Available The research aims to identify the impacts of embedding non-traditional writing tasks within the course of modern physics conducted to the students of Physics Education and Physics Study Programs. It employed a quasi-experimental method with the pretest-posttest control group design. The used instruments were tests on conceptual mastery, tests on critical thinking skills, and a rubric of writing assessment. The data were analyzed by determining the percentages of average normalized gains, Cohen’s d, and correlational analysis. Based on the results of data analysis, it is found that the different treatments in the non-traditional writing tasks given to the students of the Physics Education and Physics Programs have the following impacts: 1. There was a significant difference in the increased conceptual mastery and critical thinking skills; 2. There was a difference in the writing quality of the students of the Physics Education and Physics Program; 3. There was a correlation between writing quality and conceptual mastery with a high degree relationship and there was a correlation between writing quality and critical thinking skills with a low degree relationship; 4. Increased conceptual understanding was influenced by the writing domain.

  19. The Correlation Between Students’Vocabulary Mastery and Their Interest in English Toward Reading Comprehension in descriptive Text at the Second Semester of Muhammadiyah University of Metro Academic Year 2014/2015

    Directory of Open Access Journals (Sweden)

    Eva Faliyanti

    2015-04-01

    Full Text Available Abstarct -------------------------------------------------------------------------------------------------------------------- Vocabulary is one aspects  in reading comprehension. By having  a lot vocabulary, the students understand in reading comprehension. The interest in English also gives effect of students mastery in English. Before the students start to read they are must be interested in English first. Reading is one of skills in English that very essential for the students, because by reading the students can get information from the text. In this research the researcher focoses on reading comprehension in descriptive text. The problems formulation in this research are; (1 How far is the students score of ability in vocabulary mastery toward reading comprehension in descriptive text? (2 How far is the students score of ability in students interest in English toward reading comprehension in descriptive text? (3 How far is the correlation between students’ score of vocabulary mastery and students interest in English toward reading comprehension in descriptive text?. The objective of the research are; (1 To identify the students’ score in vocabulary mastery toward reading comprehension in descriptive text. (2 To identify the students’ score in students interest in English toward reading comprehension in descriptive text. (3 To find out how far the correlation between students’ score of vocabulary mastery and students interest in English toward reading compregension in descritive text. The research was conducted at the second semester of Muhammadiyah University Students in Academic Year 2014/2015. The population of this research was 127 students. The researcher used cluster ramdom sampling in taking sample. In collecting the data the researcher used test and questionnarie, namely vocabulary mastery and reading comprehension in descriptive text. In questionnarie used to students interest in English and in analyzing the data, the

  20. Learning and mastery behaviours as risk factors to abandonment in a paediatric user of advanced single-switch access technology.

    Science.gov (United States)

    Brian, Leung; Jessica A, Brian; Tom, Chau

    2013-09-01

    The present descriptive case study documents the behaviours of a child single-switch user in the community setting and draws attention to learning and mastery behaviours as risk factors to single-switch abandonment. Our observations were interpreted in the context of a longer term school-based evaluation of an advanced single-switch access technology with a nine year-old user with severe spastic quadriplegic cerebral palsy. The child completed 25 experiment sessions averaging a rate of three sessions every two weeks. During each session he worked on several blocks of single-switch computer activity using his vocal cord vibration switch. Despite high levels of single-switch sensitivity and specificity that suggested a good fit between the participant and the technology, the participant perceived a lower proficiency level of his own abilities, demonstrated impatience and intolerance to interaction errors, and was apprehensive of making mistakes when using his switch in public. The benefit of gaining some degree of independent physical access might not necessarily enhance resilience to interaction errors or bouts of poor task performance. On the other hand, the participant's behaviours were consistent with those of a typically developing child learning or mastering any new skill or task. Implications for Rehabilitation The attitude and behaviour of a paediatric switch user towards skill development can be risk factors to abandonment of an access technology, despite successful clinical trial with the device. Children with severe disabilities can be associated with the same types of skill development behaviour patterns and achievement motivation as their typically developing peers. Empirical observations of the case participant's switch use behaviours suggest that user training could be adaptive in order to account for individual differences in skill development and achievement motivation.

  1. Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum

    Directory of Open Access Journals (Sweden)

    Kassab SE

    2016-01-01

    Full Text Available Salah Eldin Kassab,1 Nahla Hassan,1 Marwan F Abu-Hijleh,2 Reginald P Sequeira3 1Department of Medical Education, Faculty of Medicine, Suez Canal University, Ismailia, Egypt; 2College of Medicine, Qatar University, Doha, Qatar; 3College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain Purpose: Recruitment of tutors to work in problem-based learning (PBL programs is challenging, especially in that most of them are graduated from discipline-based programs. Therefore, this study aims at examining whether lecturing skills of faculty could predict their PBL tutoring skills. Methods: This study included evaluation of faculty (n=69 who participated in both tutoring and lecturing within particular PBL units at the College of Medicine and Medical Sciences (CMMS, Arabian Gulf University, Bahrain. Each faculty was evaluated by medical students (n=45±8 for lecturing and 8±2 for PBL tutoring using structured evaluation forms based on a Likert-type scale (poor to excellent. The prediction of tutoring skills using lecturing skills was statistically analyzed using stepwise linear regression. Results: Among the parameters used to judge lecturing skills, the most important predictor for tutoring skills was subject matter mastery in the lecture by explaining difficult concepts and responding effectively to students' questions. Subject matter mastery in the lecture positively predicted five tutoring skills and accounted for 25% of the variance in overall effectiveness of the PBL tutors (F=22.39, P=0.000. Other important predictors for tutoring skills were providing a relaxed class atmosphere and effective use of audiovisual aids in the lecture. Conclusion: Predicting the tutoring skills based on lecturing skills could have implications for recruiting tutors in PBL medical programs and for tutor training initiatives. Keywords: PBL, tutor, tutoring skills, lecturing skills

  2. [Do mastery goals buffer self-esteem from the threat of failure?].

    Science.gov (United States)

    Niiya, Yu; Crocker, Jennifer

    2007-12-01

    Self-esteem is vulnerable when failure occurs in the domain where people base their self-worth (Crocker & Wolfe, 2001). We tested whether learning orientations can reduce the vulnerability of self-esteem associated with contingent self-worth and encourage persistence following failure. Our past research (Niiya, Crocker, & Bartmess, 2004) indicated that people who base their self-worth on academics maintain their self-esteem following failure when they are primed with an incremental theory of intelligence. Our present study extends these findings by (a) examining whether mastery goals (Elliot & Church, 1997) can also buffer self-esteem from failure, (b) using a different manipulation of success and failure, (c) using a different task, and (d) including a measure of persistence. We found that college students who based their self-esteem on academic competence reported lower self-esteem following failure than following success when they had low mastery goals, but the effect of success and failure was eliminated when students had high mastery goals. Moreover, high mastery students showed greater persistence following failure than low mastery students. The study provided converging evidence that learning orientations buffer self-esteem from failure.

  3. Public, road, urban and large areas lighting, illuminations and lifestyles. The right lighting. Mastery of needs, mastery of quality, mastery of light, mastery of energy; Eclairage public, routier, urbain, grand espaces, illuminations et cadre de vie. Eclairer juste. Maitrise des besoins, maitrise de la qualite, maitrise de la lumiere, maitrise de l'energie

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2003-07-01

    The evolution of the economical and social life has led to an increase of the security, comfort and environment protection needs. Thus, the local authorities have to define the best lighting systems with the right light at the right place, at the right time at at the best cost. Despite the evolutions noticed during the last years, the lighting systems of urban areas is not always well adapted to the users' needs. Thanks to the products and equipments available today it is possible to light better and to consume less. This document summarizes the requirements for the mastery of lighting systems cost: mastery of needs, mastery of quality (lamps, lighting systems, electronic ballasts), mastery of light (time and quantity control), light management and maintenance; specifications for a road lighting project; specifications for an urban lighting project; lighting of parks and monuments; large areas, car parks and recreational facilities; power supply and management auxiliaries; advices and financial help from the French agency of environment and energy mastery, the European 'Greenlight' program. (J.S.)

  4. Soft Skills in Pedagogical Practices with Different Curriculum for Engineering Education

    Science.gov (United States)

    Mohamad, M. M.; Yee, M. H.; Tee, T. K.; Mukhtar, M. Ibrahim; Ahmad, A.

    2017-08-01

    The rapid growth of the economy in Malaysia is a benchmark for the country’s progress. The demand for skilled worker has started to increase from year to year resulted in the implementation of reforms and necessary skills will be applied to each of the graduates who will step into the nature of work. Therefore, a study was conducted to identify the level of soft skills among students in higher education institutions. The study was conducted at the Universiti Tun Hussein Onn Malaysia (UTHM) and involved 302 samples of final year students from Faculty of Civil Engineering, Faculty of Mechanical Engineering and the Faculty of Electrical Engineering. There are several types of soft skills have been viewed on the students such as creative thinking skills, teamwork skills, communication skills, decision-making skills, interpersonal skills and leadership skills. The analysis results show that all of the soft skills are on the high level. Furthermore, the results of ANOVA showed a significant difference in soft skills mastery among Civil Engineering students and Mechanical Engineering students. As a conclusion, the overall level of soft skills mastery among Faculty of Civil Engineering, Faculty of Mechanical Engineering and the Faculty of Electrical Engineering students is on the high level. The soft skills elements are very important in order to produce skills workers that suitable with the industry.

  5. Achievement goals, perceived motivational climate, and students' self-reported mastery behaviors.

    Science.gov (United States)

    Xiang, Ping; Lee, Amelia

    2002-03-01

    Achievement goals and perceived motivational climate are two important constructs in achievement goal theory, and they play critical roles in student motivation and behavior Traditionally, these two constructs have been examined separately. The present study examined relationships between the two constructs and students' self-reported mastery behaviors as well as age-related differences. Three hundred eight students in 4th, 8th, and 11th grades completed questionnaires assessing their achievement goals, perceived motivational climate, and perceptions of their mastery behaviors. Results indicated that achievement goals and perceived motivational climate were related to students' self-reported mastery behaviors. However, the relations varied depending on the students' ages. The older students, compared to the younger ones, appeared to be inclined more toward ego orientation and the ego-involved climate. A multiple achievement goals perspective is recommended for future research on relationships among achievement goals, perceived motivational climate and achievement-related cognitions, and behaviors in physical education.

  6. The Relationship between Personal Mastery and Teachers’ Competencies at Schools in Indonesia

    Directory of Open Access Journals (Sweden)

    Settaraming Algi

    2014-08-01

    Full Text Available The purpose of the present research is to study the relationships between indicators of personal mastery and indicators of teachers’ competencies at Junior Secondary State Bone district in Indonesia. The respondents of the research consists of all the Junior Secondary State teachers of the Bone district including 200 teachers (80 males 120 females. The obtained data was analyzed by Structural Equation Modeling (SEM. The results have indicated that there exists  a significant correlation between personal mastery and teachers’ competencies at the 0.05 significance level. Further, a significant positive correlation was observed between the indicators of personal mastery (personal vision, creative tension, commitment, trust, and consciousness and indicators of teachers’ competencies (pedagogic, professional, personality, and social.

  7. Assessing Critical-Analytical Listening Skills in Math and Engineering Students: An Exploratory Inquiry of How Analytical Listening Skills Can Positively Impact Learning

    Science.gov (United States)

    Ferrari-Bridgers, Franca; Stroumbakis, Kostas; Drini, Merlinda; Lynch, Barbara; Vogel, Rosanne

    2017-01-01

    In this article, the researchers discuss the implementation of the Ferrari, Lynch, and Vogel Listening Test (FLVLT) to two STEM areas: Mathematics and Computer Science. The goal of the present study was to assess the improvement in students' mastery of critical listening skills and how listening can help students to retain information. After…

  8. The Use of Song Worksheet to Enhance EFL Elementary School Students’ Vocabulary Mastery

    Directory of Open Access Journals (Sweden)

    Ahmad Fadhli

    2017-01-01

    Full Text Available This study aimed to enhance students’ vocabulary mastery through the use of song worksheet. Twenty -two fourth graders of an elementary school in Indonesia were selected as participants. Action research was adopted in this study consisting of three cycles. To find out students’ achievement, vocabulary test was given. To investigate students’ responses, observation and interview were implemented.Findings showed that song worksheet could enhance students’ vocabulary mastery. They also gave positive responses to the use of song worksheet. However, students complained that the songs were too fast. This study supports the use of songs in the EFL context which could make teaching - learning processes more fun

  9. A Middle-Range Theory for Diabetes Self-management Mastery.

    Science.gov (United States)

    Fearon-Lynch, Jennifer A; Stover, Caitlin M

    2015-01-01

    Diabetes mellitus is the seventh leading cause of death in America and affects 382 million people worldwide. Individuals with diabetes must manage the complexity of the disease, its treatment, and complications to avert deleterious consequences associated with the illness. However, not all patients with diabetes successfully gain mastery to positively impact self-management. A new middle-range theory is proposed that merges 2 extant theories, theory of mastery and organismic integration theory, to better understand this human response. The theories' philosophical, theoretical, and conceptual perspectives were examined and relational properties synthesized to provide a conceptual representation of the phenomenon of interest.

  10. An Examination of Mastery- and Performance-Based Orientations in Strategic Communication Syllabi and Suggestions for Rhetorical and Pedagogical Improvement

    Science.gov (United States)

    Stevens, Elise M.; Gibson, Rhonda

    2017-01-01

    This study evaluated syllabi (N = 87) from introductory advertising and public relations courses to examine to what extent and how stated course goals and assignments signal the overall learning orientation of a course and which type of learning orientation--mastery or performance--was most common. Mastery orientations emphasize intrinsic rewards,…

  11. Sense of mastery differences between working-age Swedish- and Finnish-speaking Finns: a population-based study.

    Science.gov (United States)

    Reini, Kaarina; Nyqvist, Fredrica

    2017-06-01

    To examine the probability of a high sense of mastery in a population-representative sample of working-age people and to study the differences in mastery between Finnish-speaking and Swedish-speaking Finns in particular. The data originates from the Western Finland Mental Health Surveys (2008-2014). Associations between sense of mastery and language groups were analyzed with logistic regressions. Swedish-speaking Finns have a higher sense of mastery and the association is mediated by social support. Moreover, a difference in a high sense of mastery is found between Swedish- and Finnish-speaking married women that are outside the labor market. Our findings imply that Finnish-speaking women that are outside the labor market, e.g. on maternity leave or taking care of the household, should be recognized in health and social care services as a group that can benefit from additional support.

  12. The Mastery Rubric for Evidence-Based Medicine: Institutional Validation via Multidimensional Scaling.

    Science.gov (United States)

    Tractenberg, Rochelle E; Gushta, Matthew M; Weinfeld, Jeffrey M

    2016-01-01

    CONSTRUCT: In this study we describe a multidimensional scaling (MDS) exercise to validate the curricular elements composing a new Mastery Rubric (MR) for a curriculum in evidence-based medicine (EBM). This MR-EBM comprises 10 elements of knowledge, skills, and abilities (KSAs) representing our institutional learning goals of career-spanning engagement with EBM. An MR also includes developmental trajectories for each KSA, beginning with medical school coursework, including residency training, and outlining the qualifications of individuals to teach and mentor in EBM. The development was not part of the validation effort, as our curriculum is focused at a single stage (undergraduate medical students). An MR comprises the desired KSAs for an entire curriculum, together with descriptions of a learner's performance and/or capabilities as they develop from novice to proficiency of the curricular target(s). The MR construct is intended to support curriculum development or refinement by capturing the KSAs that support the articulation of concrete learning goals; it also promotes assessment that demonstrates development in the target KSAs and encourages reflection and self-directed learning throughout the learner's career. Two other MRs have been published, and this is the first one specific to teaching and learning in medicine; this is also the first one created specifically to evaluate an existing curriculum. To validate the dispersion of the elements of the EBM curriculum, the nine clinical instructors in the EBM two-course curriculum completed an MDS exercise, rating the similarities of the 10 curricular elements. MDS is a mathematical approach to understanding relationships among concepts/objects when these relationships are difficult to quantify. Eliciting similarity ratings biased the responses toward the null hypothesis (that the elements are not different). MDS results suggested that the MR represents 10 different, although related, facets of the construct

  13. Metacognition in schizophrenia: the relationship of mastery to coping, insight, self-esteem, social anxiety, and various facets of neurocognition.

    Science.gov (United States)

    Lysaker, Paul H; Erickson, Molly; Ringer, Jamie; Buck, Kelly D; Semerari, Antonio; Carcione, Antonino; Dimaggio, Giancarlo

    2011-11-01

    OBJECTIVES. Deficits in metacognition, or the ability to think about thinking, are common in schizophrenia and associated with functional impairment. Unknown are what elements of function are affected by what aspects of metacognition. DESIGN. This study explored whether participants with differing capacities for Mastery, a domain of metacognition that reflects the ability to use knowledge about mental states to respond to psychological challenges, had difficulties in different elements of daily function. METHODS. Participants were 98 adults with schizophrenia or schizoaffective disorder in a non-acute phase, classified into three groups on the basis of ratings of their capacity for metacognitive Mastery using the Metacognitive Assessment Scale: low Mastery (those unable to plausibly represent psychological challenges), Intermediate Mastery (those able to plausibly represent psychological problems but cope primarily through passive measures or avoidance), and high Mastery (those able to cope with plausible problems through cognitive means). Participants completed assessments of coping preference, insight, self-esteem, and anxiety. RESULTS. Multivariate Analysis of Variance (MANOVA) and Analysis of Variance (ANOVA) revealed that the high-Mastery group had a greater preference for coping with stressors by thinking and talking about them, and greater insight than all other groups, and higher levels of feeling accepted by peers than the intermediate-Mastery group. The intermediate-Mastery group reported higher levels of resignation when facing stressors and more social phobia than the other two groups. These findings of Mastery group differences in self-esteem and anxiety persisted when neurocognition was controlled for in an Analysis of Covariance (ANCOVA). CONCLUSIONS. Mastery appears linked to coping preference, insight, self-esteem, and anxiety in a generally non-linear manner. ©2011 The British Psychological Society.

  14. Perceived and Actual Motivational Climate of a Mastery-Involving Sport Education Season

    Science.gov (United States)

    Hastie, Peter; Sinelnikov, Oleg; Wallhead, Tristan; Layne, Todd

    2014-01-01

    The purpose of the study was to implement a Sport Education season designed to be mastery-involving and examine the degree of congruence between the objective measure of the presented climate with the students' perceptions of the saliency of this motivational climate. Twenty-one male high school students (mean age of 15.9 years) and one expert…

  15. Comparative Effects Of “Do It” Creativity And Emotional Mastery ...

    African Journals Online (AJOL)

    This study investigated the comparative effects of “DO IT” creativity and Emotional Mastery techniques in fostering emotional intelligence among adolescents with physical impairments in Oyo State, Nigeria. There were ninety participants randomly selected from three special institutions in the state, namely: Cheshire High ...

  16. Impairments, mastery, and loneliness. A prospective study of loneliness among older adults

    Directory of Open Access Journals (Sweden)

    Magnhild Nicolaisen

    2012-11-01

    Full Text Available Old age is commonly associated with loneliness as loss of partner and friends, retirement, deteriorating health and functional impairments may make way for loneliness. An ageing population may give rise to concern for growing numbers of lonely people. The study explores loneliness among older people 67-79 years old (N=699, living in their own homes, examining whether and how socio-demographic factors, subjective health, and mastery influence loneliness among people with no impairments and people with impairments. The study uses cross-sectional and longitudinal (five-year panel data from the Norwegian Life Course, Ageing and Generation study (NorLAG, calculating the risk of loneliness at T1, and prospectively at T2. Mastery is the only factor significantly influencing the risk of loneliness both at T1 and T2, both for older people with impairments and for those without impairments. A high level of mastery is related to a lower risk of loneliness. Being married or cohabitant are related to a lower risk of loneliness, among those without impairments both at T1 and at T2, among those with impairments only at T1. Age, gender and subjective health were not independently related to loneliness at any time. The results suggest that the subjective feeling of mastery is important to avoid loneliness, both at T1 and prospectively at T2 in both groups

  17. Program Evaluation of the Direct Instruction Reading Interventions: Reading Mastery and Corrective Reading

    Science.gov (United States)

    Jarvis, Nita M.

    2016-01-01

    The purpose of this program evaluation was to evaluate the Direct Instruction programs, Reading Mastery and Corrective Reading, from SRA McGraw-Hill Publishing Company, which were being used as a school-wide reading intervention. These programs were implemented at a small elementary school in the Piedmont area of North Carolina beginning in the…

  18. Adaptive mastery testing using a multidimensional IRT model and Bayesian sequential decision theory

    NARCIS (Netherlands)

    Glas, Cornelis A.W.; Vos, Hendrik J.

    2000-01-01

    This paper focuses on a version of sequential mastery testing (i.e., classifying students as a master/nonmaster or continuing testing and administering another item or testlet) in which response behavior is modeled by a multidimensional item response theory (IRT) model. First, a general theoretical

  19. The Effort to Increase the Students' Achievement in Poetry Mastery through Semiotic Method

    Science.gov (United States)

    Dirgeyasa, I Wy.

    2017-01-01

    The obejectives of this research are to know the improvement of the students' achievement in poetry mastery and their perception regarding to the semiotic method in teaching and learning poetry in English Education Department, Languages and Art Faculty of State University of Medan. The research method used is the Classroom Action Research (CAR).…

  20. An intelligent tutoring system for classifying students into instructional treatments with mastery scores

    NARCIS (Netherlands)

    Vos, Hendrik J.

    1994-01-01

    As part of a project formulating optimal rules for decision making in computer assisted instructional systems in which the computer is used as a decision support tool, an approach that simultaneously optimizes classification of students into two treatments, each followed by a mastery decision, is

  1. Mastery, Enjoyment, Tradition and Innovation: A Reflective Practice Model for Instrumental and Vocal Teachers

    Science.gov (United States)

    Parkinson, Tom

    2016-01-01

    This article offers a model to assist music teachers in reflecting on their teaching practice in relation to their aims and values. Initially developed as a workshop aid for use on a music education MA program, the model is intended to provoke critical engagement with two prominent tensions in music education: that between mastery and enjoyment,…

  2. Teaching Higher and Lower in Mastery Goal Structure: The Perspective of Students

    Science.gov (United States)

    Vedder-Weiss, Dana

    2017-01-01

    Taking a student's perspective, this study aims to characterize students' descriptions of teaching higher and lower in mastery goal emphasis, in elementary, middle, traditional, and democratic schools. Data were collected by student surveys and interviews from fifth- through eighth-grade Israeli students. Nineteen interviews, describing 5 science…

  3. Oral English Language Proficiency and Reading Mastery: The Role of Home Language and School Supports

    Science.gov (United States)

    Palacios, Natalia; Kibler, Amanda

    2016-01-01

    The analysis of 21,409 participants of the Early Childhood Longitudinal Study-Kindergarten cohort focused on home and school factors sought to understand the level of reading mastery that children experienced throughout elementary school and Grade 8 by relating home language use, timing of oral English language proficiency, and the provision of…

  4. The Relation between Mastery Goals and Intrinsic Motivation among University Students: A Longitudinal Study

    Science.gov (United States)

    Bieg, Sonja; Reindl, Marion; Dresel, Markus

    2017-01-01

    The present work broadens previous research on students' mastery goals and intrinsic motivation by exploring their reciprocal effects using a longitudinal approach. To this end, a study using four measurement points was conducted during 10 weeks of one semester. The sample comprised 1156 students enrolled in psychology courses at a medium-sized…

  5. Factors Affecting Professional Job Mastery: Quality of Study or Work Experience?

    Science.gov (United States)

    Aamodt, Per Olaf; Havnes, Anton

    2008-01-01

    For students and for society a core aspect of higher education is to prepare for future employment. Employability, however, goes beyond getting a job and this paper focuses on the quality of job performance, or job mastery. Employability is understood as a process and a product of learning both in higher education and in work life. The paper…

  6. Toward a more social understanding of achievement goals: The interpersonal effects of mastery and performance goals

    NARCIS (Netherlands)

    Poortvliet, P.M.; Darnon, C.

    2010-01-01

    The current article presents an overview of recent research into social outcomes that accompany the pursuit of achievement goals. On the basis of investigations in various subdisciplines of psychology, we conclude that mastery goals—striving to improve one’s own performance—lead to investments in

  7. On Using Stochastic Curtailment to Shorten the SPRT in Sequential Mastery Testing

    Science.gov (United States)

    Finkelman, Matthew

    2008-01-01

    Sequential mastery testing (SMT) has been researched as an efficient alternative to paper-and-pencil testing for pass/fail examinations. One popular method for determining when to cease examination in SMT is the truncated sequential probability ratio test (TSPRT). This article introduces the application of stochastic curtailment in SMT to shorten…

  8. Perceived Attachment Security to Father, Academic Self-Concept and School Performance in Language Mastery

    Science.gov (United States)

    Bacro, Fabien

    2012-01-01

    This study examined the relations between 8-12-year-olds' perceived attachment security to father, academic self-concept and school performance in language mastery. One hundred and twenty two French students' perceptions of attachment to mother and to father were explored with the Security Scale and their academic self-concept was assessed with…

  9. The Role of Maternal Support of Competence, Autonomy and Relatedness in Children's Interests and Mastery Orientation

    Science.gov (United States)

    Aunola, Kaisa; Viljaranta, Jaana; Lehtinen, Erno; Nurmi, Jari-Erik

    2013-01-01

    The present study investigated the extent to which mothers' support for their children's sense of competence, autonomy and relatedness predicts their children's interest in math and reading, and also their mastery orientation, during the transition to primary school. One hundred fifty-two children were examined twice during their first grade year…

  10. The nature and dimensions of achievement goals: mastery, evaluation, competition, and self-presentation goals.

    Science.gov (United States)

    Lemos, Marina S; Gonçalves, Teresa; Lens, Willy; Rodrigues, Luís P

    2014-10-28

    The present study aimed to clarify the nature and dimensions of achievement goals and to examine structural differences in students' goals across school levels. Participants were 134 students from 5th and 6th grades, and 423 students from 7th to 9th grades. A variety of achievement goals were assessed, including mastery goals and several performance-related goals representing three main dimensions: competition, self-presentation, and valence. Two alternative models were tested, using confirmatory factor analysis. For middle-school students a three factor model with presentation, competition, and simple evaluation/mastery goals, was found χ²(132, N = 134) = 160.9, p competition factor, and a simple evaluation/mastery factor, best fitted the data χ²(114, N = 423) = 269.8638 p competition goals, and (b) simple evaluation goals, which encompass neither self-presentation nor competition, and are closely linked to mastery goals. Moreover, significant differences were found in the relative importance attached by students to the different types of goals (p < .001 for all comparisons), both at middle-school F(2, 266) = 220.98; p < .001; η2 = .624) and at junior-high school F(2, 820) = 464.4; p < .001; η2 = .531.

  11. The role of mastery in the relationship between perceived ethnic discrimination and depression: The HELIUS study

    NARCIS (Netherlands)

    Slotman, A.; Snijder, M.B.; Ikram, U.Z.; Schene, A.H.; Stevens, G.W.

