How faculty learn about and implement research-based instructional strategies: The case of Peer Instruction

Science.gov (United States)

Dancy, Melissa; Henderson, Charles; Turpen, Chandra

2016-06-01

[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] The lack of knowledge about how to effectively spread and sustain the use of research-based instructional strategies is currently a significant barrier to the improvement of undergraduate physics education. In this paper we address this lack of knowledge by reporting on an interview study of 35 physics faculty, of varying institution types, who were self-reported users of, former users of, or knowledgeable nonusers of the research-based instructional strategy Peer Instruction. Interview questions included in this analysis focused on the faculty's experiences, knowledge, and use of Peer Instruction, along with general questions about current and past teaching methods used by the interviewee. The primary findings include the following: (i) Faculty self-reported user status is an unreliable measure of their actual practice. (ii) Faculty generally modify specific instructional strategies and may modify out essential components. (iii) Faculty are often unaware of the essential features of an instructional strategy they claim to know about or use. (iv) Informal social interactions provide a significant communication channel in the dissemination process, in contrast to the formal avenues of workshops, papers, websites, etc., often promoted by change agents, and (v) experience with research-based strategies as a graduate student or through curriculum development work may be highly impactful. These findings indicate that educational transformation can be better facilitated by improving communication with faculty, supporting effective modification by faculty during implementation, and acknowledging and understanding the large impact of informal social interactions as a mode of dissemination.

Toward a Common Understanding of Research-Based Instructional Strategies

Science.gov (United States)

Goodwin, Deborah; Webb, Mary Ann

2014-01-01

A review of available books, articles and on-line resources which deal with "Research-Based Instructional Strategies" will produce a plethora of materials which promote the effectiveness of these strategies on student achievement. Also, a perusal of classroom instruction and teacher evaluation instruments will reveal that many of the…

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…

Use of Research-Based Instructional Strategies in Core Chemical Engineering Courses

Science.gov (United States)

Prince, Michael; Borrego, Maura; Henderson, Charles; Cutler, Stephanie; Froyd, Jeff

2013-01-01

Traditional lecturing remains the most prevalent mode of instruction despite overwhelming research showing the increased effectiveness of many alternate instructional strategies. This study examines chemical engineering instructors' awareness and use of 12 such instructional strategies. The study also examines how chemical engineering…

Instructional Strategies to Support Creativity and Innovation in Education

Science.gov (United States)

Seechaliao, Thapanee

2017-01-01

The purpose of the study focused on the instructional strategies that support creation of creative and innovative education. The sample for this study consisted of 11 experts in the field of instructional strategies that support innovation of education. Among them, five were specialists in design and development of teaching and learning, three…

Identifying Instructional Strategies Used to Design Mobile Learning in a Corporate Setting

Science.gov (United States)

Jackson-Butler, Uletta

2016-01-01

The purpose of this qualitative embedded multiple case study was to describe what instructional strategies corporate instructional designers were using to design mobile learning and to understand from their experiences which instructional strategies they believed enhance learning. Participants were five instructional designers who were actively…

Second Language Learners' Perceptions of Listening Strategy Instruction

Science.gov (United States)

Siegel, Joseph

2013-01-01

Much research regarding listening strategies has focused on assembling lists of reported strategies and gaining better understanding of differences in strategy usage between less- and more-skilled listeners. Less attention has been given to how the accumulating knowledge based on listening strategies informs listening strategy instruction as…

Examination of Longitudinal Invariance on a Framework for Observing and Categorizing Instructional Strategies

Science.gov (United States)

Ryoo, Ji Hoon; Tai, Robert H.; Skeeles-Worley, Angela D.

2018-02-01

In longitudinal studies, measurement invariance is required to conduct substantive comparisons over time or across groups. In this study, we examined measurement invariance on a recently developed instrument capturing student preferences for seven instructional strategies related to science learning and career interest. We have labeled these seven instructional strategies as Collaborating, Competing, Caretaking, Creating/Making, Discovering, Performing, and Teaching. A better understanding of student preferences for particular instructional strategies can help educators, researchers, and policy makers deliberately tailor programmatic instructional structure to increase student persistence in the STEM pipeline. However, simply confirming the relationship between student preferences for science instructional strategies and their future career choices at a single time point is not sufficient to clarify our understanding of the relationship between instructional strategies and student persistence in the STEM pipeline, especially since preferences for instructional strategies are understood to vary over time. As such, we sought to develop a measure that invariantly captures student preference over a period of time: the Framework for Observing and Categorizing Instructional Strategies (FOCIS). We administered the FOCIS instrument over four semesters over two middle school grades to 1009 6th graders and 1021 7th graders and confirmed the longitudinal invariance of the FOCIS measure. This confirmation of longitudinal invariance will allow researchers to examine the relationship between student preference for certain instructional strategies and student persistence in the STEM pipeline.

Working memory, strategy knowledge, and strategy instruction in children with reading disabilities.

Science.gov (United States)

Swanson, H Lee; Kehler, Pam; Jerman, Olga

2010-01-01

Two experiments investigated the effects of strategy knowledge and strategy training on the working memory (WM) performance in children (ages 10-11) with and without reading disabilities (RD). Experiment 1 examined the relationship between strategy knowledge (stability of strategy choices) and WM performance as a function of initial, gain (cued), and maintenance conditions. WM performance was significantly improved for both groups under cued conditions; however, the performances of children with RD were inferior to those of children without RD across all memory conditions. Measures of WM capacity rather than strategy stability or processing efficiency best predicted reading comprehension performance. Experiment 2 assessed the effects of strategy training on WM performance by randomly assigning children to strategy instruction or control conditions. Significant improvements in WM performance occurred as a function of training conditions, but the residual WM differences between the reading groups remained. Although the results showed that stable strategy choices, cued performance, and strategy instruction significantly bolstered WM performance in children with RD, their overall WM performance, however, was constrained by capacity limitations.

Trade and Industrial Policy Strategies (TIPS) Core Grant - Phase IV ...

International Development Research Centre (IDRC) Digital Library (Canada)

Established in 1996, Trade and Industrial Policy Strategies (TIPS) is an organization that coordinates a network of researchers that seeks to provide the Government of ... International Water Resources Association, in close collaboration with IDRC, is holding a webinar titled “Climate change and adaptive water management: ...

The Explicit Instruction of Reading Strategies: Directed Reading Thinking Activity vs. Guided Reading Strategies

Directory of Open Access Journals (Sweden)

Mohammad Mehdi Yazdani

2015-05-01

Full Text Available Investigating the efficiencies and deficiencies of reading strategies is one of the noticeable issues in the related theory and research in reading comprehension instruction. This study was to examine the impact of Directed Reading Thinking Activity (DRTA and Guided Reading (GR on reading comprehension. Sixty three Iranian students of grade one in Shahed high school in the city of Bojnourd took part in the study. They were assigned in three groups, one control and two experimental groups. The instruction lasted for ten weeks. This study utilized a pretest posttest control group in quantitative quasi- experimental design. The same reading comprehension test was administered as pre-test and post-test. The results were twofold: First, the instruction of learning strategies could foster reading comprehension skill. Second, while the explicit instruction of both strategies could improve the students' reading comprehension skill, Directed Reading Thinking Activity had a more significant positive effect than Guided Reading.

Grade-related differences in strategy use in multidigit division in two instructional settings.

Science.gov (United States)

Hickendorff, Marian; Torbeyns, Joke; Verschaffel, Lieven

2017-11-23

We aimed to investigate upper elementary children's strategy use in the domain of multidigit division in two instructional settings: the Netherlands and Flanders (Belgium). A cross-sectional sample of 119 Dutch and 122 Flemish fourth to sixth graders solved a varied set of multidigit division problems. With latent class analysis, three distinct strategy profiles were identified: children consistently using number-based strategies, children combining the use of column-based and number-based strategies, and children combining the use of digit-based and number-based strategies. The relation between children's strategy profiles and their instructional setting (country) and grade were generally in line with instructional differences, but large individual differences remained. Furthermore, Dutch children more frequently made adaptive strategy choices and realistic solutions than their Flemish peers. These results complement and refine previous findings on children's strategy use in relation to mathematics instruction. Statement of contribution What is already known? Mathematics education reform emphasizes variety, adaptivity, and insight in arithmetic strategies. Countries have different instructional trajectories for multidigit division. Mixed results on the impact of instruction on children's strategy use in multidigit division. What does this study add? Latent class analysis identified three meaningful strategy profiles in children from grades 4-6. These strategy profiles substantially differed between children. Dutch and Flemish children's strategy use is related to their instructional trajectory. © 2017 The Authors. British Journal of Developmental Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.

Trade and Industrial Policy Strategies (TIPS) - phase III | CRDI ...

International Development Research Centre (IDRC) Digital Library (Canada)

Établi en 1996, le réseau de chercheurs de l'organisme Trade and Industrial Policy Strategies (TIPS) souhaite fournir au gouvernement de l'Afrique du Sud, à la société civile et à la région des conseils impartiaux en matière de politiques économiques, particulièrement celles portant sur les questions commerciales et ...

Using Technology-Nested Instructional Strategies to Enhance Student Learning

Directory of Open Access Journals (Sweden)

Angela Lumpkin, PhD

2015-08-01

Full Text Available Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen exclusively to lectures. To investigate this, the authors solicited student perceptions to assess the importance of learning through technology-nested instructional strategies. Student perceptions give direction to and affirm the benefits of instructional strategies that increase student motivation to engage more actively in their learning. Based on quantitative and qualitative responses through action research in multiple courses, students perceive their learning as more engaging and enjoyable when technology-nested instructional strategies are infused into their classes.

Re-thinking instructional strategies for enhancing gender equity in ...

African Journals Online (AJOL)

Re-thinking instructional strategies for enhancing gender equity in learning ... instructional mode on the cognitive achievement of boys and girls in primary science. ... Results revealed no statistically significant difference in the achievement of ...

Trade and Industrial Policy Strategies (TIPS) Core Grant - Phase IV ...

International Development Research Centre (IDRC) Digital Library (Canada)

Established in 1996, Trade and Industrial Policy Strategies (TIPS) is an organization that coordinates a network of researchers that seeks to provide the Government of South Africa, civil society and the region with independent advice on economic policy, with a particular focus on trade and industrial issues. Earlier phases of ...

Scientific reasoning during adolescence: The influence of instruction in science knowledge and reasoning strategies

Science.gov (United States)

Linn, M. C.; Clement, C.; Pulos, S.; Sullivan, P.

The mechanism linking instruction in scientific topics and instruction in logical reasoning strategies is not well understood. This study assesses the role of science topic instruction combined with logical reasoning strategy instruction in teaching adolescent students about blood pressure problems. Logical reasoning instruction for this study emphasizes the controlling-variables strategy. Science topic instruction emphasizes variables affecting blood pressure. Subjects receiving logical reasoning instruction link their knowledge of blood pressure variables to their knowledge of controlling variables more effectively than those receiving science topic instruction alone - their specific responses show how they attempt to integrate their understanding.Received: 15 April 1988

Instructional Strategies for the Inclusive Music Classroom

Science.gov (United States)

Darrow, Alice-Ann; Adamek, Mary

2018-01-01

While inclusive education is an admirable ideal, it is often difficult to implement. Successful educators have found that employing certain instructional strategies can help meet the needs of students with varying abilities. Inclusive teaching strategies refer to any number of teaching approaches that address the needs of students with a variety…

Reading Strategy Instruction and Teacher Change: Implications for Teacher Training

Science.gov (United States)

Klapwijk, Nanda M.

2012-01-01

I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that…

Effects of Strategy Instruction in an EFL Reading Comprehension Course: A Case Study

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Sergio Lopera Medina

2012-01-01

Full Text Available Strategy instruction is useful in teaching contexts. This paper examines the effects of strategy instruction in an EFL reading comprehension course carried out with 26 undergraduate students at a Colombian university. As a research method, a case study was implemented. There were three instruments with which to collect data: reading comprehension tests, teacher's field notes and self-reflection in class at the strategy instruction phase, and a learning perception questionnaire. Given that students improved in reading comprehension, it would seem that reading strategy instruction is indeed very useful. Also, it was noted that when students applied reading strategies, they became more self-confident and this in turn enhanced their motivation. Finally, when students applied the reading strategy approach, the use of dictionaries decreased considerably.

Computer-based learning: games as an instructional strategy.

Science.gov (United States)

Blake, J; Goodman, J

1999-01-01

Games are a creative teaching strategy that enhances learning and problem solving. Gaming strategies are being used by the authors to make learning interesting, stimulating and fun. This article focuses on the development and implementation of computer games as an instructional strategy. Positive outcomes have resulted from the use of games in the classroom.

Possible Effects of Strategy Instruction on L1 and L2 Reading.

Science.gov (United States)

Salataci, Reyhan; Akyel, Ayse

2002-01-01

Investigates the reading strategies of Turkish English-as-a-Foreign-Language (EFL) students in Turkish and English and the possible effects of reading instruction on reading in Turkish and English. Addresses whether strategy instruction in EFL reading effects EFL reading strategies and reading comprehension in English , and whether strategy…

Teacher Talk: One Teacher's Reflections during Comprehension Strategies Instruction

Science.gov (United States)

Robertson, Dana A.

2013-01-01

This study examined one tutor's evolving use of particular talk moves during comprehension strategies instruction in a university-based clinical setting. Through engaging in audiotape reflection and transcript analysis with a coach, the tutor made shifts toward more explicit and purposeful strategies instruction, yet did not consistently…

EMC² = comprehension: A reading strategy instruction framework for ...

African Journals Online (AJOL)

Hennie

framework for reading strategy instruction, aimed specifically at teachers. ... interaction among the reader, the strategies the reader employs, the material ... test performance of low-ability groups (Purpura, ... so & Brown, 1992), teachers draw upon a small ... ing, scaffolding and guided practice, with a recom- ...... Measuring.

The Impact of a Strategies-Based Instruction on Iranian EAP Students’ Reading Strategy Use: Developing Strategic EAP Readers

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Seyyed Hossein Kashef

2014-01-01

Full Text Available Underperformance of students in EAP reading comprehension has been an issue of concern for teachers, syllabus designers, and curriculum developers in general and for EAP practitioners in particular. In spite of the fact that considerable efforts have been made to improve reading comprehension of students through strategies instruction over past decades, EAP students however have not benefited much from learning strategies. Thus, this study intended to investigate the impact of a Strategies-Based Instruction (SBI on undergraduate students’ reading strategy use in an EAP context. Taking an instructional model from strategies taxonomy of Oxford (1990; 2001, it was assumed that in contrast to conventional EAP reading methods, SBI would be more effective in encouraging reading strategy use and as a result developing reading comprehension of EAP students through encouraging the use of effective strategies and skills. To do so, 80 freshman undergraduate students were chosen as the participants of this study who were in two intact classes. After administration of a pre-test, treatment (22 sessions, 2 sessions per week, and a post-test, the collected data was analyzed using t-test to examine the effect of the proposed method of instruction. The results of the analysis showed that the teaching intervention had a significant effect on students’ reading strategy use. The findings have implications for teachers encouraging effective reading comprehension instruction through the use of strategies in EAP teaching contexts.

The use of active learning strategies in the instruction of Reactor Physics concepts

International Nuclear Information System (INIS)

Robinson, Michael A.

2000-01-01

Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time required for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation

The use of active learning strategies in the instruction of Reactor Physics concepts

Energy Technology Data Exchange (ETDEWEB)

Robinson, Michael A.

2000-01-01

Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time required for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation.

Biotechnology Education: A Multiple Instructional Strategies Approach.

Science.gov (United States)

Dunham, Trey; Wells, John; White, Karissa

2002-01-01

Provides a rationale for inclusion of biotechnology in technology education. Describes an instructional strategy that uses behaviorist, cognitive, and constructivist learning theories in two activities involving photobioreactors and bovine somatotropin (growth hormone). (Contains 39 references.) (SK)

The Translation of Teachers' Understanding of Gifted Students Into Instructional Strategies for Teaching Science

Science.gov (United States)

Park, Soonhye; Steve Oliver, J.

2009-08-01

This study examined how instructional challenges presented by gifted students shaped teachers’ instructional strategies. This study is a qualitative research grounded in a social constructivist framework. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and homogeneously-grouped classrooms. Major data sources are classroom observations and interviews. Data analysis indicated that these science teachers developed content-specific teaching strategies based on their understanding of gifted students, including: (a) instructional differentiation, e.g., thematic units, (b) variety in instructional mode and/or students’ products, (c) student grouping strategies and peer tutoring, (d) individualized support, (e) strategies to manage challenging questions, (f) strategies to deal with the perfectionism, and (g) psychologically safe classroom environments.

Virtual science instructional strategies: A set of actual practices as perceived by secondary science educators

Science.gov (United States)

Gillette, Tammy J.

2009-12-01

The purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the online teaching environment. The literature reviewed the role of online and face-to-face instructional strategies, then discussed and elaborated on the science instructional strategies used by teachers, specifically at the secondary level. The current literature did not reflect an integration of these areas of study. Therefore, the connectedness of these two types of instructional strategies and the creation of a set of preferred instructional practices for online science instruction was deemed necessary. For the purpose of this study, the researcher designed a survey for face-to-face and online teachers to identify preferred teaching practices, instructional strategies, and types of technology used when teaching high school science students. The survey also requested demographic data information from the faculty members, including years of experience, subject(s) taught, and whether the teacher taught in a traditional classroom or online, to determine if any of those elements affect differences in faculty perceptions with regard to the questions under investigation. The findings from the current study added to the literature by demonstrating the differences and the similarities that exist between online and face-to-face instruction. Both forms of instruction tend to rely on student-centered approaches to teaching. There were many skills that were similar in that both types of instructors tend to focus on implementing the scientific method. The primary difference is the use of

Reading strategy instruction and teacher change: implications for teacher training

OpenAIRE

Klapwijk, Nanda M

2012-01-01

I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that teachers seem to move through distinct phases in their uptake of RSI. The article focuses on teachers' reaction to RSI and highlights a number of issue...