    2017-01-01

    OBJECTIVE: This study examined the mediating and moderating role of one's sense of mastery in the relationship between perceived ethnic discrimination and depression. METHOD: Questionnaire data from participants of the Healthy Life in an Urban Setting (HELIUS) study were used, containing responses

  12. From Classrooms to Careers: The Senior Mastery Process at Henry Ford Academy.

    Science.gov (United States)

    Parizek, Deborah; Kesavan, Sandy

    The Henry Ford Academy is the nations first charter school developed jointly by a global corporation, public education, and a non-profit cultural institution. The Senior Mastery Process at Henry Ford Academy is an innovative, challenging program of career exploration and research project for high school seniors. Beginning with initial job…

  13. Online Academic-Integrity Mastery Training May Improve Students' Awareness of, and Attitudes toward, Plagiarism

    Science.gov (United States)

    Curtis, Guy J.; Gouldthorp, Bethanie; Thomas, Emma F.; O'Brien, Geraldine M.; Correia, Helen M.

    2013-01-01

    Some evidence has emerged in recent years that plagiarism can be reduced through the use of online mastery tests that are designed to train introductory psychology students in awareness of academic integrity and referencing conventions. Although these studies demonstrated a reduction in incidents of plagiarism they did not directly examine whether…

  14. Parental Support, Partner Support, and the Trajectories of Mastery from Adolescence to Early Adulthood

    Science.gov (United States)

    Surjadi, Florensia F.; Lorenz, Frederick O.; Wickrama, K. A. S.; Conger, Rand D.

    2011-01-01

    This study examines the long-term associations among parental support, extra-familial partner support, and the trajectories of sense of mastery from adolescence to the early adulthood years. Ten waves of panel data collected over a 16-year period from the Iowa Family Transitions Project (N = 527) were used to test the hypotheses. Results indicated…

  15. Autotutorial, Mastery Approach to Teaching Veterinary Pathology--Where Are We after Nine Years Experience?

    Science.gov (United States)

    Tyler, D. E.; Crowell, W. A.

    1980-01-01

    A new approach for teaching veterinary pathology instituted at the University of Georgia in 1970 is evaluated. Each student was told what was required in the form of behavioral objectives, given alternate sources of information in the form of autotutorial minicourses, and evaluated by formative, summative and mastery means. (Author/MLW)

  16. Topic Mastery and Flow of Thought of Indonesian Students Learning Psycholingustics

    Science.gov (United States)

    Indah, Rohmani Nur

    2016-01-01

    This study focuses on evaluating students' topic mastery and flow of thought in their Psycholinguistics project paper. Assessing these two aspects means a lot since it will be helpful as a planning tool to approach future better instruction. It was conducted with Indonesian students taking Psycholinguistics course at Humanities Faculty of UIN…

  17. Family Mastery Enhances Work Engagement in Chinese Nurses: A Cross-Lagged Analysis

    Science.gov (United States)

    Lu, Chang-qin; Siu, Oi-ling; Chen, Wei-qing; Wang, Hai-jiang

    2011-01-01

    Based on Greenhaus and Powell's (2006) theory of work-family enrichment and the job demands-resources (JD-R) model of work engagement (Bakker & Demerouti, 2008), this study focused on the family-to-work enrichment process by investigating the effect of family mastery on work engagement in a Chinese context. A sample of 279 Chinese female…

  18. Instructor Clarity, Generative Processes, and Mastery Goals: Examining the Effects of Signaling on Student Learning

    Science.gov (United States)

    Bolkan, San

    2017-01-01

    This study examined how, and under what conditions, teacher clarity (i.e., structure/signaling) impacts student learning. One hundred and forty eight students reported their propensity to approach their studies with a mastery orientation and were randomly exposed to a lesson on persuasion that was either signaled or not. After the lesson, students…

  19. Dissemination of an innovative mastery learning curriculum grounded in implementation science principles: a case study.

    Science.gov (United States)

    McGaghie, William C; Barsuk, Jeffrey H; Cohen, Elaine R; Kristopaitis, Theresa; Wayne, Diane B

    2015-11-01

    Dissemination of a medical education innovation, such as mastery learning, from a setting where it has been used successfully to a new and different medical education environment is not easy. This article describes the uneven yet successful dissemination of a simulation-based mastery learning (SBML) curriculum on central venous catheter (CVC) insertion for internal medicine and emergency medicine residents across medical education settings. The dissemination program was grounded in implementation science principles. The article begins by describing implementation science which addresses the mechanisms of medical education and health care delivery. The authors then present a mastery learning case study in two phases: (1) the development, implementation, and evaluation of the SBML CVC curriculum at a tertiary care academic medical center; and (2) the dissemination of the SBML CVC curriculum to an academic community hospital setting. Contextual information about the drivers and barriers that affected the SBML CVC curriculum dissemination is presented. This work demonstrates that dissemination of mastery learning curricula, like all other medical education innovations, will fail without active educational leadership, personal contacts, dedication, hard work, rigorous measurement, and attention to implementation science principles. The article concludes by presenting a set of lessons learned about disseminating an SBML CVC curriculum across different medical education settings.

  20. Mastery Goal, Value and Self-Concept: What Do They Predict?

    Science.gov (United States)

    Yeung, Alexander S.; Craven, Rhonda G.; Kaur, Gurvinder

    2012-01-01

    Background: Students' motivation is known to influence academic outcomes. However, there is a paucity of research showing the relative influences of motivational factors on short-term and long-term outcomes. Purpose: The study investigates the relative influences of motivational factors--mastery goal orientation, value of schooling, and academic…

  1. Skill Acquisition in Music Performance: Relations between Planning and Temporal Control.

    Science.gov (United States)

    Drake, Carolyn; Palmer, Caroline

    2000-01-01

    This study investigated acquisition of music performance skills over 11 practice trials in novice and expert pianists differing in age, training, and sight-reading ability. The finding of a strong positive relationship between the mastery of temporal constraints and planning abilities within performance suggested that these two cognitive…

  2. How to improve essential skills in introductory physics through brief, spaced, online practice.

    Science.gov (United States)

    Heckler, Andrew; Mikula, Brendon

    2017-01-01

    We developed and implemented a set of online ``essential skills'' tasks to help students achieve and retain a core level of mastery and fluency in basic skills necessary for their coursework. The task design is based on our research on student understanding and difficulties as well as three well-established cognitive principles: 1) spaced practice, to promote retention, 2) interleaved practice, to promote the ability to recognize when the learned skill is needed, and 3) mastery practice mastery practice, to promote a base level of performance. We report on training on a variety of skills with vector math. Students spent a relatively small amount of time, 10-20 minutes in practice each week, answering relevant questions online until a mastery level was achieved. Results indicate significant and often dramatic gains, often with average gains of over one standard deviation. Notably, these large gains are retained at least several months after the final practice session, including for less-prepared students. Funding for this research was provided by the Center for Emergent Materials: an NSF MRSEC under Award Number DMR-1420451.

  3. Firm Foundations: The Effectiveness of an Educational Psychologist Developed Intervention Targeting Early Numeracy Skills

    Science.gov (United States)

    Somerville, Ros; Ayre, Kate; Tunbridge, Daniel; Cole, Katy; Stollery, Richard; Sanders, Mary

    2015-01-01

    This study evaluates the efficacy of a mathematics intervention devised by Essex Educational Psychology Service (EPS), UK. The intervention was designed to develop understanding and skills across four key domains within arithmetical development, by applying the principles of errorless learning, distributed practice and teaching to mastery. A…

  4. Phonemic Awareness Development in 2.5- and 3.5-Year-Old Children: An Examination of Emergent, Receptive, Knowledge and Skills

    Science.gov (United States)

    Kenner, Brandi Biscoe; Terry, Nicole Patton; Friehling, Arielle H.; Namy, Laura L.

    2017-01-01

    The National Institutes of Health has deemed illiteracy a national health crisis based on reading proficiency rates among American children. In 2002, the National Early Literacy Panel identified six pre-reading skills that are most crucial precursors to reading mastery and predict future reading outcomes. Of those skills, phonological awareness,…

  5. THE EFFECT OF THE SCALES MEDIA USAGE TOWARD MASTERY OF THE WEIGHT MEASURING CONCEPT FOR STUDENT WITH INTELLECTUAL DISABILITY

    Directory of Open Access Journals (Sweden)

    Etika Nur Cahyani

    2016-12-01

    Full Text Available A student with intellectual disability who has low level of intelligence and adaptive skills, a weak and abstract thinking needs a special approach of learning. The concept of weight measuring on student with intellectual disability is an abstract concept. Mastering concept of weight happens on student with intellectual disability is that if there is an object which seems to be larger or more is definitely heavier. This concept implies on the learning approaches used by educators in instilling the concept of weight measurement correctly. Therefore, before students start to study about the concept of actual weight need to be bridged with the real concept of scales and weighing process to ascertain the nature of the weight of an object. The goal of this research was to describe the effect of the scales mediausage toward mastery of the weight measuring concept on student with intellectual disability in the class VII. The research design used in this study was Single Subject Research (SSR with models A-B-A and using the unit of measuring scores. The results showed that there was the effect of the media on the mastery of weight scales concept. It was stated in the calculation of the overlap percentage between phases of baseline-1 to 0% of the intervention phase. This calculation stated that interventions have an impact on increasing the target behavior because the overlap percentages were below 90%.   Peserta didik tunagrahita adalah anak yang memiliki keterbatasan taraf kecerdasan dan keterampilan adaptif. Karakteristik tunagrahita yang lemah dalam berpikir abstrak perlu suatu pendekatan pembelajaran. Konsep pengukuran berat pada siswa tunagrahita merupakan suatu konsep abstrak. Penguasaan konsep berat yang terjadi pada siswa tunagrahita bahwa benda yang kelihatan lebih besar atau lebih banyak pasti lebih berat. Konsep yang terjadi demikian berimplikasi pada pendekatan pembelajaran yang digunakan pendidik dalam menanamkan konsep pengukuran berat

  6. Toward a Validated Competence Framework for Sustainable Entrepreneurship

    NARCIS (Netherlands)

    Ploum, L.J.L.; Blok, V.; Lans, T.; Omta, S.W.F.

    2017-01-01

    Knowledge, skills, and attitudes to manage sustainable development have become significant components of different career paths. Previous research has explored which competencies are needed for future change agents in the field of sustainable development. Sustainable entrepreneurship can be seen as

  7. The educational value of online mastery quizzes in a human anatomy course for first-year dental students.

    Science.gov (United States)

    Lee, Lisa M J; Nagel, Rollin W; Gould, Douglas J

    2012-09-01

    The purpose of this study was to evaluate the effectiveness of online mastery quizzes in enhancing dental students' learning and preparedness for anatomy examinations. First-year dental students taking an integrated anatomy course at The Ohio State University were administered online mastery quizzes, made available for five days before each examination. The mastery quizzes were comprised of ten multiple-choice questions representative of the upcoming examination in content and difficulty. The students were allowed to access this resource as many times as they desired during the five-day window before each examination; the highest score for each student was added to his or her final course grade. The results indicate that almost all the students took advantage of this resource to reinforce content, clarify concepts, and prepare for the examinations. Statistical analyses of the students' exam performance showed that the mastery quizzes neither improved nor reduced their exam scores, but multiple regression analyses showed that the initial mastery quiz scores had a predictive value for their examination performance, suggesting a potential for mastery quizzes as an intervention tool for such a course. Online mastery quizzes, when used effectively, may be an effective resource to further engage dental and other students in educational endeavors and examination preparation and as a predictor of success.

  8. A Group of Indonesian Adult EFL Students’ Mastery of Tenses and Aspects: Investigating the Internal and External Factors of Learning

    Directory of Open Access Journals (Sweden)

    - Muhlisin

    2015-10-01

    Full Text Available The study aimed, firstly, to assess a group of Indonesian adult EFL students’ mastery of tenses and aspects as part of their mastery of English grammar and, secondly, to identify if their experience of going through the instructional processes, their perceptions of and habits in studying English grammar shaped their mastery of tenses and aspects. The data were collected through a grammar test and a semi-structured interview. As the study was conducted, the students were sitting in the fourth (last year of their study. Despite having such long instructional experience, however, the findings show that the mastery of tenses and aspects of majority of the students still fell into the “fail” category. Also, their having perception that studying English grammar is important apparently did not shape their mastery of tenses and aspects. What seemed influential as to shaping their mastery was much more related to their habits in studying, the modes of instruction they experienced, and the type of language samples they were exposed to, especially during the process of receiving grammar instruction in the classroom. Keywords: grammatical competence, mastery of tenses and aspects, English as a foreign language

  9. Transformative Learning Model for Youth Life Skills Entrepreneurs in Poor Weavers Songket Palembang

    Directory of Open Access Journals (Sweden)

    Ayi Olim

    2015-05-01

    Full Text Available Non-formal education serves to develop the potential of students with an emphasis on the mastery of knowledge and functional skills and professional attitude and personality development, is now understood as an alternative approach to the future education with an emphasis on the mastery of skills. transformative learning, life skills and entrepreneurship as a modality of model development. learner/ prospective participants learn from the lower-middle group (in the shadow of the transmission of learning should be the owner of the learning process and should be able to identify the capabilities and environmental problems, reflect and take action in developing entrepreneurial abilities. The model requires changing patterns of transformative learning and utilization participants life skills learning, facilitation and management support from stakeholders

  10. Goal Orientation, Deep Learning, and Sustainable Feedback in Higher Business Education

    Science.gov (United States)

    Geitz, Gerry; Brinke, Desirée Joosten-ten; Kirschner, Paul A.

    2015-01-01

    Relations between and changeability of goal orientation and learning behavior have been studied in several domains and contexts. To alter the adopted goal orientation into a mastery orientation and increase a concomitant deep learning in international business students, a sustainable feedback intervention study was carried out. Sustainable…

  11. Intrinsic motivation, performance, and the mediating role of mastery goal orientation: a test of self-determination theory.

    Science.gov (United States)

    Cerasoli, Christopher P; Ford, Michael T

    2014-01-01

    Although intrinsic motivation has been linked repeatedly to performance and outcomes, the causal relationship between the two has remained unclear. To explain the link, this study considered the focusing influence of mastery goals. Using a three-wave panel study and hypotheses drawn from self-determination theory and achievement goal theory, the current study sought to clarify the relationships between intrinsic motivation, mastery goal orientation, and performance. Specifically, the current study hypothesized and found that mastery goals mediated (explained) the relationship between intrinsic motivation and performance.

  12. Differences between the sexes in technical mastery of rhythmic gymnastics.

    Science.gov (United States)

    Bozanic, Ana; Miletic, Durdica

    2011-02-01

    The aims of this study were to determine possible differences between the sexes in specific rhythmic gymnastics techniques, and to examine the influence of various aspects of technique on rhythmic composition performance. Seventy-five students aged 21 ± 2 years (45 males, 30 female) undertook four test sessions to determine: coefficients of asymmetry, stability, versatility, and the two rhythmic compositions (without apparatus and with rope). An independent-sample t-test revealed sex-based differences in technique acquisition: stability for ball (P rhythmic composition without apparatus (P rhythmic composition performance of females, and the variables for assessing asymmetry (beta = -0.38; P rhythmic composition performance of males. The results suggest that female students dominate in body skill technique, while male students have the advantage with apparatus. There was a lack of an expressive aesthetic component in performance for males. The need for ambidexterity should be considered in the planning of training programmes.

  13. The effects of constraints and mastery on mental and physical health: Conceptual and methodological considerations.

    Science.gov (United States)

    Infurna, Frank J; Mayer, Axel

    2015-06-01

    Perceived control and health are closely interrelated in adulthood and old age. However, less is known regarding the differential implications of 2 facets of perceived control, constraints and mastery, for mental and physical health. Furthermore, a limitation of previous research testing the pathways linking perceived control to mental and physical health is that mediation was tested with cross-sectional designs and not in a longitudinal mediation design that accounts for temporal ordering and prior confounds. Using data from the Health and Retirement Study (HRS; n = 7,612, M age = 68, SD = 10.66; 59% women) we examined the effect of constraints and mastery on 4-year changes in mental and physical health and whether physical activity mediated such effects in a longitudinal mediation design. Using confirmatory factor analysis, we modeled the 2-factor structure of perceived control that consisted of constraints and mastery. In our longitudinal mediation model, where we accounted for possible confounders (e.g., age, gender, education, neuroticism, conscientiousness, memory, and health conditions), constraints showed a stronger total effect on mental and physical health, than mastery, such that more constraints were associated with 4-year declines in mental and physical health. Physical activity did not mediate the effect of constraints and mastery on mental and physical health (indirect effect). To demonstrate the importance of a longitudinal mediation model that accounts for confounders, we also estimated the mediated effect using 2 models commonly used in the literature: cross-sectional mediation model and longitudinal mediation model without accounting for confounders. These mediation models indicated a spurious indirect effect that cannot be causally interpreted. Our results showcase that constraints and mastery have differential implications for mental and physical health, as well as how a longitudinal mediation design can illustrate (or not) pathways in

  14. Day-to-day mastery and self-efficacy changes during a smoking quit attempt: Two studies.

    Science.gov (United States)

    Warner, Lisa M; Stadler, Gertraud; Lüscher, Janina; Knoll, Nina; Ochsner, Sibylle; Hornung, Rainer; Scholz, Urte

    2018-01-15

    In social-cognitive theory, it is hypothesized that mastery experiences (successfully implementing behaviour change) are a source of self-efficacy, and self-efficacy increases the opportunity for experiencing mastery. Vicarious experiences (seeing others succeed) are suggested as another source of self-efficacy. However, the hypothesis of this reciprocal relationship has not been tested using a day-to-day design. This article reports findings from two intensive longitudinal studies, testing the reciprocal relationship of self-efficacy and its two main sources within the naturally occurring process of quitting smoking (without intervention). Smokers (Study 1: N = 100 smokers in smoker-non-smoker couples (1,787 observations); Study 2; N = 81 female (1,401 observations) and N = 79 male smokers (1,328 observations) in dual-smoker couples) reported their mastery experiences (not smoking the entire day; in Study 2, mastery experience of partner served as vicarious experience) and smoking-specific self-efficacy for 21 days after a self-set quit date. Time-lagged multilevel analyses were conducted using change-predicting-change models. Increases in mastery experiences predicted changes in self-efficacy, and increases in self-efficacy predicted changes in mastery experiences in Study 1. Study 2 replicated these results and showed contagion effects (partners' mastery on individuals' mastery and partners' self-efficacy on individuals' self-efficacy), but found no evidence for a link between vicarious experiences (partners' mastery experiences) and individuals' self-efficacy. This article demonstrates that mastery experiences and self-efficacy show a reciprocal relationship within smokers during a quit attempt in a day-to-day design, as well as contagion effects in couples when both partners try to quit simultaneously. Statement of Contribution What is already known on this subject? Self-efficacy is one of the strongest correlates of quitting smoking. Despite the

  15. Konsep Hard Skill, Soft Skill Dan Spiritual Skill Pustakawan Menghadapi Era Library 3.0

    Directory of Open Access Journals (Sweden)

    Mohamad Rotmianto

    2016-11-01

    Full Text Available In  this  present  time,  librarian  must  know  well  about information technology or  it also called have a  literacy of  information technology.  Because  they  (librarian  will  face  the  “explosion  of information”, as well as a new  library user named “Net Generation” who wants all information to be presented more accurate, quicker and interactively, as the demands of Library 3.0. Mastery three skills: hard skill  (IQ  and  soft  skill  (EQ     combined  with  spiritual  skill  (SQ  is required  to  succeed  to be a Librarian 3.0,  so not only qualifed  in  the feld of technology, but more than that librarians also have a humanism side that is based on religious principles.

  16. Effective Strategies and Activities for Developing Soft Skills, Part 2

    Science.gov (United States)

    Green, Diana J.; Blaszczynski, Carol

    2012-01-01

    Employers seek employees who possess soft skills. Employees who do not have excellent soft skills may not experience success in obtaining and sustaining employment. McEwen's (2010) framework for skill-building--introduce, explain, practice, and reinforce--was used to describe activities for enhancing soft skills. Soft skills building activities…

  17. Framework and implementation for improving physics essential skills via computer-based practice: Vector math

    Science.gov (United States)

    Mikula, Brendon D.; Heckler, Andrew F.

    2017-06-01

    We propose a framework for improving accuracy, fluency, and retention of basic skills essential for solving problems relevant to STEM introductory courses, and implement the framework for the case of basic vector math skills over several semesters in an introductory physics course. Using an iterative development process, the framework begins with a careful identification of target skills and the study of specific student difficulties with these skills. It then employs computer-based instruction, immediate feedback, mastery grading, and well-researched principles from cognitive psychology such as interleaved training sequences and distributed practice. We implemented this with more than 1500 students over 2 semesters. Students completed the mastery practice for an average of about 13 min /week , for a total of about 2-3 h for the whole semester. Results reveal large (>1 SD ) pretest to post-test gains in accuracy in vector skills, even compared to a control group, and these gains were retained at least 2 months after practice. We also find evidence of improved fluency, student satisfaction, and that awarding regular course credit results in higher participation and higher learning gains than awarding extra credit. In all, we find that simple computer-based mastery practice is an effective and efficient way to improve a set of basic and essential skills for introductory physics.

  18. Association of cardiopulmonary resuscitation psychomotor skills with knowledge and self-efficacy in nursing students.

    Science.gov (United States)

    Roh, Young Sook; Issenberg, S Barry

    2014-12-01

    Effective cardiopulmonary resuscitation (CPR) skills are essential for better patient survival, but whether these skills are associated with knowledge of and self-efficacy in CPR is not well known. The purpose of this study was to assess the quality of CPR skills and identify the association of the psychomotor skills with knowledge and self-efficacy at the time of CPR skills training. A convenience sample of 124 nursing students participated in a one-group posttest-only study. The quality of CPR psychomotor skills, as assessed by structured observation using a manikin, was suboptimal. Nursing students who performed correct chest compression skills reported higher self-efficacy, but there was no association between CPR psychomotor skills and total knowledge. Rigorous skills training sessions with more objective feedback on performance and individual coaching are warranted to enable mastery learning and self-efficacy. © 2013 Wiley Publishing Asia Pty Ltd.

  19. Cotton and Sustainability: Impacting Student Learning through Sustainable Cotton Summit

    Science.gov (United States)

    Ha-Brookshire, Jung; Norum, Pamela

    2011-01-01

    Purpose: The purpose of this paper is to examine the effect of intensive extra-curricular learning opportunities on students' knowledge, skills, and attitudes regarding cotton and sustainability. Design/methodology/approach: A three-phase extra-curricular learning opportunity was designed to include a Sustainable Cotton Summit; pre-summit and…

  20. Collecting Validity Evidence for the Assessment of Mastery Learning in Simulation-Based Ultrasound Training

    DEFF Research Database (Denmark)

    Dyre, L; Nørgaard, L N; Tabor, A

    2016-01-01

    Purpose: To collect validity evidence for the assessment of mastery learning on a virtual reality transabdominal ultrasound simulator. Materials and Methods: We assessed the validity evidence using Messick's framework for validity. The study included 20 novices and 9 ultrasound experts who all...... completed 10 obstetric training modules on a transabdominal ultrasound simulator that provided automated measures of performance for each completed module (i. e., simulator metrics). Differences in the performance of the two groups were used to identify simulator metrics with validity evidence...... learning level within a median of 4 attempts (range 3 - 8) corresponding to a median of 252 minutes of simulator training (range 211 - 394 minutes). Conclusion: This study found that validity evidence for the assessment of mastery learning in simulation-based ultrasound training can be demonstrated...

  1. Effect of Student Teams Achievement Division and Vocabulary Mastery to Reading Comprehension Ability

    Directory of Open Access Journals (Sweden)

    Rahayu Fitri

    2017-11-01

    Full Text Available This research aimed to describe the effect of STAD technique and vocabulary mastery to reading comprehension ability. This is a quantitative research with quasi-experimental research with factorial design 2x2. Sampling was done by using simple random sampling technique. Data were collected by using objective tests. The results of this research were: (1 there was a difference in reading comprehension between students taught using STAD technique with conventional technique; (2 there was a difference in reading comprehension between students who had a high vocabulary taught by STAD technique type with students having high vocabulary taught using conventional technique; (3 there was a difference in reading comprehension between students who had low vocabulary are taught using STAD technique with students who had low vocabulary taught using conventional technique; and (4 there was an interaction between the use of STAD technique and vocabulary mastery in influencing the students reading comprehension ability.

  2. Investigating the Use of Vicarious and Mastery Experiences in Influencing Early Childhood Education Majors' Self-Efficacy Beliefs

    Science.gov (United States)

    Bautista, Nazan Uludag

    2011-06-01

    This study investigated the effectiveness of an Early Childhood Education science methods course that focused exclusively on providing various mastery (i.e., enactive, cognitive content, and cognitive pedagogical) and vicarious experiences (i.e., cognitive self-modeling, symbolic modeling, and simulated modeling) in increasing preservice elementary teachers' self-efficacy beliefs. Forty-four preservice elementary teachers participated in the study. Analysis of the quantitative (STEBI-b) and qualitative (informal surveys) data revealed that personal science teaching efficacy and science teaching outcome expectancy beliefs increased significantly over the semester. Enactive mastery, cognitive pedagogical mastery, symbolic modeling, and cognitive self-modeling were the major sources of self-efficacy. This list was followed by cognitive content mastery and simulated modeling. This study has implications for science teacher educators.

  3. Socioeconomic status and paranoia: the role of life hassles, self-mastery, and striving to avoid inferiority.

    Science.gov (United States)

    Anderson, Fraser; Freeman, Daniel

    2013-08-01

    Paranoid ideation is more common in the general population than previously thought, and it is associated with low socioeconomic status. Daily life hassles, self-mastery, and striving to avoid inferiority may partly account for this association, but these factors have not been examined in relation to paranoid thoughts. Two hundred fifteen individuals from the general population completed self-report assessments of paranoid thoughts during the last month, daily life hassles, self-mastery, striving to avoid inferiority, and socioeconomic classification. A greater number of daily hassles, low self-mastery, and insecure striving were all associated with greater levels of paranoid thinking. Each variable was associated with markers of socioeconomic status. This study demonstrates for the first time the association of paranoid thoughts with life hassles, self-mastery, and striving to avoid inferiority. Each of the factors examined may be a plausible candidate to account for why lower socioeconomic status is associated with greater perceptions of threat from other people.

  4. Impairments, mastery, and loneliness. A prospective study of loneliness among older adults

    OpenAIRE

    Magnhild Nicolaisen; Kirsten Thorsen

    2012-01-01

    Old age is commonly associated with loneliness as loss of partner and friends, retirement, deteriorating health and functional impairments may make way for loneliness. An ageing population may give rise to concern for growing numbers of lonely people. The study explores loneliness among older people 67-79 years old (N=699), living in their own homes, examining whether and how socio-demographic factors, subjective health, and mastery influence loneliness among people with no impairments and pe...

  5. THE VOCABULARY TEACHING AND VOCABULARY LEARNING: PERCEPTION, STRATEGIES, AND INFLUENCES ON STUDENTS' VOCABULARY MASTERY

    OpenAIRE

    Dewi Nur Asyiah

    2017-01-01

    Vocabulary plays pivotal role in foreign language learning. However, vocabulary teaching and vocabulary learning in TEFL seems to be neglected. The study was aimed to investigate how vocabulary teaching and learning are perceived by teacher and students, strategies to teach and learn the vocabulary, and also influences of students’ vocabulary learning strategy on their vocabulary mastery. Accordingly, a mix method design was employed to one English teacher and 30 junior high school students t...