Orchestrating Semiotic Resources in Explicit Strategy Instruction

Science.gov (United States)

Shanahan, Lynn E.; Flury-Kashmanian, Caroline

2014-01-01

Research and pedagogical information provided to teachers on implementing explicit strategy instruction has primarily focused on teachers' speech, with limited attention to other modes of communication, such as gesture and artefacts. This interpretive case study investigates two teachers' use of different semiotic resources when introducing…

Intelligence moderates the benefits of strategy instructions on memory performance: an adult-lifespan examination.

Science.gov (United States)

Frankenmolen, Nikita L; Altgassen, Mareike; Kessels, Renée; de Waal, Marleen M; Hindriksen, Julie-Anne; Verhoeven, Barbara; Fasotti, Luciano; Scheres, Anouk; Kessels, Roy P C; Oosterman, Joukje M

2017-01-01

Whether older adults can compensate for their associative memory deficit by using memory strategies efficiently might depend on their general cognitive abilities. This study examined the moderating role of an IQ estimate on the beneficial effects of strategy instructions. A total of 142 participants (aged 18-85 years) received either intentional learning or strategy ("sentence generation") instructions during encoding of word pairs. Whereas young adults with a lower IQ benefited from strategy instructions, those with a higher IQ did not, presumably because they already use strategies spontaneously. Older adults showed the opposite effect: following strategy instructions, older adults with a higher IQ showed a strong increase in memory performance (approximately achieving the level of younger adults), whereas older adults with a lower IQ did not, suggesting that they have difficulties implementing the provided strategies. These results highlight the importance of the role of IQ in compensating for the aging-related memory decline.

Effects of direct instruction and strategy modeling on upper-primary students' writing development

NARCIS (Netherlands)

López, P.; Torrance, M.; Rijlaarsdam, G.; Fidalgo, R.

Strategy-focused instruction is one of the most effective approaches to improve writing skills. It aims to teach developing writers strategies that give them executive control over their writing processes. Programs under this kind of instruction tend to have multiple components that include direct

D4 S4: A Four Dimensions Instructional Strategy for Web-based and Blended Learning

Directory of Open Access Journals (Sweden)

Hamdy A. ABDELAZIZ,

2012-08-01

Full Text Available Web-based education is facing a paradigm shift under the rapid development of information and communication technology. The new paradigm of learning requires special techniques of course design, special instructional models, and special methods of evaluation. This paper investigates the effectiveness of an adaptive instructional strategy for teaching and learning through the Web and blended learning environments. The central theme of this strategy is that instructional strategies give instructors and students a conceptual as well as a practical mode of delivery from which to teach and learn. Considering and applying new instructional strategy can help instructors to understand the uses of pedagogical content knowledge, as well as to reflect the role of technological content knowledge that can be adapted and/or adopted in teaching in all educational levels and environments. The main objective of this paper was to develop a holonomic instructional strategy for Web-based and blended learning. This strategy is guided by the non-linear and interactive features of learning environments. The strategy is consisted of four dimensions: designing, developing, delving and distributing. In this new instructional strategy, learning is holonomic and adaptive. Learning occurs in an open learning environment, in which instructors are designing a shared vision, developing a sharable e-learning task, delving students’ learning through scaffolding and salvaging students’ knowledge. The expected outcome of this instructional strategy is that each learner will develop a cognitive schema to be used to organize and construct knowledge and meaning in similar context of learning which may increase the generalizability, trustworthiness and transferability of learning. The results of applying this new strategy showed that this strategy is effective on developing both achievement and deep learning levels among a sample of graduate students.

Influence of Pre-question and genre-based instructional strategies on reading

Directory of Open Access Journals (Sweden)

Titi J. Fola-Adebayo

2014-12-01

Full Text Available This study investigated the influence of Pre-question and genre-based instructional strategies on science undergraduates’ achievement in, and attitude to, reading. Using purposive sampling,two specialised universities in Nigeria were selected and stratified sampling was employed in assigning students to research groups based on gender and performance in a verbal ability test. Two hundred and eighty-five students participated in the study. Pre-post randomised block experimental design was used with three experimental groups and one control group. The experimental procedure involving Pre-question, genre-based instruction and a combination of Pre-question and genre-based instructional strategies were used for the experimental groups for four weeks whilst the control group received normal teacher input. Data were collected through a Reading Comprehension Achievement Test and Students’ Attitude Questionnaire. Qualitative data, obtained from videotapes of classroom interactions, were subjected to conversation and interaction analyses and quantitative data were analysed with Analysis of Covariance (ANCOVA. The results indicate that although there was no significant main effect of instructional strategy on students’ achievement in reading comprehension, there was significant main effect of instructional strategy on students’ attitude to reading (F(3,231 = 30.9;p <.05. Findings from the qualitative enquiry revealed that female students were more voluble and assertive in their responses probably because of the need to resist male domination whilst male students used discourse strategies to affirm their authority. The study indicated that the combination of pre-question and genre-based approach was the most effective in enhancing the students’ attitude to reading. Reading is one of the most useful of the Language Arts skills which learners need for academic reasons and for lifelong learning. The globalised world demands that the second language

Roles of Working Memory Performance and Instructional Strategy in Complex Cognitive Task Performance

Science.gov (United States)

Cevik, V.; Altun, A.

2016-01-01

This study aims to investigate how working memory (WM) performances and instructional strategy choices affect learners' complex cognitive task performance in online environments. Three different e-learning environments were designed based on Merrill's (2006a) model of instructional strategies. The lack of experimental research on his framework is…

Instructional strategies in science classrooms of specialized secondary schools for the gifted

Science.gov (United States)

Poland, Donna Lorraine

This study examined the extent to which science teachers in Academic Year Governor's Schools were adhering to the national standards for suggested science instruction and providing an appropriate learning environment for gifted learners. The study asked 13 directors, 54 instructors of advanced science courses, and 1190 students of advanced science courses in 13 Academic Year Governor's Schools in Virginia to respond to researcher-developed surveys and to participate in classroom observations. The surveys and classroom observations collected demographic data as well as instructors' and students' perceptions of the use of various instructional strategies related to national science reform and gifted education recommendations. Chi-square analyses were used to ascertain significant differences between instructors' and students' perceptions. Findings indicated that instructors of advanced science classes in secondary schools for the gifted are implementing nationally recognized gifted education and science education instructional strategies with less frequency than desired. Both students and instructors concur that these strategies are being implemented in the classroom setting, and both concur as to the frequency with which the implementation occurs. There was no significant difference between instructors' and students' perceptions of the frequency of implementation of instructional strategies. Unfortunately, there was not a single strategy that students and teachers felt was being implemented on a weekly or daily basis across 90% of the sampled classrooms. Staff development in gifted education was found to be minimal as an ongoing practice. While this study offers some insights into the frequency of strategy usage, the study needs more classroom observations to support findings; an area of needed future research. While this study was conducted at the secondary level, research into instructional practices at the middle school and elementary school gifted science

Instructional strategy effects on the retention and transfer of procedures of different difficulty level

NARCIS (Netherlands)

Jelsma, Otto; Pieters, Julius Marie

1989-01-01

In the present study, the effects of two instructional strategies on the retention and transfer of procedures of different difficulty level were investigated. Difficulty level was manipulated by providing a different number of cues during training. The instructional strategies differed with respect

Effect of differentiated instructional strategies on students' retention ...

African Journals Online (AJOL)

The effect of differentiated instructional strategies on students' retention in geometry in senior secondary schools was examined. The study employed experimental research design of pretest, posttest control group. The area of this study is Abuja Municipal Area Council, the Federal Capital Territory. The target population ...

The Use of Paradoxes as an Instructional Strategy.

Science.gov (United States)

Rastovac, John J.; Slavsky, David B.

1986-01-01

Describes a study in which paradoxes about seasons, hemispheres, and altitude were used to teach concepts in climatology. The misconceptions commonly held about the earth-sun distance relationship were used as an instructional strategy with an experimental group, which outgained the control group on an achievement test. (TW)

EMC² = comprehension: A reading strategy instruction framework for all teachers

Directory of Open Access Journals (Sweden)

Nanda M Klapwijk

2015-02-01

Full Text Available Comprehension is a critical part of the reading process, and yet learners continue to struggle with it and teachers continue to neglect it in their teaching. Many reasons exist for the lack of focus on reading comprehension instruction, but for the most part, teachers simply do not seem to view comprehension as part of the reading process, are not able to teach the concept, and are seemingly not taught to do so during their teacher training years. In addition to this, comprehension continues to be viewed as part of 'language teaching', and is therefore viewed as the so-called 'language teacher's' domain. In support of effective comprehension instruction in the unique, multilingual South African education environment, this article proposes a framework for reading strategy instruction, aimed specifically at teachers. The framework was developed from a research study, and refined through subsequent application in a university course as well as a further study. The framework acknowledges that reading is a multifaceted and complex process, and accordingly, provides sufficient structure for teachers. It further addresses the issue of comprehension instruction through the use of selected reading strategies, designed to be applied by all teachers in all subjects in a flexible and easy manner.

Determining the Main Idea: Instructional Strategies That Work

Science.gov (United States)

Lord, Kathleen M.

2015-01-01

The ability to identify the main idea through close reading of informational text is a higher-level skill students develop in elementary grades as a foundation for the acquisition of other critical skills in later grades. This article provides instructional strategies for this important skill as well as for improving reading comprehension.

Evaluation of cognitive loads imposed by traditional paper-based and innovative computer-based instructional strategies.

Science.gov (United States)

Khalil, Mohammed K; Mansour, Mahmoud M; Wilhite, Dewey R

2010-01-01

Strategies of presenting instructional information affect the type of cognitive load imposed on the learner's working memory. Effective instruction reduces extraneous (ineffective) cognitive load and promotes germane (effective) cognitive load. Eighty first-year students from two veterinary schools completed a two-section questionnaire that evaluated their perspectives on the educational value of a computer-based instructional program. They compared the difference between cognitive loads imposed by paper-based and computer-based instructional strategies used to teach the anatomy of the canine skeleton. Section I included 17 closed-ended items, rated on a five-point Likert scale, that assessed the use of graphics, content, and the learning process. Section II included a nine-point mental effort rating scale to measure the level of difficulty of instruction; students were asked to indicate the amount of mental effort invested in the learning task using both paper-based and computer-based presentation formats. The closed-ended data were expressed as means and standard deviations. A paired t test with an alpha level of 0.05 was used to determine the overall mean difference between the two presentation formats. Students positively evaluated their experience with the computer-based instructional program with a mean score of 4.69 (SD=0.53) for use of graphics, 4.70 (SD=0.56) for instructional content, and 4.45 (SD=0.67) for the learning process. The mean difference of mental effort (1.50) between the two presentation formats was significant, t=8.26, p≤.0001, df=76, for two-tailed distribution. Consistent with cognitive load theory, innovative computer-based instructional strategies decrease extraneous cognitive load compared with traditional paper-based instructional strategies.

Outdoor Biology Instructional Strategies Trial Edition, Set IV.

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Throgmorton, Larry, Ed.; And Others

Eight games are included in the 24 activities in the Outdoor Biology Instructional Strategies (OBIS) Trial Edition Set IV. There are also simulations, crafts, biological techniques, and organism investigations focusing on animal and plant life in the forest, desert, and snow. Designed for small groups of children ages 10 to 15 from schools and…

Instructional Strategies Used to Improve Students' Comfort and Skill in Addressing the Occupational Therapy Process

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Knecht-Sabres, Lisa Jean; Egan, Brad E.; Wallingford, Minetta S.; Kovic, Mark

2015-01-01

The purpose of this study was to investigate the effectiveness of an intentional blending of instructional strategies in an occupational therapy (OT) entry-level master's course. The OT Adult Practice course uses case-based instructional strategies, clinical skills labs, and standardized patient experiences in a dovetailed approach across three…

Instructional Design-Based Research on Problem Solving Strategies

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Emre-Akdogan, Elçin; Argün, Ziya

2016-01-01

The main goal of this study is to find out the effect of the instructional design method on the enhancement of problem solving abilities of students. Teaching sessions were applied to ten students who are in 11th grade, to teach them problem solving strategies which are working backwards, finding pattern, adopting a different point of view,…

The Effect of a Course Management System (CMS)-Supported Strategy Instruction on EFL Reading Comprehension and Strategy Use

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Tsai, Yea-Ru; Talley, Paul C.

2014-01-01

This paper reports on the effect of a Moodle-supported strategy instruction on both reading comprehension and strategy use among EFL (English as a Foreign Language) students. Specific reading strategy training was first integrated into a Moodle system, which included reading exercises on problem identification, monitoring comprehension,…

Effects of multiple intelligences instruction strategy on students achievement levels and attitudes towards English Lesson

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Gokhan Bas

2010-09-01

Full Text Available The aim of the research was to investigate the effects of multiple intelligences instruction strategy and traditional instructionalenvironment on students’ achievement and their attitude towards English lesson. The research was carried out in 2009 – 2010education-instruction year in Karatli Sehit Sahin Yilmaz Elementary School, Nigde, Turkey. Totally 60 students in two differentclasses in the 4th grade of this school participated in the study. In this study, an experimental method with a control group hasbeen used in order to find out the difference between the students who were taught by multiple intelligences instructionstrategy in the experiment group and the students who were taught by traditional instructional methods in the control group.The results of the research showed a significant difference between the attitude scores of the experiment group and thecontrol group. It was also found out that the multiple intelligences instruction strategy activities were more effective in thepositive development of the students’ attitudes. At the end of the research, it is revealed that the students who are educatedby multiple intelligences instruction strategy are more successful and have a higher motivation level than the students who areeducated by the traditional instructional methods.

Learning from Errors in Dual Vocational Education: Video-Enhanced Instructional Strategies

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Cattaneo, Alberto A. P.; Boldrini, Elena

2017-01-01

Purpose: Starting from the identification of some theoretically driven instructional principles, this paper presents a set of empirical cases based on strategies to learn from errors. The purpose of this paper is to provide first evidence about the feasibility and the effectiveness for learning of video-enhanced error-based strategies in…

Twelve tips for using applied improvisation in medical education.

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Hoffmann-Longtin, Krista; Rossing, Jonathan P; Weinstein, Elizabeth

2018-04-01

Future physicians will practice medicine in a more complex environment than ever, where skills of interpersonal communication, collaboration and adaptability to change are critical. Applied improvisation (or AI) is an instructional strategy which adapts the concepts of improvisational theater to teach these types of complex skills in other contexts. Unique to AI is its very active teaching approach, adapting theater games to help learners meet curricular objectives. In medical education, AI is particularly helpful when attempting to build students' comfort with and skills in complex, interpersonal behaviors such as effective listening, person-centeredness, teamwork and communication. This article draws on current evidence and the authors' experiences to present best practices for incorporating AI into teaching medicine. These practical tips help faculty new to AI get started by establishing goals, choosing appropriate games, understanding effective debriefing, considering evaluation strategies and managing resistance within the context of medical education.

An evaluation of instructional strategies used in hiv/aids preventive ...

African Journals Online (AJOL)

AIDS instructional strategies on JSS and SSS Students' knowledge, attitude and intentions about future sexual behaviour. Construct validity of the 12-item attitude scale was tested using factor analysis. Cronbach's alpha was utilised to determine ...

Effects of Direct and Indirect Instructional Strategies on Students ...

African Journals Online (AJOL)

This is a quasi experimental research designed to determine the effects of Direct and Indirect instructional strategies on Mathematics achievement among junior secondary school students. The population consisted of students in a Public Secondary School in Owerri, Imo State. A sample of 102 students from two (2) intact ...

Use of Research-Based Instructional Strategies: How to Avoid Faculty Quitting

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Wieman, Carl; Deslauriers, Louis; Gilley, Brett

2013-01-01

We have examined the teaching practices of faculty members who adopted research-based instructional strategies (RBIS) as part of the Carl Wieman Science Education Initiative (CWSEI) at the University of British Columbia (UBC). Of the 70 that adopted such strategies with the support of the CWSEI program, only one subsequently stopped using these…

Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Second Edition

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Dean, Ceri B.; Stone, BJ; Hubbell, Elizabeth; Pitler, Howard

2012-01-01

First published in 2001, "Classroom Instruction That Works" revolutionized teaching by linking classroom strategies to evidence of increased student learning. Now this landmark guide has been reenergized and reorganized for today's classroom with new evidence-based insights and a refined framework that strengthens instructional planning. Whether…

Teaching Who You Are: Connecting Teachers' Civic Education Ideology to Instructional Strategies

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Knowles, Ryan T.

2018-01-01

This quantitative study uses survey data to test connections between 735 teachers' civic education ideology (CivID) and their self-reported instructional practices. Analysis demonstrates teachers' beliefs in relation to conservative, liberal, and critical civic education ideology as well as preference for instructional strategies, such as…

Reading strategy instruction and teacher change: implications for teacher training

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Nanda M Klapwijk

2012-01-01

Full Text Available I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that teachers seem to move through distinct phases in their uptake of RSI. The article focuses on teachers' reaction to RSI and highlights a number of issues that are important to the implementation of RSI, not the least of which is that a clear need exists for changes to in-service teacher training and support and pre-service teacher training. In an effort to address these training issues the article contains specific recommendations for pre-service teacher training in particular.

Flute Teachers’ One-to-One Instructional Strategies at Individual Teaching Stages in Music School

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Ana Kavčič Pucihar

2017-12-01

Full Text Available This article focuses on one-to-one studio based instrumental instruction in music schools. Some novelties in the music school woodwind curricula are presented within various contexts. Teacher – student relationship, their interactions, and knowledge transfer are essential in individual instrumental instruction. The learning process is systematically structured within six teaching stages, ranging from new content presentation to learning reviews. We examined music school flute teachers’ beliefs (N=78 about teaching stages in individual studio based instruction. We researched their new content teaching strategies, guided practice and reinforcement, feedback, homework monitoring strategies, formative review and assessment within music studio academic year.

Effects of Listening Strategy Instruction on News Videotext Comprehension

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Cross, Jeremy

2009-01-01

Developments in broadcast and multimedia technology have generated a readily available and vast supply of videotexts for use in second and foreign language learning contexts. However, without pedagogical direction learners are unlikely to be able to deal with the complexities of this authentic listening resource, and strategy instruction may be…

How Faculty Learn about and Implement Research-Based Instructional Strategies: The Case of Peer Instruction

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Dancy, Melissa; Henderson, Charles; Turpen, Chandra

2016-01-01

The lack of knowledge about how to effectively spread and sustain the use of research-based instructional strategies is currently a significant barrier to the improvement of undergraduate physics education. In this paper we address this lack of knowledge by reporting on an interview study of 35 physics faculty, of varying institution types, who…

Effects of the TIP Strategy on Problem Solving Skills of Young Adults with Intellectual Disability

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Hua, Youjia; Woods-Groves, Suzanne; Kaldenberg, Erica R.; Lucas, Kristin G.; Therrien, William J.

2015-01-01

The purpose of the study was to investigate the effectiveness of teaching a three-step cognitive strategy (TIP) using the schema broadening procedures on functional mathematical problem solving skills of young adults with intellectual disability (ID). We randomly assigned 14 learners with ID to the control and experimental group before the…

Does reading strategy instruction improve students’ comprehension?

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Oyetunji, Christianah Oluwatoyin

2013-12-01

Full Text Available This paper describes the effect of reading strategy instruction on Second Language (L2 students’ reading comprehension in a Botswana College of Education. The intervention programme was implemented based on the observation that some trainee teachers failed to improve on their L2 proficiency after spending a year in the L2 classroom. Prior to the intervention, difficulty in reading and comprehending had been identified as one of the contributing factors to their failure to improve on their proficiency level. A reading comprehension test was used to collect data from participants who were trainee teachers at a College of Education in Botswana before and after the intervention. The six-week intervention programme focused on seven reading strategies, namely the use of background knowledge, self-questioning, inferencing, rereading, drawing conclusions, identifying main ideas and summarising. The findings suggest that strategy training can increase L2 students’ reading comprehension. Based on the findings, it is recommended that strategy training be introduced into the L2 syllabus of the primary school teacher trainees in all Botswana Colleges of Education.

Devices and Desires: Integrative Strategy Instruction from a Motivational Perspective.

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Vauras, Marja; And Others

1993-01-01

This critique of Edwin Ellis's Integrative Strategy Instruction model comments that analyses are needed concerning the mutual social adaptations of differently disposed (cognitively, motivationally, and emotionally) students with learning disabilities and teachers within the social frames of learning environments. (JDD)

Second Language Listening Instruction: Comparing a Strategies-Based Approach with an Interactive, Strategies/Bottom-Up Skills Approach

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Yeldham, Michael

2016-01-01

This quasi-experimental study compared a strategies approach to second language listening instruction with an interactive approach, one combining a roughly equal balance of strategies and bottom-up skills. The participants were lower-intermediate-level Taiwanese university EFL learners, who were taught for 22 hours over one and a half semesters.…

Evaluating the Use of Instructional Coaching as a Tool to Improve Teacher Instructional Strategies at a Title 1 Middle School: An Action Research Study

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Learmond, Karen W.

2017-01-01

This action research study focused on the use of an instructional coaching model to support teachers in the use of Marzano's nine research-based instructional strategies at a low performing Title 1 middle school. The intervention was carried out over five and a half -month period and was aimed at improving teachers' classroom instruction. The…

Cognitive Strategy Instruction for Teaching Word Problems to Primary-Level Struggling Students

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Pfannenstiel, Kathleen Hughes; Bryant, Diane Pedrotty; Bryant, Brian R.; Porterfield, Jennifer A.

2015-01-01

Students with mathematics difficulties and learning disabilities (LD) typically struggle with solving word problems. These students often lack knowledge about efficient, cognitive strategies to utilize when solving word problems. Cognitive strategy instruction has been shown to be effective in teaching struggling students how to solve word…

Effects of Reading Strategy Instruction on Attitude toward Strategies and Performance in Reading Texts of Different Difficulty Levels

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Shorkaee, Hossein Zabihi; Talebi, Seyed Hassan

2018-01-01

This study investigated the effects of Reading Strategy Instruction (RSI) on reading performance and attitude toward reading strategies while reading texts of different difficulty levels. Fifty-five university students studying Political and Basic Sciences took part in this study. After homogenizing the participants, 24 students were in the…

Multimedia Instructional Tools' Impact on Student Motivation and Learning Strategies in Computer Applications Courses

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Chapman, Debra; Wang, Shuyan

2015-01-01

Multimedia instructional tools (MMIT) have been identified as a way effectively and economically present instructional material. MMITs are commonly used in introductory computer applications courses as MMITs should be effective in increasing student knowledge and positively impact motivation and learning strategies, without increasing costs. This…

Planning oral narrative tasks: optimizing strategic planning condition through strategy instruction

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André Luís Specht

2017-06-01

Full Text Available This article presents the results of a master thesis, which aimed at investigating the impact of strategic planning instruction on the speech performance of 6 L2 Brazilian learners. The participants, Letras-Inglês students, performed three now-and-there picture-cued narrative tasks under three different conditions: (1 no planning, (2 planning before instruction, and (3 planning after instruction. In addition, the participants filled in post-task questionnaires after the performance of each task, aiming at understanding their opinion on the conditions and tasks. Quantitative and qualitative analyses were conducted in order to examine participants’ oral production and perception, respectively. In general, there was no statistical evidence supporting the impact of instruction on participants’ oral planned performance; however, some statistical results approached significance, which may suggest some positive effects. Qualitative analyses provided positive evidence of the impact of strategic planning instruction on participant perception and their use of strategies during planning time. Moreover, the results of this study can contribute to the fields of Second Language Acquisition and Language Pegadogy.

Instructional strategies for online introductory college physics based on learning styles

Science.gov (United States)

Ekwue, Eleazer U.

The practical nature of physics and its reliance on mathematical presentations and problem solving pose a challenge toward presentation of the course in an online environment for effective learning experience. Most first-time introductory college physics students fail to grasp the basic concepts of the course and the problem solving skills if the instructional strategy used to deliver the course is not compatible with the learners' preferred learning styles. This study investigates the effect of four instructional strategies based on four learning styles (listening, reading, iconic, and direct-experience) to improve learning for introductory college physics in an online environment. Learning styles of 146 participants were determined with Canfield Learning Style inventory. Of the 85 learners who completed the study, research results showed a statistically significant increase in learning performance following the online instruction in all four learning style groups. No statistically significant differences in learning were found among the four groups. However, greater significant academic improvement was found among learners with iconic and direct-experience modes of learning. Learners in all four groups expressed that the design of the unit presentation to match their individual learning styles contributed most to their learning experience. They were satisfied with learning a new physics concept online that, in their opinion, is either comparable or better than an instructor-led classroom experience. Findings from this study suggest that learners' performance and satisfaction in an online introductory physics course could be improved by using instructional designs that are tailored to learners' preferred ways of learning. It could contribute toward the challenge of providing viable online physics instruction in colleges and universities.

Instructional Strategies for Teaching Algebra in Elementary School: Findings from a Research-Practice Collaboration

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Earnest, Darrell; Balti, Aadina A.

2008-01-01

Incorporating algebra into the elementary grades has become a focus for teachers, principals, and administrators across the country. The Dinner Tables problem described in this article is a lesson commonly used in elementary grades for its algebraic potential. Instructional strategies for supporting algebra instruction use an example from a…

A Waterfall Design Strategy for Using Social Media for Instruction

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Ahern, Terence C.

2016-01-01

Using social media can create a rich learning environment that crosses all content areas. The key to creating this environment is for instructors and designers to match appropriate social media software with the intended learning outcome. This article describes an instructional design strategy that helps educators create learning activities that…

Learning how the electron transport chain works: independent and interactive effects of instructional strategies and learners' characteristics.

Science.gov (United States)

Darabi, Aubteen; Arrastia-Lloyd, Meagan C; Nelson, David W; Liang, Xinya; Farrell, Jennifer

2015-12-01

In order to develop an expert-like mental model of complex systems, causal reasoning is essential. This study examines the differences between forward and backward instructional strategies' in terms of efficiency, students' learning and progression of their mental models of the electronic transport chain in an undergraduate metabolism course (n = 151). Additionally, the participants' cognitive flexibility, prior knowledge, and mental effort in the learning process are also investigated. The data were analyzed using a series of general linear models to compare the strategies. Although the two strategies did not differ significantly in terms of mental model progression and learning outcomes, both groups' mental models progressed significantly. Mental effort and prior knowledge were identified as significant predictors of mental model progression. An interaction between instructional strategy and cognitive flexibility revealed that the backward instruction was more efficient than the conventional (forward) strategy for students with lower cognitive flexibility, whereas the conventional instruction was more efficient for students with higher cognitive flexibility. The results are discussed and suggestions for future research on the possible moderating role of cognitive flexibility in the area of health education are presented.

The Effect of Instructional Strategies on Math Anxiety and Achievement: A Mixed Methods Study of Preservice Elementary Teachers

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Lorenzen, Janelle K.

2017-01-01

This study addressed how different instructional strategies affected preservice elementary teachers' levels of math anxiety and their achievement in a math content course while considering descriptions of their experiences in the course in relation to their math anxiety and achievement. The instructional strategies used were traditional teaching…

Student Motivation And Instructional Strategies In English Learning In Ghana

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Dr. Mustapha Bin Danquah

2017-11-01

Full Text Available Motivation has been referred to as the single most important ingredient of learning Wieman 2013. However it does not come by chance application of appropriate instructional strategies are necessary. The present study conducted in-depth inquiry into the relevance of student motivation and its relationship with higher achievement in L2 learning. Descriptive research design was adopted for the study. Using stratified sampling technique 60 students were sampled from three public schools in Kumasi Metropolis. Also by means of purposive sampling six English teachers were selected in the three schools as participants. Set of questionnaires were the instrument for the study and analysis involved simple frequencies percentages tables and Pearsons Correlation Coefficient r. The study revealed that students can be motivated by simplicity clarity practical and insightful analogies making lessons lively and interesting and most importantly generous use of TLMs. Positive relationship also existed between students motivation and the use of effective instructional strategies with the attendant proficiency in English. Unequivocally student motivation is pivotal to facilitating proficiency in English a key to riding the crest of globalization and technology.

A Strategy for Embedding Functional Motor and Early Numeracy Skill Instruction into Physical Education Activities

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Whinnery, Stacie B.; Whinnery, Keith W.; Eddins, Daisy

2016-01-01

This article addresses the challenges educators face when attempting to find a balance between both functional and academic skill instruction for students with severe, multiple disabilities including motor impairments. The authors describe a strategy that employs embedded instruction of early numeracy and functional motor skills during physical…

Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics

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Charles Henderson

2007-09-01

Full Text Available Many proven research-based instructional strategies have been developed for introductory college-level physics. Significant efforts to disseminate these strategies have focused on convincing individual instructors to give up their traditional practices in favor of particular research-based practices. Yet evidence suggests that the findings of educational research are, at best, only marginally incorporated into typical introductory physics courses. In this paper we present partial results of an interview study designed to generate new ideas about why proven strategies are slow to integrate in mainstream instruction. Specifically we describe the results of open-ended interviews with five physics instructors who represent likely users of educational research. We found that these instructors have conceptions about teaching and learning that are more compatible with educational research than with their self-described instructional practices. Instructors often blamed this discrepancy on situational factors that favor traditional instruction. A theoretical model is introduced to explain these findings.

Breakout Session: Empowering Fair Use Decisions in Higher Education: Developing Copyright Instruction for 90 Minutes or Less. Presented by Ben Harnke, Education & Reference Librarian, the University of Colorado Anschutz Medical Campus Health Sciences Library, John Jones, Instruction & Curriculum Librarian, the University of Colorado Anschutz Medical Campus Health Sciences Library, and Meghan Damour, Reference Intern, the University of Colorado Anschutz Medical Campus Health Sciences Library.

Directory of Open Access Journals (Sweden)

Jennifer Mayer

2018-02-01

Full Text Available The presenters shared their experiences and strategies for effective fair use instruction for researchers and faculty members at the University of Colorado Anschutz Medical Campus. The session featured multiple discussion prompts, in order to allow for audience participation. Specific themes and practical tips about fair use instruction included obstacles and challenges, developing the fair use class session, and planning and logistics. Links to supplementary presentation material and tools are provided.

Self-Regulated Strategy Development Instruction for Teaching Multi-Step Equations to Middle School Students Struggling in Math

Science.gov (United States)

Cuenca-Carlino, Yojanna; Freeman-Green, Shaqwana; Stephenson, Grant W.; Hauth, Clara

2016-01-01

Six middle school students identified as having a specific learning disability or at risk for mathematical difficulties were taught how to solve multi-step equations by using the self-regulated strategy development (SRSD) model of instruction. A multiple-probe-across-pairs design was used to evaluate instructional effects. Instruction was provided…

Exploring Instructional Strategies and Learning Theoretical Foundations of eHealth and mHealth Education Interventions.

Science.gov (United States)

Tamim, Suha R; Grant, Michael M

2016-05-19

This qualitative study aimed at exploring how health professionals use theories and models from the field of education to create ehealth and mhealth education interventions in an effort to provide insights for future research and practice on the development and implementation of health promotion initiatives. A purposeful sample of 12 participants was selected, using criterion and snowballing sampling strategies. Data were collected and analyzed from semistructured interviews, planning materials, and artifacts. The findings revealed that none of the participants used a specific learning theory or an instructional model in their interventions. However, based on participants' description, three themes emerged: (1) connections to behaviorist approaches to learning, (2) connections to cognitivist approaches to learning, and (3) connections to constructivist approaches to learning. Suggested implications for practice are (1) the design of a guidebook on the interplay of learning theories, instructional models, and health education and (2) the establishment of communities of practice. Further research can (1) investigate how learning theories and models intertwine with health behavior theories and models, (2) evaluate how the different instructional strategies presented in this study affect learning outcomes and health behavior change processes, and (3) investigate factors behind the instructional strategies choices made by health professionals. © 2016 Society for Public Health Education.

Mathematics beliefs and instructional strategies in achievement of elementary-school students in Japan: results from the TIMSS 2003 assessment.

Science.gov (United States)

House, J Daniel

2007-04-01

Recent findings concerning mathematics assessment indicate that students in Japan consistently score above international averages. Researchers have examined specific mathematics beliefs and instructional strategies associated with mathematics achievement for students in Japan. This study examined relationships among self-beliefs, classroom instructional strategies, and mathematics achievement for a large national sample of students (N=4,207) from the TIMSS 2003 international sample of fourth graders in Japan. Several significant relationships between mathematics beliefs and test scores were found; a number of classroom teaching strategies were also significantly associated with test scores. However, multiple regression using the complete set of five mathematics beliefs and five instructional strategies explained only 25.1% of the variance in mathematics achievement test scores.

Embedded and Direct Metacognitive Strategy Instruction and its Effects on the Metacognitive Awareness of Tertiary Level Malaysian ESL Listeners

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Siew Ean Lye

2018-01-01

Full Text Available This small-scale quasi-experimental study compared the effects of metacognitive strategy instruction using two pedagogical approaches on the metacognitive awareness of Malaysian ESL listeners. Embedded and direct strategy instruction was delivered using the Metacognitive Pedagogical Sequence and Cognitive Academic Language Learning Approach instructional models respectively. 45 tertiary level students were randomly selected and assigned to two treatment groups to receive metacognitive instruction over a training period of five weeks. Paired-samples t-test results on participants‟ metacognitive awareness, as measured using the Metacognitive Awareness Listening Questionnaire (MALQ were inclusive despite significant improvements in their IELTS listening scores. No significant development was recorded in the overall MALQ scores but there were significant changes in three out of the five metacognitive awareness factors. Results further layered according to participants‟ listening proficiency levels (low, intermediate and high to examine if differences existed among the listening levels similarly showed no significant difference. These results suggest that ESL listeners‟ metacognitive awareness may not be easily developed with strategy instruction, regardless of the instructional approaches.

Intelligence moderates the benefits of strategy instructions on memory performance: An adult-lifespan examination

NARCIS (Netherlands)

Frankenmolen, N.L.; Altgassen, A.M.; Kessels, R.M.H.; Waal, M.M. de; Hindriksen, J.A.; Verhoeven, B.W.H.; Fasotti, L.; Scheres, A.P.J.; Kessels, R.P.C.; Oosterman, J.M.

2017-01-01

Whether older adults can compensate for their associative memory deficit by using memory strategies efficiently might depend on their general cognitive abilities. This study examined the moderating role of an IQ estimate on the beneficial effects of strategy instructions. A total of 142 participants

Dental and dental hygiene students' diagnostic accuracy in oral radiology: effect of diagnostic strategy and instructional method.