  6. The Correlation between Indonesian Students’ Vocabulary Mastery and Their Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Amal Hayati

    2016-07-01

    Full Text Available Exploring students’ background knowledge in pre-reading activities suggests the importance of interaction in the process of meaning making which requires appropriate vocabulary. Although many factors constitute students’ comprehension, vocabulary should be the main concern in EFL reading classes.  Consistence with this premise, the current study was aimed at proving the correlation between students’ vocabulary mastery and their reading achievement at the fourth semester of STKIP Dharma Bakti Lubuk Alung. This correlational study involved 70 students taken through cluster random sampling. Vocabulary and reading test were employed to determine the correlation between students’ vocabulary mastery and their reading comprehension.  Through Correlation of Product Moment, coefficient correlation between two variables was found to be 0.61 with index correlation in r-table was 0.1617 for α= 0.05, suggesting that the coefficient correlation between two variables (rxy t-calculated was bigger than t-table.  It means that H1 was accepted and H0 was rejected. In conclusion, there was a positive correlation between students’ vocabulary mastery and their reading comprehension at the fourth semester students of STKIP Dharma Bakti Lubuk Alung

  7. The Effect of Interest in Reading on Mastery of English Vocabulary with Fifth Grade Elementary Students

    Directory of Open Access Journals (Sweden)

    Herlina Herlina

    2016-09-01

    Full Text Available The aim of this research is to find out whether there was a positive relationship between students’ interest in reading and their mastery of English vocabulary for fifth grade elementary school students at the lab school in Jakarta. This research used a quantitative method applying a co-relational approach. The population for this research was fifth grade elementary school students from three lab schools. A simple random sampling was used to select a sample of 60 students as respondents from these schools: Lab school Rawamangun in East Jakarta, Lab school Setia Budi in South Jakarta and Lab school Kebayoran also in South Jakarta. Data was collected using a questionnaire with 30 questions requiring answers on a Likert scale and 32 test items were given to each respondent. The conclusion from this research is that there was a positive and significant relationship between interest in reading and mastery of English vocabulary amongst the sample fifth grade elementary school students from these lab schools in Jakarta. Hence, students who had high interest in reading, their mastery of English vocabulary also increased.

  8. Self-Esteem and Mastery Trajectories in High School by Social Class and Gender

    Science.gov (United States)

    Falci, Christina D.

    2011-01-01

    Using longitudinal data from 769 white adolescents in the Midwest, this research applies a social structure and personality perspective to examine variation in self-esteem and mastery trajectories by gender and SES across the high school years. Analyses reveal that high SES adolescents experience significantly steeper gains in self-esteem and mastery compared to low SES adolescents, resulting in the reversal of SES differences in self-esteem and the emergence of significant SES differences in mastery. Pre-existing gender differences in self-esteem narrow between the 9th and 12th grade because self-esteem increases at a faster rate among girls than boys during high school. These SES and gender differences in self-concept growth are explained by changes in parent-adolescent relationship quality and stress exposure. Specifically, boys and adolescents with lower SES backgrounds experienced steeper declines in parent-adolescent relationship quality and steeper gains in chronic work strain compared to girls and low SES adolescents, respectively. PMID:21423844

  9. Embedded Mathematics in Chemistry: A Case Study of Students' Attitudes and Mastery

    Science.gov (United States)

    Preininger, Anita M.

    2017-02-01

    There are many factors that shape students' attitudes toward science, technology, engineering and mathematics. This exploratory study of high school students examined the effect of enriching chemistry with math on chemistry students' attitudes toward math and careers involving math. To measure student attitudes, a survey was administered before and after the 18-week chemistry class; results from the chemistry class were compared to survey results from students in an elective science class that did not emphasize mathematics. At the end of the 18-week period, only the chemistry students exhibited more positive views toward their abilities in mathematics and careers that involve mathematics, as compared to their views at the outset of the course. To ensure that chemistry mastery was not hindered by the additional emphasis on math, and that mastery on state end-of-course examinations reflected knowledge acquired during the math-intensive chemistry class, a chemistry progress test was administered at the start and end of the term. This exploratory study suggests that emphasizing mathematical approaches in chemistry may positively influence attitudes toward math in general, as well as foster mastery of chemistry content.

  10. The Effort to Increase the Students’ Achievement in Poetry Mastery through Semiotic Method

    Directory of Open Access Journals (Sweden)

    I Wy. Dirgeyasa

    2017-02-01

    Full Text Available The obejectives of this research are to know the improvement  of the students’ achievement in poetry mastery and their perception regarding to the semiotic method in teaching and learning poetry in  English Education Department, Languages and Art Faculty of State University of Medan. The research method used is the Classroom Action Research (CAR. The subjects of the research are the fifth semester of 37 students of 2013/2014 academic year. The data are collected by test in order to know the students’ achievment in poetry mastery. The students’ perception toward the implementation of the semiotic method for teaching and learning poetry is collected by questionaire. The data are analyzed by descriptive analysis. The result of research shows that (1 the average score of the students’ achievement of poetry mastery is (71.75 or it increases (11,59 point from pre-test (60.16 and (2 in general, the students’ perception toward the semiotic method for teaching and learning poetry are good and positive.

  11. Improving Students' Vocabulary Mastery by Using Flash Cards at Sixth Graders of SD Negeri 007 Bangun Purba

    OpenAIRE

    Nugroho, Eko Wahyu; Rahayu, Pipit; Kasyulita, Evi

    2015-01-01

    This research reports on the use of flash cards in improving students' vocabulary mastery.The purpose of the research was to find out what extent the use of flashcards can improve thestudents' vocabulary mastery. The study employed an action research in SDN 007 Bangun Purbawith 32 students as the sample. The study used two types of data collection techniques includingvocabulary tests and a four-week of classroom observation. The findings showed that there is animprovement in the students' voc...

  12. Entrepreneurial action, sustainability and bricolage

    DEFF Research Database (Denmark)

    Korsgaard, Steffen T.

    This paper explores the relation between entrepreneurship and sustainability. It is explored whether bricolage, a specific form of entrepreneurial action, is particularly conducive to the creation of sustainable solutions. This question is investigated through a case study of an entrepreneur who...... has a long history of sustainable entrepreneurship in which bricolage plays a central role. The study identifies six distinct forms of bricolage practised by the entrepreneur. Furthermore, it is found that, while there is no direct link between bricolage and sustainability, the two concepts have...... a potentially synergetic relationship between them so that bricolage skills may enhance a sustainable mindset, and vice versa....

  13. Roadmapping towards Sustainability Proficiency in Engineering Education

    Science.gov (United States)

    Rodriguez-Andara, Alejandro; Río-Belver, Rosa María; Rodríguez-Salvador, Marisela; Lezama-Nicolás, René

    2018-01-01

    Purpose: The purpose of this paper is to deliver a roadmap that displays pathways to develop sustainability skills in the engineering curricula. Design/methodology/approach: The selected approach to enrich engineering students with sustainability skills was active learning methodologies. First, a survey was carried out on a sample of 189 students…

  14. Sustainability & Organization Design

    DEFF Research Database (Denmark)

    Rasmussen, Morten Bygvraa; Obel, Børge; Kallehave, Pernille

    of global governance to match the new dynamics and consequences of globalization. Governments are re-examining corporate accountability to society and how companies earn their license to operate. Furthermore companies are re-examining their code of conduct and leadership values. Thus, sustainability...... is an important driver in organizations and its impact and effect on organization design is critical. Development of organization design, structure, processes, and human skills and values are needed to create the sustainable organization for the future. This paper discusses the requirements to be a sustainable...... organization. Here we follow the Global Compact criteria. The consequences for processes, structure, and human skills and values are analyzed. In particular the analysis will investigate exploration and exploitation from a holistic perspective using the principles of requisite variety and information...

  15. Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy

    Directory of Open Access Journals (Sweden)

    Teresa Limpo

    2017-10-01

    Full Text Available It is well established that students’ beliefs in skill malleability influence their academic performance. Specifically, thinking of ability as an incremental (vs. fixed trait is associated with better outcomes. Though this was shown across many domains, little research exists into these beliefs in the writing domain and into the mechanisms underlying their effects on writing performance. The aim of this study was twofold: to gather evidence on the validity and reliability of instruments to measure beliefs in skill malleability, achievement goals, and self-efficacy in writing; and to test a path-analytic model specifying beliefs in writing skill malleability to influence writing performance, via goals and self-efficacy. For that, 196 Portuguese students in Grades 7-8 filled in the instruments and wrote an opinion essay that was assessed for writing performance. Confirmatory factor analyses supported instruments’ validity and reliability. Path analysis revealed direct effects from beliefs in writing skill malleability to mastery goals (ß = .45; from mastery goals to self-efficacy for conventions, ideation, and self-regulation (ß = .27, .42, and .42, respectively; and from self-efficacy for self-regulation to writing performance (ß = .16; along with indirect effects from beliefs in writing skill malleability to self-efficacy for self-regulation via mastery goals (ß = .19, and from mastery goals to writing performance via self-efficacy for self-regulation (ß = .07. Overall, students’ mastery goals and self-efficacy for self-regulation seem to be key factors underlying the link between beliefs in writing skill malleability and writing performance. These findings highlight the importance of attending to motivation-related components in the teaching of writing.

  16. Teaching Grocery Store Purchasing Skills to Students with Intellectual Disabilities Using a Computer-Based Instruction Program

    Science.gov (United States)

    Hansen, David L.; Morgan, Robert L.

    2008-01-01

    This research evaluated effects of a multi-media computer-based instruction (CBI) program designed to teach grocery store purchasing skills to three high-school students with intellectual disabilities. A multiple baseline design across participants used measures of computer performance mastery and grocery store probes to evaluate the CBI. All…

  17. Taking Journal Clubs off Autopilot: A Case Study of Teaching Literature Evaluation Skills to Preclinical MD/PhD Students.

    Science.gov (United States)

    Currier, Rebecca L; Schneider, Marguerite Reid; Heubi, James E

    2013-12-01

    Researchers designed learner-directed journal clubs to develop literature evaluation skills in preclinical students. Sessions balanced student-led discussion with structured objectives and faculty support. During the pilot with preclinical MD/PhD students, self-rated mastery improved over all 17 measured objectives. Six exercises have since been incorporated into the full medical school curriculum.

  18. Peer-assessment of medical communication skills: the impact of students' personality, academic and social reputation on behavioural assessment

    NARCIS (Netherlands)

    Hulsman, Robert L.; Peters, Joline F.; Fabriek, Marcel

    2013-01-01

    Peer-assessment of communication skills may contribute to mastery of assessment criteria. When students develop the capacity to judge their peers' performance, they might improve their capacity to examine their own clinical performance. In this study peer-assessment ratings are compared to

  19. Concerns about numeracy skills of nursing students.

    Science.gov (United States)

    Jukes, Lisa; Gilchrist, Mollie

    2006-07-01

    Accurate mathematical calculation is a critical skill that nurses must demonstrate in order to administer medications safely. The ability of undergraduate nurses to calculate the correct dosage of medication consistently has been a concern of schools of nursing for a long time. This study explores the ability of a group of nursing students to calculate mathematical drug problems within an English University. A convenience sample of 37 second year nursing students volunteered to complete a 10-item drug calculation test, requiring understanding of simple division and multiplication, percentages, ratio and proportion, conversion of units and multiple-stage procedures. The students' median correct score was 6 out of 10 (range 0-9). No one achieved full marks. Only 3 were able to achieve 9 out of 10, indicating that, on average, students were unable to achieve 90% mastery. This finding supports past literature and is of concern. It is of concern that these student nurses did not have the ability to perform drug calculations at a 90% mastery level. It has been recommended that admission requirements be reviewed, and that students are tested throughout their programme and that skills are reinforced both in the classroom and practice setting. This could be achieved using a variety of methods, supporting a teaching and learning framework to integrate analytical and procedural competence underpinned by the creation of national standards. Also, both educators and practitioners must take responsibility for ensuring adequate support and guidance are available to student nurses.

  20. Empowering Women Through Skill Acquisition In Nigeria: A Case ...

    African Journals Online (AJOL)

    This paper therefore examines the issue of women empowerment through skill acquisition in Nigeria as a prospect for sustainable development in the 21st century. It reviewed the available skill areas and suggested ways of enhancing skill acquisition as a means of capacity building of women in sustainable development in ...

  1. Fostering a student's skill for analyzing test items through an authentic task

    Science.gov (United States)

    Setiawan, Beni; Sabtiawan, Wahyu Budi

    2017-08-01

    Analyzing test items is a skill that must be mastered by prospective teachers, in order to determine the quality of test questions which have been written. The main aim of this research was to describe the effectiveness of authentic task to foster the student's skill for analyzing test items involving validity, reliability, item discrimination index, level of difficulty, and distractor functioning through the authentic task. The participant of the research is students of science education study program, science and mathematics faculty, Universitas Negeri Surabaya, enrolled for assessment course. The research design was a one-group posttest design. The treatment in this study is that the students were provided an authentic task facilitating the students to develop test items, then they analyze the items like a professional assessor using Microsoft Excel and Anates Software. The data of research obtained were analyzed descriptively, such as the analysis was presented by displaying the data of students' skill, then they were associated with theories or previous empirical studies. The research showed the task facilitated the students to have the skills. Thirty-one students got a perfect score for the analyzing, five students achieved 97% mastery, two students had 92% mastery, and another two students got 89% and 79% of mastery. The implication of the finding was the students who get authentic tasks forcing them to perform like a professional, the possibility of the students for achieving the professional skills will be higher at the end of learning.

  2. Mastery, perceived stress and health-related behaviour in northeast Arnhem Land: a cross-sectional study

    Directory of Open Access Journals (Sweden)

    Brown Alex

    2006-09-01

    Full Text Available Abstract Background Indigenous peoples in Australia are disadvantaged on all markers of health and social status across the life course. Psychosocial factors are implicated in the aetiology of chronic diseases and in pathways underpinning social health disparities. Minimal research has investigated psychosocial factors and health in Indigenous peoples. This study evaluated associations between mastery, perceived stress, and health-related behaviour for a remote Indigenous population in Australia. Methods Complete data on mastery (the degree to which individuals feel in control of their lives, perceived stress, physical activity, and fruit and vegetable consumption were obtained for 177 participants in a community-based chronic disease risk factor survey. Psychosocial questionnaires were completed as an option during community screening (response rate = 61.9%. Extensive consultation facilitated the cross-cultural adaptation of measures. Results Mastery was inversely correlated with perceived stress measures (p r = -0.47; chronic stress, r = -0.41; and youth stress, r = -0.30. Relationships between mastery and behaviour varied according to age group (p = 0.001 and vegetable consumption (p = 0.005. Individuals aged ≥25 years engaging in ≤2 bouts of physical activity/week had lower mastery than individuals engaging in ≥3 bouts/week, with means (95% CI of 14.8 (13.7–15.8 and 17.1 (15.3–19.0, respectively (p = 0.026. Individuals aged ≥25 years eating vegetables ≤3 times/week had lower mastery than those eating vegetables ≥4 times/week (p = 0.009 [means 14.7 (13.8–15.5 and 17.3 (15.5–19.1, respectively]. Individuals p = 0.022 [means 17.2 (15.2–19.2 and 13.8 (11.9–15.7, respectively]. For men ≥25 years and women ≥15 years, mastery was inversely related to age (p p = 0.001 [means 13.4 (12.1–14.7 and 17.5 (15.3–19.8, respectively]. Conclusion Consistent with previous research, this study provides additional support for a

  3. Education for sustainability through academic freedom | Ekwueme ...

    African Journals Online (AJOL)

    Past researches are of the opinion that education for sustainable development and academic freedom could assist in solving these ethical menaces. Education for sustainable development allows every human being to acquire knowledge, skills, attitudes and values necessary to shape a sustainable future to make ...

  4. A Sustainability Education Academic Development Framework (SEAD)

    Science.gov (United States)

    Holdsworth, Sarah; Thomas, Ian

    2016-01-01

    Academic development is one means of reorientating education within higher education (HE) to include sustainability principles. This paper identifies the requirements of academic development programmes that will provide educators with the skills to engage students in the ideas of sustainability and sustainable development. In order to determine…

  5. Sustainability Education: Researching Practice in Primary Schools

    Science.gov (United States)

    Green, Monica; Somerville, Margaret

    2015-01-01

    Many teachers are keen to implement sustainability education in primary schools but are lacking the confidence, skills and knowledge to do so. Teachers report that they do not understand the concept and cannot integrate sustainability into an already overcrowded curriculum. Identifying how teachers successfully integrate sustainability education…

  6. Integrating ePortfolios into Sustainability Education

    Science.gov (United States)

    Habron, Geoffrey

    2015-01-01

    Given the importance of applied learning and skills needed in sustainability education, this study sought to explore how electronic portfolios enable students to provide a range of evidence to demonstrate their sustainability learning. Michigan State University developed an undergraduate minor on sustainability that required students to provide…

  7. Sustainable Food & Sustainable Economics

    OpenAIRE

    Alvarez, Mavis Dora

    2012-01-01

    Cuba today is immersed in a very intense process of perfecting its agricultural production structures with the goal of making them more efficient and sustainable in their economic administration and in their social and environmental management. Agricultural cooperatives in Cuba have the responsibility of producing on 73% of the country's farmland. Their contributions are decisive to developing agricultural production and to ensuring more and better food for the population, in addition to redu...

  8. Cultivating strategic thinking skills.

    Science.gov (United States)

    Shirey, Maria R

    2012-06-01

    This department highlights change management strategies that may be successful in strategically planning and executing organizational change initiatives. With the goal of presenting practical approaches helpful to nurse leaders advancing organizational change, content includes evidence-based projects, tools, and resources that mobilize and sustain organizational change initiatives. In this article, the author presents an overview of strategic leadership and offers approaches for cultivating strategic thinking skills.

  9. Mastery motivation in children with congenital hemiplegia: individual and environmental associations.

    Science.gov (United States)

    Miller, Laura; Ziviani, Jenny; Ware, Robert S; Boyd, Roslyn N

    2014-03-01

    The aim of this study was to examine the relationship between mastery motivation and individual and environmental characteristics in school-aged children with congenital hemiplegia. Forty-eight child-caregiver dyads (children's mean age 7y 11mo, SD 2y 4mo; 33 males, 15 females; Manual Ability Classification System [MACS] level I, n=25, and level II, n=23; predominant motor type spastic hemiplegia, n=47) were recruited to this cross-sectional study. Children were assessed using the Melbourne Assessment of Unilateral Upper Limb Function (MUUL) and the Assisting Hand Assessment. Caregivers completed the Dimensions of Mastery Questionnaire, the Parenting Scale, and a demographic questionnaire. Consistent and positive parental disciplinary practices were associated with higher total motivation (p=0.006) and instrumental aspect scores (p=0.009). Children with siblings and from single-parent families experienced greater negative reactions to failure (p=0.006). Children from two-parent families (p=0.018) and with better bimanual performance (p=0.015) demonstrated greater object-oriented persistence. Age, sex, limitations in manual ability (MACS), and movement and body function of the impaired limb (MUUL) did not contribute significantly to mastery motivation. Inconsistent, excessively lax, and verbose parenting practices may discourage children from persevering with challenging tasks. Functional parenting styles, positive discipline practices, and autonomy-supportive strategies for task engagement should be encouraged when intervening with children with cerebral palsy. Parents should be supported to engage in these practices in all aspects of daily activities. © 2013 Mac Keith Press.

  10. THE INFLUENCE OF ENGLISH SONG TOWARD STUDENTS’ VOCABULARY MASTERY AND STUDENTS’ MOTIVATION

    Directory of Open Access Journals (Sweden)

    Eva Faliyanti

    2017-05-01

    Full Text Available Learning vocabulary is the important aspect for the students when they are studying English. The students need fresh method to make them enjoy in learning process. The teacher should be able to deliver the material well. Using media appropriately is also needed for teachers. The objectives of this research are to know whether English song can improve the students’ vocabulary at the second semester of English education study program in University of Muhammadiyah Metro, to reveal whether English song English song influence the students’ motivation at the second semester of English education study program in learning process, to portray how much English song influence the students’ vocabulary mastery and students’ motivation at the second semester of English education study program in academic year 2015/2016 The population in this research is 40 students. It is consist 2 classes and each class consists of 20 students..The result of the data analysis proved that the value of t-test (tobs is 8,742 and ttable is 2,021. It means that tobs is higher than ttable(8,742>2,021. Based on the criteria for testing hypothesis was if the value of t obtained is higher than t table at significant level 0,05 the null hypothesis (Ho is rejected and hypothesis alternative (HI is accepted. After viewing the result of One Sample t-test, the writer came to conclusion that “there was significant Influence of English Song Toward Students’ Vocabulary Mastery and students’ motivation at the second semester of English education Study Program in the Muhammadiyah University of Metro Academic Year 2015/2016”.   Key words: English song, Students’ Motivation, Vocabulary Mastery.

  11. Interpersonal Skills

    Directory of Open Access Journals (Sweden)

    Barakat NG

    2007-01-01

    Full Text Available INTRODUCTIONInterpersonal skills are becoming more and more a necessity in the medical profession. The expectation from health care professionals is beyond just knowledge of the medical facts. To practice medicine effectively, doctors need to develop interpersonal skills in communication, leadership, management, teaching and time management. All of these are vital tools and are becoming increasingly essential subjects in teaching both undergraduate students and postgraduate doctors. However, a degree of self-motivation and personal initiative is needed to develop these skills. In this article, I will give an overview on interpersonal skills and will be follow this by a series of articles, in future issues, dealing with these skills.

  12. Uncertainty in illness theory: a replication of the mediating effects of mastery and coping.

    Science.gov (United States)

    Mishel, M H; Padilla, G; Grant, M; Sorenson, D S

    1991-01-01

    The purpose of this investigation was to replicate a test of the mediating functions of mastery and coping and to determine whether the relationships found in the initial test of the model would hold with a sample more heterogenous than the original sample. One hundred women receiving treatment for gynecological cancer participated in the investigation. Of the 14 relationships in the model, only 5 replicated significant paths and had overlapping confidence intervals. Two moderators were proposed to explain the differences between the initial and replication tests of the model and to improve the specificity of the theory.

  13. Metacognitive mastery moderates the relationship of alexithymia with cluster C personality disorder traits in adults with substance use disorders.

    Science.gov (United States)

    Lysaker, Paul H; Olesek, Kyle; Buck, Kelly; Leonhardt, Bethany L; Vohs, Jenifer; Ringer, Jamie; Dimaggio, Giancarlo; Popolo, Raffaele; Outcalt, Jared

    2014-03-01

    Cluster C personality disorder traits have been observed in substance use disorders and linked with poorer outcome. One potential factor which may cause these disturbances in personality function is alexithymia, or the inability to name and express emotion. There may be other proximate factors which moderate the impact of alexithymia on the expression of cluster C traits, such as metacognitive mastery, which is the ability to use knowledge about mental states of self and others to cope with distress and solve social problems. To examine the possibility that mastery mediated the effects of alexithymia on cluster C traits, we assessed each of these constructs using the Metacognitive Assessment Scale Abbreviated, Toronto Alexithymia Scale and SCID II among 58 adults in an early phase of recovery from substance misuse disorders in a residential setting. Results of a multiple regression revealed that, after controlling for symptom severity and severity of substance misuse history, metacognitive mastery moderated the effect of alexithymia on number of cluster C traits. A median split and subsequent ANCOVA revealed that participants with higher levels of alexithymia and poorer metacognitive mastery had more cluster C traits than the other groups. These findings may have clinical implications, suggesting that patients with substance use disorders may benefit from treatment which addresses metacognitive mastery. Published by Elsevier Ltd.

  14. Procedural Skills Education – Colonoscopy as a Model

    Directory of Open Access Journals (Sweden)

    Maitreyi Raman

    2008-01-01

    Full Text Available Traditionally, surgical and procedural apprenticeship has been an assumed activity of students, without a formal educational context. With increasing barriers to patient and operating room access such as shorter work week hours for residents, and operating room and endoscopy time at a premium, alternate strategies to maximizing procedural skill development are being considered. Recently, the traditional surgical apprenticeship model has been challenged, with greater emphasis on the need for surgical and procedural skills training to be more transparent and for alternatives to patient-based training to be considered. Colonoscopy performance is a complex psychomotor skill requiring practioners to integrate multiple sensory inputs, and involves higher cortical centres for optimal performance. Colonoscopy skills involve mastery in the cognitive, technical and process domains. In the present review, we propose a model for teaching colonoscopy to the novice trainee based on educational theory.

  15. Developing Ecological Sustainability

    DEFF Research Database (Denmark)

    Hedman, Jonas; Henningsson, Stefan

    2016-01-01

    IS initiatives become part of a firm’s overall strategy and part of the organizational sustainability process. We find that Green IS initiatives are initiated through a bottom-up process where environmentally concerned individuals identify issues and become Green IS champions. They use their authority...... and edification skills to promote Green IS to the organizational agenda. If the issue is aligned with the organizational agenda, it receives management’s endorsement. The empirical case also shows two types of systemic feedback that can fuel a self-reinforcing sustainability process. The first type of feedback...

  16. Promoting ball skills in preschool-age girls.

    Science.gov (United States)

    Veldman, Sanne L C; Palmer, Kara K; Okely, Anthony D; Robinson, Leah E

    2017-01-01

    Evidence supports that girls are less proficient than boys at performing ball skills. This study examined the immediate and long-term effects of a ball skill intervention on preschool-age girls' ball skill performance. Randomized controlled trial. Girls (Mage=47.24±7.38 months) were randomly assigned to a high autonomy, mastery-based 9-week motor skill intervention (the Children's Health Activity Motor Program; CHAMP, 540min; n=38) or a control group (free-play; n=16). Ball skill proficiency was assessed at pretest, posttest, and retention test (after 9 weeks) using the object control subscale of the Test of Gross Motor Development - 2nd Edition. Treatment efficacy was examined using linear mixed models. Two models were fit: one for short-term changes (pretest to posttest) and one for long-term changes (pretest to retention). Linear mixed models revealed a significantly time*treatment interaction for both models. Post hoc analysis confirmed that girls in CHAMP experienced significant gains in ball skills from pretest to posttest (pdifferent from the control group at pretest (p>.05) but had significantly higher ball skills scores at both posttest (pskill intervention (i.e., CHAMP) on improving girls' ball skills both short- and long-term. Findings suggest that early childhood interventions that focus on the development of ball skills in young girls might be an avenue to improve girls' ball skill performance. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  17. Effective Strategies and Activities for Developing Soft Skills, Part 1

    Science.gov (United States)

    Blaszczynski, Carol; Green, Diana J.

    2012-01-01

    Employers seek employees who possess soft skills. Employees who do not have excellent soft skills may not experience success in obtaining and sustaining employment. McEwen's (2010) framework for skill-building--introduce, explain, practice, and reinforce--was used to describe activities for enhancing soft skills. Assessment of soft skills…

  18. The Content Mastery among Islamic Education Teachers in Junior Islamic Secondary Schools in Surakarta

    Directory of Open Access Journals (Sweden)

    Muhammad Munadi

    2017-07-01

    Full Text Available The study aims to describe the content mastery among Islamic Education teachers in all MTs/N (Islamic Secondary School located in Surakarta. A mixed method was used in this study, where the teachers of MTsN and private MTs in Surakarta involved in this study. Test, interview and documentation became the instruments of this study. For ensuring the validity, the researcher used expert judgment. The data was analyzed by using descriptive statistics. The results of the study showed that in overall the average scores in the Islamic Education materials had been 74 – which was quite low for a teacher. Meanwhile, some of the teachers got only 47 as compared to100 for the maximum score. From four subjects in the Islamic Education, the score of the teachers’ academic test from the highest to the lowest would be displayed as follows: Qur’an Hadits were 76.40; Fiqh was 76.40; SKI was 73.46; and Aqidah Akhlak was 72.40. It Indicated that the content mastery in the Qur’an – Hadits and Aqidah Akhlak had been higher than that of Fiqh and SKI.