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Baghdady, Mariam T; Carnahan, Heather; Lam, Ernest W N; Woods, Nicole N

2014-09-01

There has been much debate surrounding diagnostic strategies and the most appropriate training models for novices in oral radiology. It has been argued that an analytic approach, using a step-by-step analysis of the radiographic features of an abnormality, is ideal. Alternative research suggests that novices can successfully employ non-analytic reasoning. Many of these studies do not take instructional methodology into account. This study evaluated the effectiveness of non-analytic and analytic strategies in radiographic interpretation and explored the relationship between instructional methodology and diagnostic strategy. Second-year dental and dental hygiene students were taught four radiographic abnormalities using basic science instructions or a step-by-step algorithm. The students were tested on diagnostic accuracy and memory immediately after learning and one week later. A total of seventy-three students completed both immediate and delayed sessions and were included in the analysis. Students were randomly divided into two instructional conditions: one group provided a diagnostic hypothesis for the image and then identified specific features to support it, while the other group first identified features and then provided a diagnosis. Participants in the diagnosis-first condition (non-analytic reasoning) had higher diagnostic accuracy then those in the features-first condition (analytic reasoning), regardless of their learning condition. No main effect of learning condition or interaction with diagnostic strategy was observed. Educators should be mindful of the potential influence of analytic and non-analytic approaches on the effectiveness of the instructional method.

THE EFFECTS OF INSTRUCTION IN THE VALUE OF REHEARSAL STRATEGIES ON THE MEMORY PERFORMANCE OF PRESCHOOLERS

OpenAIRE

増田, 裕子; 中澤, 潤

1983-01-01

Training of rehearsal strategy and instruction about its value for serial recall were given to preschool children. For non-spontaneous rehearsers, the rehearsal training resulted in good recall performance. Instruction about its value helped maintain the effects of training. These results confirmed the results of Kennedy & Miller (1976) Spontaneously rehearsing preschoolers continued to perform well with or without such instruction. The possibility that even preschoolers, once they acquire sp...

Hard-tip, soft-spring lithography.

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Shim, Wooyoung; Braunschweig, Adam B; Liao, Xing; Chai, Jinan; Lim, Jong Kuk; Zheng, Gengfeng; Mirkin, Chad A

2011-01-27

Nanofabrication strategies are becoming increasingly expensive and equipment-intensive, and consequently less accessible to researchers. As an alternative, scanning probe lithography has become a popular means of preparing nanoscale structures, in part owing to its relatively low cost and high resolution, and a registration accuracy that exceeds most existing technologies. However, increasing the throughput of cantilever-based scanning probe systems while maintaining their resolution and registration advantages has from the outset been a significant challenge. Even with impressive recent advances in cantilever array design, such arrays tend to be highly specialized for a given application, expensive, and often difficult to implement. It is therefore difficult to imagine commercially viable production methods based on scanning probe systems that rely on conventional cantilevers. Here we describe a low-cost and scalable cantilever-free tip-based nanopatterning method that uses an array of hard silicon tips mounted onto an elastomeric backing. This method-which we term hard-tip, soft-spring lithography-overcomes the throughput problems of cantilever-based scanning probe systems and the resolution limits imposed by the use of elastomeric stamps and tips: it is capable of delivering materials or energy to a surface to create arbitrary patterns of features with sub-50-nm resolution over centimetre-scale areas. We argue that hard-tip, soft-spring lithography is a versatile nanolithography strategy that should be widely adopted by academic and industrial researchers for rapid prototyping applications.

Schema-Based Strategy Instruction and the Mathematical Problem-Solving Performance of Two Students with Emotional or Behavioral Disorders

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Peltier, Corey; Vannest, Kimberly J.

2016-01-01

The purpose of this study was to analyze the effects of schema instruction on the mathematical problem solving of students with emotional or behavioral disorders (EBD). The participants were two fourth-grade students identified with EBD. The intervention package consisted of schema instruction, strategy instruction on problem-solving heuristics…

Photoshop CC top 100 simplified tips and tricks

CERN Document Server

Sholik, Stan

2013-01-01

Take your Photoshop skill set to the next level with these essential techniques If you're already familiar with Photoshop basics and are ready to learn some new tips, tricks, and techniques, then this is the book for you! Full-color, step-by-step instructions take you beyond the essentials and show you how to make the most of the newest features of Photoshop CC (Creative Cloud). Beautiful photos will inspire you to experiment with Photoshop's features, and numbered instructions make the techniques easy to learn. Encourages you to expand your skill set with creative, or

Examination of instructional strategies: Secondary science teachers of mainstreamed English language learners in two high schools in southern New England

Science.gov (United States)

Yangambi, Matthieu Wakalewae

2005-12-01

Increasingly, English Language Learners (ELLs) are mainstreamed in science classes. As a result, science teachers must assume responsibility for these students' education. Currently, state tests show a wide performance gap between ELLs and non-ELLs in science and other content area courses. For instance, the Massachusetts Comprehensive Assessment System (MCAS) shows a two years average performance of 6% for ELLs and 33% for non-ELLs in English Language Arts (ELA), Mathematics, and Science and Technology, a 27% performance gap (Lachat, 2000). The use of research based effective teaching strategies for ELLs is indispensable in order to meet ELLs' learning needs (Jarret, 1999). The purpose of this study was to determine if differences exist between ELLs and non-ELLs regarding instructional strategies that secondary science teachers employ. Four areas were examined: instructional strategies mainstreamed ELLs and non-ELLs report as being most frequently employed by their science teachers, instructional strategies ELLs and non-ELLs consider most effective in their learning, the existing differences between ELLs and non-ELLs in the rating of effectiveness of instructional strategies their teachers currently practice, and factors impacting ELLs and non-ELLs' performance on high-stakes tests. This study was conducted in two urban high schools in Southern New England. The sample (N = 71) was based on the non-probability sampling technique known as convenience sampling from students registered in science classes. The questionnaire was designed based on research-based effective teaching strategies (Burnette, 1999; Ortiz, 1997), using a Likert-type scale. Several findings were of importance. First, ELLs and non-ELLs reported similar frequency of use of effective instructional strategies by teachers. However, ELLs and non-ELLs identified different preferences for strategies. Whereas non-ELLs preferred connecting learning to real life situations, ELLs rated that strategy as least

The Impact of Strategy Instruction and Timing of Estimates on Low and High Working-Memory Capacity Readers' Absolute Monitoring Accuracy

Science.gov (United States)

Linderholm, Tracy; Zhao, Qin

2008-01-01

Working-memory capacity, strategy instruction, and timing of estimates were investigated for their effects on absolute monitoring accuracy, which is the difference between estimated and actual reading comprehension test performance. Participants read two expository texts under one of two randomly assigned reading strategy instruction conditions…

The effect of problem-based and lecture-based instructional strategies on learner problem solving performance, problem solving processes, and attitudes

Science.gov (United States)

Visser, Yusra Laila

This study compared the effect of lecture-based instruction to that of problem-based instruction on learner performance (on near-transfer and far-transfer problems), problem solving processes (reasoning strategy usage and reasoning efficiency), and attitudes (overall motivation and learner confidence) in a Genetics course. The study also analyzed the effect of self-regulatory skills and prior-academic achievement on performance for both instructional strategies. Sixty 11th grade students at a public math and science academy were assigned to either a lecture-based instructional strategy or a problem-based instructional strategy. Both treatment groups received 18 weeks of Genetics instruction through the assigned instructional strategy. In terms of problem solving performance, results revealed that the lecture-based group performed significantly better on near-transfer post-test problems. The problem-based group performed significantly better on far-transfer post-test problems. In addition, results indicated the learners in the lecture-based instructional treatment were significantly more likely to employ data-driven reasoning in the solving of problems, whereas learners in the problem-based instructional treatment were significantly more likely to employ hypothesis-driven reasoning in problem solving. No significant differences in reasoning efficiency were uncovered between treatment groups. Preliminary analysis of the motivation data suggested that there were no significant differences in motivation between treatment groups. However, a post-research exploratory analysis suggests that overall motivation was significantly higher in the lecture-based instructional treatment than in the problem-based instructional treatment. Learner confidence was significantly higher in the lecture-based group than in the problem-based group. A significant positive correlation was detected between self-regulatory skills scores and problem solving performance scores in the problem

Effectiveness of Cooperative Learning Instructional Tools With Predict-Observe-Explain Strategy on the Topic of Cuboid and Cube Volume

Science.gov (United States)

Nurhuda; Lukito, A.; Masriyah

2018-01-01

This study aims to develop instructional tools and implement it to see the effectiveness. The method used in this research referred to Designing Effective Instruction. Experimental research with two-group pretest-posttest design method was conducted. The instructional tools have been developed is cooperative learning model with predict-observe-explain strategy on the topic of cuboid and cube volume which consist of lesson plans, POE tasks, and Tests. Instructional tools were of good quality by criteria of validity, practicality, and effectiveness. These instructional tools was very effective for teaching the volume of cuboid and cube. Cooperative instructional tool with predict-observe-explain (POE) strategy was good of quality because the teacher was easy to implement the steps of learning, students easy to understand the material and students’ learning outcomes completed classically. Learning by using this instructional tool was effective because learning activities were appropriate and students were very active. Students’ learning outcomes were completed classically and better than conventional learning. This study produced a good instructional tool and effectively used in learning. Therefore, these instructional tools can be used as an alternative to teach volume of cuboid and cube topics.

The Effectiveness of Using an Explicit Language Learning Strategy-Based Instruction in Developing Secondary School Students' EFL Listening Comprehension Skills

Science.gov (United States)

Amin, Iman Abdul-Reheem; Amin, Magdy Mohammad; Aly, Mahsoub Abdul-Sadeq

2011-01-01

The present study aimed at exploring the effectiveness of using explicit language learning strategy-based instruction in developing secondary school students' EFL listening comprehension skills. It was hypothesized that using explicit strategy-based instruction would develop students' EFL listening comprehension skill and its sub-skills. The…

Explicit Instruction of Graphic Organizers as an Informational Text Reading Comprehension Strategy: Third-Grade Students' Strategies and Perceptions

Science.gov (United States)

Fealy, Erin Marie

2010-01-01

The purpose of this case study research was to explore the effects of explicit instruction of graphic organizers to support students' understandings of informational text. An additional purpose was to investigate students' perceptions of using graphic organizers as a comprehension strategy. Using case study methodology, this study occurred…

Learning Efficiency of Two ICT-Based Instructional Strategies in Greek Sheep Farmers

Science.gov (United States)

Bellos, Georgios; Mikropoulos, Tassos A.; Deligeorgis, Stylianos; Kominakis, Antonis

2016-01-01

Purpose: The objective of the present study was to compare the learning efficiency of two information and communications technology (ICT)-based instructional strategies (multimedia presentation (MP) and concept mapping) in a sample (n = 187) of Greek sheep farmers operating mainly in Western Greece. Design/methodology/approach: In total, 15…

The Impact of Different Instructional Strategies on Students' Understanding about the Cell Cycle in a General Education Biology Course

Science.gov (United States)

Krishnamurthy, Sanjana

This study investigated the impact of different instructional strategies on students' understanding about the cell cycle in a general education biology course. Although several studies have documented gains in students' cell cycle understanding after instruction, these studies generally use only one instructional method, often without a comparison group. The goal of this study was to learn more about students' misconceptions about the cell cycle and how those ideas change after three different evidence-based learning experiences in undergraduate general education. Undergraduate students in six laboratory sections (n = 24; N = 144) in a large public institution in the western United States were surveyed pre- and post-instruction using a 14-item valid and reliable survey of cell cycle knowledge. Cronbach's alpha for the standard scoring convention was 0.264 and for the alternate scoring convention was 0.360, documenting serious problems with inconsistent validity and reliability of the survey. Operating as though the findings are at least a proxy for actual cell cycle knowledge, score comparisons by groups of interest were explored, including pre- and post-instruction differences among demographic groups of interest and three instructional settings: a bead modeling activity, a role-playing game, and 5E instructional strategy. No significant differences were found across groups of interest or by strategy, but some significant item-level differences were found. Implications and discussion of these shifts is noted in lieu of the literature.

Rapid Prototyping: An Alternative Instructional Design Strategy.

Science.gov (United States)

Tripp, Steven D.; Bichelmeyer, Barbara

1990-01-01

Discusses the nature of instructional design and describes rapid prototyping as a feasible model for instructional system design (ISD). The use of prototyping in software engineering is described, similarities between software design and instructional design are discussed, and an example is given which uses rapid prototyping in designing a…

Comparative Effectiveness of Animated Drawings and Selected Instructional Strategies on Students' Performance in Creative Arts in Nigeria

Science.gov (United States)

Olugbenga, Aiyedun Emmanuel

2016-01-01

Creative Arts is a core and compulsory subject in Nigerian upper basic classes, but the students' performance over the years indicated high failure. Instructional strategies play a pivotal role in improving students' performance. Computer-based instructions such as animated drawings could be a possible solution. This research adopted the design…

Intermediate Teachers' Perceptions of Reading Instruction Strategies and Professional Development Needs

Science.gov (United States)

Joyner, Barbara

2017-01-01

In 1 urban Tennessee school, students in Grades 3 through 5 had not met adequate yearly progress in reading for the past 5 years. The purpose of this case study was to explore teachers' perceptions of current district-recommended teaching practice in reading. The research questions related to current instructional strategies, teaching practices,…

Resources and instructional strategies effective middle school science teachers use to improve content area reading skills

Science.gov (United States)

Beaver, Melanie S.

This study examined the resources and instructional strategies effective middle school science teachers use to improve content area reading skills. Reading instruction in the middle school years should follow the natural cognitive progression that occurs in the adolescent brain from learning to read to reading to learn. Scientific reading is a different type of reading than most middle school students are accustomed to. It is important to understand that students will continue to be expected to read non-fiction critically for success in the 21st century. Effective teachers know this, and they perceive themselves as teachers of reading regardless of the content area in which their expertise lies. This qualitative research study was conducted at a rural middle school with three science teachers who employ before, during, and after literacy strategies when reading the textbook content with their students. The methodologies used in this study were interviews, observations, and document collection. The results of this study revealed the students' reading difficulties perceived by the teacher participants, the literacy strategies used by the teacher participants, the instructional resources the teacher participants used to improve comprehension, and the need for professional development in content area literacy.

Developmental Theories and Instructional Strategies: A Summary Paper. SIDRU Research Report No. 5.

Science.gov (United States)

Bailey, Beeke

This paper provides curriculum makers with an overview of developmental theory and relates the theory to instructional strategies. The section on socioemotional development addresses Erikson's eight ages of man, Kohlberg's stages of moral development, motivation and Maslow's hierarchy of needs, Taylor's stage model of creative development, and…

Effects of the teach-model-coach-review instructional approach on caregiver use of language support strategies and children's expressive language skills.

Science.gov (United States)

Roberts, Megan Y; Kaiser, Ann P; Wolfe, Cathy E; Bryant, Julie D; Spidalieri, Alexandria M

2014-10-01

In this study, the authors examined the effects of the Teach-Model-Coach-Review instructional approach on caregivers' use of four enhanced milieu teaching (EMT) language support strategies and on their children's use of expressive language. Four caregiver-child dyads participated in a single-subject, multiple-baseline study. Children were between 24 and 42 months of age and had language impairment. Interventionists used the Teach-Model-Coach-Review instructional approach to teach caregivers to use matched turns, expansions, time delays, and milieu teaching prompts during 24 individualized clinic sessions. Caregiver use of each EMT language support strategy and child use of communication targets were the dependent variables. The caregivers demonstrated increases in their use of each EMT language support strategy after instruction. Generalization and maintenance of strategy use to the home was limited, indicating that teaching across routines is necessary to achieve maximal outcomes. All children demonstrated gains in their use of communication targets and in their performance on norm-referenced measures of language. The results indicate that the Teach-Model-Coach-Review instructional approach resulted in increased use of EMT language support strategies by caregivers. Caregiver use of these strategies was associated with positive changes in child language skills.

Axial compressor gas path design for desensitization of aerodynamic performance and stability to tip clearance

Science.gov (United States)

Cevik, Mert

Tip clearance is the necessary small gap left between the moving rotor tip and stationary shroud of a turbomachine. In a compressor, the pressure driven flow through this gap, called tip clearance flow, has a major and generally detrimental impact on compressor performance (pressure ratio and efficiency) and aerodynamic stability (stall margin). The increase in tip clearance, either temporary during transient engine operations or permanent from wear, leads to a drop in compressor performance and aerodynamic stability which results in a fuel consumption increase and a reduced operating envelope for a gas turbine engine. While much research has looked into increasing compressor performance and stall margin at the design (minimum or nominal) tip clearance, very little attention has been paid for reducing the sensitivity of these parameters to tip clearance size increase. The development of technologies that address this issue will lead to aircraft engines whose performance and operating envelope are more robust to operational demands and wear. The current research is the second phase of a research programme to develop design strategies to reduce the sensitivity of axial compressor performance and aerodynamic stability to tip clearance. The first phase had focused on blade design strategies and had led to the discovery and explanation of two flow features that reduces tip sensitivity, namely increased incoming meridional momentum in the rotor tip region and reduction/elimination of double leakage. Double leakage is the flow that exits one tip clearance and enters the tip clearance of the adjacent blade instead of convecting downstream out of the rotor passage. This flow was shown to be very detrimental to compressor performance and stall margin. Two rotor design strategies involving sweep and tip stagger reduction were proposed and shown by CFD simulations to exploit these features to reduce sensitivity. As the second phase, the objectives of the current research

Motivational Measure of the Instruction Compared: Instruction Based on the ARCS Motivation Theory vs Traditional Instruction in Blended Courses

Science.gov (United States)

Colakoglu, Ozgur M.; Akdemir, Omur

2012-01-01

The ARCS Motivation Theory was proposed to guide instructional designers and teachers who develop their own instruction to integrate motivational design strategies into the instruction. There is a lack of literature supporting the idea that instruction for blended courses if designed based on the ARCS Motivation Theory provides different…

How Instructional Strategies Impact Students' Learning, Motivation, and Learning Strategies in Introductory Geology Courses

Science.gov (United States)

Perkins, D.; Budd, D. A.; Stempien, J. A.; Kraft, K.; Matheney, R. K.; McConnell, D.; Wirth, K. R.; Bykerk-Kauffman, A.

2010-12-01

The Geoscience Affective Research Network (GARNET) quantified the relationship between classroom teaching styles, student learning, and students’ motivations and attitudes for 14 different instructors at 2 community colleges, a private college, and 4 large public universities. Instruction was characterized with the Reformed Teaching Observation Protocol (RTOP). The 0-100 scale reflects the span between traditional instructor-centered lecture and interactive, student-centered courses. Every participating instructor was observed at least twice. Student learning was measured using a 15-question concept inventory (CI) focused on geologic time and plate tectonics. Twelve questions were from the Geologic Concept Inventory of Libarkin and Anderson (2005) and 3 questions were added on relative time. Students’ affective domain was measured using the Motivated Strategies for Learning Questionnaire (MSLQ), 81 questions that define 15 motivation and cognitive subcategories. 1152 students completed both surveys in the 2nd and 14th weeks of their class during the 2008-2010 academic years. RTOP scores ranged from 19 to 87. Learning gains ranged from 18.6% to 47.4% with students learning significantly more from instructors with higher RTOP scores. Learning gains and RTOP positively covary (R2 = 0.67). Adjusting for questions on which students scored high prior to instruction (>90% correct), results in an even stronger relationship (R2 = 0.89). Higher RTOP scores correlate to significant declines in many aspects of student motivation (extrinsic and intrinsic goals, task value, control of learning, and effort regulation). Declines occur mainly in lower and/or middle performing students as measured by grades. The highest performing students only show declines with respect to their control of learning beliefs. Students’ self-efficacy also declines with increasing use of student-student interactions. Higher RTOP scores only exhibit positive correlations to a few aspects of

Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex science classrooms

Science.gov (United States)

Parker, Lesley H.; Rennie, Léonie J.

2002-09-01

Debate continues over the benefits, or otherwise, of single-sex classes in science and mathematics, particularly for the performance of girls. Previous research and analyses of the circumstances surrounding the implementation of single-sex classes warn that the success of the strategy requires due consideration of the nature of the instructional environment for both boys and girls, together with appropriate support for the teachers involved. This article reports the circumstances under which teachers were able to implement gender-inclusive strategies in single-sex science classes in coeducational high schools and documents some of the difficulties faced. The study was part of the Single-Sex Education Pilot Project (SSEPP) in ten high schools in rural and urban Western Australia. Qualitative and quantitative data were gathered during the project from teachers, students and classroom observations. Overall, it was apparent that single-sex grouping created environments in which teachers could implement gender-inclusive science instructional strategies more readily and effectively than in mixed-sex settings. Teachers were able to address some of the apparent shortcomings of the students' previous education (specifically, the poor written and oral communication of boys and the limited experience of girls with 'hands-on' activities and open-ended problem solving). Further, in same-sex classrooms, sexual harassment which inhibited girls' learning was eliminated. The extent to which teachers were successful in implementing gender-inclusive instructional strategies, however, depended upon their prior commitment to the SSEPP as a whole, and upon the support or obstacles encountered from a variety of sources, including parents, the community, students, and non-SSEPP teachers.

Characterization of metal-coated fiber tip for NSOM lithography by tip-to-tip scan

International Nuclear Information System (INIS)

Kubicova, I.; Pudis, D.; Suslik, L.; Skriniarova, J.

2011-01-01

For the optical field characterization, a tip-to-tip scan of two metal-coated fiber tips with circular aperture at the apex was performed. The optical field irradiated from the fiber probe in illumination mode was analyzed by NSOM represented by fiber probe in collection mode. The near-field intensity profile of the source fiber tip in the plane perpendicular to the axis of the tip was taken. Experimental stage requires high resolution 3D motion system controlled by computer (Fig. 1). The source and the detector fiber tip were placed on the moving and static part of the 3D nanoposition system, respectively. As a light source, a modulated 473 nm DPSS laser was used. After the source fiber tip characterization, the NSOM lithography was performed. In the experimental setup from Fig. 1, the detector fiber tip was replaced by a sample fixed in a vacuum holder. As a sample, a 600 nm positive photoresist AZ 5214E was spin-coated on a GaAs substrate. Exposure was carried out by irradiation of the sample at desired positions through the fiber tip aperture. The sample was developed in AZ 400K developer for 30 s and rinsed in DI water. A promising tip-to-tip scanning technique for characterization of metal-coated fiber tips with aperture at the apex was presented. Nearly-circular aperture shapes were documented from NSOM measurements with diameter estimated to be less than 460 nm. By knowing the source-detector distance and the FWHM of the near-field intensity profile, the tip-to-tip scan proves an easy and fast method to analyze the fiber tip aperture properties. The fiber tip resolution was confirmed by preparation of 2D planar structures in thin photoresist layer, where the NSOM lithography uses the metal-coated fiber tip characterized in previous section. (authors)

Middle School Teachers' Strategies for Including Overweight Students in Skill and Fitness Instruction

Science.gov (United States)

Rukavina, Paul B.; Doolittle, Sarah; Li, Weidong; Manson, Mara; Beale, Angela

2015-01-01

As part of a larger study, this paper describes teachers' perspectives and strategies on including overweight and obese students (OWS) in instruction related to motor skill/game play and fitness development in physical education. Using the Social Ecological Constraints framework, a qualitative multicase study was conducted using multiple in-depth…

Innovative instructional strategy using cinema films in an undergraduate nursing course.

Science.gov (United States)

Hyde, Norlyn B; Fife, Elizabeth

2005-01-01

Educators can develop innovative instructional strategies to engage students within the philosophical framework of Constructivism. To that end, the authors used films--Hollywood movies--to enhance their curriculum on neurological and psychopathological illnesses. During the fourth quarter of a seven-quarter associate degree nursing program, students developed case studies of the disorders portrayed in selected films. The authors outline the methods used to implement this approach and discuss evaluations from student and faculty perspectives.

Applying Instructional Design Strategies and Behavior Theory to Household Disaster Preparedness Training.

Science.gov (United States)

Thomas, Tracy N; Sobelson, Robyn K; Wigington, Corinne J; Davis, Alyson L; Harp, Victoria H; Leander-Griffith, Michelle; Cioffi, Joan P

Interventions and media campaigns promoting household disaster preparedness have produced mixed results in affecting behaviors. In large part, this is due to the limited application of instructional design strategies and behavior theory, such as the Transtheoretical Model (TTM). This study describes the development and evaluation of Ready CDC, an intervention designed to increase household disaster preparedness among the Centers for Disease Control and Prevention (CDC) workforce. (1) Describe the instructional design strategies employed in the development of Ready CDC and (2) evaluate the intervention's impact on behavior change and factors influencing stage progression for household disaster preparedness behavior. Ready CDC was adapted from the Federal Emergency Management Agency's (FEMA's) Ready campaign. Offered to CDC staff September 2013-November 2015, it consisted of a preassessment of preparedness attitudes and behaviors, an in-person training, behavioral reinforcement communications, and a 3-month follow-up postassessment. Ready CDC employed well-accepted design strategies, including presenting stimulus material and enhancing transfer of desired behavior. Excluding those in the TTM "maintenance" stage at baseline, this study determined 44% of 208 participants progressed at least 1 stage for developing a written disaster plan. Moreover, assessment of progression by stage found among participants in the "precontemplation" (n = 16), "contemplation" (n = 15), and "preparation" (n = 125) stages at baseline for assembling an emergency kit, 25%, 27%, and 43% moved beyond the "preparation" stage, respectively. Factors influencing stage movement included knowledge, attitudes, and community resiliency but varied depending on baseline stage of change. Employing instructional strategies and behavioral theories in preparedness interventions optimizes the potential for individuals to adopt preparedness behaviors. Study findings suggest that stage movement toward

Mental Model Progression in Learning the Electron Transport Chain: Effects of Instructional Strategies and Cognitive Flexibility

Science.gov (United States)

Darabi, Aubteen; Hemphill, Jennifer; Nelson, David W.; Boulware, Wilma; Liang, Xinya

2010-01-01

This study investigated the effect of two instructional strategies, segmented and holistic, on the progression over time of learners' mental models toward that of an expert with the moderator of cognitive flexibility. Sixty-four juniors and seniors in a college metabolism course were randomly assigned to one of the two strategies for instruction…

The Application of SPSS in Analyzing the Effect of English Vocabulary Strategy Instruction

Science.gov (United States)

Chen, Shaoying

2010-01-01

The vocabulary learning is one of very important part in the college English teaching. Correct analysis of the result of vocabulary strategy instruction can offer feedbacks for English teaching, and help teachers to improve the teaching method. In this article, the issue how to use SPSS (Statistical Package for the Social Science) to…

Ultra-high aspect ratio replaceable AFM tips using deformation-suppressed focused ion beam milling

International Nuclear Information System (INIS)

Savenko, Alexey; Yildiz, Izzet; Petersen, Dirch Hjorth; Bøggild, Peter; Bartenwerfer, Malte; Krohs, Florian; Oliva, Maria; Harzendorf, Torsten

2013-01-01

Fabrication of ultra-high aspect ratio exchangeable and customizable tips for atomic force microscopy (AFM) using lateral focused ion beam (FIB) milling is presented. While on-axis FIB milling does allow high aspect ratio (HAR) AFM tips to be defined, lateral milling gives far better flexibility in terms of defining the shape and size of the tip. Due to beam-induced deformation, it has so far not been possible to define HAR structures using lateral FIB milling. In this work we obtain aspect ratios of up to 45, with tip diameters down to 9 nm, by a deformation-suppressing writing strategy. Several FIB milling strategies for obtaining sharper tips are discussed. Finally, assembly of the HAR tips on a custom-designed probe as well as the first AFM scanning is shown. (paper)

Comparative Effectiveness of Animated Drawings and Selected Instructional Strategies on Students’ Performance in Creative Arts in Nigeria

Directory of Open Access Journals (Sweden)

Aiyedun Emmanuel Olugbenga

2016-07-01

Full Text Available Creative Arts is a core and compulsory subject in Nigerian upper basic classes, but the students’ performance over the years indicated high failure. Instructional strategies play a pivotal role in improving students’ performance. Computer-based instructions such as animated drawings could be a possible solution. This research adopted the design and development type. The between groups repeated measure design compared pretest and post-test scores of participants to identify differences after treatment. To validate the instruments, test re-test method was used; Pearson product moment correlation co-efficient yielded a reliability value of .94. Also, 674 upper basic school students consisting of 387 public and 287 private schools students, 338 males, and 336 females were involved in the study. Seven research questions and seven corresponding hypotheses were raised and tested respectively. ANOVA and t-test were used for hypotheses testing. Findings of the study showed that computer-based animated drawings instruction enhanced performance. It was recommended among others that the classroom teacher should embrace the strategy for Creative Arts classes; authors and curriculum planners should create more opportunities for computer-based animated drawing in explaining procedures for instruction to enhance learning and improve performance.

Developing Content Knowledge in Struggling Readers: Differential Effects of Strategy Instruction for Younger and Older Elementary Students

Science.gov (United States)

Elleman, Amy M.; Olinghouse, Natalie G.; Gilbert, Jennifer K.; Spencer, Jane Lawrence; Compton, Donald L.

2017-01-01

This study compared the effects of 2 strategy-based comprehension treatments intended to promote vocabulary and content knowledge for elementary students at risk for developing reading difficulties (N = 105) with a traditional content approach. The study examined the effectiveness of strategy versus nonstrategy instruction on reading…

THE EFFECT OF SUMMARIZATION INSTRUCTIONAL STRATEGIES AND PRESENTATION FORMATS ON THE OUTCOMES OF HISTORICAL ARGUMENTATIVE REASONING

Directory of Open Access Journals (Sweden)

Susanto Yunus Alfian

2014-07-01

Full Text Available The purpose of this research is to examine the effects of summarization instructional strategies and presentation formats on the learning outcomes of history argumentative reasoning. This study is designed as a factorial design. The subjects were the students enrolled in four state-owned sehior high school in Malang Regency. The main conclusions are presented as follow: (1 A significant difference existed for students who used the cause-effect graphic organizer summarization strategy to answer history argumentative reasoning post-test questions when compared to the written summarizing strategy, (2 There is no difference between those who were presented with present-subheadings presentation format and those who were presented absent-subheadings on answering history argumentative reasoning posttest questions, and (3 There is a significant interaction between the summarization instructional strategies and the presentation formats. The students who used cause-effect graphic organizer summarization strategy and were given with the present-subheadings presentation format significantly outperformed in the historical  argumentative reasoning post-test scores than the other groups (graphic organizer and absent-subheadings group, written summarizing and with-subheadings group, and written summarizing and without-subheadings group.Key Words:  summarization instructional strategy, presentation format, cause-effect graphic organizer, written summarizing, present-subheadings, historical argumentative reasoning.Tujuan dari penelitian ini adalah untuk mengetahui pengaruh strategi pembelajaran summarization dan format presentasi tentang hasil belajar sejarah penalaran argumentatif. Penelitian ini dirancang sebagai desain faktorial. Subjek penelitian adalah siswa terdaftar di empat sekolah SMA di Kabupaten Malang. Kesimpulan utama disajikan sebagai berikut: (1 Sebuah perbedaan yang signifikan ada bagi siswa yang menggunakan strategi peringkasan untuk menjawab

A Study To Determine Instructors Self-Reported Instructional Strategies Which Foster Science Literacy In An EFL (English as a Foreign Language) Environment

Science.gov (United States)

Noseworthy, Mark Joseph

2011-12-01

This research titled 'A Study to Determine Instructors Self-Reported Instructional Strategies Which Foster Science Literacy in an EFL (English as a Foreign Language) Environment' is an ethnographic study based on grounded theory principles and research design. The essence of the research was to answer five research questions that would ultimately create a foundation for instructional strategies allowing science instructors to foster science literacy in an EFL environment. The research attempts to conceptualize the research participants' instructional strategies that promote strong science literacy skills. Further to this, consider the complexities that this learning environment inherently offers, where the learning event is occurring in an English environment that is a second language for the learner. The research was designed to generate personal truths that produced common themes as it relates to the five research questions posed in this thesis; what instructional strategies do current post secondary science instructors at one College in Qatar believe foster science literacy in an EFL environment? As well, do science instructors believe that total immersion is the best approach to science literacy in an EFL environment? Is the North American model of teaching/learning science appropriate in this Middle Eastern environment? Are the current modes of teaching/instruction optimizing student's chances of success for science literacy? What do you feel are the greatest challenges for the EFL learner as it relates to science?

Exploring K-3 Teachers' Implementation of Comprehension Strategy Instruction (CSI) Using Expectancy-Value Theory

Science.gov (United States)

Foley, Laura S.

2011-01-01

This research investigated factors that influence the implementation levels of evidence-based comprehension strategy instruction (CSI) among K-3 teachers. An explanatory design was chosen to gather and probe the data. Quantitative data were gathered via a mailed survey distributed through a representative sample of the 40 school districts (through…

Instructional Strategies and Practices Used to Enhance Student Success in the High School Algebra I Inclusive Classroom

OpenAIRE

Lowery, Lillian Margretta

2003-01-01

Instructional Strategies and Practices Used to Enhance Student Success in the High School Algebra I Inclusive Classroom Lillian M. Lowery Dr. Jean B. Crockett, Chair (ABSTRACT) The purpose of this qualitative study was to examine the instructional conditions and practices described as successful for teachers in the Algebra I inclusive classroom. In the southeastern suburban school district used for this study, students who began their freshman year of high school in fiscal y...

Tip studies using CFD and comparison with tip loss models

DEFF Research Database (Denmark)

Hansen, Martin Otto Laver; Johansen, J.

2004-01-01

The flow past a rotating LM8.2 blade equipped with two different tips are computed using CFD. The different tip flows are analysed and a comparison with two different tip loss models is made. Keywords: tip flow, aerodynamics, CFD......The flow past a rotating LM8.2 blade equipped with two different tips are computed using CFD. The different tip flows are analysed and a comparison with two different tip loss models is made. Keywords: tip flow, aerodynamics, CFD...

Teaching mathematical word problem solving: the quality of evidence for strategy instruction priming the problem structure.

Science.gov (United States)

Jitendra, Asha K; Petersen-Brown, Shawna; Lein, Amy E; Zaslofsky, Anne F; Kunkel, Amy K; Jung, Pyung-Gang; Egan, Andrea M

2015-01-01

This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et al. and 10 single case design (SCD) research studies using criteria suggested by Horner et al. and the What Works Clearinghouse. Results indicated that 14 group design studies met the criteria for high-quality or acceptable research, whereas SCD studies did not meet the standards for an evidence-based practice. Based on these findings, strategy instruction priming the mathematics problem structure is considered an evidence-based practice using only group design methodological criteria. Implications for future research and for practice are discussed. © Hammill Institute on Disabilities 2013.

Changing Student Teachers' Views of Comprehension Instruction ...

African Journals Online (AJOL)

At the same time research shows that little, if any, explicit and continuous strategy instruction takes place in classrooms. Reasons seem ... This article reports on the effect of a reading comprehension instruction course on university student teachers' lesson planning, strategy use and views about comprehension instruction.

effect of differentiated instructional strategies on students' retention

African Journals Online (AJOL)

PROF EKWUEME

show that retention ability was significantly higher in the experimental group ... Differentiated instruction, Lecture , Cognitive Achievement ,Retention ability, Geometry. ... thinking. Based on this knowledge, differentiated instruction applies an ...