  19. Reading Achievement, Mastery, and Performance Goal Structures Among Students With Learning Disabilities: A Nonlinear Perspective.

    Science.gov (United States)

    Sideridis, Georgios D; Stamovlasis, Dimitrios; Antoniou, Faye

    2016-11-01

    The purpose of the present study was to examine the hypothesis that a nonlinear relationship exists between a performance-classroom climate and the reading achievement of adolescent students with learning disabilities (LD). Participants were 62 students with LD (Grades 5-9) from public elementary schools in northern Greece. Classroom climate was assessed using the Patterns of Adaptive Learning Styles. Achievement in reading was assessed using a normative reading assessment. Data were analyzed by means of catastrophe theory in which the behavior is predicted as a function of two control variables, the asymmetry factor and the bifurcation factor. Reading achievement (word identification) was predicted by students' ability to decode pseudowords (asymmetry variable) and by a mastery or performance motivational discourse (bifurcation factor). Results indicated that in classrooms with a performance goal structure, the cusp model fit the data and accounted for 54% of the variance in real word identification. In this condition, the association between pseudoword reading and real word reading was nonlinear. When a mastery climate was tested as a bifurcation variable, results indicated that its effect was nonsignificant and that instead the linear model fitted the data more adequately. Thus, increases in a classroom's performance motivational discourse are associated with sudden, unpredictable, and discontinued changes in students' reading performance. © Hammill Institute on Disabilities 2015.

  20. THE VOCABULARY TEACHING AND VOCABULARY LEARNING: PERCEPTION, STRATEGIES, AND INFLUENCES ON STUDENTS' VOCABULARY MASTERY

    Directory of Open Access Journals (Sweden)

    Dewi Nur Asyiah

    2017-11-01

    Full Text Available Vocabulary plays pivotal role in foreign language learning. However, vocabulary teaching and vocabulary learning in TEFL seems to be neglected. The study was aimed to investigate how vocabulary teaching and learning are perceived by teacher and students, strategies to teach and learn the vocabulary, and also influences of students’ vocabulary learning strategy on their vocabulary mastery. Accordingly, a mix method design was employed to one English teacher and 30 junior high school students to reveal the issues being investigated. The findings showed that both teacher and students have positive response on vocabulary teaching and learning. Concerning strategies, it was found that teacher mostly employed Fully-contextual strategy, meanwhile Determination and Metacognitive strategy were found as the most favored VLS chosen by students. The study also confirmed that there is a significant relationship between students’ vocabulary learning strategy and their vocabulary mastery (r-value Discovery = .023 and r-value Consolidating = .000, p<.05. It is recommended for EFL teachers to give a bigger portion to vocabulary in the EFL teaching and to teach vocabulary using the combination of fully-contextual and de-contextual strategy. It is also suggested to introduce students to various kinds of vocabulary learning strategies.  

  1. IMPROVING THE STUDENTS VOCABULARY MASTERY THROUGH MODIFIED DOMINO CARDS AT ELEMENTARY SCHOOL

    Directory of Open Access Journals (Sweden)

    Nany Soengkono Madayani

    2016-06-01

    Full Text Available This study examines the use of Modifed Domino Card as an interesting and enjoyable teaching media which has the necessary aspect of competition and forces the learners easy to learn the vocabulary, store it in memory and recall it (Lebedova: 2011 in improving the fifth year students’ vocabulary mastery at Elementary School. The result of the research shows that Modifed Domino Card can improve the students’ vocabulary mastery. There was an improvement on the mean score of the test. In the frst cycle it was 61.38 and improved to 90 in the second cycle. This technique could make the students pay attention to the lesson properly. It also improved students’ participation in learning vocabulary. They were not shy anymore but were highly motivated to join the instructional process. The English teachers who want to apply Modifed Domino Card should prepare the card well and as interesting as possible and do the following steps: (1 dividing students into group, (2 spreading a set of cards to each group, (3 matching the picture and the defnition, and (4 giving test.

  2. Utilizing measure-based feedback in control-mastery theory: A clinical error.

    Science.gov (United States)

    Snyder, John; Aafjes-van Doorn, Katie

    2016-09-01

    Clinical errors and ruptures are an inevitable part of clinical practice. Often times, therapists are unaware that a clinical error or rupture has occurred, leaving no space for repair, and potentially leading to patient dropout and/or less effective treatment. One way to overcome our blind spots is by frequently and systematically collecting measure-based feedback from the patient. Patient feedback measures that focus on the process of psychotherapy such as the Patient's Experience of Attunement and Responsiveness scale (PEAR) can be used in conjunction with treatment outcome measures such as the Outcome Questionnaire 45.2 (OQ-45.2) to monitor the patient's therapeutic experience and progress. The regular use of these types of measures can aid clinicians in the identification of clinical errors and the associated patient deterioration that might otherwise go unnoticed and unaddressed. The current case study describes an instance of clinical error that occurred during the 2-year treatment of a highly traumatized young woman. The clinical error was identified using measure-based feedback and subsequently understood and addressed from the theoretical standpoint of the control-mastery theory of psychotherapy. An alternative hypothetical response is also presented and explained using control-mastery theory. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  3. Use and Mastery of Virtual Learning Environment in Brazilian Open University

    Directory of Open Access Journals (Sweden)

    Margarita Victoria Gomez

    2014-07-01

    Full Text Available This paper describes and analyses the dynamics of the use and/or mastery of Virtual Learning Environments (VLEs by educators and students Open University, important part of the Brazilian Educational System. A questionnaire with 32 items was answered by 174 students/instructors/coordinators of the Media in Education and Physics courses, of two federal universities, between 2011 and early 2012. The interview with a coordinator was transcribed and related to the data systematised in tables and graphs. Interpretative analysis, in an open dialogue with the references and with the data from the Universidade Aberta do Brasil (UAB - Open University of Brazil site resulted in the final considerations. These suggest that the use and/or mastery of VLEs by students are important, and the specificities of these uses subsidise studies and publications, still in a small number in the literature in this area of knowledge. The work reflects the development of the Open Distance Education System, conducted with strong popular participation, as a response to the challenge posed to the educational policies for expanding the public provision of higher education, also using VLEs for this purpose.

  4. Human development and sustainability of energy systems

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2003-07-01

    This seminar on human development and sustainability was jointly organized by the French agency of environment and energy mastery (Ademe) and Enerdata company. This document summarises the content of the different presentations and of the minutes of the discussions that took place at the end of each topic. The different themes discussed were: 1 - Political and methodological issues related to sustainability (sustainability concept in government policy, sustainability and back-casting: lessons from EST); 2 - towards a socially viable world: thematic discussions (demography and peoples' migration; time budget and life style change - equal sex access to instruction and labour - geopolitical regional and inter-regional universal cultural acceptability; welfare, poverty and social link and economics); 3 - building up an environmentally sustainable energy world, keeping resources for future generations and preventing geopolitical ruptures (CO{sub 2} emissions; nuclear issues; land-use, noise, and other industrial risks). The memorandum on sustainability issues in view of very long term energy studies is reprinted in the appendix. The transparencies of seven presentations are attached to this document. (J.S.)

  5. Integrating Sustainability in Organisations: An Activity-Based Sustainability Model

    Directory of Open Access Journals (Sweden)

    Ana Rodríguez-Olalla

    2017-06-01

    Full Text Available Organisations have become interested in using integral management systems to increase their sustainable value. Although global integration models address sustainability in organisations, these models present shortcomings and limitations and do not describe how to achieve the integration of sustainability. This paper proposes an Activity-Based Sustainability (ABS integration model that complements other models from an inside-out perspective. Its assessment follows a procedure similar to that proposed by the Activity-Based Costing (ABC model of cost accounting. The model assigns impacts from activities in the value chain of a process to the objects of impact (products, services, clients, or markets that must be managed in terms of sustainability. The main limitations of the ABS model are the need to identify and describe processes, to locate every activity that constitutes the value chain, and to quantify the impacts of these activities. The ABS model is presented as an alternative to link sustainable management accounting and sustainable communication, as well as sustainable management control and sustainability assessment. It connects these sustainable elements through the bilateral identification of the linkages among skills, processes, and practices. It also links these aspects with the contribution to sustainable development and the development of competitive advantages.

  6. Gesture Recognition and Sensorimotor Learning-by-Doing of Motor Skills in Manual Professions: A Case Study in the Wheel-Throwing Art of Pottery

    Science.gov (United States)

    Glushkova, Alina; Manitsaris, Sotiris

    2018-01-01

    This paper presents a methodological framework for the use of gesture recognition technologies in the learning/mastery of the gestural skills required in wheel-throwing pottery. In the case of self-instruction or training, learners face difficulties due to the absence of the teacher/expert and the consequent lack of guidance. Motion capture…

  7. Sustainable agriculture

    National Research Council Canada - National Science Library

    Lichtfouse, Eric

    2009-01-01

    ... : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : 9 Part I CLIMATE CHANGE Soils and Sustainable Agriculture: A Review : : : : : : : : : : : : : : : : : : : : : : : : : : Rattan Lal 15 Soils and Food Sufficiency...

  8. Sustainable Marketing

    NARCIS (Netherlands)

    Dam, van Y.K.

    2017-01-01

    In this article, three different conceptions of sustainable marketing are discussed and compared. These different conceptions are referred to as social, green, and critical sustainable marketing. Social sustainable marketing follows the logic of demand-driven marketing management and places the

  9. Skills and Innovation as a key driver for industrial development in SA

    CSIR Research Space (South Africa)

    Nxasana, Sizwe

    2017-10-01

    Full Text Available Intelligence & Big Data: machine learning for truly personalized learning and mastery Current education model needs rethink According to the World Economic Forum, 65% of the students in primary school today will be doing jobs that do... Skills and Innovation as a key driver for Industrial Development in SA Sizwe Nxasana 05 October 2017 Where is SA education? Our education system is still industrial age with a culture of testing & standardisation, leading to students becoming...

  10. Adaptive skills

    Directory of Open Access Journals (Sweden)

    Staša Stropnik

    2013-02-01

    Full Text Available Adaptive skills are defined as a collection of conceptual, social and practical skills that are learned by people in order to function in their everyday lives. They include an individual's ability to adapt to and manage her or his surroundings to effectively function and meet social or community expectations. Good adaptive skills promote individual's independence in different environments, whereas poorly developed adaptive skills are connected to individual's dependency and with greater need for control and help with everyday tasks. Assessment of adaptive skills is often connected to assessment of intellectual disability, due to the reason that the diagnosis of intellectual disability includes lower levels of achievements on standardized tests of intellectual abilities as well as important deficits in adaptive skills. Assessment of adaptive behavior is a part of standard assessment battery with children and adults with different problems, disorders or disabilities that affect their everyday functioning. This contribution also presents psychometric tools most regularly used for assessment of adaptive skills and characteristics of adaptive skills with individual clinical groups.

  11. Analysis of Prospective Mathematics Teachers’ Basic Teaching Skills (a Study of Mathematics Education Departement Students’ Field Experience Program at STKIP Garut)

    Science.gov (United States)

    Rahayu, D. V.

    2017-02-01

    This study was intended to figure out basic teaching skills of Mathematics Department Students of STKIP Garut at Field Experience Program in academic year 2014/2015. This study was qualitative research with analysis descriptive technique. Instrument used in this study was observation sheet to measure basic teaching mathematics skills. The result showed that ability of content mastery and explaining skill were in average category. Questioning skill, conducting variations skill and conducting assessment skill were in good category. Managing classroom skill and giving motivation skill were in poor category. Based on the result, it can be concluded that the students’ basic teaching skills weren’t optimal. It is recommended for the collegians to get lesson with appropriate strategy so that they can optimize their basic teaching skills.

  12. Leveraging Random Number Generation for Mastery of Learning in Teaching Quantitative Research Courses via an E-Learning Method

    Science.gov (United States)

    Boonsathorn, Wasita; Charoen, Danuvasin; Dryver, Arthur L.

    2014-01-01

    E-Learning brings access to a powerful but often overlooked teaching tool: random number generation. Using random number generation, a practically infinite number of quantitative problem-solution sets can be created. In addition, within the e-learning context, in the spirit of the mastery of learning, it is possible to assign online quantitative…

  13. Mastery motivation as a predictor of occupational performance following upper limb intervention for school-aged children with congenital hemiplegia.

    Science.gov (United States)

    Miller, Laura; Ziviani, Jenny; Ware, Robert S; Boyd, Roslyn N

    2014-10-01

    To determine the extent to which children's mastery motivation predicts occupational performance outcomes following upper limb intervention (ULI). In this cohort study, participants received 45 hours of ULI, either in an intensive group-based or distributed individualized model. The Dimensions of Mastery Questionnaire (DMQ) measured mastery motivation at baseline. Occupational performance outcomes were assessed at baseline and 13 weeks' post-intervention using the Canadian Occupational Performance Measure (COPM). Multivariable models determined the contribution of mastery motivation to COPM outcome irrespective of group membership. Forty-two children with congenital hemiplegia (29 males, 13 females; mean age 7y 8mo [SD 2y 2mo]; range 5y 1mo-12y 8mo; Manual Ability Classification System [MACS] I=20 and II=22; predominant motor type unilateral spastic n=41) participated in the study. Significant gains were seen in COPM performance and satisfaction scores (p<0.001) post-intervention with no between group differences. Children who had greater persistence with object-oriented tasks (p=0.02) and better manual ability (p=0.03) achieved higher COPM performance scores at 13 weeks. Children's persistence on object-oriented tasks was the strongest predictor of COPM satisfaction (p=0.01). Children's persistence with object-oriented tasks as well as manual abilities needs to be considered when undertaking ULI. Predetermining children's motivational predispositions can assist clinicians to tailor therapy sessions individually based on children's strengths, contributing to effective engagement in ULI. © 2014 Mac Keith Press.

  14. The Overpowering Effect of Social Comparison Information On the Misalignment Between Mastery-Based Goals and Self-Evaluation Criteria

    NARCIS (Netherlands)

    Van Yperen, Nico W.; Leander, N. Pontus

    If people's goals and evaluative standards were aligned, then individuals with mastery-based goals should, theoretically, primarily rely on temporal comparison information (i.e., on how they performed relative to before). In contrast, individuals with performance-based goals should rely on social

  15. The overpowering effect of social comparison information: on the misalignment between mastery-based goals and self-evaluation criteria.

    Science.gov (United States)

    Van Yperen, Nico W; Leander, N Pontus

    2014-05-01

    If people's goals and evaluative standards were aligned, then individuals with mastery-based goals should, theoretically, primarily rely on temporal comparison information (i.e., on how they performed relative to before). In contrast, individuals with performance-based goals should rely on social comparison information (i.e., on how they performed relative to others). However, across three studies, we explored a misalignment phenomenon we call "the overpowering effect of social comparison information" (TOESCI). We found that, irrespective of individuals' specific achievement goal (performance-based vs. mastery-based), there is a consistent, dominant reliance on social comparisons over temporal comparisons in their performance self-evaluations. These findings suggest that one's goals and evaluation criteria do not always align-that explicitly endorsing mastery-based goals does not necessarily lead one to rely on temporal comparison information over social comparison information. Only after receiving an explicit reminder to consider their mastery-based goal did participants align their goal and performance self-evaluation criteria.

  16. The Effects of Concept Mapping and Academic Self-Efficacy on Mastery Goals and Reading Comprehension Achievement

    Science.gov (United States)

    Wilson, Andrew; Kim, Wonsun

    2016-01-01

    The purpose of the study is to investigate the effects of concept mapping on mastery goal orientation and academic self-efficacy in a collaborative learning environment. The current study employed a randomized controlled pretest-posttest group design to examine if learning strategies such as concept mapping can help students with both reading…

  17. SMRT-STEPS: School Mastery of Reading Test System to Enhance Progress of Schools. Fall, 1986 Progress Report.

    Science.gov (United States)

    Kippel, Gary M.; Forehand, Garlie A.

    This progress report describes the development and field testing of the School Mastery of Reading Test (SMRT). The SMRT was administered in May 1986 to 889 fourth graders in nine schools in Brooklyn, New York. Counts of students tested in each school and school profile data are provided. Machine scoring procedures are detailed, and results…

  18. SMRT-STEPS: School Mastery of Reading Test System To Enhance Progress of Schools. Fall 1987, Progress Report.

    Science.gov (United States)

    Kippel, Gary M.; Forehand, Garlie A.

    The School Mastery of Reading Test (SMRT) program was designed to give administrators and teachers information about reading performance and recommendations for improving the instructional program. The project includes development of a valid and reliable reading test based on the New York City curriculum in order to assess the potential linkage…

  19. Autonomy supportive environments and mastery as basic factors to motivate physical activity in children: a controlled laboratory study

    Science.gov (United States)

    Background Choice promotes the experience of autonomy, which enhances intrinsic motivation. Providing a greater choice of traditional active toys may increase children’s activity time. Mastery also increases intrinsic motivation and is designed into exergames, which may increase play time of a singl...

  20. The role of parents' self-esteem, mastery-orientation and social background in their parenting styles.

    Science.gov (United States)

    Aunola, K; Nurmi, J E; Onatsu-Arvilommi, T; Pulkkinen, L

    1999-12-01

    In order to examine the extent to which parents' levels of education, financial resources, self-esteem, and their mastery-orientation versus task-avoidance are associated with their parenting styles and parental stress, data from two studies were analyzed. In Study I, parents of 105 6 to 7-year old children were asked to fill in scales measuring their parenting styles and parental stress, mastery-orientation, financial resources, and their level of education. In Study II, 235 parents were asked to fill in the same scales. An identical pattern of results was found in the two studies. Parents' self-esteem and their use of mastery-oriented strategy were found to be associated with authoritative parenting and low parental stress, whereas parents' low level of education was related to an authoritarian parenting style. The results further showed that the impact of parents' self-esteem on authoritative parenting and parental stress was partly mediated by their use of a mastery-oriented strategy.

  1. Mastery Motivation and Secure Attachment among Preschool Children in the Light of Depending on Domestic Workers in the Saudi Society

    Science.gov (United States)

    Abdulfattah, Azza Khalil; Badawood, Asma Saeid

    2017-01-01

    The current study aims to verify the impact of children's secure attachment to their mothers on their mastery motivation in the light of the dependence on domestic workers' phenomenon in the Saudi society. To achieve the goals of the study, a random sample of Saudi children was selected from Riyadh city in Saudi Arabia, whose favorable economic…

  2. A Dyadic Analysis of Head Start Parents' Depressive Symptoms and Parent Involvement: Sense of Mastery as a Mediator

    Science.gov (United States)

    Meng, Christine; Cheng, Ya-Fang

    2017-01-01

    This study used the actor-partner interdependence mediation model to examine the association among parents' depressive symptoms, sense of mastery, and parent involvement. To address the research goal, this study conducted secondary analysis using the cross-sectional data collected from the 2000 cohort of the Head Start Family and Child Experiences…

  3. Mastery-Approach Goals and Knowledge Transfer: An Investigation into the Effects of Task Structure and Framing Instructions

    Science.gov (United States)

    Belenky, Daniel M.; Nokes-Malach, Timothy J.

    2013-01-01

    Although prior work has shown that mastery-approach achievement goals are related to positive learning behaviors (e.g., more interest, perseverance, and self-regulation), less is known about how these goals interact with instruction to influence knowledge transfer. To address these issues we conducted a laboratory experiment investigating how two…

  4. Comparing Cognitive Models of Domain Mastery and Task Performance in Algebra: Validity Evidence for a State Assessment

    Science.gov (United States)

    Warner, Zachary B.

    2013-01-01

    This study compared an expert-based cognitive model of domain mastery with student-based cognitive models of task performance for Integrated Algebra. Interpretations of student test results are limited by experts' hypotheses of how students interact with the items. In reality, the cognitive processes that students use to solve each item may be…

  5. A compensatory model for simultaneously setting cutting scores for selection-placement-mastery decisions (OMD-RR 94-17)

    NARCIS (Netherlands)

    Vos, Hendrik J.

    1994-01-01

    A method is proposed for optimizing cutting scores for a selection-placement-mastery problem simultaneously. A simultaneous approach has two advantages over separate optimization. First, test scores used in previous decisions can be used as "prior data" in later decisions, increasing the efficiency

  6. Influences of mastery, spousal support, and adaptive coping on sexual drive and satisfaction among chinese gynecologic cancer survivors.

    Science.gov (United States)

    Tang, Catherine So-Kum; Lai, Beatrice P Y; Chung, Tony K H

    2010-10-01

    This study investigated sexual drive and satisfaction of Chinese gynecologic cancer survivors. It also examined the extent to which personal mastery, adaptive coping, and perceived spousal support would exert direct and/or indirect influences on sexual outcomes. The cancer survivor group included 134 Chinese women who had received treatment for gynecologic cancer, while the healthy control group included 105 Chinese women who did not have a known history or current diagnosis of cancer. Compared to healthy women, cancer survivors reported lower levels of sexual drive and sexual satisfaction. Among sexually active participants, cancer survivors relative to healthy women engaged in less masturbation, less kissing and caressing, and less sexual fantasy in the past month. Hierarchical multiple regression analyses showed that mastery and spousal support, but not adaptive coping, had a direct influence on sexual outcomes in cancer survivors. Contrary to moderation hypotheses, the three psychological factors did not interact with each other to influence sexual drive and satisfaction. Mediation analyses showed that spousal support fully mediated the influence of mastery on sexual satisfaction. Routine assessment of sexual functioning prior to and following treatment of gynecologic cancer is suggested. Sexual rehabilitation should also aim to enhance personal mastery and spousal support.

  7. Partner support and distress in women with breast cancer : The role of patients' awareness of support and level of mastery

    NARCIS (Netherlands)

    Hinnen, Chris; Ranchor, Adelita V.; Baas, Pieter C.; Sanderman, Robbert; Hagedoorn, Mariet

    2009-01-01

    The aim of the present study was to investigate the associations between partners' ways of providing support (both active engagement and protective buffering) and distress in women with breast cancer as a function of patients' awareness of the support received and their sense of mastery. These

  8. Abuse, mastery, and health among lesbian, bisexual, and two-spirit American Indian and Alaska Native women.

    Science.gov (United States)

    Lehavot, Keren; Walters, Karina L; Simoni, Jane M

    2009-07-01

    American Indian and Alaska Native (AIAN) women have endured a history of colonial oppression in the United States. Current manifestations of colonization include an epidemic of violence toward AIAN women, who often are sexually and physically abused from early on in life. Such violence may erode AIAN women's sense of agency or mastery and contribute to their poor physical and mental health outcomes. AIAN women who identify as lesbian, bisexual, or "two-spirit" appear to experience disproportionate levels of violence and may be particularly vulnerable to disparities in health outcomes. In this study, 152 sexual minority AIAN women were interviewed as part of an investigation addressing the health concerns of two-spirit persons. Participants reported disturbingly high prevalence of both sexual (85%) and physical (78%) assault, both of which were associated with worse overall mental and physical health. These relationships generally were mediated by a diminished sense of control or mastery. The need to indigenize the concept of mastery is discussed, as is the urgency of interventions to work toward decreasing levels of abuse and increasing mastery among sexual minority AIAN women.

  9. The Effect of Mastery Learning Model with Reflective Thinking Activities on Medical Students' Academic Achievement: An Experimental Study

    Science.gov (United States)

    Elaldi, Senel

    2016-01-01

    This study aimed to determine the effect of mastery learning model supported with reflective thinking activities on the fifth grade medical students' academic achievement. Mixed methods approach was applied in two samples (n = 64 and n = 6). Quantitative part of the study was based on a pre-test-post-test control group design with an experiment…

  10. An Analysis of the Relationship between Essential Learning Mastery and Mathematics Achievement in Grades 3 and 4

    Science.gov (United States)

    Haystead, Mark W.

    2016-01-01

    Over several years, Clark Pleasant Community School Corporation (CPCSC) schools have dedicated significant professional development hours and time to develop Essential Learnings (ELs) along with proficiency scales that could guide the content of classroom assessments used to determine student mastery. This report presents findings from statistical…

  11. Motivation, management, and mastery: a theory of resilience in the context of HIV infection.

    Science.gov (United States)

    De Santis, Joseph P; Florom-Smith, Aubrey; Vermeesch, Amber; Barroso, Susana; DeLeon, Diego A

    2013-01-01

    Clients with HIV infection have been conceptualized as a resilient population. Although a few researchers have documented resilience among clients with HIV infection, a theory of resilience in the context of HIV infection has not been developed. The purpose of this study was to describe the process by which resilience occurs for clients in the context of HIV infection. Grounded theory methodology was used to sample and analyze data from 15 qualitative interviews with adults with HIV infection. Data were collected until saturation was reached. A theory, motivation, management, and mastery, a description of the process by which resilience occurs in the context of HIV infection, emerged from the data. Many clients living with HIV infection are resilient, despite the physical, psychological, and social challenges of this chronic illness. Nursing interventions to promote resilience among clients with HIV infection should be directed toward identification of client motivation factors and disease management strategies that may influence health outcomes of people living with HIV infection.

  12. Mastery Based Homework in Introductory Physics at the University of Illinois

    Science.gov (United States)

    Stelzer, Tim; Gutmann, Brianne; Gladding, Gary; Lundsgaard, Morten; Schroeder, Noah

    2017-01-01

    The successful implementation of mastery-style online homework into our preparatory mechanics course has been a long-term project, currently in its second year. By requiring students to perfect a single unit of defined competencies before moving on to its successive unit (with intervening narrated animated solutions for instructional support), this homework delivery method replaced traditional immediate feedback online homework for the class of about 500 students. After the first year of data collection and analysis, significant revisions were made to the system's delivery, content, and messaging. The impact of these changes and second year data will be presented, as well as data from implementation in our introductory electricity and magnetism course. NSF DUE 16-08002.

  13. The role of personal mastery in clinical practice: how personal leadership can transform the workplace.

    Science.gov (United States)

    Koehle, Melissa; Bird, Drew; Bonney, Christine

    2008-06-01

    In a climate of impending staff crisis related to looming retirements, challenging recruitment realities and the demographic realities of an aging population creating increased demand for services, the Interior Health Authority in British Columbia recognized the need for the creation of a workplace that would both attract and retain engaged employees. One of the identified ways of achieving this was to provide professional development that was also personal development for each individual in the organization. This personal /professional development involved the creation and implementation of a program in personal leadership for all front-line staff of the organization. This learning, it was believed, would lead to the transformation of the work environment and, subsequently, the culture of the workplace. This article describes the development and implementation of a pilot program in personal leadership within Interior Health. Results to date demonstrate the promise of this program to effect profound cultural change through the development of personal mastery and personal leadership...for everyone.

  14. Metapsychology or metapsychologies? Some comments on Paul Denis's paper 'The drive revisited: mastery and satisfaction'.