DO SLOVENIAN DEALERS USE TECHNIQUES FOR INCREASING THEIR TIPS?

Directory of Open Access Journals (Sweden)

Andrej Raspor

2016-05-01

Full Text Available In 1996 Michael Lynn introduced the idea that restaurant managers could increase tips for their waiters and thus increase turnover by training the waiters to engage tip-enhancing behaviours. Since then, the list of tip-enhancing behaviours has expanded. Therefore the potential to increase tips is more accessible. The purpose of this paper was to examine how Slovenian dealers use strategies to increase their tips. We tested fourteen techniques to increase tips. The study was carried out among 473 gaming employees, 279 of which are dealers, in the Slovenian gaming industry, in order to find out how they use these techniques and which of them can bring about an increase in their tips. The study showed that Slovenian dealers mostly do not use these techniques, and that the dealers who do use them tend to receive tips more often. The findings imply that managers and employees should be informed of these techniques in order to increase tips and their overall income. Practical implications are that we suggest that management considers these ideas for increasing flexibility and reducing the cost of work: (1 informing dealers on ways of increasing tips, (2 including the acquisition of this specific knowledge in their career plans, (3 carrying out a reform of the reward system which would include tips. Social implications will be shown in a higher gaming revenue. It is very likely – as shown in our research – that employees will receive higher wages as these will be topped up by tips. The state, in turn, will collect more taxes.

Teaching Play Skills through the Use of Assistive Technology and Instructional Strategies: A National Survey

Science.gov (United States)

Johnston, Susan S.; Thompson, Robyn M.

2015-01-01

Play is often considered the main occupation of early childhood. Despite the importance of play, young children with disabilities may not achieve the same experiences as their typically developing counterparts. Literature supports the use of specific instructional strategies to promote the acquisition of play skills. In addition to utilizing…

Problem-Based Instructional Strategy and Numerical Ability as Determinants of Senior Secondary Achievement in Mathematics

Science.gov (United States)

Badru, Ademola K.

2016-01-01

The study investigated Problem-based Instructional Strategy and Numerical ability as determinants of Senior Secondary Achievement in Mathematics. This study used 4 x 2 x 2 non-randomised control group Pretest-Posttest Quasi-experimental Factorial design. It consisted of two independent variables (treatment and Numerical ability) and one moderating…

Reading and Writing from Multiple Source Documents in History: Effects of Strategy Instruction with Low to Average High School Writers

Science.gov (United States)

De La Paz, Susan; Felton, Mark K.

2010-01-01

This study examined the effects of historical reasoning strategy instruction on 11th-grade students. Students learned historical inquiry strategies using 20th Century American history topics ranging from the Spanish-American war to the Gulf of Tonkin incident. In addition, students learned a pre-writing strategy for composing argumentative essays…

Trade and Industrial Policy Strategies (TIPS) : financement de base ...

International Development Research Centre (IDRC) Digital Library (Canada)

Bien que TIPS continue de s'intéresser aux politiques commerciales et industrielles, des questions comme la réglementation, l'agriculture, le développement durable et l'emploi présentant un intérêt grandissant du point de vue de la politique économique figurent désormais au programme. Cette subvention permettra à ...

The Relationship between Reading Instructional Strategies Used for Students with a Disability and Their Performance

Science.gov (United States)

Baker, Theresa

2012-01-01

This research study is dedicated to the importance of teaching students with disabilities to comprehend text through effective instructional strategies. As a former special education teacher and current special education the researcher has observed firsthand how an individual's ability to comprehend texts impacts their success. The focus of…

Peer Instruction in Chemistry Education: Assessment of Students' Learning Strategies, Conceptual Learning and Problem Solving

Science.gov (United States)

Gok, Tolga; Gok, Ozge

2016-01-01

The aim of this research was to investigate the effects of peer instruction on learning strategies, problem solving performance, and conceptual understanding of college students in a general chemistry course. The research was performed students enrolled in experimental and control groups of a chemistry course were selected. Students in the…

Teachers' Improvisation of Instructional Materials for Nigerian Home Economics Curriculum Delivery: Challenges and Strategies

Science.gov (United States)

Olibie, Eyiuche Ifeoma; Nwabunwanne, Chinyere; Ezenwanne, Dorothy Nkem

2013-01-01

This study was designed to ascertain the challenges of improvising instructional materials by Home Economics teachers at the Upper Basic education level in Nigeria, and as a result identify strategies for enhancing improvisation. The study used survey research design based on two research questions. The sample was four hundred and thirty-one Home…

Intelligent Instructional Systems in Military Training.

Science.gov (United States)

Fletcher, J.D.; Zdybel, Frank

Intelligent instructional systems can be distinguished from more conventional approaches by the automation of instructional interaction and choice of strategy. This approach promises to reduce the costs of instructional materials preparation and to increase the adaptability and individualization of the instruction delivered. Tutorial simulation…

Using Inquiry-Based Instructional Strategies to Increase Student Achievement in 3rd Grade Social Studies

Science.gov (United States)

McRae-Jones, Wanda Joycelyn

2017-01-01

21st Century skills such as critical-thinking and problem-solving skills are very important when it comes to Science Technology Engineering and Mathematics or STEM. But those same skills should be integrated in social studies. The impact of students' learning in social studies as a result of implementing inquiry-based instructional strategies was…

A Rapid Assessment of Instructional Strategies to Teach Auditory-Visual Conditional Discriminations to Children with Autism

Science.gov (United States)

Kodak, Tiffany; Clements, Andrea; LeBlanc, Brittany

2013-01-01

The purpose of the present investigation was to evaluate a rapid assessment procedure to identify effective instructional strategies to teach auditory-visual conditional discriminations to children diagnosed with autism. We replicated and extended previous rapid skills assessments (Lerman, Vorndran, Addison, & Kuhn, 2004) by evaluating the effects…

Strategy-focused writing instruction: just observing and reflecting on a model benefits 6th grade students

NARCIS (Netherlands)

Fidalgo, R.; Torrance, M.; Rijlaarsdam, G.; van den Bergh, H.; Álvarez, M.L.

2015-01-01

Three groups of typically-developing 6th grade students (total N = 62) each completed strategy-focused writing training. Using a combined lagged-group and cross-panel design we assessed the effectiveness of a sequence of four different instructional components: observation and group reflection on a

The Relationship between Strategic Reading Instruction, Student Learning of L2-Based Reading Strategies and L2 Reading Achievement

Science.gov (United States)

Akkakoson, Songyut

2013-01-01

This study investigates the relationship between strategic reading instruction, the process of learning second language-based reading strategies and English reading achievement for Thai university students of science and technology. In a course in reading general English texts for 16?weeks, 82 students were taught using a strategies-based approach…

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

Science.gov (United States)

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

2017-10-01

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

The Effects of Cognitive Strategy Instruction on Knowledge of Math Problem-Solving Processes of Middle School Students with Learning Disabilities

Science.gov (United States)

Krawec, Jennifer; Huang, Jia; Montague, Marjorie; Kressler, Benikia; de Alba, Amanda Melia

2013-01-01

This study investigated the effectiveness of "Solve It!" instruction on students' knowledge of math problem-solving strategies. "Solve It!" is a cognitive strategy intervention designed to improve the math problem solving of middle school students with learning disabilities (LD). Participants included seventh- and eighth-grade…

Differentiating Science Instruction: Secondary science teachers' practices

Science.gov (United States)

Maeng, Jennifer L.; Bell, Randy L.

2015-09-01

This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI) in their lesson implementation. Data included semi-structured interviews and field notes from a minimum of four classroom observations, selected to capture the variety of differentiation strategies employed. These data were analyzed using a constant-comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified, which captured both the extent to which critical indicators of DI were present in teachers' instruction and the performance levels at which they engaged in these components of DI. Results indicated participants implemented a variety of differentiation strategies in their classrooms with varying proficiency. Evidence suggested all participants used instructional modifications that required little advance preparation to accommodate differences in students' interests and learning profile. Four of the seven participants implemented more complex instructional strategies that required substantial advance preparation by the teacher. Most significantly, this study provides practical strategies for in-service science teachers beginning to differentiate instruction and recommendations for professional development and preservice science teacher education.

The Goal Specificity Effect on Strategy Use and Instructional Efficiency during Computer-Based Scientific Discovery Learning

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Kunsting, Josef; Wirth, Joachim; Paas, Fred

2011-01-01

Using a computer-based scientific discovery learning environment on buoyancy in fluids we investigated the "effects of goal specificity" (nonspecific goals vs. specific goals) for two goal types (problem solving goals vs. learning goals) on "strategy use" and "instructional efficiency". Our empirical findings close an important research gap,…

Instructional Leadership Practices in Singapore

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Ng, Foo Seong David; Nguyen, Thanh Dong; Wong, Koon Siak Benjamin; Choy, Kim Weng William

2015-01-01

This paper presents a review of the literature on principal instructional leadership in Singapore. The authors investigated the dimensions of instructional leadership in the practices of Singapore principals and highlighted the strategies these leaders adopt to enact their instructional roles. Singapore principals were found to play an active role…

Teachers' implementation of reform-oriented instructional strategies in science: Lessons from two professional development programs

Science.gov (United States)

Cook, Nicole D.

This dissertation reports findings from two studies that investigated the relationship between professional development and teachers' instructional practices in Science,Technology, Engineering, and Mathematics (STEM). The first program, the Indiana Science Initiative (ISI) focused on K-8 teachers and their use of inquiry-based science instruction in conjunction with curricular modules provided by the ISI program. The second program, Research Goes to School (RGS), focused on high school STEM teachers and their use of problem-based learning (PBL) as they implemented curricular units that they developed themselves at the RGS summer workshop. In-service teachers were recruited from both programs. They were observed teaching their respective curricular materials and interviewed about their experiences in order to investigate the following research questions: 1. How do teachers implement the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? 2. What are the challenges and supports that influence teachers' use of the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? To investigate these questions the fidelity of implementation was it was conceptualized by Century, Rudnick, and Freeman (2010) was used as a theoretical framework. The study of the ISI program was conducted during the program's pilot year (2010-11). Five teachers of grades 3 through 6 were recruited from three different schools. Participants were observed as they taught lessons related to the modules and they were interviewed about their experiences. Based on analysis of the data from the observations, using a modified version of the Science Teacher Inquiry Rubric (STIR) (Bodzin & Beerer, 2003), the participants were found to exhibit partial fidelity of implementation to the model of inquiry-based instruction promoted by the ISI. Based on data from the interviews, the

An Instructional Strategy Framework for Online Learning Environments.

Science.gov (United States)

Johnson, Scott D.; Aragon, Steven R.

The rapid growth of Web-based instruction has raised many questions about the quality of online courses. It appears that many online courses are simply modeled after traditional forms of instruction instead of incorporating a design that takes advantage of the unique capabilities of Web-based learning environments. This paper describes a research…

Pairing as an instructional strategy to promote soft skills amongst clinical dental students.

Science.gov (United States)

Abu Kasim, N H; Abu Kassim, N L; Razak, A A A; Abdullah, H; Bindal, P; Che' Abdul Aziz, Z A; Sulaiman, E; Farook, M S; Gonzalez, M A G; Thong, Y L; Ahmad, N A; Naimie, Z; Abdullah, M; Lui, J L; Abdul Aziz, A

2014-02-01

Training dentists today is challenging as they are expected to provide a wide range of dental care. In the provision of good dental care, soft skills are equally important as clinical skills. Therefore in dental education the development of soft skills are of prime concern. This study sought to identify the development of soft skills when dental students are paired in their clinical training. In this perception study, four open-ended items were used to elicit students' feedback on the appropriateness of using clinical pairing as an instructional strategy to promote soft skills. The most frequently cited soft skills were teamwork (70%) and communication (25%) skills. However, both negative and positive behaviours were reported. As for critical thinking and problem solving skills, more positive behaviours were reported for abilities such as to explain, analyze, find ideas and alternative solutions, and make decisions. Leadership among peers was not evident as leading without legitimate authority could be a hindrance to its development. If clinical pairing is to be used as an effective instructional strategy to promote soft skills amongst students, clear guidelines need to be developed to prepare students to work in a dental team and the use of appropriate assessment tools can facilitate the development of these soft skills. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Teaching Mathematical Word Problem Solving: The Quality of Evidence for Strategy Instruction Priming the Problem Structure

Science.gov (United States)

Jitendra, Asha K.; Petersen-Brown, Shawna; Lein, Amy E.; Zaslofsky, Anne F.; Kunkel, Amy K.; Jung, Pyung-Gang; Egan, Andrea M.

2015-01-01

This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et…

Transcaval TIPS in patients with failed revision of occluded previous TIPS

Energy Technology Data Exchange (ETDEWEB)

Seong, Chang Kyu; Kim, Yong Joo; Shin, Tae Beom; Park, Hyo Yong; Kim, Tae Hun; Kang, Duk Sik [Kyungpook National University School of Medicine, Daegu (Korea, Republic of)

2001-12-01

To determine the feasibility of transcaval transjugular intrahepatic portosystemic shunt (TIPS) in patients with occluded previous TIPS. Between February 1996 and December 2000 we performed five transcaval TIPS procedures in four patients with recurrent gastric cardiac variceal bleeding. All four had occluded TIPS, which was between the hepatic and portal vein. The interval between initial TIPS placement and revisional procedures with transcaval TIPS varied between three and 31 months; one patient underwent transcaval TIPS twice, with a 31-month interval. After revision of the occluded shunt failed, direct cavoportal puncture at the retrohepatic segment of the IVC was attempted. Transcaval TIPS placement was technically successful in all cases. In three, tractography revealed slight leakage of contrast materials into hepatic subcapsular or subdiaphragmatic pericaval space. There was no evidence of propagation of extravasated contrast materials through the retroperitoneal space or spillage into the peritoneal space. After the tract was dilated by a bare stent, no patient experienced trans-stent bleeding and no serious procedure-related complications occurred. After successful shunt creation, variceal bleeding ceased in all patients. Transcaval TIPS placement is an effective and safe alternative treatment in patients with occluded previous TIPS and no hepatic veins suitable for new TIPS.

Tipping Point

Medline Plus

Full Text Available ... en español Blog About OnSafety CPSC Stands for Safety The Tipping Point Home > 60 Seconds of Safety (Videos) > The Tipping Point The Tipping Point by ... danger death electrical fall furniture head injury product safety television tipover tv Watch the video in Adobe ...

The Effectiveness of Time Management Strategies Instruction on Students' Academic Time Management and Academic Self Efficacy

Science.gov (United States)

Kader, Fathi Abdul Hamid Abdul; Eissa, Mourad Ali

2015-01-01

This study investigated the effect of using time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy. A total of 60 students identified with LD participated. The sample was divided into two groups; experimental (n = 30 boys) and control (n = 30 boys). ANCOVA and…

Easements in Texas. Teachers Instructional Packet, TIP No. 5, Spring 1985.

Science.gov (United States)

Texas A and M Univ., College Station. Texas Real Estate Research Center.

Part of a series of classroom aids designed for real estate instructors, this instructional packet was developed to help real estate students understand public and private easements, which most commonly entail the right of a person (or the public) to use the land of another in a certain manner. Following an evaluation form for the packet, a…

Reversal of Transjugular Intrahepatic Portosystemic Shunt (TIPS)-Induced Hepatic Encephalopathy Using a Strictured Self-Expanding Covered Stent

International Nuclear Information System (INIS)

Cox, Mitchell W.; Soltes, George D.; Lin, Peter H.; Bush, Ruth L.; Lumsden, Alan B.

2003-01-01

Hepatic encephalopathy is a known complication following percutaneous transjugular intrahepatic portosystemic shunt (TIPS) placement. We describe herein a simple and effective strategy of TIPS revision by creating an intraluminal stricture within a self-expanding covered stent, which is deployed in the portosystemic shunt to reduce the TIPS blood flow. This technique was successful in reversing a TIPS-induced hepatic encephalopathy in our patient

A Methodological Alternative to Media Comparison Studies: Linking Information Utilization Strategies and Instructional Approach in Hypermedia Learning

OpenAIRE

Catrambone, Richard; Gerjets, Peter; Scheiter, Katharina; Vollmann, Brigitte

2006-01-01

Literature reviews on hypermedia learning have yet failed to show consistent positive effects of learner-controlled nonlinear information access. We argue that a possible reason for this lack of evidence in favor of hypermedia learning results from the fact that not sufficient attention is paid to the strategies of information utilization learners deploy. The few studies that do analyze these strategies fail to link them to an instructional approach, which hampers a deeper interpretation of s...

Teaching Poetry Tips; Teaching English without Desks; A Brief History of Time and the "Red Clock."

Science.gov (United States)

Reid, Gem; And Others

1993-01-01

This issue of "Insights into Open Education" presents three short articles dealing with teaching poetry, English instruction, and the concept of time. The first article, "Teaching Poetry Tips" (Gem Reid), discusses the author's experiences conducting a week-long poetry workshop for a class of 30 second graders. The second article, "Teaching…

A home-centered instructional communication strategy for severely handicapped children.

Science.gov (United States)

Wulz, S V; Hall, M K; Klein, M D

1983-02-01

Family involvement is an essential element of language intervention with severely handicapped children for several reasons. First, the parent-child interaction is the focus of normal language development, and can be a powerful impetus in language learning for handicapped children. Second, limited generalization and maintenance of skills often occur when they are acquired in environments that do not also teach the appropriate use of skills. Third, parents can be successful intervention agents and may generalize their skills to other interactions with their child. Training conducted in the home must be compatible with that environment: it should involve only those skills that are of immediate use in the home. The Instructional Communication Strategy described herein represents such a program. It is a synthesis of training strategies used with normal and handicapped children, and is applicable regardless of child's level of functioning, age, or handicapping condition. This training model involves considerable modification in the role of speech-language pathologists dealing with the severely handicapped. The professional's skills are best utilized for assessment, program development, monitoring progress, and training specialized skills. The parents provide most of the direct training; however, professionals are also utilized for the child's maximum benefit.