    Science.gov (United States)

    Sapisochin, Gabriel

    2016-06-01

    In this commentary on Paul Denis's paper 'The drive revisited: mastery and satisfaction', the author defends the idea of a plurality of metapsychologies that must be contrasted with and distinguished from each other while avoiding incompatible translations between models. In this connection he presents various theoretical approaches to aggression and the death drive, and demonstrates the differences between the drive model and the model underlying the theory of internalized object relations. The author holds that the concept of the internal object differs from Freud's notion of the representation (Vorstellung). He also considers that the imago as defined by Paul Denis in fact corresponds to the concept of the internal object. Lastly, he addresses the complex issue of listening to archaic forms of psychic functioning and their non-discursive presentation within the analytic process, which affects the transference-countertransference link. Copyright © 2016 Institute of Psychoanalysis.

  15. Improving Students’ Listening Skill Through Shadowing

    Directory of Open Access Journals (Sweden)

    Mukminatus Zuhriyah

    2016-12-01

    Full Text Available Listening is the first part of language skills that everyone gets when learning a language. It comes before speaking, reading, and writing. Meanwhile, most of the students get difficulty to learn listening of a foreign language, especially English. That is why shadowing was applied in the listening class as one of the solutions to make the learners of English listening easy to understand what the speaker says. This collaborative classroom action research was generally to know whether or not shadowing could improve the students listening skill. It was also specifically to know: (1 the lecturer’s activities, (2 the students’ activities, and (3 the students’ responses during the implementation of shadowing in the listening class. The subjects were 18 students of the third semester of English department of education faculty of Hasyim Asy’ari university (UNHASY Tebuireng Jombang in the academic year of 2016/2017. The data were obtained from the observations got from the notes written by the collaborator and the listening test. The students’ listening skill improved after the implementation of shadowing. It could be seen in the improvement of mean score, from 74.2 in cycle one to 75 in cycle two. Then, the precentage of students passing the minimum mastery criteria also improved, from 61% in cycle one to 77.8% in cycle two. Thus, it can be concluded that shadowing could improve students’ listening skill.

  16. LIFE SKILLS ORIENTATION IN MADRASAH CURRICULUM

    Directory of Open Access Journals (Sweden)

    Ahmadi Ahmadi

    2016-02-01

    Full Text Available This article intends to elaborate a charge include life skills opportunities in both madrasah curriculum of ibtidaiyah, tsanawiyah and aliyah. The approach used is the science of Islamic education. Some important concepts in Islam that allows it to be analyzed and used as the basis of life skills-based curriculum contained in QS. Al-Ghâsyiyah [88]: 17-20, QS. Fâthir [35]: 39, QS. Al-Jâtsiyah [45]: 12-13, QS. Al-A‟râf [7]: 56-85 and QS. Al-Hujurât [49]: 1, 13, 18. Ethical values (Rasul Muhammad Islam that allows elaborating life skills is shiddiq, amanah, fathanah and tabligh. The fourth value is assumed to equip graduates of madrassas that he later had a number of personal, social, academic, vocational and soft. The fourth value is assumed to equip graduates of madrassas that he later had the skills. A number of core Islamic values should be in synergy with the age issues such as democracy, globalization, the mastery of science, technology and information (the environment.

  17. Measuring motor skills in Finnish children with intellectual disabilities.

    Science.gov (United States)

    Rintala, Pauli; Loovis, E Michael

    2013-02-01

    This investigation examined differences in motor skill development between Finnish children (12 boys, 8 girls) with mild intellectual disability and typically developing Finnish children between the ages of 7 and 11 years. Ulrich's Test of Gross Motor Development (TGMD) assessed the performances of 20 children with intellectual disability and an age- and sex-matched sample of 20 children without disabilities. Videotaped performances were assessed by the authors who were very familiar with the TGMD-2. The group with intellectual disability performed at a statistically significantly lower level on the Gross Motor Quotient, Locomotor, and Object Control subtests of TGMD-2, compared to the group without intellectual disability. The delay was equivalent to 3 to 4 years behind the Finnish normative group in gross motor development. In five out of 12 subtests, the group with intellectual disability achieved 0% mastery. Given low gross motor skills, children with intellectual disability require additional fundamental motor skill training in their active school or free time.

  18. THE EFFECTS OF LOGICAL THINKING AND VOCABULARY MASTERY TOWARDS STUDENTS’ READING COMPREHENSION AT STATE SENIOR HIGH SCHOOL IN EAST JAKARTA

    Directory of Open Access Journals (Sweden)

    mulyadi mulyadi

    2017-02-01

    Full Text Available ABSTRACTThe aim of this research is to find out and analyze empirically the effects of logical thinking and vocabulary mastery towards students’ reading comprehension. Research method used was survey. The observed population of this research is twelfth grade students from SMA Negeri 88, SMA Negeri 98 and SMA Negeri 106 in East Jakarta.The sample was taken through simple random sampling and 60 students as samples of this research. For collecting data, the instruments used in this research were tests (multiple choices to measure Logical thinking, vocabulary mastery and reading comprehension.  The data then was analyzed by using descriptive statistics, multiple correlation coefficient, and determination coefficient and regression analysis. Previously, the requirements test has been accomplished before analyzing the data, such as normality and linearity test. The result of this research explained that there is significant effect of logical thinking and vocabulary mastery concurrently toward students’ reading comprehension with correlation coefficient 0,901 and determination coefficient 0,812 or 81,2%. The regression equation is stated Ŷ=17.894+0.543X1+0.386X2. The result has also shown Fobserved =122,732 > 3,16 (Ftable and Sig= 0,000 < 0,05.Partially, there is significant effect of logical thinking towards students’ reading comprehension. The result has shown the score of Sig = 0,000 < 0,05 and ttest = 4,324. There is significant effect of vocabulary mastery towards students’ reading comprehension. The result has shown the score of Sig= 0,000 < 0,05 and ttest = 3,924.Keywords: Logical Thinking, Vocabulary Mastery and Reading Comprehension

  19. The Effectiveness of Adjunct Class on The Mastery of Vocabulary And Course Content of Students of Accounting Department

    Directory of Open Access Journals (Sweden)

    Patrisius Istiarto Djiwandono

    2014-05-01

    Full Text Available The paper reports a classroom action research that aimed to determine the impact of a Content and Language Integrated Learning on the mastery of vocabulary and of course contents of a group of students in the Accounting Department of Universitas Ma Chung. It also intended to identify their opinions about the effectiveness of such approach. To achieve these objectives, a Time Series Design was used in a Classroom Action Research framework to introduce an adjunct class to the accounting class. The baseline data in the form of their vocabulary mastery and knowledge of the course contents were gained before the adjunct session was given. Then, the adjunct sessions were given for a period of two months. A few tests were administered to measure their progress in the mastery of vocabulary and course contents. A comparison was then drawn between the scores of the baseline data and the subsequent measures. In general, although they gained better mastery of new words, they failed to utilize them to increase their mastery of the course contents. Further exploration into the interview data reveals that most of them did not feel any significant assistance in mastering the course contents, although many of them admitted the benefit of mastering new vocabulary. There are some possible causes of the results. First, the limited duration of the adjunct sessions was felt to hinder the effectiveness. Second, the explanation in the adjunct sessions were not matched quite well with the focus during the main content course. On the basis of the results, the recommended points are the matching between the emphasis of both classes, and the lengthening of the duration of the adjunct sessions.

  20. Innovating for skills enhancement in agricultural sciences in Africa: The centrality of field attachment programs

    Directory of Open Access Journals (Sweden)

    Anthony Egeru

    2016-09-01

    Full Text Available Africa remains an intensely agrarian continent, with two-thirds of its people directly or indirectly deriving their livelihood from agriculture. Higher agricultural education has thus emphasised production of graduates with the requisite skills to drive agricultural development. Despite these efforts, too few graduates in sub-Saharan Africa (SSA have the employable skills necessary to transition to the labour market. A similar situation is observable among agricultural science graduates, who are vital to serving rural smallholder farmers. Most Colleges of Agriculture in Africa offer field attachment internships in agriculture and related fields but they are largely designed to cater for undergraduate students and are not part of the training programs at graduate level. To ameliorate this gap, the Regional Universities Forum for Capacity Building in Agriculture (RUFORUM, a network of 55 member universities in SSA, designed and rolled out an innovative field attachment program award (FAPA, launched in 2010, to serve graduate students. The FAPA is competitively based and designed to encourage students to follow through with the dissemination of their research and to enable them to link more closely with the communities and agencies working in the geographical area where the research was undertaken. During the period 2010–2015, five grant cycles were successfully implemented and 114 graduate students from 17 countries in SSA awarded. This article discusses the lessons learned during this period by examining two key areas: (1 the application process and implementation of the awards; and (2 the reported outcomes and challenges for grantees. Establishing the award has generated key technical and implementation lessons that the network and individual universities have been able to use to improve and institutionalise processes. Grantees have reported gaining a range of cross-cutting skills in personal mastery, initiative leadership and innovativeness

  1. Employability Skills in Chennai Retail Market, India

    OpenAIRE

    Rajkumar Paulrajan

    2011-01-01

    The aim of this paper is to report the finding from study to outline the underlying skill set required in getting and sustaining employment in the organised grocery and vegetable retail industry. The focus was ‘Employability’ which is neither one time attainable nor marketable vocational and academic skills just to create opportunity to get employment. An exploratory study has been carried out to understand the requirement of skill set in organised grocery and vegetable retailing for entry le...

  2. Multidimensional student skills with collaborative filtering

    Science.gov (United States)

    Bergner, Yoav; Rayyan, Saif; Seaton, Daniel; Pritchard, David E.

    2013-01-01

    Despite the fact that a physics course typically culminates in one final grade for the student, many instructors and researchers believe that there are multiple skills that students acquire to achieve mastery. Assessment validation and data analysis in general may thus benefit from extension to multidimensional ability. This paper introduces an approach for model determination and dimensionality analysis using collaborative filtering (CF), which is related to factor analysis and item response theory (IRT). Model selection is guided by machine learning perspectives, seeking to maximize the accuracy in predicting which students will answer which items correctly. We apply the CF to response data for the Mechanics Baseline Test and combine the results with prior analysis using unidimensional IRT.

  3. Sustainable Disruptions

    DEFF Research Database (Denmark)

    Friis, Silje Alberthe Kamille; Kjær, Lykke Bloch

    2016-01-01

    Since 2012 the Sustainable Disruptions (SD) project at the Laboratory for Sustainability at Design School Kolding (DK) has developed and tested a set of design thinking tools, specifically targeting the barriers to economically, socially, and environmentally sustainable business development....... The tools have been applied in practice in collaboration with 11 small and medium sized companies (SMEs). The study investigates these approaches to further understand how design thinking can contribute to sustainable transition in a business context. The study and the findings are relevant to organizations...... invested in the issue of sustainable business development, in particular the leaders and employees of SMEs, but also to design education seeking new ways to consciously handle and teach the complexity inherent in sustainable transformation. Findings indicate that the SD design thinking approach contributes...

  4. Computational sustainability

    CERN Document Server

    Kersting, Kristian; Morik, Katharina

    2016-01-01

    The book at hand gives an overview of the state of the art research in Computational Sustainability as well as case studies of different application scenarios. This covers topics such as renewable energy supply, energy storage and e-mobility, efficiency in data centers and networks, sustainable food and water supply, sustainable health, industrial production and quality, etc. The book describes computational methods and possible application scenarios.

  5. Sustainable transformation

    DEFF Research Database (Denmark)

    Andersen, Nicolai Bo

    This paper is about sustainable transformation with a particular focus on listed buildings. It is based on the notion that sustainability is not just a question of energy conditions, but also about the building being robust. Robust architecture means that the building can be maintained and rebuilt...... theoretical lenses. It is proposed that three parameters concerning the ꞌtransformabilityꞌ of the building can contribute to a more nuanced understanding of sustainable transformation: technical aspects, programmatic requirements and narrative value. It is proposed that the concept of ꞌsustainable...

  6. Psycho-Motor and Error Enabled Simulations: Modeling Vulnerable Skills in the Pre-Mastery Phase Medical Practice Initiative Procedural Skill Decay and Maintenance (MPI-PSD)

    Science.gov (United States)

    2014-04-01

    One station focuses on the abilities to detect applied forces and match those forces with precision. This station also involves scenarios where...seeking a Master’s of Science in Kinesiology (Motor Behavior and Control emphasis) from University of Wisconsin-Madison. Specializing in hardware...Discriminate between different degrees of stiffness Maintain desired position of the virtual stylus (cursor) Detect the direction of applied

  7. THE EFFECTS OF COOPERATIVE LEARNING MODEL TYPE GROUP INVESTIGATION (GI AND MASTERY MATTER PHYSICS PREREQUISITES PHYSICS TOWARDS STUDENTS LEARNING OUTCOMES SMA

    Directory of Open Access Journals (Sweden)

    Mutiara .

    2014-12-01

    Full Text Available The purposes of the research are: To determine differences in learning outcomes of students with learning model Cooperative Group Investigation and Direct Instruction teaching model, to determine differences in learning outcomes student's mastery of the material that has low prerequisite Physics and Physics prerequisite mastery high, to determine the interaction between Models of Learning and the level of mastery learning model materials physics prerequisite in improving student learning outcomes Physics. The sample in this study conducted in a cluster random sampling of two classes, where the first class as a class experiment applied learning models Cooperative Group Investigation as a class and the second class of controls implemented Direct Instruction model. The instrument is used in this study is physics learning outcomes tests in narrative form as many as 10 questions and materials physics prerequisite mastery tests in narrative form as many as 7 questions that have been declared valid and reliable. The results were found: there are differences in physical students learning outcomes are taught by Cooperative Group Investigation learning model and Direct Instruction teaching model. There is a difference in student's learning outcomes that have a low mastery of prerequisite Physics and Physics prerequisite mastery of the material is high. There is interaction between learning models and the level of student mastery of the material prerequisites of Physics in influencing the physical students learning outcomes.

  8. INTEGRATED DEVELOPMENT OF CHEMICAL TEACHING MATERIALS ON MATERIAL BASED THERMOCHEMICAL SOFT SKILLS FOR VOCATIONAL STUDENTS

    Directory of Open Access Journals (Sweden)

    S. D. Purnawan

    2015-11-01

    Full Text Available Business and industrial field need workers who have not only good academic achievement but also the ability of hard skills and soft skills.  In order to prepare students who have a good academic skills, hard skills, soft skills it has to be done in all subjects including chemistry expertise to integrate the competencies of Motorcycle Engineering.  The research design uses One Group Pretest Posttest Design imposed on students in class XI SMK 1 Kedung TSM. Validator assessment results indicate that teaching materials developed very feasible for use in learning chemistry.  The result show that the learning device by using the integrated chemistry materials can increase students understanding of the thermo chemistry material with the acquisition of N-gain is at 0.63 or in the medium category.  Group of high-achieving students have the score of N-gain of 0.65, while the medium-achieving students get 0.63 and low-achieving students get 0.61, all have medium category.  Percentage  of students who passes the mastery learning  if mastery learning (KKM > 75 or reach 87 %.  The percentage of students’ soft skills in at least good criteria is at 87.10 %.  Students gave positive responses  90.71 % towards the learning material that is developed.

  9. Lifelong Learning and Sustainable Managed Forests.

    Science.gov (United States)

    Odgaard, Gunde

    In forestry, as in other fields, technological advances have resulted in significant changes in work practices and skill requirements. Vocational training and improvement of forestry workers' skills through lifelong learning can help achieve sustainability in forestry. The objectives of lifelong learning are to integrate people into working life…

  10. ¿Por qué Leer Bien es Importante?: Asociación del Dominio Lector con Otros Aprendizajes Why Reading Well is so Important?: Association Between Reading Mastery and Other Learning Processes

    Directory of Open Access Journals (Sweden)

    Teresa Marchant

    2007-11-01

    Full Text Available Fundación Educacional Arauco1 (Fundar, a partir de los datos obtenidos en las evaluaciones de sus distintos programas e investigaciones, realizó un estudio en una muestra de 1782 alumnos de 2° a 8º básico de distintas regiones de Chile, evaluados entre los años 2001 y 2005, con el objetivo de analizar la asociación entre el Dominio Lector y el desempeño en otras áreas de aprendizaje. Los resultados de este estudio muestran una significativa asociación entre la Calidad de Lectura Oral de los alumnos y el dominio de distintas habilidades como comprensión lectora, vocabulario y redacción, el mejor uso de contenidos de lenguaje, matemática y comprensión del medio, además del desarrollo de la autoestima. Interesa compartir estos resultados para destacar la importancia de desarrollar tempranamente, junto con otras habilidades, el proceso lector de los alumnos y fortalecerlo hasta lograr su total dominio."Fundación Educacional Arauco (Fundar" using data from the evaluation of programs and research, from different counties of Chile during the years 2001 to 2005, conducted a study of 1782 students from first to eight grade, to analize the association between Level of Reading Mastery and their performance in other areas of learning. The results of this study show a significant association between the students level of "Oral Reading Quality" and their performance in different skills such as reading comprehension, use of vocabulary and writing, the management of contents in Language, Mathematics, History and Science, as well as with their level self-esteem. It is interesting to share these results in order to enhance the importance of early development of the student's reading process, together with other skills, and to strengthen it until they reach full mastery.

  11. Social science as a tool in developing scientific thinking skills in underserved, low-achieving urban students.

    Science.gov (United States)

    Jewett, Elizabeth; Kuhn, Deanna

    2016-03-01

    Engagement in purposeful problem solving involving social science content was sufficient to develop a key set of inquiry skills in low-performing middle school students from an academically and economically disadvantaged urban public school population, with this skill transferring to a more traditional written scientific thinking assessment instrument 3weeks later. Students only observing their peers' activity or not participating at all failed to show these gains. Implications are addressed with regard to the mastery of scientific thinking skills among academically disadvantaged students. Also addressed are the efficacy of problem-based learning and the limits of observational learning. Copyright © 2015 Elsevier Inc. All rights reserved.

  12. Sustainable Transportation

    DEFF Research Database (Denmark)

    Hall, Ralph P.; Gudmundsson, Henrik; Marsden, Greg

    2014-01-01

    that relate to the construction and maintenance of transportation infrastructure and the operation or use of the different transportation modes. The concept of sustainable transportation emerged in response to these concerns as part of the broader notion of sustainable development. Given the transportation...

  13. Sustaining dairy

    NARCIS (Netherlands)

    Villarreal Herrera, Georgina

    2017-01-01

    Dairy in Europe has undergone many changes in the last few years—the abolition of milk production quotas being a fundamental one. This study explores these changes in relation to the sustained social and environmental viability of the sector and how dairy processors' sustainability

  14. Sustainable Universities

    DEFF Research Database (Denmark)

    Grindsted, Thomas Skou

    2011-01-01

    . Declarations tend to have impact on three trends. Firstly, there is emerging international consensus on the university’s role and function in relation to sustainable development; secondly, the emergence of national legislation, and thirdly, an emerging international competition to be leader in sustainable...... campus performance....

  15. Sustainable Transition

    DEFF Research Database (Denmark)

    Hansen, Ole Erik; Søndergård, Bent

    2014-01-01

    of agendas/vision, technologies, actors and institutions in the emergent design of an urban mobility system based on an electric car sharing system. Why. Designing for sustainability is a fundamental challenge for future design practices; designers have to obtain an ability to contribute to sustainable...

  16. Sustainable Learning

    Science.gov (United States)

    Cadwell, Louise; Dillon, Robert

    2011-01-01

    Green schools have moved into a new era that focuses on building a culture of sustainability in every aspect of learning in schools. In the early stages of sustainability education, the focus was on recycling and turning off the lights. Now, students and adults together are moving into the areas of advocacy and action that are based on a deep…

  17. Education for Sustainable Development: Knowledge and ...

    African Journals Online (AJOL)

    verbalising problems or organising token environmental actions. As sustainable development is taken up at political levels, the environment ..... consensus around an explicit integrating idea (e.g. sustainable development) and skilled teachers who enjoy ambiguity and can link the integrating idea to the knowledge base ...

  18. The quest for sustainability in existing buildings

    DEFF Research Database (Denmark)

    Nielsen, Susanne Balslev; Michaelsen, Lisbet; Jensen, Per Anker

    2014-01-01

    to sustainability at societal level. Due to lack of professional skills, decisions about operation and renovation of buildings are made every day in Denmark and beyond, without adequate knowledge about e.g. energy management and the potential ways of integrating sustainability (social, environmental and economic...

  19. Nursing students' attitudes towards sustainability and health care.

    Science.gov (United States)

    Richardson, Janet; Grose, Jane; O'Connor, Anita; Bradbury, Martyn; Kelsey, Janet; Doman, Maggie

    2015-06-17

    Aim To evaluate attitudes towards embedding sustainability and climate change in nursing curricula among nursing students, some of whom had participated in a sustainability and health skills session, and determine whether the session could improve knowledge of sustainability. Methods Three months after the sustainability session, students who had participated along with a sample of students who had not, completed a Sustainability Attitudes in Nursing Survey questionnaire. This investigated attitudes towards climate change and sustainability in nursing curricula and the costs of clinical and domestic waste disposal. Results Nursing students were positive about sustainability and climate change and its inclusion in the curriculum, irrespective of their participation in the sustainability scenario session. Participants in the sustainability session were more likely to identify correctly the cost of clinical waste disposal in the NHS. Conclusion The sustainability and health skills session has the potential to improve nursing students' knowledge of the cost of clinical waste disposal.

  20. Redesigning Introductory Science Courses to Teach Sustainability: Introducing the L(SC)2 Paradigm

    Science.gov (United States)

    Myers, J. D.; Campbell-Stone, E.; Massey, G.

    2008-12-01

    promoting scientific literacy, L(SC)2 courses explicitly promote mastery of fundamental quantitative and qualitative skills critical to science and commonly a barrier to student success in science. Scientific content addresses the principles and disciplines necessary to tackle the multifaceted problems that must be solved in any sustainability transition and illustrates the limitations on what can be accomplished. Finally, social context adds the place-based component that is critical to sustainability science while revealing how science impacts students' everyday lives. Experience in addressing realistic, real-life problems fosters the habits of mind necessary to address these problems and instills a sense of social and political efficacy and responsibility. The L(SC)2 course paradigm employs a variety of educational tools (active problem-based learning, collaborative work, peer instruction, interdisciplinarity, and global context-based instruction) that improve lasting comprehension by creating a more effective learning environment. In this paradigm, STEM students learn that although there may be a technically or scientifically optimal solution to a problem, it must be responsive to a society's social, legal, cultural and religious parameters. Conversely, students in non-STEM fields learn that solutions to societal problems must be scientifically valid and technologically feasible. The interaction of STEM and non-STEM students in L(SC)2 courses builds bridges between the natural and social sciences that are critical for a successful sustainability transition and lacking in most traditional science courses.

  1. What can the parkour craftsmen tell us about bodily expertise and skilled movement?

    DEFF Research Database (Denmark)

    Højbjerre Larsen, Signe

    2016-01-01

    up, repetitions and material consciousness in developing perceptual and physical skills in parkour. The parkour craftsmen conduct a constant dialogue between concrete, material practices and thinking. It is argued in the article that Sennett’s ideas about craftsmanship are, in many ways, similar...... to Dreyfus and Dreyfus’ concept of mastery, but are less elitist and exclusive than the theory of skill acquisition. The parkour craftsmen add a critical cultural perspective to the academic field of skills and expertise in sport. They furthermore offer insight into the ontology of play, and how it plays......The aim of this paper is to contribute to the discussion of expertise and skilled movement in sport by analysing the bodily practice of learning a new movement at a high level of skill in parkour. Based on Sennett’s theory of craftsmanship and an ethnographic field study with experienced...

  2. Employability skills of vocational high school graduate needed by industry in century XXI

    Science.gov (United States)

    Sudjimat, Dwi Agus

    2017-09-01

    Mastery of employability skills is one of the main characteristics of HR XXI Century. The conclusions of various theoretical and empirical studies show that human resources with high employability skills are not only easier to find a job but will also be able to exist and develop successfully in their work. This study aims to describe the opinion of the industry leaders about the importance of employability skills owned by SMK graduates, to identify the various values of employability skills that the industry needs from SMK graduates, and categorize the values of employability skills that SMK graduates should have. A total of 27 industries partner of SMK in East Java were involved in survey research and 14 productive teachers from seven SMKs were included in the FGD on employability skills development. The results showed that (1) all industry leaders argue that the graduates of SMK must have good employability skills, (2) dimensions of employability skills include the fundamental skills, personal management skills, and team work skills; and (3) the ownership of various values of employability skills by SMK graduates can be classified into two, namely (a) must be owned and should be developed in SMK, and (b) well owned and better developed in SMK.

  3. [Sustainable diet: history lessons].

    Science.gov (United States)

    Fatati, Giuseppe

    2015-11-01

    Global dietary patterns changed dramatically in the past 50 years, presenting both a boom and a threat to the health and well-being of populations everywhere. We need sustainable diets, with low-input, local and seasonal agro-ecological food productions as well as short distance production-consumption nets for fair trade. The development of a global food system able to guarantee everyone a balanced food intake requires health professionals an awareness and a commitment to increasingly complex education. Dietary changes such as the adherence of to the Mediterranean Dietary Pattern can reduce the environmental footprint and thus the use of natural resources. Increased focus on improving the utilization of freshwater fishes and the correct use of the waters of rivers and lakes should also be encouraged. Cultural heritage, food quality and culinary skills are other key aspects determining sustainable dietary patterns and food security. The Mediterranean street food (Mediterraneità), for intrinsic characteristics, can represent valid model to address the main issues concerning the sustainable food system. The issues of sustainability offer a great opportunity to nutritional science and scientists to play a more central role in the political analysis of future food systems. We are confident that preserve the past helps us understand the present and build for the future, the Mediterranean lifestyle is much more than the Mediterranean diet and, finally, the rivers and the lakes may be our future.

  4. Advanced Students' L1 (Swedish) and L2 (English) Mastery of Suffixation

    Science.gov (United States)

    Karlsson, Monica

    2015-01-01

    Developing the skill to form derivatives is a slow incremental process even for native speakers of English, starting in elementary school and continuing through high school. In fact, it appears to be a universally challenging area of the lexicon. Nevertheless, studies have shown that it is one of the most important skills to possess for a learner…

  5. IDENTIFICATION OF DIGITAL COMPETENCES SKILLS IN TEACHER TRAINING DEGREE STUDENTS

    Directory of Open Access Journals (Sweden)

    Margarita Pino Juste

    2010-11-01

    Full Text Available The Technologies of Information and Communication (ICT become in the information society a change agent. In this context, ICTs should become teaching tools in order to help the teacher to achieve quality education.Being aware of the importance of the teachers' mastery of the digital skills, we have conducted a study about the mastery of the ICTs that the students in the third year of the degree of teacher training of the University of Vigo have. In order to do this we have taken into account the knowledge acquired, the frequency of use of certain tools, their level of proficiency in four areas of knowledge: technological literacy, intellectual working tools, processing and dissemination of information and as communication tools. As well as their motivations, interests and obstacles found in their development in order to develop proposals for initial training.We can conclude that, in general, students do not have a specific training on the use of computers. About the degree of knowledge in the different skills, the students know the most basic and commonly used (open or download a file, create or print a document, install a program or send an e-mail. They usually use the mail as a working tool, while the messaging and social networks are more used for leisure time.Their attitudes towards ICTs are very positive and their motivations are focused essentially on the technologies which are useful for improving their learning and for their professional future.

  6. Effect of culturally relevant pedagogy on Latino students' engagement and content mastery on states of matter unit in physical science

    Science.gov (United States)

    Cao, Jennifer

    This research, in response to the lack of empirical evidence of the impact of culturally relevant pedagogy (CRP) on Latino students in science education, examined the effect CRP on Latino students' engagement and content mastery. Quantitative research was conducted with a treatment group that received an intervention unit on states of matter with CRP approaches and a comparison group that did not receive the intervention. The sample comprised approximately 189 eighth-grade students from a Southern Californian middle school. The research findings reveal that CRP approaches had a statistically significant positive effect on student engagement of all ethnic groups in this study, particularly Latino students, while CRP approaches had a statistically significant negative effect on Latino students' content mastery. Three recommendations result from this study, including professional development of CRP for educators, professional development of CRP for educational leaders, and using CRP to address multiculturalism.

  7. The role of financial hardship, mastery and social support in the association between employment status and depression: results from an Australian longitudinal cohort study

    National Research Council Canada - National Science Library

    Crowe, Laura; Butterworth, Peter

    2016-01-01

    ... years old, the present study examines a range of employed states and investigates the role of mastery, financial hardship and social support in the relationship between labour status and depression...

  8. Associations of Child and Adolescent Mastery Motivation and Self-Regulation With Adult Outcomes: A Longitudinal Study of Individuals With Down Syndrome.

    Science.gov (United States)

    Gilmore, Linda; Cuskelly, Monica

    2017-05-01

    This 20-year prospective longitudinal study focuses on the contribution of mastery motivation and self-regulation to adult outcomes for individuals with Down syndrome. In earlier phases of the research, 25 participants completed measures of cognitive ability, mastery motivation and self-regulation in childhood (4 to 6 years) and adolescence (11 to 15 years). In the adult phase reported here, self-determination and adaptive behavior were assessed in 21 of the original participants at age 23 to 26 years. Mastery motivation and self-regulation made unique contributions to adult outcomes, over and above the effects of cognitive ability. The findings provide powerful evidence about the important role of child and adolescent mastery motivation and self-regulation for the adult lives of individuals with Down syndrome.

  9. Birds of different feathers? The relationship between multicultural personality dimensions and foreign language mastery in business professionals working in a Dutch agricultural multinational

    NARCIS (Netherlands)

    Korzilius, H.P.L.M.; Hooft, A.P.J.V. van; Planken, B.C.; Hendrix, C.

    2011-01-01

    The relationship between personality dimensions, measured with the Multicultural Personality Questionnaire (MPQ), and foreign language mastery were studied in a Dutch-based multinational company in the agricultural sector. In a survey, differences were studied between internal and external

  10. THE EFFECTS OF LOGICAL THINKING AND VOCABULARY MASTERY TOWARDS STUDENTS’ READING COMPREHENSION AT STATE SENIOR HIGH SCHOOL IN EAST JAKARTA

    OpenAIRE

    mulyadi mulyadi

    2017-01-01

    ABSTRACTThe aim of this research is to find out and analyze empirically the effects of logical thinking and vocabulary mastery towards students’ reading comprehension. Research method used was survey. The observed population of this research is twelfth grade students from SMA Negeri 88, SMA Negeri 98 and SMA Negeri 106 in East Jakarta.The sample was taken through simple random sampling and 60 students as samples of this research. For collecting data, the instruments used in this research were...

  11. Sustainable consumption

    DEFF Research Database (Denmark)

    Prothero, Andrea; Dobscha, Susan; Freund, Jim

    2011-01-01

    This essay explores sustainable consumption and considers possible roles for marketing and consumer researchers and public policy makers in addressing the many sustainability challenges that pervade our planet. Future research approaches to this interdisciplinary topic need to be comprehensive...... and systematic and will benefit from a variety of different perspectives. There are a number of opportunities for future research, and three areas are explored in detail. First, the essay considers the inconsistency between the attitudes and behaviors of consumers with respect to sustainability; next, the agenda...... is broadened to explore the role of individual citizens in society; and finally, a macro institutional approach to fostering sustainability is explored. Each of these areas is examined in detail and possible research avenues and public policy initiatives are considered within each of these separate...

  12. Stabilizing Sustainability

    DEFF Research Database (Denmark)

    Reitan Andersen, Kirsti

    The publication of the Brundtland Report in 1987 put the topic of sustainable development on the political and corporate agenda. Defining sustainable development as “a development that meets the needs of the future without compromising the ability of future generations to meet their own needs......” (WCED, 1987, p. 43), the Report also put a positive spin on the issue of sustainability by upholding capitalist beliefs in the possibility of infinite growth in a world of finite resources. While growth has delivered benefits, however, it has done so unequally and unsustainably. This thesis focuses...... on the textile and fashion industry, one of the world’s most polluting industries and an industry to some degree notorious for leading the ‘race to the bottom’ in global labour standards. Despite being faced with increasing demands to practise sustainability, most textile and fashion companies continue to fail...

  13. Sustainability reporting

    NARCIS (Netherlands)

    Kolk, A.

    2005-01-01

    This article gives an overview of developments in sustainability (also sometimes labelled corporate social responsibility) reporting. The article will first briefly indicate how accountability on social and environmental issues started, already in the 1970s when social reports were published.

  14. Sustainable Cities

    DEFF Research Database (Denmark)

    Georg, Susse; Garza de Linde, Gabriela Lucía

    Judging from the number of communities and cities striving or claiming to be sustainable and how often eco-development is invoked as the means for urban regeneration, it appears that sustainable and eco-development have become “the leading paradigm within urban development” (Whitehead 2003......), urban design competitions are understudied mechanisms for bringing about field level changes. Drawing on actor network theory, this paper examines how urban design competitions may bring about changes within the professional field through the use of intermediaries such as a sustainable planning....../assessment tool. The context for our study is urban regeneration in one Danish city, which had been suffering from industrial decline and which is currently investing in establishing a “sustainable city”. Based on this case study we explore how the insights and inspiration evoked in working with the tool...

  15. Sustainable responsibilities?

    DEFF Research Database (Denmark)

    Lystbæk, Christian Tang

    2015-01-01

    This working paper analyzes the conceptions of corporate responsibility for sustainable development in EU policies on CSR. The notion of corporate responsibility has until recently been limited to economical and legal responsibilities. Based on this narrow conception of corporate responsibility.......e. a combination of destruction and construction, this chapter will deconstruct conceptions of responsibility for sustainable development in these EU documents on CSR. A deconstructive conceptual analysis involves destructing dominant interpretations of a text and allowing for constructions of alternative...... such as sustainability actually means, but on what the concept says and does not say. A deconstructive analysis of EU policies on CSR, then, pinpoints that such policies are sites of conceptual struggles. This kind of analysis is suitable for studying conceptions of corporate responsibility for sustainable development...

  16. Agriculture: Sustainability

    Science.gov (United States)

    Sustainability creates and maintains the conditions under which humans and nature can exist in productive harmony, that permit fulfilling the food, feed, and fiber needs of our country and the social, economic and other requirements.

  17. Notes on 'Bemächtigungstrieb' and Strachey's translation as 'instinct for mastery'.

    Science.gov (United States)

    White, Kristin

    2010-08-01

    This short paper looks at Freud's use of the term 'Bemächtigungstrieb' and its translation by Strachey as 'instinct for mastery' when Freud was describing the motives behind his grandson's game with the wooden reel and string in Beyond the Pleasure Principle. The word 'Macht' [power], which is contained in the word 'Bemächtigung' points to Freud's difficult relationship with Alfred Adler, whose early theories on the aggressive drive and later theories on 'striving for power' were initially rejected by Freud. Looking at the changes in Freud's reception of Adlerian terms, some of which he later integrated into his own theory, throws light on his choice of the word 'Bemächtigungstrieb' in 1920, when he was just beginning to introduce his thoughts on the death instinct. A slightly different translation of the word 'Bemächtigungstrieb', one which takes these historical and theoretical aspects into account, could make these connections clearer for the English reader. Copyright © 2010 Institute of Psychoanalysis.

  18. CONFIDENCE MASTERY AS THE FUNDAMENTAL TASK IN LEARNING A FOREIGN LANGUAGE

    Directory of Open Access Journals (Sweden)

    KOTEKOVÁ, Daniela

    2013-06-01

    Full Text Available The aim of language learning is not only to achieve an academic success carried out by a fluent speaking; mastering the grammar and vocabulary but it should also focus on the psychological comfort and the intrinsic readiness of the students to participate in their education - to receive and perform. The learners’ self-esteem plays the fundamental role in any language classroom but gaining it is the task on its own and can be quite a challenge for the teachers. How students feel is closely related to their ability to learn. Teachers’ task is thus not only to provide knowledge and information but first of all they should immerse themselves into the student’s mind and discover the best way to awake learner’s will to communicate. This paper focuses on two kinds of aspects participating on the emotional state of the learner, academic and psychological. The students of two different levels of English have answered the questionnaire, assessing their attitude, anxiety and motivation towards learning English. Each opinion has been evaluated and put into relationship with the ability to relax, understand, learn and enjoy at the same time. Their analyses have become the base of several teaching techniques that would build and encourage the students’ confidence as the main condition to start any cognitive process. If confidence is the cause or the outcome of mastering a foreign language was the question asked and answered in this work. Confidence mastery has thus played the fundamental role in the present survey.

  19. Improving Students’ Vocabulary Mastery by Using Authentic Materials through Communicative Approach

    Directory of Open Access Journals (Sweden)

    Umar Umar

    2017-08-01

    Full Text Available The research aimed at finding out whether or not using of authentic materials through communicative approach improves the vocabulary of the students. This applied a pre-experimental method. The population of the research was the second grades students of a state high school comprising four classes and one of which chosen as the sample by using purposive sampling. The sample consisted of thirty two. The data were collected by using vocabulary test that consisted 20 items. The proce4 of collecting data was presented in chronological order as pre-test given before treatment and then post-test was giving after treatment as students’ achievement. The data analysis showed that there was significant difference of the students’ vocabulary achievement after giving treatment by using authentic materials through communicative approach. It was proved by the mean score of pre-test was 5.97 and the mean of post-test was 7.82. The data was analyzed by using t-test was higher than t-table value. The value of t-test was 9, while t-table value was 1.695 at the 0.05 level significance. Based on the result above, the writer concludes that the use of authentic material through communicative approach improves the students’ vocabulary mastery.

  20. Mastery of Content Representation (CoRes) Related TPACK High School Biology Teacher

    Science.gov (United States)

    Nasution, W. R.; Sriyati, S.; Riandi, R.; Safitri, M.

    2017-09-01

    The purpose of this study was to determine the mastery of Content Representation (CoRes) teachers related to the integration of technology and pedagogy in teaching Biology (TPACK). This research uses a descriptive method. The data were taken using instruments CoRes as the primary data and semi-structured interviews as supporting data. The subjects were biology teacher in class X MIA from four schools in Bandung. Teachers raised CoRes was analyzed using a scoring rubric CoRes with coding 1-3 then categorized into a group of upper, middle, or lower. The results showed that the two teachers in the lower category. This results means that the control of teachers in defining the essential concept in the CoRes has not been detailed and specific. Meanwhile, two other teachers were in the middle category. This means that the ability of teachers to determine the essential concepts in the CoRes are still inadequate so that still needs to be improved.

  1. How to Improve the Mastery of Students’ Concept on Photosynthesis Topic?

    Science.gov (United States)

    Ulfa, K.; Anggraeni, S.; Supriatno, B.

    2017-09-01

    The PPDP learning strategy in this research is the acronym of Practicum method, Presentation-discussion method, Demonstration method, and Presentation-discussion method. This study aims to describe the effect of applying PPDP learning strategies to mastery of high school students’ concepts on photosynthesis topic. The research method is a weak experiment, with the research design “The One-Group Pretest-Postetst Design”. The implementation of the study involved 35 students in one of the high schools in the city of Palembang. The research instrument used is in the form of test equipment, assessment rubric and questionnaire. Data were analyzed using Microsoft Excel and SPSS 24 Program. The statistical result showed that PPDP learning strategy had an effect on improving conceptual and Effective on the achievement of the value on the minimum criteria set by the school. This is due to the transformation of knowledge from hands-on to minds-on through the discovery of facts about the concept of photosynthesis. This fact leads to the construction of further understanding through cognitive sharing when the activities of the discussions formed similarity and consolidation of the concept of photosynthesis intact. In addition, demonstration activities also cause students’ logic of thinking to develop through observation of factors that may affect the rate of photosynthesis. This PPDP learning strategy can be utilized by teachers in explaining photosynthetic topic.

  2. Sustainable finance

    OpenAIRE

    Boersma-de Jong, Margreet F.

    2012-01-01

    Presentation for Springschool of Strategy, University of Groningen, 10 October 2012. The role of CSR is to stimulate ethical behaviour, and as a result, mutual trust in society. Advantage of CSR for the company and the evolution of CSR. From CSR to Sustainable Finance: how does CSR influence Sustainable Business Administration & Management Accounting, Financial Leadership and what is the importance of CSR in the financial sector

  3. The Effect of Modified Collaborative Strategic Reading and Vocabulary Mastery on the Reading Competency of the Second Semester Students of English Education Study Program of Mahasaraswati Denpasar University

    OpenAIRE

    Dharmayanti, Paramita; D.K, Tantra; L., P., Artini

    2013-01-01

    This study focused oninvestigatingthe main effect of MCSR on second semester students' reading competency and the differential affect of MCSR between the students with good vocabulary mastery and with poor vocabulary mastery on students' reading competencyin EESP of Unmas Denpasar.The findings show thatthe students taught usingMCSRachieved better reading competency than those who were taught usingconventional teaching. Furthermore, there is an interactional effect between teaching strategies ...

  4. SUSTAINABLE TRANSPORTATION

    Directory of Open Access Journals (Sweden)

    Linda STEG

    2007-01-01

    Full Text Available This paper discusses possible contributions of psychologists to sustainable transportation. It is argued that in order to reach sustainable transportation, among others, behaviour changes of individual car users are needed. As transport policies will be more effective if they target important antecedents of travel behaviour, first, factors influencing such behaviour are discussed. It is argued that car use is very attractive and sometimes even necessary for many different reasons. This implies that a combination of policies is called for, each targeting different factors that support car use and hinder the use of more sustainable modes of transport. Next, the paper elaborates on policy strategies that may be employed to achieve sustainable transportation by changing car use. Increasing the attractiveness of sustainable transport modes by means of pull measures seems not sufficient to reduce the level of car use. Besides, car use should be made less attractive by means of push measures to force drivers to reconsider their travel behaviour. The acceptability of such policies may be increased by clearly communicating the aim of these policies, and the expected positive consequences (e.g., less congestion, improved environmental quality. Moreover, possible negative effects for individual freedom may be compensated by implementing additional policies aimed at facilitating the use of sustainable transport modes.

  5. Sustainable markets for sustainable energy

    Energy Technology Data Exchange (ETDEWEB)

    Millan, J.; Smyser, C.

    1997-12-01

    The author discusses how the Inter-American Development Bank (IDB) is involved in sustainable energy development. It presently has 50 loans and grants for non conventional renewable energy projects and ten grants for efficiency programs for $600 and $17 million respectively, representing 100 MW of power. The IDB is concerned with how to create a sustainable market for sustainable energy projects. The IDB is trying to work with government, private sector, NGOs, trading allies, credit sources, and regulators to find proper roles for such projects. He discusses how the IDB is working to expand its vision and objectives in renewable energy projects in Central and South America.

  6. Effects of Extreme Prematurity on Numerical Skills and Executive Function in Kindergarten Children: An Application of Partially Ordered Classification Modeling.

    Science.gov (United States)

    Tatsuoka, Curtis; McGowan, Bridget; Yamada, Tomoko; Espy, Kimberly Andrews; Minich, Nori; Taylor, H Gerry

    2016-07-01

    Although mathematics disabilities (MD) are common in extremely preterm/extremely low birth weight (EPT/ELBW) children, little is known about the nature of these problems. In this study partially ordered set (POSET) models were applied to classify 140 EPT/ELBW kindergarten children (gestational age <28 weeks and/or birth weight <1000 g) and 110 normal birth weight (NBW) controls into profiles of numerical and cognitive skills. Models based on five numerical skills and five executive function and processing speed skills provided a good fit to performance data. The EPT/ELBW group had poorer skills in all areas than NBW controls but the models also revealed substantial individual variability in skill profiles. Weaknesses in executive function were associated with poorer mastery of numerical skills. The findings illustrate the applicability of POSET models to research on MD and suggest distinct types of early numerical deficits in EPT/ELBW children that are related to their impairments in executive function.

  7. Cognitive skill training for nuclear power plant operational decision making

    Energy Technology Data Exchange (ETDEWEB)

    Mumaw, R.J.; Swatzler, D.; Roth, E.M. [Westinghouse Electric Corp., Pittsburgh, PA (United States); Thomas, W.A. [Quantum Technologies, Inc., Oak Brook, IL (United States)

    1994-06-01

    Training for operator and other technical positions in the commercial nuclear power industry traditionally has focused on mastery of the formal procedures used to control plant systems and processes. However, decisionmaking tasks required of nuclear power plant operators involve cognitive skills (e.g., situation assessment, planning). Cognitive skills are needed in situations where formal procedures may not exist or may not be as prescriptive, as is the case in severe accident management (SAM). The Westinghouse research team investigated the potential cognitive demands of SAM on the control room operators and Technical Support Center staff who would be most involved in the selection and execution of severe accident control actions. A model of decision making, organized around six general cognitive processes, was developed to identify the types of cognitive skills that may be needed for effective performance. Also, twelve SAM scenarios were developed to reveal specific decision-making difficulties. Following the identification of relevant cognitive skills, 19 approaches for training individual and team cognitive skills were identified. A review of these approaches resulted in the identification of general characteristics that are important in effective training of cognitive skills.

  8. Autonomy supportive environments and mastery as basic factors to motivate physical activity in children: a controlled laboratory study

    Directory of Open Access Journals (Sweden)

    Roemmich James N

    2012-02-01

    Full Text Available Abstract Background Choice promotes the experience of autonomy, which enhances intrinsic motivation. Providing a greater choice of traditional active toys may increase children's activity time. Mastery also increases intrinsic motivation and is designed into exergames, which may increase play time of a single exergame, reducing the need for choice to motivate activity compared to traditional active toys. Providing both choice and mastery could be most efficacious at increasing activity time. The energy expenditure (EE of an active play session is dependent on the duration of play and the rate of EE during play. The rate of EE of exergames and the same game played in traditional fashion is not known. The purpose was to test the basic parameters of choice and mastery on children's physical activity time, activity intensity, and energy expenditure. Methods 44 children were assigned to low (1 toy or high (3 toys choice groups. Children completed 60 min sessions with access to traditional active toys on one visit and exergame versions of the same active toys on another visit. Results Choice had a greater effect on increasing girls' (146% than boys' (23% activity time and on girls' (230% than boys' (minus 24% activity intensity. When provided choice, girls' activity time and intensity were no longer lower than boys' activity time and intensity. The combination of choice and mastery by providing access to 3 exergames produced greater increases in physical activity time (1 toy 22.5 min, 3 toys 41.4 min than choice alone via access to 3 traditional games (1 toy 13.6 min, 3 toys 19.5 min. Energy expenditure was 83% greater when engaging in traditional games than exergames. Conclusions Boys and girls differ in their behavioral responses to autonomy supportive environments. By providing girls with greater autonomy they can be motivated to engage in physical activity equal to boys. An environment that provides both autonomy and mastery is most efficacious at

  9. Forecasting Skill

    Science.gov (United States)

    1981-01-01

    for the third and fourth day precipitation forecasts. A marked improvement was shown for the consensus 24 hour precipitation forecast, and small... Zuckerberg (1980) found a small long term skill increase in forecasts of heavy snow events for nine eastern cities. Other National Weather Service...and maximum temperature) are each awarded marks 2, 1, or 0 according to whether the forecast is correct, 8 - *- -**■*- ———"—- - -■ t0m 1 MM—IB I

  10. Sustained Hospital-based Wellness Program

    Science.gov (United States)

    Danielson, Karen; Jeffers, Katharine; Kaiser, Leslie; McKinley, Lee; Kuhn, Thomas; Voorhies, Gigi

    2014-01-01

    Introduction: Beginning as a grassroots initiative, a community hospital employing 2800 celebrates the stress-transforming benefits of HeartMath for its employees and community. Initially introduced to address the deleterious effects of personal stress experienced by the high healthcare claimants of the organization, HeartMath was eventually introduced to every stratification of the organization's population health management. The ensuing depth and breadth of HeartMath's presence in the organization is a consequence of a deliberate effort to integrate the program at every possible and sensible touch point of the organization and, ultimately, patient care. Today, 5 years later, the success of HeartMath at Indiana University (IU) Health Bloomington continues to be a tribute to the grassroots movement of an established worksite wellness program. Methods: HeartMath was initiated as an intervention for transforming the stress of a workforce's highest healthcare claimants: those with the complexities of co-morbidities as well as challenging psychosocial and economic realities. This segment of a workforce is invariably the greatest strain to any organization's health plan. As importantly, on an individual level and subsequent to their health status, the respective employees can experience tremendous personal strain in several dimensions of their lives. Further compounding their marginal and worsening physical health, the inherent challenges of the current medical system to integrate and advocate for their care requires that stress be addressed and skills developed for a positive, long-term, and sustainable outcome. From this small but powerful vantage point, IU Health Bloomington's platinum worksite wellness program (a distinction of the Wellness Council of America) extended HeartMath to every population health management stratification within the organization. This specific program migration happened initially by way of departments and units that expressed, in an

  11. Integrating Sustainability into the Marketing Curriculum: Learning Activities that Facilitate Sustainable Marketing Practices

    Science.gov (United States)

    Borin, Norm; Metcalf, Lynn

    2010-01-01

    In response to political, social, and competitive forces, many firms are developing sustainable marketing strategies. Marketing educators can play an important role in assisting these firms by developing curricula that build the knowledge and skills required to enable marketing graduates to contribute to sustainable marketing efforts. Marketing…

  12. Do school-based interventions focusing on physical activity, fitness, or fundamental movement skill competency produce a sustained impact in these outcomes in children and adolescents? A systematic review of follow-up studies.

    Science.gov (United States)

    Lai, Samuel K; Costigan, Sarah A; Morgan, Philip J; Lubans, David R; Stodden, David F; Salmon, Jo; Barnett, Lisa M

    2014-01-01

    The aim of this systematic review was to determine whether typically developing children and adolescents (aged 3-18 years) who have participated in school-based interventions have sustained outcomes in PA, fitness, and/or FMS. A systematic search of six electronic databases (CINAHL® Plus with Full Text, Ovid MEDLINE®, SPORTDiscus™, Scopus, PsycINFO® and ERIC) was conducted from 1995 to 26 July 2012. Included studies were school-based studies (including randomized controlled trials, longitudinal cohort, quasi-experimental, and experimental) that had a positive effect at post intervention in at least one variable and had a follow-up PA, fitness, or FMS assessment at least 6 months after the post-intervention assessment. Risk of bias assessment was guided by the "Preferred Reporting Items for Systematic Reviews and Meta-Analyses" statement. The search identified 14 articles, and some studies addressed multiple outcomes: 13 articles assessed PA; three assessed fitness; and two assessed FMS. No study in this review met four key methodological criteria that have been shown to influence results, i.e., clarity on the randomization process, assessor blinding, analyzing participants in their original groups, and retaining sufficient participants through the entire study. Three-quarters (ten of 13) of the studies addressing PA, reported PA behavior change maintenance. The length of follow-up ranged from 6 months to 20 years, and the degree of PA difference reported was between 3 and 14 min per day. Only one of the three studies assessing fitness reported a sustained impact, whilst both studies that assessed FMS reported maintenance of effects. It is likely that PA is a sustainable outcome from interventions in children and adolescents, and there is reasonable evidence that interventions of longer than 1 year and interventions that utilize a theoretical model or framework are effective in producing this sustained impact. It would seem probable that FMS are a sustainable

  13. Roundtabling Sustainability

    DEFF Research Database (Denmark)

    Ponte, Stefano

    2014-01-01

    The willingness of public authority to delegate social and environmental regulation to the private sector has varied from sector to sector, but has often led to the establishment of ‘voluntary’ standards and certifications on sustainability. Many of these have taken the form of ‘stewardship...... councils’ and ‘sustainability roundtables’ and have been designed around a set of institutional features seeking to establish legitimacy, fend off possible criticism, and ‘sell’ certifications to potential users. The concept of ‘roundtabling’ emphasizes the fitting a variety of commodity......-specific sustainability situations into a form that not only ‘hears more voices’ (as in ‘multi-stakeholder’), but also portrays to give them equal standing at the table of negotiations (roundtable), thus raising higher expectations on accountability, transparency and inclusiveness. In this article, I examine to what...

  14. Sustainability Evaluation.

    Science.gov (United States)

    Stichnothe, Heinz

    2017-03-17

    The long-term substitution of fossil resources can only be achieved through a bio-based economy, with biorefineries and bio-based products playing a major role. However, it is important to assess the implications of the transition to a bio-based economy. Life cycle-based sustainability assessment is probably the most suitable approach to quantify impacts and to identify trade-offs at multiple levels. The extended utilisation of biomass can cause land use change and affect food security of the most vulnerable people throughout the world. Although this is mainly a political issue and governments should be responsible, the responsibility is shifted to companies producing biofuels and other bio-based products. Organic wastes and lignocellulosic biomass are considered to be the preferred feedstock for the production of bio-based products. However, it is unlikely that a bio-based economy can rely only on organic wastes and lignocellulosic biomass.It is crucial to identify potential problems related to socio-economic and environmental issues. Currently there are many approaches to the sustainability of bio-based products, both quantitative and qualitative. However, results of different calculation methods are not necessarily comparable and can cause confusion among decision-makers, stakeholders and the public.Hence, a harmonised, globally agreed approach would be the best solution to secure sustainable biomass/biofuels/bio-based chemicals production and trade, and to avoid indirect effects (e.g. indirect land use change). However, there is still a long way to go.Generally, the selection of suitable indicators that serve the purpose of sustainability assessment is very context-specific. Therefore, it is recommended to use a flexible and modular approach that can be adapted to various purposes. A conceptual model for the selection of sustainability indicators is provided that facilitates identifying suitable sustainability indicators based on relevance and significance in a

  15. The Effectiveness of TPR (Total Physical Response Method in English Vocabulary Mastery of Elementary School Children

    Directory of Open Access Journals (Sweden)

    Ice Sariyati

    2013-05-01

    Full Text Available This research employed a mixed method, combining quantitative and qualitative methods. To achieve the aims of the study, quasi-experimental design was used, involving two groups (control and experiment at the first grade in one Islamic elementary school in Bandung and employing pretest, treatment (TPR method to experiment group, conventional method to control group and posttest. The result of control class score computation to compare pretest score with posttest score showed that there is no significant difference between the pre-test and post-test score of control class. On the contrary, the result of experiment class score computation to compare pretest score with posttest score showed that there was significant difference between the pretest and posttest score of experiment class. Therefore, it can be concluded that the vocabulary mastery of experiment group was significantly improved.   Penelitian ini menggunakan sebuah metode gabung, yang menggabungkan metode kuantitatif dan kualitatif. Untuk mencapai tujuan penelitian ini, desain quasi-eksperimental digunakan dengan melibatkan dua kelompok (kendali dan eksperimental di kelas satu sekolah dasar Islam di Bandung dan menggunakan pretes, perlakuan (metode TPR untuk kelompok eksperimental, metode konvensional untuk kelompok kendali dan postes. Hasil perhitungan nilai kelas kendali dengan membandingkan nilai pretes dan postes menunjukkan bahwa tidak ada perbedaan yang signifikan antara nilai pretes dan postes di kelas kendali. Sebaliknya, hasil perhitungan nilai kelas eksperimental dengan membandingkan nilai pretes dan postes menunjukkan bahwa terdapat perbedaan yang signifikan antara nilai pretes dan nilai postes di kelompok eksperimental. Oleh karena itu, dapat disimpulkan bahwa penguasaan kosakata dikelas eksperimental dapat meningkat secara signifikan.