Towards easy and reliable AFM tip shape determination using blind tip reconstruction

International Nuclear Information System (INIS)

Flater, Erin E.; Zacharakis-Jutz, George E.; Dumba, Braulio G.; White, Isaac A.; Clifford, Charles A.

2014-01-01

Quantitative determination of the geometry of an atomic force microscope (AFM) probe tip is critical for robust measurements of the nanoscale properties of surfaces, including accurate measurement of sample features and quantification of tribological characteristics. Blind tip reconstruction, which determines tip shape from an AFM image scan without knowledge of tip or sample shape, was established most notably by Villarrubia [J. Res. Natl. Inst. Stand. Tech. 102 (1997)] and has been further developed since that time. Nevertheless, the implementation of blind tip reconstruction for the general user to produce reliable and consistent estimates of tip shape has been hindered due to ambiguity about how to choose the key input parameters, such as tip matrix size and threshold value, which strongly impact the results of the tip reconstruction. These key parameters are investigated here via Villarrubia's blind tip reconstruction algorithms in which we have added the capability for users to systematically vary the key tip reconstruction parameters, evaluate the set of possible tip reconstructions, and determine the optimal tip reconstruction for a given sample. We demonstrate the capabilities of these algorithms through analysis of a set of simulated AFM images and provide practical guidelines for users of the blind tip reconstruction method. We present a reliable method to choose the threshold parameter corresponding to an optimal reconstructed tip shape for a given image. Specifically, we show that the trend in how the reconstructed tip shape varies with threshold number is so regular that the optimal, or Goldilocks, threshold value corresponds with the peak in the derivative of the RMS difference with respect to the zero threshold curve vs. threshold number. - Highlights: • Blind tip reconstruction algorithms have been implemented and augmented to determine the optimal input parameters. • We demonstrate the capabilities of the algorithms using a simulated AFM

Ten tips for authors of scientific articles.

Science.gov (United States)

Hong, Sung-Tae

2014-08-01

Writing a good quality scientific article takes experience and skill. I propose 'Ten Tips' that may help to improve the quality of manuscripts for scholarly journals. It is advisable to draft first version of manuscript and revise it repeatedly for consistency and accuracy of the writing. During the drafting and revising the following tips can be considered: 1) focus on design to have proper content, conclusion, points compliant with scope of the target journal, appropriate authors and contributors list, and relevant references from widely visible sources; 2) format the manuscript in accordance with instructions to authors of the target journal; 3) ensure consistency and logical flow of ideas and scientific facts; 4) provide scientific confidence; 5) make your story interesting for your readers; 6) write up short, simple and attractive sentences; 7) bear in mind that properly composed and reflective titles increase chances of attracting more readers; 8) do not forget that well-structured and readable abstracts improve citability of your publications; 9) when revising adhere to the rule of 'First and Last' - open your text with topic paragraph and close it with resolution paragraph; 10) use connecting words linking sentences within a paragraph by repeating relevant keywords.

Analyzing the Knowledge Construction and Cognitive Patterns of Blog-Based Instructional Activities Using Four Frequent Interactive Strategies (Problem Solving, Peer Assessment, Role Playing and Peer Tutoring): A Preliminary Study

Science.gov (United States)

Wang, Shu-Ming; Hou, Huei-Tse; Wu, Sheng-Yi

2017-01-01

Instructional strategies can be helpful in facilitating students' knowledge construction and developing advanced cognitive skills. In the context of collaborative learning, instructional strategies as scripts can guide learners to engage in more meaningful interaction. Previous studies have been investigated the benefits of different instructional…

Learning How the Electron Transport Chain Works: Independent and Interactive Effects of Instructional Strategies and Learners' Characteristics

Science.gov (United States)

Darabi, Aubteen; Arrastia-Lloyd, Meagan C.; Nelson, David W.; Liang, Xinya; Farrell, Jennifer

2015-01-01

In order to develop an expert-like mental model of complex systems, causal reasoning is essential. This study examines the differences between forward and backward instructional strategies in terms of efficiency, students' learning and progression of their mental models of the electronic transport chain in an undergraduate metabolism course…

Effectiveness of Analogy Instructional Strategy on Undergraduate Student's Acquisition of Organic Chemistry Concepts in Mutah University, Jordan

Science.gov (United States)

Samara, Nawaf Ahmad Hasan

2016-01-01

This study aimed at investigating the effectiveness of analogy instructional strategy on undergraduate students' acquisition of organic chemistry concepts in Mutah University, Jordan. A quasi-experimental design was used in the study; Participants were 97 students who enrolled in organic chemistry course at the department of chemistry during the…

Instructional strategies to improve women's attitudes toward science

Science.gov (United States)

Newbill, Phyllis Leary

Although negative attitudes toward science are common among women and men in undergraduate introductory science classes, women's attitudes toward science tend to be more negative than men's. The reasons for women's negative attitudes toward science include lack of self-confidence, fear of association with social outcasts, lack of women role models in science, and the fundamental differences between traditional scientific and feminist values. Attitudes are psychological constructs theorized to be composed of emotional, cognitive, and behavioral components. Attitudes serve functions, including social expressive, value expressive, utilitarian, and defensive functions, for the people who hold them. To change attitudes, the new attitudes must serve the same function as the old one, and all three components must be treated. Instructional designers can create instructional environments to effect attitude change. In designing instruction to improve women's attitudes toward science, instructional designers should (a) address the emotions that are associated with existing attitudes, (b) involve credible, attractive women role models, and (c) address the functions of the existing attitudes. Two experimental instructional modules were developed based on these recommendations, and two control modules were developed that were not based on these recommendations. The asynchronous, web-based modules were administered to 281 undergraduate geology and chemistry students at two universities. Attitude assessment revealed that attitudes toward scientists improved significantly more in the experimental group, although there was no significant difference in overall attitudes toward science. Women's attitudes improved significantly more than men's in both the experimental and control groups. Students whose attitudes changed wrote significantly more in journaling activities associated with the modules. Qualitative analysis of journals revealed that the guidelines worked exactly as predicted

Effects of Framing and Team Assisted Individualised Instructional Strategies on Senior Secondary School Students' Attitudes toward Mathematics

Science.gov (United States)

Awofala, Adeneye O. A.; Arigbabu, Abayomi A.; Awofala, Awoyemi A.

2013-01-01

The study investigated the relative effectiveness of framing and team assisted individualised (TAI) instructional strategies on the attitudes toward mathematics of 350 senior secondary school year two Nigerian students. The moderating effects of gender and style of categorisation were also examined. The study adopted pre-test and post-test control…

Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes

Science.gov (United States)

Ardasheva, Yuliya; Wang, Zhe; Adesope, Olusola O.; Valentine, Jeffrey C.

2017-01-01

This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain…

Mathematics Beliefs, Instructional Strategies, and Algebra Achievement of Adolescent Students in Japan: Results from the TIMSS 1999 Assessment

Science.gov (United States)

House, J. Daniel

2006-01-01

An important area for the application of instructional design is the development of effective teaching strategies for mathematics. Activities that include the use of computers, cooperative learning, and active learning materials are associated with mathematics achievement. Student self-beliefs are also significantly related to mathematics…

Effectiveness of Game and Poem Enhanced Instructional Strategies and Verbal Ability on Students' Interest in Mathematics Learning

Science.gov (United States)

Frederick-Jonah, Toinpere Mercy; Igbojinwaekwu, Patrick Chukwuemeka

2015-01-01

This study investigated the effects of game and poem-enhanced instructional strategies on students' interest in mathematics. The moderating effects of verbal ability were also examined on the dependent variable. A quasi-experimental design was adopted. Three hundred and forty four students in the sixth year of their primary education (primary 6…

Effectiveness of Self Instructional Module on Coping Strategies of Tri-Dimensional Problems of Premenopausal Women – A Community Based Study

Science.gov (United States)

Boro, Enu; Jamil, MD; Roy, Aakash

2016-01-01

Introduction Pre-menopause in women presents with diverse symptoms, encompassing the tri-dimensional spheres of physical, social and psychological domains, which requires development of appropriate coping strategies to overcome these problems. Aim To assess level of knowledge about tri-dimensional problems in pre-menopausal women and evaluate effectiveness of self instruction module on coping strategies of these problems by pre-test and post-test analysis. Materials and Methods In a cross-sectional, community based study, in pre-menopausal women aged 40-49years baseline knowledge of tridimensional problems was assessed in 300 pre-menopausal women, selected by convenient sampling after satisfying selection criteria, by a pre-formed questionnaire. This was followed by administration of a pre-tested, Self-Instructional Module (SIM). The SIM dealt with imparting knowledge about coping strategies regarding pre-menopausal problems and the participants were required to read and retain the SIM. Post-test was conducted using same questionnaire after seven days. Statistical Analysis Chi-square test/ Paired t-test was used for comparing ratios. A ‘p-value’ <0.05 was considered statistically significant. Results Baseline knowledge of tridimensional problems was adequate in 10%, moderate in 73% and inadequate in 17% women with a pre-test mean knowledge score of 8.66±2.45. The post-test mean knowledge score was higher (19.11±3.38) compared to the pre-test score. The post-test mean knowledge difference from pre-test was -10.45 with a highly significant paired t-value of -47.45 indicating that the self-instructional module was effective in increasing the knowledge score of pre- menopausal women under study. Conclusion Administration of self instructional module was shown to significantly increase the knowledge scores in all areas of pre-menopausal tri-dimensional problems. Such self-instructional module can be used as an effective educational tool in increasing the knowledge

Role-playing is an effective instructional strategy for genetic counseling training: an investigation and comparative study.

Science.gov (United States)

Xu, Xiao-Feng; Wang, Yan; Wang, Yan-Yan; Song, Ming; Xiao, Wen-Gang; Bai, Yun

2016-09-02

Genetic diseases represent a significant public health challenge in China that will need to be addressed by a correspondingly large number of professional genetic counselors. However, neither an official training program for genetic counseling, nor formal board certification, was available in China before 2015. In 2009, a genetic counseling training program based on role-playing was implemented as a pilot study at the Third Military Medical University to train third-year medical students. Questionnaires on participant attitudes to the program and role-playing were randomly administered to 324 students after they had finished their training. Pre- and post-training instructional tests, focusing on 42 key components of genetic counseling, were administered randomly to 200 participants to assess mastery of each component. Finally, scores in final examinations of 578 participants from 2009 to 2011 were compared to scores obtained by 614 non-participating students from 2006 to 2008 to further assess program efficacy. Both the training program and the instructional strategy of role-playing were accepted by most participants. Students believed that role-playing improved their practice of genetic counseling and medical genetics, enhanced their communication skills, and would likely contribute to future professional performance. The average understanding of 40 of the key points in genetic counseling was significantly improved, and most students approached excellent levels of mastery. Scores in final examinations and the percentages of students scoring above 90 were also significantly elevated. Role-playing is a feasible and effective instructional strategy for training genetic counselors in China as well as in other developing countries.

A Randomized Control Trial of Working Memory Training With and Without Strategy Instruction: Effects on Young Children's Working Memory and Comprehension.

Science.gov (United States)

Peng, Peng; Fuchs, Douglas

2017-01-01

Researchers are increasingly interested in working memory (WM) training. However, it is unclear whether it strengthens comprehension in young children who are at risk for learning difficulties. We conducted a modest study of whether the training of verbal WM would improve verbal WM and passage listening comprehension and whether training effects differed between two approaches: training with and without strategy instruction. A total of 58 first-grade children were randomly assigned to three groups: WM training with a rehearsal strategy, WM training without strategy instruction, and controls. Each member of the two training groups received a one-to-one, 35-min session of verbal WM training on each of 10 consecutive school days, totaling 5.8 hr. Both training groups improved on trained verbal WM tasks, with the rehearsal group making greater gains. Without correction for multiple group comparisons, the rehearsal group made reliable improvements over controls on an untrained verbal WM task and on passage listening comprehension and listening retell measures. The no-strategy-instruction group outperformed controls on passage listening comprehension. When corrected for multiple contrasts, these group differences disappeared but were associated with moderate to large effect sizes. Findings suggest-however tentatively-that brief but intensive verbal WM training may strengthen the verbal WM and comprehension performance of young children at risk. Necessary caveats and possible implications for theory and future research are discussed. © Hammill Institute on Disabilities 2015.

Influence of the tip mass on the tip-sample interactions in TM-AFM

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Pishkenari, Hossein Nejat, E-mail: nejat@mech.sharif.edu [Nano-Robotics Laboratory, Center of Excellence in Design, Robotics and Automation, School of Mechanical Engineering, Sharif University of Technology, Tehran, P.O. Box 11365-9465 (Iran, Islamic Republic of); Meghdari, Ali [Nano-Robotics Laboratory, Center of Excellence in Design, Robotics and Automation, School of Mechanical Engineering, Sharif University of Technology, Tehran, P.O. Box 11365-9465 (Iran, Islamic Republic of)

2011-07-15

This paper focuses on the influences of the tip mass ratio (the ratio of the tip mass to the cantilever mass), on the excitation of higher oscillation eigenmodes and also on the tip-sample interaction forces in tapping mode atomic force microscopy (TM-AFM). A precise model for the cantilever dynamics capable of accurate simulations is essential for the investigation of the tip mass effects on the interaction forces. In the present work, the finite element method (FEM) is used for modeling the AFM cantilever to consider the oscillations of higher eigenmodes oscillations. In addition, molecular dynamics (MD) is used to calculate precise data for the tip-sample force as a function of tip vertical position with respect to the sample. The results demonstrate that in the presence of nonlinear tip-sample interaction forces, the tip mass ratio plays a significant role in the excitations of higher eigenmodes and also in the normal force applied on the surface. Furthermore, it has been shown that the difference between responses of the FEM and point-mass models in different system operational conditions is highly affected by the tip mass ratio. -- Highlights: {yields} A strong correlation exists between the tip mass ratio and the 18th harmonic amplitude. {yields} Near the critical tip mass ratio a small change in the tip mass may lead to a significant force change. {yields} Inaccuracy of the lumped model depends significantly on the tip mass ratio.

A Randomized Control Trial of Working Memory Training With and Without Strategy Instruction: Effects on Young Children’s Working Memory and Comprehension

Science.gov (United States)

Peng, Peng

2015-01-01

Researchers are increasingly interested in working memory (WM) training. However, it is unclear whether it strengthens comprehension in young children who are at risk for learning difficulties. We conducted a modest study of whether the training of verbal WM would improve verbal WM and passage listening comprehension, and whether training effects differed between two approaches: training with and without strategy instruction. A total of 58 first-grade children were randomly assigned to 3 groups: WM training with a rehearsal strategy, WM training without strategy instruction, and controls. Every member of the 2 training groups received a one-to-one, 35-minute session of verbal WM training on each of 10 consecutive school days, totaling 5.8 hours. Both training groups improved on trained verbal WM tasks, with the rehearsal group making greater gains. Without correction for multiple group comparisons, the rehearsal group made reliable improvements over controls on an untrained verbal WM task and on passage listening comprehension and listening retell measures. The no-strategy- instruction group outperformed controls on passage listening comprehension. When corrected for multiple contrasts, these group differences disappeared, but were associated with moderate-to-large effect sizes. Findings suggest—however tentatively—that brief but intensive verbal WM training may strengthen the verbal WM and comprehension performance of young children at risk. Necessary caveats and possible implications for theory and future research are discussed. PMID:26156961

Using WebQuests to Teach Content: Comparing Instructional Strategies

Science.gov (United States)

Strickland, Janet

2005-01-01

The purpose of this study was to compare the use of WebQuests with traditional instruction. Specifically, the study examined the end-of-unit exam scores for students who completed a WebQuest on the Texas Revolution and those students completing a poster activity. Both of the instructional activities were implemented as additional enhancement to…

Effective Multicultural Instruction

Directory of Open Access Journals (Sweden)

Franklin T. Thompson

2014-02-01

Full Text Available The reason why the Trayvon Martin murder trial and similar court cases create a philosophical rift in our nation is due in part to flaws in the delivery of multicultural education. Traditional multicultural instruction does not prepare citizens for the subtleties and complexities of race relations. This study investigates critical strategies and practices that address multicultural missing gaps. I also seek to fill a void in the literature created by a lack of student input regarding teaching strategies that encourage lifelong learning. Students (N = 337 enrolled at a Midwestern university were asked to rate the efficacy of selected instructional strategies. Utilizing a 9-point Likert-type scale, students gave themselves a personal growth rating of 7.15 (SD = 1.47. Variables important to predicting that growth (R2 = .56, p < .0005 were a six-factor variable known as a non-color-blind instructional approach (t = 10.509, p ≤ .0005, allowing students an opportunity to form their own opinions apart from the instructor (t = 4.797, p ≤ .0005, and a state law that mandated multicultural training (t = 3.234, p = .001. Results demonstrated that utilizing a 35% traditional and 65% critical pedagogy mixture when teaching multicultural education helped promote win/win scenarios for education candidates hoping to become difference makers.

The Real Estate Inspector. Teachers Instructional Packet (TIP) No. 11, Spring 1986.

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Texas A and M Univ., College Station. Texas Real Estate Research Center.

Part of a series of classroom aids designed for real estate instructors, this instructional packet was designed to help real estate students understand legal requirements for real estate inspectors in Texas. The material is based on Section 18C of the Real Estate License Act, as amended by the 1985 Texas Legislature. Following a presentation on…

Teaching Critical Questions about Argumentation through the Revising Process: Effects of Strategy Instruction on College Students' Argumentative Essays

Science.gov (United States)

Song, Yi; Ferretti, Ralph P.