  16. Preparation With Web-Based Observational Practice Improves Efficiency of Simulation-Based Mastery Learning.

    Science.gov (United States)

    Cheung, Jeffrey J H; Koh, Jansen; Brett, Clare; Bägli, Darius J; Kapralos, Bill; Dubrowski, Adam

    2016-10-01

    Our current understanding of what results in effective simulation-based training is restricted to the physical practice and debriefing stages, with little attention paid to the earliest stage: how learners are prepared for these experiences. This study explored the utility of Web-based observational practice (OP) -featuring combinations of reading materials (RMs), OP, and collaboration- to prepare novice medical students for a simulation-based mastery learning (SBML) workshop in central venous catheterization. Thirty medical students were randomized into the following 3 groups differing in their preparatory materials for a SBML workshop in central venous catheterization: a control group with RMs only, a group with Web-based groups including individual OP, and collaborative OP (COP) groups in addition to RM. Preparation occurred 1 week before the SBML workshop, followed by a retention test 1-week afterward. The impact on the learning efficiency was measured by time to completion (TTC) of the SBML workshop. Web site preparation behavior data were also collected. Web-based groups demonstrated significantly lower TTC when compared with the RM group, (P = 0.038, d = 0.74). Although no differences were found between any group performances at retention, the COP group spent significantly more time and produced more elaborate answers, than the OP group on an OP activity during preparation. When preparing for SBML, Web-based OP is superior to reading materials alone; however, COP may be an important motivational factor to increase learner engagement with instructional materials. Taken together, Web-based preparation and, specifically, OP may be an important consideration in optimizing simulation instructional design.

  17. Improving Science Process Skills for Primary School Students Through 5E Instructional Model-Based Learning

    Science.gov (United States)

    Choirunnisa, N. L.; Prabowo, P.; Suryanti, S.

    2018-01-01

    The main objective of this study is to describe the effectiveness of 5E instructional model-based learning to improve primary school students’ science process skills. The science process skills is important for students as it is the foundation for enhancing the mastery of concepts and thinking skills needed in the 21st century. The design of this study was experimental involving one group pre-test and post-test design. The result of this study shows that (1) the implementation of learning in both of classes, IVA and IVB, show that the percentage of learning implementation increased which indicates a better quality of learning and (2) the percentage of students’ science process skills test results on the aspects of observing, formulating hypotheses, determining variable, interpreting data and communicating increased as well.

  18. Computational skills, working memory, and conceptual knowledge in older children with mathematics learning disabilities.

    Science.gov (United States)

    Mabbott, Donald J; Bisanz, Jeffrey

    2008-01-01

    Knowledge and skill in multiplication were investigated for late elementary-grade students with mathematics learning disabilities (MLD), typically achieving age-matched peers, low-achieving age-matched peers, and ability-matched peers by examining multiple measures of computational skill, working memory, and conceptual knowledge. Poor multiplication fact mastery and calculation fluency and general working memory discriminated children with MLD from typically achieving age-matched peers. Furthermore, children with MLD were slower in executing backup procedures than typically achieving age-matched peers. The performance of children with MLD on multiple measures of multiplication skill and knowledge was most similar to that of ability-matched younger children. MLD may be due to difficulties in computational skills and working memory. Implications for the diagnosis and remediation of MLD are discussed.

  19. Day one sustainability

    Science.gov (United States)

    Orr, John; Ibell, Timothy; Evernden, Mark; Darby, Antony

    2015-05-01

    Emissions reductions targets for the UK set out in the Climate Change Act for the period to 2050 will only be achieved with significant changes to the built environment, which is currently estimated to account for 50% of the UK's carbon emissions. The socio-technological nature of Civil Engineering means that this field is uniquely placed to lead the UK through such adaptations. This paper discusses the importance of interdisciplinary teaching to produce multi-faceted team approaches to sustainable design solutions. Methods for measuring success in education are often not fit for purpose, producing good students but poor engineers. Real-world failures to apply sustainable design present a serious, difficult to detect, and ultimately economically negative situation. Techniques to replace summative examinations are presented and discussed, with the aim of enhancing core technical skills alongside those required for sustainable design. Finally, the role of our future engineers in policy-making is discussed. In addition to carbon, the provision of water and food will heavily influence the work of civil engineers in the coming decades. Leadership from civil engineers with the technical knowledge and social awareness to tackle these issues will be required. This provides both opportunities and challenges for engineering education in the UK.

  20. Sustainable Soesterkwartier

    NARCIS (Netherlands)

    Abrahams, H.; Goosen, H.; Jong, de F.; Sickmann, J.; Prins, D.

    2010-01-01

    The municipality of Amersfoort wants to construct an endurable and sustainable eco-town in the Soesterkwartier neighbourhood, by taking future climate change into account. The impact of climate change at the location of the proposed eco-town was studied by a literature review.

  1. Sustainable agriculture

    International Development Research Centre (IDRC) Digital Library (Canada)

    New farming techniques, better food security. Since 1970, IDRC-supported research has introduced sustainable agricultural practices to farmers and communities across the devel- oping world. The result: higher productivity, less poverty, greater food security, and a healthier environment. Opportunities grow on trees in ...

  2. Sustainable Development

    African Journals Online (AJOL)

    Tsegai Berhane Ghebretekle

    Abstract. This article examines the concept of sustainable development after the Post-. 2015 Paris Climate Change Agreement with particular emphasis on Ethiopia. Various African countries are vulnerable to climate change, as is evidenced by recent droughts. Ethiopia is selected as a case study in light of its pace in.

  3. Sustainable machining

    CERN Document Server

    2017-01-01

    This book provides an overview on current sustainable machining. Its chapters cover the concept in economic, social and environmental dimensions. It provides the reader with proper ways to handle several pollutants produced during the machining process. The book is useful on both undergraduate and postgraduate levels and it is of interest to all those working with manufacturing and machining technology.

  4. Architecture Sustainability

    NARCIS (Netherlands)

    Avgeriou, Paris; Stal, Michael; Hilliard, Rich

    2013-01-01

    Software architecture is the foundation of software system development, encompassing a system's architects' and stakeholders' strategic decisions. A special issue of IEEE Software is intended to raise awareness of architecture sustainability issues and increase interest and work in the area. The

  5. Sustainability reporting

    NARCIS (Netherlands)

    Kolk, A.

    2005-01-01

    This article gives an overview of developments in sustainability (also sometimes labelled corporate social responsibility) reporting. It The article will first briefly indicate how accountability on social and environmental issues started, already in the 1970s when social reports were published.

  6. Exergy sustainability.

    Energy Technology Data Exchange (ETDEWEB)

    Robinett, Rush D. III (.; ); Wilson, David Gerald; Reed, Alfred W.

    2006-05-01

    Exergy is the elixir of life. Exergy is that portion of energy available to do work. Elixir is defined as a substance held capable of prolonging life indefinitely, which implies sustainability of life. In terms of mathematics and engineering, exergy sustainability is defined as the continuous compensation of irreversible entropy production in an open system with an impedance and capacity-matched persistent exergy source. Irreversible and nonequilibrium thermodynamic concepts are combined with self-organizing systems theories as well as nonlinear control and stability analyses to explain this definition. In particular, this paper provides a missing link in the analysis of self-organizing systems: a tie between irreversible thermodynamics and Hamiltonian systems. As a result of this work, the concept of ''on the edge of chaos'' is formulated as a set of necessary and sufficient conditions for stability and performance of sustainable systems. This interplay between exergy rate and irreversible entropy production rate can be described as Yin and Yang control: the dialectic synthesis of opposing power flows. In addition, exergy is shown to be a fundamental driver and necessary input for sustainable systems, since exergy input in the form of power is a single point of failure for self-organizing, adaptable systems.

  7. Sustainable processing

    DEFF Research Database (Denmark)

    Kristensen, Niels Heine

    2004-01-01

    Kristensen_NH and_Beck A: Sustainable processing. In Otto Schmid, Alexander Beck and Ursula Kretzschmar (Editors) (2004): Underlying Principles in Organic and "Low-Input Food" Processing - Literature Survey. Research Institute of Organic Agriculture FiBL, CH-5070 Frick, Switzerland. ISBN 3-906081-58-3...

  8. Sustainable finance

    NARCIS (Netherlands)

    dr. Margreet F. Boersma-de Jong

    2012-01-01

    Presentation for Springschool of Strategy, University of Groningen, 10 October 2012. The role of CSR is to stimulate ethical behaviour, and as a result, mutual trust in society. Advantage of CSR for the company and the evolution of CSR. From CSR to Sustainable Finance: how does CSR influence

  9. Illinois Occupational Skill Standards: Machining Skills Cluster.

    Science.gov (United States)

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document of skill standards for the machining skills cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 67 occupational skill standards describe what people should know and be able to do in an…

  10. Getting Skills Right: Skills for Jobs Indicators

    Science.gov (United States)

    OECD Publishing, 2017

    2017-01-01

    This report describes the construction of the database of skill needs indicators, i.e. the OECD Skills for Jobs Database, and presents initial results and analysis. It identifies the existing knowledge gaps concerning skills imbalances, providing the rationale for the development of the new skill needs and mismatch indicators. Moreover, it…

  11. Computational Psychometrics for the Measurement of Collaborative Problem Solving Skills

    Directory of Open Access Journals (Sweden)

    Stephen T. Polyak

    2017-11-01

    Full Text Available This paper describes a psychometrically-based approach to the measurement of collaborative problem solving skills, by mining and classifying behavioral data both in real-time and in post-game analyses. The data were collected from a sample of middle school children who interacted with a game-like, online simulation of collaborative problem solving tasks. In this simulation, a user is required to collaborate with a virtual agent to solve a series of tasks within a first-person maze environment. The tasks were developed following the psychometric principles of Evidence Centered Design (ECD and are aligned with the Holistic Framework developed by ACT. The analyses presented in this paper are an application of an emerging discipline called computational psychometrics which is growing out of traditional psychometrics and incorporates techniques from educational data mining, machine learning and other computer/cognitive science fields. In the real-time analysis, our aim was to start with limited knowledge of skill mastery, and then demonstrate a form of continuous Bayesian evidence tracing that updates sub-skill level probabilities as new conversation flow event evidence is presented. This is performed using Bayes' rule and conversation item conditional probability tables. The items are polytomous and each response option has been tagged with a skill at a performance level. In our post-game analysis, our goal was to discover unique gameplay profiles by performing a cluster analysis of user's sub-skill performance scores based on their patterns of selected dialog responses.

  12. Computational Psychometrics for the Measurement of Collaborative Problem Solving Skills.

    Science.gov (United States)

    Polyak, Stephen T; von Davier, Alina A; Peterschmidt, Kurt

    2017-01-01

    This paper describes a psychometrically-based approach to the measurement of collaborative problem solving skills, by mining and classifying behavioral data both in real-time and in post-game analyses. The data were collected from a sample of middle school children who interacted with a game-like, online simulation of collaborative problem solving tasks. In this simulation, a user is required to collaborate with a virtual agent to solve a series of tasks within a first-person maze environment. The tasks were developed following the psychometric principles of Evidence Centered Design (ECD) and are aligned with the Holistic Framework developed by ACT. The analyses presented in this paper are an application of an emerging discipline called computational psychometrics which is growing out of traditional psychometrics and incorporates techniques from educational data mining, machine learning and other computer/cognitive science fields. In the real-time analysis, our aim was to start with limited knowledge of skill mastery, and then demonstrate a form of continuous Bayesian evidence tracing that updates sub-skill level probabilities as new conversation flow event evidence is presented. This is performed using Bayes' rule and conversation item conditional probability tables. The items are polytomous and each response option has been tagged with a skill at a performance level. In our post-game analysis, our goal was to discover unique gameplay profiles by performing a cluster analysis of user's sub-skill performance scores based on their patterns of selected dialog responses.

  13. The Relationship Between Violence and Psychological Distress Among Men and Women: Do Sense of Mastery and Social Support Matter?

    Science.gov (United States)

    Bebanic, Vedrana; Clench-Aas, Jocelyne; Raanaas, Ruth Kjærsti; Bang Nes, Ragnhild

    2015-07-03

    The aims of this study were to examine associations between reported exposure to psychological and physical violence and psychological distress (PD) among men and women, and to explore the possible mediating or moderating roles of sense of mastery and social support. We used data from the nationally representative Norwegian Health and Level of Living Survey in 2005 and 2012 (Weighted N = 19,386). PD was measured with the Hopkins Symptom Checklist-25, using the subscales for anxiety and depression separately and in combination. Analyses were conducted using hierarchical logistic regression with complex sample adjustment. Altogether, 3.8% of men and 5.4% of women reported psychological violence during the last 12 months, while 2.3% and 1.6% reported physical violence, respectively. Both forms of violence were associated with excess risk of comorbid anxiety and depressive symptoms above clinical cut-point (CAD) in men and women alike, and CAD occurred more frequently than anxiety or depressive problems separately. Sense of mastery, but not social support, partly mediated the association between both forms of violence and CAD in men, whereas both partly mediated the association between psychological violence and CAD in women. No moderator role was indicated. Overall, the results provide evidence for excess risk of PD, particularly CAD, in men and women reporting exposure to violence. Sense of mastery and to a lesser degree social support were shown to constitute significant mediators, underscoring the importance of systems for strengthening coping strategies and social support among violence victims, such as psychological and practical support by the health services. © The Author(s) 2015.

  14. SUSTAINABLE CORPORATE AND SUSTAINABLE DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    DORU CÎRNU

    2017-06-01

    Full Text Available In recent decades, the image of the international business environment has changed significantly. Studies conducted by UNCTAD shows that corporate phenomenon developments in the world economy is growing. Without claiming to present an exhaustive topic so vast we tried to capture some "facets" of sustainable development from the perspective of multinational corporations, given the expansion of these economic entities and strengthening their power in the global economy. We present more negative aspects of the actions of multinational corporations in terms of sustainable development, it is very important to know both sides of the coin, which will not only help transnational giants including release. Based on issues such as corporate social responsibility, environmental pollution and workers' rights, we sought to counter official statements. The conclusion is that these economic entities are real forces that can not be ignored in today's world and the obvious problem of sustainable development can not be addressed independently of the phenomenon, context we also identified some possible solutions to conflict of corporations and essence of the concept of sustainable development.

  15. Optimal skill distribution under convex skill costs

    Directory of Open Access Journals (Sweden)

    Tin Cheuk Leung

    2018-03-01

    Full Text Available This paper studies optimal distribution of skills in an optimal income tax framework with convex skill constraints. The problem is cast as a social planning problem where a redistributive planner chooses how to distribute a given amount of aggregate skills across people. We find that optimal skill distribution is either perfectly equal or perfectly unequal, but an interior level of skill inequality is never optimal.

  16. Responsible and sustainable business in the context of sustainable development

    Directory of Open Access Journals (Sweden)

    Gheorghe Săvoiu

    2013-11-01

    Full Text Available Businesses in the contemporary world, detached from the classic entrepreneurial paradigm in keeping with which a business appears, grows and matures, are undergoing a process of adjustment to the new concept of sustainability, focusing on reconciling global, regional, national and local economic development and the quality of the environment. The practical organization of a responsible and sustainable business, the results of which are ever new products and services, which creates new jobs, and contributes, by aggregating systematically, to assessing new macroeconomic results, from GDP or NDP to import and export, and especially to sustainable economic development, requires the presence of both the three classical factors, i.e., capital, labour and location (land, and the other three essential new factors, which are called technology, information and the specific skills of the business owner, or simply of the entrepreneur.

  17. Self-assessment and goal-setting is associated with an improvement in interviewing skills

    Directory of Open Access Journals (Sweden)

    Kathleen Hanley

    2014-07-01

    Full Text Available Purpose: Describe the relationship between medical students’ self-assessment and goal-setting (SAGS skills and development of interviewing skills during the first-year doctoring course. Method: 157 first-year medical students completed three two-case standardized patient (SP interviews. After each of the first two, students viewed videotapes of their interview, completed a SAGS worksheet, and reviewed a selected tape segment in a seminar. SAGS was categorized into good and poor quality and interviewing skills were rated by trained raters. Results: SAGS improved over time (37% good week 1 vs. 61% good week 10. Baseline SAGS and interviewing skills were not associated. Initial SAGS quality was associated with change in interviewing skills – those with poor-quality SAGS demonstrated a decrease and those with good-quality SAGS demonstrated an increase in scores by 17 weeks (ANOVA F=4.16, p=0.024. For students whose SAGS skills were good at both week 1 and 10, interviewing skills declined in weeks 1–10 and then increased significantly at week 17. For those whose SAGS remained ‘poor’ in weeks 1–10, interviewing skills declined in weeks 10–17. Conclusions: In general, the quality of students’ SAGS improved over time. Poor baseline SAGS skills and failure to improve were associated with a decrease in interviewing skills at 17 weeks. For students with better SAGS, interviewing skills increased at week 17. Improvement in SAGS skills was not associated with improved interviewing skills. Understanding structured self-assessment skills helps identify student characteristics that influence progressive mastery of communication skills and therefore may inform curriculum and remediation tailoring.

  18. Self-assessment and goal-setting is associated with an improvement in interviewing skills

    Science.gov (United States)

    Hanley, Kathleen; Zabar, Sondra; Charap, Joseph; Nicholson, Joseph; Disney, Lindsey; Kalet, Adina; Gillespie, Colleen

    2014-01-01

    Purpose Describe the relationship between medical students’ self-assessment and goal-setting (SAGS) skills and development of interviewing skills during the first-year doctoring course. Method 157 first-year medical students completed three two-case standardized patient (SP) interviews. After each of the first two, students viewed videotapes of their interview, completed a SAGS worksheet, and reviewed a selected tape segment in a seminar. SAGS was categorized into good and poor quality and interviewing skills were rated by trained raters. Results SAGS improved over time (37% good week 1 vs. 61% good week 10). Baseline SAGS and interviewing skills were not associated. Initial SAGS quality was associated with change in interviewing skills – those with poor-quality SAGS demonstrated a decrease and those with good-quality SAGS demonstrated an increase in scores by 17 weeks (ANOVA F=4.16, p=0.024). For students whose SAGS skills were good at both week 1 and 10, interviewing skills declined in weeks 1–10 and then increased significantly at week 17. For those whose SAGS remained ‘poor’ in weeks 1–10, interviewing skills declined in weeks 10–17. Conclusions In general, the quality of students’ SAGS improved over time. Poor baseline SAGS skills and failure to improve were associated with a decrease in interviewing skills at 17 weeks. For students with better SAGS, interviewing skills increased at week 17. Improvement in SAGS skills was not associated with improved interviewing skills. Understanding structured self-assessment skills helps identify student characteristics that influence progressive mastery of communication skills and therefore may inform curriculum and remediation tailoring. PMID:25059835

  19. Sustainable Consumption

    DEFF Research Database (Denmark)

    Røpke, Inge

    2015-01-01

    in wider social, economic and technological frameworks is emphasised. In particular, the chapter is inspired by practice theory and transition theory. First, various trends in consumption are outlined to highlight some of the challenges for sustainability transitions. Then, it is discussed how consumption...... patterns are shaped over time and what should be considered in sustainability strategies. While discussions on consumption often take their point of departure in the perspective of the individual and then zoom to the wider context, the present approach is the opposite. The outline starts with the basic...... biophysical, distributional and economic conditions for high consumption in rich countries and then zooms in on the coevolution of provision systems and consumption, and how consumption is shaped by practices and projects in everyday life. Furthermore, the paper discusses whether and how transition...

  20. Sustainable Buildings

    DEFF Research Database (Denmark)

    Tommerup, Henrik M.; Elle, Morten

    The scientific community agrees that: all countries must drastically and rapidly reduce their CO2 emissions and that energy efficient houses play a decisive role in this. The general attitude at the workshop on Sustainable Buildings was that we face large and serious climate change problems that ...... that need urgent action. The built environment is an obvious area to put effort into because of the large and cost-effective energy saving potential and potential for Renewable Energy-based supply systems for buildings.......The scientific community agrees that: all countries must drastically and rapidly reduce their CO2 emissions and that energy efficient houses play a decisive role in this. The general attitude at the workshop on Sustainable Buildings was that we face large and serious climate change problems...

  1. [Behavioral disorders in Parkinson's disease: from pathophysiology to the mastery of dopaminergic treatment].

    Science.gov (United States)

    Thobois, S; Ardouin, C; Schmitt, E; Lhommée, E; Klinger, H; Xie, J; Lagrange, C; Kistner, A; Aya Kombo, M; Fleury, V; Poisson, A; Fraix, V; Broussolle, E; Pollak, P; Krack, P

    2010-10-01

    nonmotor fluctuations, a better understanding of their underlying mechanisms and the development of new evaluation tools for these nonmotor symptoms. The neurologist who strives to gain mastery of dopaminergic treatment needs to fine tune the dosage of levodopa and dopamine agonists on an individual basis, depending on the presence of motor and nonmotor signs respectively. Copyright © 2010 Elsevier Masson SAS. All rights reserved.

  2. The Concept Mastery in the Perspective of Gender of Junior High School Students on Eclipse Theme in Multiple Intelligences-based of Integrated Earth and Space Science Learning

    Science.gov (United States)

    Liliawati, W.; Utama, J. A.; Mursydah, L. S.

    2017-03-01

    The purpose of this study is to identify gender-based concept mastery differences of junior high school students after the implementation of multiple intelligences-based integrated earth and space science learning. Pretest-posttest group design was employed to two different classes at one of junior high school on eclipse theme in Tasikmalaya West Java: one class for boys (14 students) and one class of girls (18 students). The two-class received same treatment. The instrument of concepts mastery used in this study was open-ended eight essay questions. Reliability test result of this instrument was 0.9 (category: high) while for validity test results were high and very high category. We used instruments of multiple intelligences identification and learning activity observation sheet for our analysis. The results showed that normalized N-gain of concept mastery for boys and girls were improved, respectively 0.39 and 0.65. Concept mastery for both classes differs significantly. The dominant multiple intelligences for boys were in kinesthetic while girls dominated in the rest of multiple intelligences. Therefor we concluded that the concept mastery was influenced by gender and student’s multiple intelligences. Based on this finding we suggested to considering the factor of gender and students’ multiple intelligences given in the learning activity.

  3. Geographical Influences on the Language Skill of Elementary School Students in Lae-Lae Island Makassar City

    Directory of Open Access Journals (Sweden)

    Yusri Yusri

    2016-11-01

    Full Text Available This article describes how geographic factor influences students’ language skill which in this case is the mastery of vocabularies. This study is a quantitative research with sociolinguistic approach. The respondents of this study were elementary school students that live in Lae-Lae Island, Makassar City, and as for the comparison the researcher took other respondents from other elementary schools in urban areas. The researcher selected 30 students from each school. The techniques used in this study were a vocabulary mastery test, observations, and interviews. The data analysis technique is descriptive analysis and independent sample t test. The result indicates that there are significant geographical factors on the students’ vocabulary mastery. Elementary students in urban area have higher skill in mastering vocabularies than those in Lae-Lae Island. In addition, the geographical factors also influence the type of their vocabularies mastered by the students. The students from Lae-Lae Island are better in mastering marine vocabularies than those of urban areas.

  4. Relationships between academic performance, SES school type and perceptual-motor skills in first grade South African learners: NW-CHILD study.

    Science.gov (United States)

    Pienaar, A E; Barhorst, R; Twisk, J W R

    2014-05-01

    Perceptual-motor skills contribute to a variety of basic learning skills associated with normal academic success. This study aimed to determine the relationship between academic performance and perceptual-motor skills in first grade South African learners and whether low SES (socio-economic status) school type plays a role in such a relationship. This cross-sectional study of the baseline measurements of the NW-CHILD longitudinal study included a stratified random sample of first grade learners (n = 812; 418 boys and 394 boys), with a mean age of 6.78 years ± 0.49 living in the North West Province (NW) of South Africa. The Beery-Buktenica Developmental Test of Visual-Motor Integration-4 (VMI) was used to assess visual-motor integration, visual perception and hand control while the Bruininks Oseretsky Test of Motor Proficiency, short form (BOT2-SF) assessed overall motor proficiency. Academic performance in math, reading and writing was assessed with the Mastery of Basic Learning Areas Questionnaire. Linear mixed models analysis was performed with spss to determine possible differences between the different VMI and BOT2-SF standard scores in different math, reading and writing mastery categories ranging from no mastery to outstanding mastery. A multinomial multilevel logistic regression analysis was performed to assess the relationship between a clustered score of academic performance and the different determinants. A strong relationship was established between academic performance and VMI, visual perception, hand control and motor proficiency with a significant relationship between a clustered academic performance score, visual-motor integration and visual perception. A negative association was established between low SES school types on academic performance, with a common perceptual motor foundation shared by all basic learning areas. Visual-motor integration, visual perception, hand control and motor proficiency are closely related to basic academic skills

  5. SUSTAINABLE CHEMISTRY FOR SUSTAINABLE INDUSTRY

    Directory of Open Access Journals (Sweden)

    G. Rizzuto

    2015-01-01

    Full Text Available Foundry Alfe Chem is an industrial reality working in the field of lubrication and chemical auxiliaries for industrial processes, which falls within the framework of the emerging and increasingly important «green chemistry». The goal of the company is to develop products that are more environmentally friendly by using raw materials from renewable sources; specifically, Foundry Alfe Chem has a program of self-sustainability that contemplates, for the foreseeable future, the direct production of renewable raw materials. The company has developed a new dedicated product line, Olitema, whose purpose is to offer highly technological solutions with complete environmental sustainability. In this context, Foundry Alfe CHEM has created a new product which represents a breakthrough in the class of HFC hydraulic fluids: Ecosafe Plus is a biodegradable fire-resistant hydraulic fluid with high engineering and technological performances, high environmental sustainability and the best security guarantees in workplaces. Its formulation is glycols-free, and it allows for easier disposal of the exhausted fluid, compared to a traditional water/ glycol-based HFC hydraulic fluid. For what concern the technological properties, Ecosafe Plus has been tested by accredited laboratories with tribological trials (4 Ball wear test ASTM D 4172, Ball on disc test ASTM 6425, Brugger test DIN 51347, Vickers test ASTM D 2882, with elastomer compatibility test (ASTM D 471 and biodegradability test (OECD 310 F.

  6. STUDENTS’ MASTERY OF SYSTEMIC FUNCTIONAL GRAMMAR AND ITS CLASSROOM IMPLEMENTATION: A NATURALISTIC STUDY AT ENGLISH DEPARTMENT OF TIDAR UNIVERSITY

    Directory of Open Access Journals (Sweden)

    Dwi Winarsih

    2015-07-01

    Full Text Available English language teaching in Indonesia which focuses on text types or genre. The teaching is based on the concept that language as a system of choice by which writers can communicate certain functions that allow them to express their experiences, to interact with others, and to create coherent message. Consequently, systemic functional grammar which views language as a strategic, meaning-making resource is implemented. However the facts show students of English Department have limited knowledge on it. Their average score is unsatisfactory, below 70. The objectives of the research are to describe (1 the students’ mastery on interpersonal metafunction, experiential metafunction, and textual metafunction; and (2 to describe the classroom implementation of systemic functional grammar course. This naturalistic study is conducted at English Department. The subjects of this research are one lecturer and 30 students taking structure 3 course. Data are collected through classroom observation and relevant documentation. The result indicates that students’ mastery of systemic functional grammar is low. They get confused when they come across with complex clauses in spoken text.

  7. The role of mastery and social support in the association between life stressors and psychological distress in older Canadians.

    Science.gov (United States)

    Gadalla, Tahany M

    2010-08-01

    Gerontological social workers and other health professionals are often dealing with older adults in psychological distress. Greater clarity on the relationship between stress and psychological distress will enhance the efficacy of outreach and treatment initiatives for older adults. This study explored the underlying causal structure of the relationships of common life stressors and psychosocial resources for Canadians 65 years and older (542 men and 835 women). Using structural equation modeling of data collected in the National Population Health Survey in 2004-2005 and 2002-2003, the roles played by socioeconomic conditions, physical health, chronic stress, sense of mastery, and perceived social support in the stress-psychological distress relationship were estimated and compared. Findings revealed that chronic stress was the strongest determinant of the level of psychological distress for both genders; however its effect was higher for men compared to women. Poor physical health played a more important role in determining women's psychological distress compared to men. Higher levels of mastery and perceived social support were associated with lower levels of psychological distress for both men and women. These associations were somewhat stronger for men compared with women. Socio-economic conditions played a minor role in the stress-mental health relationship for both genders.

  8. Sustainable Procurement

    DEFF Research Database (Denmark)

    Telles, Pedro; Ølykke, Grith Skovgaard

    2017-01-01

    and within it how sustainable requirements have increased the level of compliance required, particularly regulatory compliance. Compliance was already present in previous EU public procurement frameworks, but its extent on Directive 2014/24/EU leads the authors to consider the current legal framework...... as subject to substantial regulatory compliance obligations external to the process of procurement. In short, procurement has been transformed in a way to enforce regulatory obligations that are not intrinsic to the process of buying. This leads to the conclusion that questions such as the cost and trade...

  9. Sustainable consumption and marketing

    NARCIS (Netherlands)

    Dam, van Y.K.

    2016-01-01

    Sustainable development in global food markets is hindered by the discrepancy between positive consumer attitudes towards sustainable development or sustainability and the lack of corresponding sustainable consumption by a majority of consumers. Apparently for many (light user) consumers the

  10. Investigating the Use of Mastery-Style Online Homework Exercises in Introductory Algebra-based Mechanics in a Controlled Clinical Study

    CERN Document Server

    Evans, William R

    2016-01-01

    Homework in introductory physics represents an important part of a student's learning experience; therefore choosing the manner in which homework is presented merits investigation. We performed three rounds of clinical trials comparing the effects of mastery-style homework vs traditional-style homework with students in both algebra-based and calculus-based introductory mechanics. Results indicate a benefit from mastery-style over traditional-style homework, principally for weaker students who are less familiar with the material being covered and on questions that are nearer transfer to the study materials.

  11. Investigating the use of mastery-style online homework exercises in introductory algebra-based mechanics in a controlled clinical study

    Science.gov (United States)

    Evans, William R.; Selen, Mats A.

    2017-12-01

    Homework in introductory physics represents an important part of a student's learning experience; therefore, choosing the manner in which homework is presented merits investigation. We performed three rounds of clinical trials comparing the effects of mastery-style homework vs traditional-style homework with students in both algebra-based and calculus-based introductory mechanics. Results indicate a benefit from mastery-style over traditional-style homework, principally for weaker students who are less familiar with the material being covered and on questions that are nearer transfer to the study materials.

  12. Creating sustainable performance.

    Science.gov (United States)

    Spreitzer, Gretchen; Porath, Christine

    2012-01-01

    What makes for sustainable individual and organizational performance? Employees who are thriving-not just satisfied and productive but also engaged in creating the future. The authors found that people who fit this description demonstrated 16% better overall performance, 125% less burnout, 32% more commitment to the organization, and 46% more job satisfaction than their peers. Thriving has two components: vitality, or the sense of being alive and excited, and learning, or the growth that comes from gaining knowledge and skills. Some people naturally build vitality and learning into their jobs, but most employees are influenced by their environment. Four mechanisms, none of which requires heroic effort or major resources, create the conditions for thriving: providing decision-making discretion, sharing information about the organization and its strategy, minimizing incivility, and offering performance feedback. Organizations such as Alaska Airlines, Zingerman's, Quicken Loans, and Caiman Consulting have found that helping people grow and remain energized at work is valiant on its own merits-but it can also boost performance in a sustainable way.

  13. Actual and Standardized Patient Evaluations of Medical Students' Skills.

    Science.gov (United States)

    Sattler, Amelia L; Merrell, Sylvia Bereknyei; Lin, Steven Y; Schillinger, Erika

    2017-07-01

    Physicians must communicate effectively with patients. Actual patients (APs) rarely evaluate medical students' clinical skills; instead, standardized patients (SPs) provide proxy ratings. It is unclear how well SP ratings mirror AP experiences. The aim of this study was to compare AP and SP assessments of medical students' communication skills and professionalism. We hypothesized that their perspectives would be similar, but distinct, and offer insight about how to more reliably include the patient's voice in medical education. Using a mixed methods design, data were gathered from both APs and SPs using a modified SEGUE (Set the stage, Elicit information, Give information, Understand the patient's perspective, End the encounter) framework. Authors analyzed Likert-scale surveys using Spearman's rho (ρ) correlations, and qualitatively analyzed open-ended comments about students' interpersonal skills and professionalism. For APs, the domains of "trusted the student," "discussed treatment," and "reviewed next steps" were positively correlated with whether they would recommend the student to others (ρ.89, ρ.89, ρ.88, respectively, all Pprofessionally competent," and "made personal connection" were most highly correlated with recommending the student to others (ρ.86, ρ.86, ρ.76, respectively, all P<.001). Feedback from APs provides unique perspectives, complementing those of SPs, and prompts insights into incorporating patients' voices and values into training. Students may benefit from learning experiences focused on sharing and clarifying information. Providing opportunities for deliberate practice and feedback during both AP and SP encounters may enhance mastery of these skills.

  14. Imagery use of athletes in individual and team sports that require open and closed skill.

    Science.gov (United States)

    Kizildag, Esen; Tiryaki, M Sefik

    2012-06-01

    This study compared use of imagery in elite male and female athletes in open and closed and individual or team sports. A total of 151 elite Turkish athletes ages 15 to 29 years old (males' M age=20.7 yr., SD=3.3; females' M age=20.0 yr., SD=3.5) from open-team sports (n=66), open-individual sports (n=26), and closed-individual sports (n=59) completed the sport imagery questionnaire. A significant multivariate effect of sport type was found. Univariate analyses indicated that male and female athletes in team open-skill sports and individual closed-skill sports used more motivational general-mastery imagery than did athletes in individual open-skill sports.

  15. Examining the Effects of Video Modeling and Prompts to Teach Activities of Daily Living Skills.

    Science.gov (United States)

    Aldi, Catarina; Crigler, Alexandra; Kates-McElrath, Kelly; Long, Brian; Smith, Hillary; Rehak, Kim; Wilkinson, Lisa

    2016-12-01

    Video modeling has been shown to be effective in teaching a number of skills to learners diagnosed with autism spectrum disorders (ASD). In this study, we taught two young men diagnosed with ASD three different activities of daily living skills (ADLS) using point-of-view video modeling. Results indicated that both participants met criterion for all ADLS. Participants did not maintain mastery criterion at a 1-month follow-up, but did score above baseline at maintenance with and without video modeling. • Point-of-view video models may be an effective intervention to teach daily living skills. • Video modeling with handheld portable devices (Apple iPod or iPad) can be just as effective as video modeling with stationary viewing devices (television or computer). • The use of handheld portable devices (Apple iPod and iPad) makes video modeling accessible and possible in a wide variety of environments.

  16. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... UOAA). The skills kit contains: A booklet with information on the operation, home skills such as emptying and changing a pouch, problem solving, and home management. A DVD with demonstration of each skill Stoma ...

  17. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... Shop ( 0 ) Cart Donate American College of Surgeons Education Patients and Family Skills Programs Ostomy Home Skills Program Ostomy Home Skills Program Adult Ostomy Pediatric Ostomy Programa de Destrezas para manejo ...

  18. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... ACS Careers at ACS About ACS Career Types Working at ACS ... Education Patients and Family Skills Programs Ostomy Home Skills Program Ostomy Home Skills Program Adult Ostomy ...

  19. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... Medical Student Core Curriculum ACS/ASE Medical Student Simulation-Based Surgical Skills Curriculum Cancer Education Cancer Education ... Home Skills Kit supports patients with educational and simulation materials to learn and practice the skills needed ...

  20. Associations between therapy skills and patient experiences of change processes in cognitive behavioral therapy for psychosis.

    Science.gov (United States)

    Wittorf, Andreas; Jakobi-Malterre, Ute E; Beulen, Silke; Bechdolf, Andreas; Müller, Bernhard W; Sartory, Gudrun; Wagner, Michael; Wiedemann, Georg; Wölwer, Wolfgang; Herrlich, Jutta; Klingberg, Stefan

    2013-12-30

    Despite the promising findings in relation to the efficacy of cognitive behavioral therapy for psychosis (CBTp), little attention has been paid to the therapy skills necessary to deliver CBTp and to the influence of such skills on processes underlying therapeutic change. Our study investigated the associations between general and technical therapy skills and patient experiences of change processes in CBTp. The study sample consisted of 79 patients with psychotic disorders who had undergone CBTp. We randomly selected one tape-recorded therapy session from each of the cases. General and technical therapy skills were assessed by the Cognitive Therapy Scale for Psychosis. The Bern Post Session Report for Patients was applied to measure patient experiences of general change processes in the sense of Grawe's psychological therapy. General skills, such as feedback and understanding, explained 23% of the variance of patients' self-esteem experience, but up to 10% of the variance of mastery, clarification, and contentment experiences. The technical skill of guided discovery consistently showed negative associations with patients' alliance, contentment, and control experiences. The study points to the importance of general therapy skills for patient experiences of change processes in CBTp. Some technical skills, however, could detrimentally affect the therapeutic relationship. © 2013 Elsevier Ireland Ltd. All rights reserved.

  1. Incorporating sustainability into accounting curricula

    DEFF Research Database (Denmark)

    Hazelton, James; Haigh, Matthew

    2010-01-01

    This paper chronicles the journey of two projects that sought to incorporate principles of sustainable development into predominantly technical postgraduate accounting curricula. The design and delivery of the projects were informed by Freirian principles of praxis and critical empowerment....... The first author introduced sustainability-related material into a core technical accounting unit and created an elective unit. The second author participated with students to evaluate critically social reports of employers, current and potential. In terms of an objective of bringing reflexivity...... as vocational skills) add to the difficulties for sustainability in penetrating already overcrowded curricula....

  2. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... Donate American College of Surgeons Education Patients and Family Skills Programs ... The Ostomy Home Skills Kit supports patients with educational and simulation materials to learn ...

  3. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... Surgical Skills for Exposure in Trauma Advanced Trauma Life Support Advanced Trauma Operative Management Basic Endovascular Skills for Trauma Disaster Management and Emergency Preparedness Rural ...

  4. Virtual Sustainability

    Directory of Open Access Journals (Sweden)

    William Sims Bainbridge

    2010-09-01

    Full Text Available In four ways, massively multiplayer online role-playing games may serve as tools for advancing sustainability goals, and as laboratories for developing alternatives to current social arrangements that have implications for the natural environment. First, by moving conspicuous consumption and other usually costly status competitions into virtual environments, these virtual worlds might reduce the need for physical resources. Second, they provide training that could prepare individuals to be teleworkers, and develop or demonstrate methods for using information technology to replace much transportation technology, notably in commuting. Third, virtual worlds and online games build international cooperation, even blending national cultures, thereby inching us toward not only the world consciousness needed for international agreements about the environment, but also toward non-spatial government that cuts across archaic nationalisms. Finally, realizing the potential social benefits of this new technology may urge us to reconsider a number of traditional societal institutions.

  5. Sustainability; Sustentabilidade

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2009-10-15

    This chapter analyses the production chain of ethanol, considering the impacts on the quality of the air, water supplies, soil occupation and biodiversity, and the efforts for the soil preservation. It is pointed out the activities of the production cycle and use of bio ethanol due to great uncertainties as far the environmental impacts is concerning and that will deserve more attention in future evaluations. At same time, the chapter highlights another activities where the present acknowledge is sufficient to assure the control and/or prediction of consequences of the desired intervention on the environment media to accommodate the sugar and ethanol production expansion. The consideration is not conservative but to promote the sustainable development.

  6. Sustainability Science Needs Sustainable Data!

    Science.gov (United States)

    Downs, R. R.; Chen, R. S.

    2013-12-01

    Sustainability science (SS) is an 'emerging field of research dealing with the interactions between natural and social systems, and with how those interactions affect the challenge of sustainability: meeting the needs of present and future generations while substantially reducing poverty and conserving the planet's life support systems' (Kates, 2011; Clark, 2007). Bettencourt & Kaur (2011) identified more than 20,000 scientific papers published on SS topics since the 1980s with more than 35,000 distinct authors. They estimated that the field is currently growing exponentially, with the number of authors doubling approximately every 8 years. These scholars are undoubtedly using and generating a vast quantity and variety of data and information for both SS research and applications. Unfortunately we know little about what data the SS community is actually using, and whether or not the data that SS scholars generate are being preserved for future use. Moreover, since much SS research is conducted by cross-disciplinary, multi-institutional teams, often scattered around the world, there could well be increased risks of data loss, reduced data quality, inadequate documentation, and poor long-term access and usability. Capabilities and processes therefore need to be established today to support continual, reliable, and efficient preservation of and access to SS data in the future, especially so that they can be reused in conjunction with future data and for new studies not conceived in the original data collection activities. Today's long-term data stewardship challenges include establishing sustainable data governance to facilitate continuing management, selecting data to ensure that limited resources are focused on high priority SS data holdings, securing sufficient rights to allow unforeseen uses, and preparing data to enable use by future communities whose specific research and information needs are not yet known. Adopting sustainable models for archival

  7. On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings

    Directory of Open Access Journals (Sweden)

    Miri Barak

    2016-11-01

    Full Text Available Abstract This study was set to identify self-regulation skills required for online learning and to characterize cognitive transfer of on-campus and online students. The study included two groups of undergraduate students who studied the same course, but in different settings: online and on-campus. Data collected via an online survey and semi-structured interviews indicated that cognitive strategies and regulation of cognition are significant for successful online learning. Findings also indicated that the online students were more aware of mastery learning and information processing strategies than the on-campus peers. The online students specified the importance of planning, controlling, and evaluation skills for meaningful learning; whereas the on-campus students asserted lack of self-discipline and limited communication skills as barriers for distance learning. Near- and far-transfer components were identified, showing a significant positive correlation with self-regulation skills for both groups of learners.

  8. Instructional climates in preschool children who are at-risk. Part I: object-control skill development.

    Science.gov (United States)

    Robinson, Leah E; Goodway, Jacqueline D

    2009-09-01

    Part I of this study examined the effect of two 9-week instructional climates (low autonomy [LA] and mastery motivational climate [MMC]) on object-control (OC) skill development in preschoolers (N = 117). Participants were randomly assigned to an LA, MMC, or comparison group. OC skills were assessed at pretest, posttest, and retention test with the Test of Gross Motor Development-2nd Edition. A significant Treatment x Time interaction (p instructional climates in improving OC skills over time, while the comparison group resulted in no changes. The authors conclude that developmentally and instructionally appropriate climates are beneficial to OC skill learning, along with the need for "planned" movement experiences in motor learning environments.

  9. Quality Guidelines for Scalable Eco Skills in Vet Delivery

    Directory of Open Access Journals (Sweden)

    Liviu MOLDOVAN

    2016-06-01

    Full Text Available In a sustainable economy the assessment of Eco skills provided in a Vocational Education and Training (VET course is performed by the amount of knowledge applied on the job a period after the course ends. To this end VET providers have a current need of quality guidelines for scalable Eco skills and sustainable training evaluation. The purpose of the paper is to present some results of the project entitled “European Quality Assurance in VET towards new Eco Skills and Environmentally Sustainable Economy”, as regards Eco skills categorisation and elaboration of a scale to be used in the green methodology for learning assessment. In the research methodology, the Eco skills are categorised and exemplified for jobs at different levels into generic skills and specific skills evidenced from relevant publications in the field. Than the new Eco skills scale is developed which is organized into six steps: from “Level 1 - Introductory” up to “Level 6 - Expert”. The Eco skills scale is a useful input in the learning assessment process.

  10. Developing an integrated offer for sustainable renovations

    NARCIS (Netherlands)

    Cré, J.; Mlecnik, E.; Kondratenko, I.; Degraeve, P.; Van der Have, J.A.; Vrijders, J.; Van Dessel, J.; Haavik, T.; Aabrekk, S.; Paiho, S.; Stenlund, O.; Svendsen, S.; Vanhoutteghem, L.; Hansen, S.

    2012-01-01

    Within an ERANET-ERACOBUILD project, this study investigates the opportunities and barriers to establish a “one stop shop” with an integrated supply side, to counteract the fragmented offer in sustainable renovation of single-family houses and to increase the level of knowledge, skills and

  11. Training for Environmental Management - Industry and Sustainability

    DEFF Research Database (Denmark)

    Ulhøi, John Parm; Madsen, Henning; Kjær, M.

    Sustainable development requires innovative approaches at organisation level as well as a range of new skills and competencies throughout the workforce. The development of appropriate training materials and courses is an essential part of this equation. This report presents an overview of the Fou...... of the Foundation's research and findings on environmental management training requirements in industry in the EU from 1993-1998....

  12. Learn, see, practice, prove, do, maintain: an evidence-based pedagogical framework for procedural skill training in medicine.

    Science.gov (United States)

    Sawyer, Taylor; White, Marjorie; Zaveri, Pavan; Chang, Todd; Ades, Anne; French, Heather; Anderson, JoDee; Auerbach, Marc; Johnston, Lindsay; Kessler, David

    2015-08-01

    Acquisition of competency in procedural skills is a fundamental goal of medical training. In this Perspective, the authors propose an evidence-based pedagogical framework for procedural skill training. The framework was developed based on a review of the literature using a critical synthesis approach and builds on earlier models of procedural skill training in medicine. The authors begin by describing the fundamentals of procedural skill development. Then, a six-step pedagogical framework for procedural skills training is presented: Learn, See, Practice, Prove, Do, and Maintain. In this framework, procedural skill training begins with the learner acquiring requisite cognitive knowledge through didactic education (Learn) and observation of the procedure (See). The learner then progresses to the stage of psychomotor skill acquisition and is allowed to deliberately practice the procedure on a simulator (Practice). Simulation-based mastery learning is employed to allow the trainee to prove competency prior to performing the procedure on a patient (Prove). Once competency is demonstrated on a simulator, the trainee is allowed to perform the procedure on patients with direct supervision, until he or she can be entrusted to perform the procedure independently (Do). Maintenance of the skill is ensured through continued clinical practice, supplemented by simulation-based training as needed (Maintain). Evidence in support of each component of the framework is presented. Implementation of the proposed framework presents a paradigm shift in procedural skill training. However, the authors believe that adoption of the framework will improve procedural skill training and patient safety.

  13. The teaching of physical assessment skills in pre-registration nursing programmes in Australia: issues for nursing education.

    Science.gov (United States)

    Birks, Melanie; James, Ainsley; Chung, Catherine; Cant, Robyn; Davis, Jenny

    2014-01-01

    Health assessment is a fundamental aspect of the professional nursing role. The teaching of skills in physical assessment is therefore a large component of pre-registration nursing programmes. As the nursing curriculum becomes more crowded with what is deemed to be essential content, there is a need to rationalise what is taught in preparatory nursing programmes to ensure readiness for practice. The study outlined in this paper, as part of a larger project, explored the teaching of physical assessment skills in pre-registration nursing programmes across Australia. Fifty-three academics completed the 121 item online survey, indicating whether each skill was taught with practice, taught with no practice or not taught at all. The results suggest that only half the skills were being taught by more than 80% of the academics and 23 skills (19%) were taught by more than 90%. Of the 121 skills commonly taught--69 skills (57%) were taught with student practice and 29 (24%) were taught with no student practice. The results of this study raise questions about the teaching of physical assessment in pre-registration nursing programmes. The suggestion is not that skills that are used regularly or infrequently should be removed from the curriculum, rather, the authors propose that consideration be given to whether the teaching of skills that are never likely to be used is occurring at the expense of comprehensive mastery of core skills.

  14. Proposals of French representatives to the world summit on sustainable development; Les propositions des acteurs francais pour le sommet mondial du developpement durable

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2002-07-01

    The aim of the Rennes colloquium was to present and discuss the proposals made by the French representatives (citizens, associations, companies, local authorities, universities, research institutes etc..) and which were presented at the world summit on sustainable development (Johannesburg, August 26 - September 4, 2002). This document presents, first, a summary of the work carried out by the 'energy' group on: the north-south problem and the need for the development of education plans on sustainable development, the climate change and the shared but differentiated liability, the mastery of consumptions and the development of renewable energy sources. A table summarizes the initiatives proposed by the group: decentralized energy production for the development of rural areas, institutional and financial mechanisms for the sustainable development of the energy efficiency of renewable energy sources, and the energy efficiency and the renewable energies for a sustainable development of urban areas. The second part of this document is the report made by the 'energy' group to the French committee for the summit: energy for the sustainable development and the fight against paucity, biomass as first stake of sustainable energy development for education plans, rural energy for the development, mastery of energy consumptions in urban areas, energy production and transport on networks. A report made by the non-governmental ecological organizations completes the document and presents the possible contribution of the French energy policy to the sustainable development of France. (J.S.)

  15. Process skills acquisition, cognitive growth, and attitude change of ninth grade students in a scientific literacy course

    Science.gov (United States)

    Baker, Dale R.; Piburn, Michael

    This is a report of the effects of a scientific literacy course on the skills, cognitive ability, and attitude of students in the first year of high school. Specifically, the research examines (1) whether it is possible to teach scientific skills, (2) whether a literacy curriculum affects attitude and cognitive ability, and (3) whether incoming student characteristics affect the development of attitude and cognitive abilities. Two hundred and fifty (126 male and 124 female) ninth grade students were enrolled in a specially designed literacy course which met for 3 hours and 20 minutes each week for 39 weeks. Students were pretested for logical, spatial, verbal, and mathematical ability, as well as for attitude toward self and science, and psychological type. The course was successful in teaching skills. In addition, there were significant increases in spatial, verbal, and quantitative ability. Increases in cognitive ability were predicted by logical ability, measurement skills, and academic self-concept. Attitudes declined as a result of participation in the course. Self concept and mastery were related to cognitive variables and motivation, mastery, and control were related to psychological type.

  16. THE INFLUENCE OF VOCABULARY MASTERY TOWARD ENGLISH SPEAKING ABILITY OF THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM MUHAMMADIYAH UNIVERSITY

    Directory of Open Access Journals (Sweden)

    Yasmika Baihaqi -

    2017-02-01

    Full Text Available One of the purpose of teaching speaking is the students are able to use English as a means of communication based on the context and situation related to their level of vocabulary mastery. So before we are able to communicate well, we should have a large number of words. The objective of this research is to find out whether vocabulary is influential toward English speaking ability. The populations of this research are 190 students of all the fourth semester in the academic year of 2009-2010. Based on the table of Krecjie, a number of samples are 127 students. The sampling technique used is the simple random sampling technique. To collect the data, the researcher requires two tests, vocabulary and speaking tests. This study yields that there is a positive and significant influence between English vocabulary mastery and the students’ speaking ability, it is proved by the value of correlation coefficient 0.764 which is higher than the value of r table (0.176. It means that the rise of the independent variable (the students’ vocabulary mastery will be followed by the rise of the dependent variable (English speaking ability. The effective contribution of the students’ vocabulary mastery toward English speaking ability is 58.6%

  17. Age and Cultural Differences in Self-Perceptions of Mastery Motivation and Competence in American, Chinese, and Hungarian School Age Children

    Directory of Open Access Journals (Sweden)

    Krisztian Jozsa

    2014-01-01

    Full Text Available We examined age differences in self-perceptions of five dimensions of mastery motivation and also of competence in American, Chinese, and Hungarian children and teens. Participants included 200 Americans, 1,465 Chinese, and 8,175 Hungarians from 7 to 19 years of age. The Dimensions of Mastery Questionnaire provides comparable data across these different cultures as indicated by very similar factor structures and reasonably good internal consistency reliabilities for the scales. Across all three cultures, there was the expected decline from primary to secondary school in total persistence and the four instrumental mastery motivation scales, except for social persistence with adults in the American sample. Mastery pleasure did not decline in the American and Chinese samples but declined in the Hungarian sample. Self-perceived competence did not decline significantly in the American sample or in the Hungarian sample from age 11 to 17; however, competence self-ratings declined in the Chinese sample. The three cultures were compared at 11 and 16. Although there were some significant differences, small effect sizes indicated that the level of motivation was similar for each culture at each age. The other literature provides clues about why the declines occur in all three cultures and why there are some differences among cultures.

  18. Meaning in life and mastery mediate the relationship of negative reminiscence with psychological distress among older adults with mild to moderate depressive symptoms

    NARCIS (Netherlands)

    Korte, J.; Cappeliez, Philippe; Bohlmeijer, Ernst Thomas; Westerhof, Gerben Johan

    2012-01-01

    To understand the adaptive value of reminiscence, a mediational model of reminiscence was tested in a sample of older adults with mild to moderate depressive symptoms. Using structural equation modeling, we investigated if psychological resources (mastery and meaning in life) mediate the relation

  19. Metacognitive mastery in persons with first-episode psychosis and their caregivers: Implications for timely help-seeking and caregiver experiences. Brief report

    DEFF Research Database (Denmark)

    Jansen, Jens Einar; Lysaker, Paul H.; Trauelsen, Anne Marie

    2017-01-01

    While metacognitive mastery seems to be closely linked to general functioning in persons with psychosis, little is known of metacognitive capacity of family members, who often play an important role in recovery and often report high levels of distress. We gathered assessments of metacognitive...

  20. Maintaining mastery despite age related losses. The resilience narratives of two older women in need of long-term community care

    NARCIS (Netherlands)

    Janssen, B.M.; Abma, T.A.; Van Regenmortel, T.

    2012-01-01

    The aim of this article is to examine how older people mobilise sources of strength, often denoted under the concept of resilience, to maintain mastery over their lives in the context of significant threats to their function. Departing from a relational approach to resilience, we focus on how they