2013-01-01

The effects of self-regulated strategy development revising instruction for college students that targeted the use of argumentation schemes and critical questions were assessed in three conditions. In the first condition, students were taught to revise their essays by asking and answering critical questions about the "argument from consequences"…

Investigating Peer Review as an Intentional Learning Strategy to Foster Collaborative Knowledge-Building in Students of Instructional Design

Science.gov (United States)

Brill, Jennifer M.; Hodges, Charles B.

2011-01-01

Peer review has been advocated for as an intentional strategy to support the knowledge and skill attainment of adult learners preparing for professional practice, including those students preparing for instructional design and technology practice. The purposes of this article are to discuss the practical application of peer review as an…

Tipping Point

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Full Text Available ... death electrical fall furniture head injury product safety television tipover tv Watch the video in Adobe Flash ... tv tip-overs. The force of a large television falling from tipping furniture can be staggering. A ...

Tipping Point

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Full Text Available ... and furniture, appliance and tv tip-overs. The force of a large television falling from tipping furniture ... 50 lb. TV falls with about the same force as child falling from the third story of ...

Tipping Point

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Full Text Available ... Tipping Point by CPSC Blogger September 22, 2009 appliance child Childproofing CPSC danger death electrical fall furniture ... about horrible accidents involving young children and furniture, appliance and tv tip-overs. The force of a ...

Tips for TIPS

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Cuijpers, C.F.

2015-01-01

The transjugular intrahepatic portosystemic shunt (TIPS) procedure is one of the most technically challenging procedures in interventional radiology. During the procedure, interventional radiologists (IRs) insert very thin and long instruments through a little incision in the patient’s neck. They

CPAP Tips

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... now Try it free Find out why Close CPAP Tips from FDA USFoodandDrugAdmin Loading... Unsubscribe from USFoodandDrugAdmin? ... apnea and use a continuous positive airway pressure (CPAP) device when sleeping? Here are some tips from ...

Self-Explanation, An Instructional Strategy to Foster Clinical Reasoning in Medical Students

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Martine Chamberland

2015-12-01

Full Text Available Clinical reasoning is a critical and complex skill that medical students have to develop in the course of their training. Although research on medical expertise has successfully examined the different components of that skill, designing educational interventions that support the development of clinical reasoning in students remains a challenge for medical educators. The theory of medical expertise describes how students׳ medical knowledge develops and is progressively restructured during their training and in particular through clinical exposure to patient problems. Instructional strategies to foster students’ learning from practice with clinical cases are scarce. This article describes the use of self-explanation as such a strategy. Self-explanation is an active learning technique of proven effectiveness in other domains which consists of having students explaining to themselves information on to-be-learned materials. The mechanisms through which self-explanation fosters learning are described. Self-explanation promotes knowledge development and revision of mental representations through elaboration on new information, organisation and integration of new knowledge into existing cognitive structures and monitoring of the learning process. Subsequently, the article shows how self-explanation has recently been investigated in medicine as an instructional strategy to support students׳ clinical reasoning. Available studies have demonstrated that students׳ diagnostic performance improves when they use self-explanation while solving clinical problems of a less familiar clinical topic. Unfamiliarity seems to trigger more self-explanations and to stimulate students to reactivate relevant biomedical knowledge, which could lead to the development of more coherent representations of diseases. The benefit of students׳ self-explanation is increased when it is combined with listening to residents׳ self-explanation examples and with prompts. The

Teacher’s Voice on Metacognitive Strategy Based Instruction Using Audio Visual Aids for Listening

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Salasiah Salasiah

2018-02-01

Full Text Available The paper primarily stresses on exploring the teacher’s voice toward the application of metacognitive strategy with audio-visual aid in improving listening comprehension. The metacognitive strategy model applied in the study was inspired from Vandergrift and Tafaghodtari (2010 instructional model. Thus it is modified in the procedure and applied with audio-visual aids for improving listening comprehension. The study’s setting was at SMA Negeri 2 Parepare, South Sulawesi Province, Indonesia. The population of the research was the teacher of English at tenth grade at SMAN 2. The sample was taken by using random sampling technique. The data was collected by using in depth interview during the research, recorded, and analyzed using qualitative analysis. This study explored the teacher’s response toward the modified model of metacognitive strategy with audio visual aids in class of listening which covers positive and negative response toward the strategy applied during the teaching of listening. The result of data showed that this strategy helped the teacher a lot in teaching listening comprehension as the procedure has systematic steps toward students’ listening comprehension. Also, it eases the teacher to teach listening by empowering audio visual aids such as video taken from youtube.

Scientific writing: strategies and tools for students and advisors.

Science.gov (United States)

Singh, Vikash; Mayer, Philipp

2014-01-01

Scientific writing is a demanding task and many students need more time than expected to finish their research articles. To speed up the process, we highlight some tools, strategies as well as writing guides. We recommend starting early in the research process with writing and to prepare research articles, not after but in parallel to the lab or field work. We suggest considering scientific writing as a team enterprise, which needs proper organization and regular feedback. In addition, it is helpful to select potential target journals early and to consider not only scope and reputation, but also decision times and rejection rates. Before submission, instructions to authors and writing guides should be considered, and drafts should be extensively revised. Later in the process editor's and reviewer's comments should be followed. Our tips and tools help students and advisors to structure the writing and publishing process, thereby stimulating them to develop their own strategies to success. Copyright © 2014 The International Union of Biochemistry and Molecular Biology.

Tipping Point

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Full Text Available ... OnSafety CPSC Stands for Safety The Tipping Point Home > 60 Seconds of Safety (Videos) > The Tipping Point ... 24 hours a day. For young children whose home is a playground, it’s the best way to ...

CPAP Tips

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Full Text Available ... now Try it free Find out why Close CPAP Tips from FDA USFoodandDrugAdmin Loading... Unsubscribe from USFoodandDrugAdmin? ... apnea and use a continuous positive airway pressure (CPAP) device when sleeping? Here are some tips from ...

Photoshop Elements 10 Top 100 Simplified Tips and Tricks

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Sheppard, Rob

2011-01-01

A visual guide to getting the most out of Photoshop Elements 10 If you understand the basics of Photoshop Elements, you'll love this collection of 100 must-know tips and tricks. Two-page tutorials, full-color screen shots, and step-by-step instructions make it easy to see and follow the directions, helping you to get the very most from this top-selling image-editing software. This guide catches you up on Photoshop Elements 10, covers features you may not have known about, and alerts you to a slew of cool effects and techniques. Explains techniques, best practices, and creative ways to transfor

Functionalization of Probe Tips and Supports for Single-Molecule Recognition Force Microscopy

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Ebner, Andreas; Wildling, Linda; Zhu, Rong; Rankl, Christian; Haselgrübler, Thomas; Hinterdorfer, Peter; Gruber, Hermann J.

The measuring tip of a force microscope can be converted into a monomolecular sensor if one or few "ligand" molecules are attached to the apex of the tip while maintaining ligand function. Functionalized tips are used to study fine details of receptor-ligand interaction by force spectroscopy or to map cognate "receptor" molecules on the sample surface. The receptor (or target) molecules can be present on the surface of a biological specimen; alternatively, soluble target molecules must be immobilized on ultraflat supports. This review describes the methods of tip functionalization, as well as target molecule immobilization. Silicon nitride tips, silicon chips, and mica have usually been functionalized in three steps: (1) aminofunctionalization, (2) crosslinker attachment, and (3) ligand/receptor coupling, whereby numerous crosslinkers are available to couple widely different ligand molecules. Gold-covered tips and/or supports have usually been coated with a self-assembled monolayer, on top of which the ligand/receptor molecule has been coupled either directly or via a crosslinker molecule. Apart from these general strategies, many simplified methods have been used for tip and/or support functionalization, even single-step methods such as adsorption or chemisorption being very efficient under suitable circumstances. All methods are described with the same explicitness and critical parameters are discussed. In conclusion, this review should help to find suitable methods for specific problems of tip and support functionalization.

The Integration of the Big6 Information Literacy and Reading Strategies Instruction in a Fourth Grade Inquiry-Based Learning Course, “Our Aquarium”

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Lin Ching Chen

2013-06-01

Full Text Available This study investigated the student performance in an inquiry learning course which integrated information literacy and reading strategies in a fourth-grade science class. The curriculum design was based on the Big6 model, which includes the stages of task definition, information seeking strategies, location & access, use of information, synthesis, and evaluation. The study duration was one semester. The data was gathered through participant observations, interviews, surveys, tests, and from documents generated in the course implementation. The results showed that the integration of information literacy and reading strategies instruction was feasible. The students performed well in information seeking strategies, locating & accessing information, using and synthesizing information. In contrast, their abilities in task definition and evaluation needed further improvement. Also, while the students did acquire various reading strategies during the inquiry process, they needed more exercises to internalize the skills. The performance on the acquisition of subject knowledge was also improved through the inquiry learning. The participating instructors considered that the collaboration between teachers of different subject matters was the key to a successful integrated instruction [Article content in Chinese

Tipping Point

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Full Text Available ... 60 Seconds of Safety (Videos) > The Tipping Point The Tipping Point by CPSC Blogger September 22, 2009 appliance child Childproofing CPSC danger death electrical fall furniture head injury product safety television tipover tv Watch the video in Adobe Flash ...

Twelve tips for facilitating Millennials' learning.

Science.gov (United States)

Roberts, David H; Newman, Lori R; Schwartzstein, Richard M

2012-01-01

The current, so-called "Millennial" generation of learners is frequently characterized as having deep understanding of, and appreciation for, technology and social connectedness. This generation of learners has also been molded by a unique set of cultural influences that are essential for medical educators to consider in all aspects of their teaching, including curriculum design, student assessment, and interactions between faculty and learners.  The following tips outline an approach to facilitating learning of our current generation of medical trainees.  The method is based on the available literature and the authors' experiences with Millennial Learners in medical training.  The 12 tips provide detailed approaches and specific strategies for understanding and engaging Millennial Learners and enhancing their learning.  With an increased understanding of the characteristics of the current generation of medical trainees, faculty will be better able to facilitate learning and optimize interactions with Millennial Learners.

Innovative Strategies for Clinical Microscopy Instruction: Virtual Versus Light Microscopy.

Science.gov (United States)

McDaniel, M Jane; Russell, Gregory B; Crandall, Sonia J

2018-06-01

The purpose of the study was to compare virtual microscopy with light microscopy to determine differences in learning outcomes and learner attitudes in teaching clinical microscopy to physician assistant (PA) students. A prospective, randomized, crossover design study was conducted with a convenience sample of 67 first-year PA students randomized to 2 groups. One group used light microscopes to find microscopic structures, whereas the other group used instructor-directed video streaming of microscopic elements. At the midpoint of the study, the groups switched instructional strategies. Learning outcomes were assessed via posttest after each section of the study, with comparison of final practical examination results to previous cohorts. Attitudes about the 2 educational strategies were assessed through a postcourse questionnaire with a Likert scale. Analysis of the first posttest demonstrated that students in the video-streamed group had significantly better learning outcomes than those in the light microscopy group (P = .004; Cohen's d = 0.74). Analysis of the posttest after crossover showed no differences between the 2 groups (P = .48). Between the 2 posttests, students first assigned to the light microscopy group scored a 6.6 mean point increase (±10.4 SD; p = .0011), whereas students first assigned to the virtual microscopy group scored a 1.3 mean point increase (±7.1 SD; p = .29). The light microscopy group improved more than the virtual microscopy group (P = .019). Analysis of practical examination data revealed higher scores for the study group compared with 5 previous cohorts of first-year students (P virtual microscopy to traditional light microscopy. Virtual microscopy is an effective educational strategy, and students prefer this method when learning to interpret images of clinical specimens.

The keys to successful TIPS in patients with portal vein thrombosis and cavernous transformation.

Science.gov (United States)

Lombardo, S; Espejo, J J; Pérez-Montilla, M E; Zurera, L J; González-Galilea, Á

Portal vein thrombosis is a common complication in patients with cirrhosis. Anticoagulation involves a high risk of bleeding secondary to portal hypertension, so placing transjugular intrahepatic portosystemic shunts (TIPS) has become an alternative treatment for portal vein thrombosis. Three strategies for TIPS placement have been reported: 1) portal recanalization and conventional implantation of the TIPS through the jugular vein; 2) portal recanalization through percutaneous transhepatic/transsplenic) access; and (3) insertion of the TIPS between the suprahepatic vein and a periportal collateral vessel without portal recanalization. We describe different materials that can be used as fluoroscopic targets for the TIPS needle and for portal recanalization. This article aims to show the success of TIPS implantation using different combinations of the techniques listed above, which is a good treatment alternative in these patients whose clinical condition makes them difficult to manage, and to show that portal vein thrombosis/cavernous transformation should not be considered a contraindication for TIPS. Copyright © 2017 SERAM. Publicado por Elsevier España, S.L.U. All rights reserved.

The tipping point: A mathematical model for the profit-driven abandonment of restaurant tipping

Science.gov (United States)

Clifton, Sara M.; Herbers, Eileen; Chen, Jack; Abrams, Daniel M.

2018-02-01

The custom of voluntarily tipping for services rendered has gone in and out of fashion in America since its introduction in the 19th century. Restaurant owners that ban tipping in their establishments often claim that social justice drives their decisions, but we show that rational profit-maximization may also justify the decisions. Here, we propose a conceptual model of restaurant competition for staff and customers, and we show that there exists a critical conventional tip rate at which restaurant owners should eliminate tipping to maximize profits. Because the conventional tip rate has been increasing steadily for the last several decades, our model suggests that restaurant owners may abandon tipping en masse when that critical tip rate is reached.

The Relationship between English Language Arts Teachers' Use of Instructional Strategies and Young Adolescents' Reading Motivation, Engagement, and Preference

Science.gov (United States)

Varuzza, Michelle; Sinatra, Richard; Eschenauer, Robert; Blake, Brett Elizabeth

2014-01-01

Conducted at 10 schools in four communities, this study investigated relationships of young adolescents' reading motivation, reading preference, and reading engagement as influenced by their English Language Arts teachers' use of instructional strategies. Students in eight sixth grade (N = 196) and nine seventh grade (N = 218) classes completed a…

An Instructional Design Model with the Cultivating Research-Based Learning Strategies for Fostering Teacher Students' Creative Thinking Abilities

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Khuana, Khwanchai; Khuana, Tanthip; Santiboon, Toansakul

2017-01-01

Designing the instructional model with the innovative the "Research-Based Learning Strategy Lesson Plans" of the effectiveness of the processing performance and the resulting performance (E1/E2) with the IOC value determining standardized criteria of 80/80 were developed. Students' perceptions were assessed with the 30-item…

Connecting Effective Instruction and Technology. Intel-elebration: Safari.

Science.gov (United States)

Burton, Larry D.; Prest, Sharon

Intel-ebration is an attempt to integrate the following research-based instructional frameworks and strategies: (1) dimensions of learning; (2) multiple intelligences; (3) thematic instruction; (4) cooperative learning; (5) project-based learning; and (6) instructional technology. This paper presents a thematic unit on safari, using the…

Removing Administrative Impediments to Instructional Improvement Efforts.

Science.gov (United States)

Anderson, Lorin W.; Pigford, Aretha B.

1987-01-01

Principals can and should develop strategies that will enable them to provide instructional leadership despite increased demands from other tasks. Recommended actions include: delegation; peer observation; commitment to instructional leadership; and effective communication with teachers. (CB)

Creating a Cycle of Continuous Improvement through Instructional Rounds

Science.gov (United States)

Meyer-Looze, Catherine L.

2015-01-01

Instructional Rounds is a continuous improvement strategy that focuses on the technical core of educational systems as well as educators collaborating side-by-side. Concentrating on collective learning, this process only makes sense within an overall strategy of improvement. This case study examined the Instructional Rounds process in a northern…

Technology Tips

Science.gov (United States)

Mathematics Teacher, 2004

2004-01-01

Some inexpensive or free ways that enable to capture and use images in work are mentioned. The first tip demonstrates the methods of using some of the built-in capabilities of the Macintosh and Windows-based PC operating systems, and the second tip describes methods to capture and create images using SnagIt.

Automated processing of forensic casework samples using robotic workstations equipped with nondisposable tips: contamination prevention.

Science.gov (United States)

Frégeau, Chantal J; Lett, C Marc; Elliott, Jim; Yensen, Craig; Fourney, Ron M

2008-05-01

An automated process has been developed for the analysis of forensic casework samples using TECAN Genesis RSP 150/8 or Freedom EVO liquid handling workstations equipped exclusively with nondisposable tips. Robot tip cleaning routines have been incorporated strategically within the DNA extraction process as well as at the end of each session. Alternative options were examined for cleaning the tips and different strategies were employed to verify cross-contamination. A 2% sodium hypochlorite wash (1/5th dilution of the 10.8% commercial bleach stock) proved to be the best overall approach for preventing cross-contamination of samples processed using our automated protocol. The bleach wash steps do not adversely impact the short tandem repeat (STR) profiles developed from DNA extracted robotically and allow for major cost savings through the implementation of fixed tips. We have demonstrated that robotic workstations equipped with fixed pipette tips can be used with confidence with properly designed tip washing routines to process casework samples using an adapted magnetic bead extraction protocol.

The TIPS Liquidity Premium

DEFF Research Database (Denmark)

Andreasen, Martin Møller; Christensen, Jens H.E.; Simon Riddell, Simon

We introduce an arbitrage-free term structure model of nominal and real yields that accounts for liquidity risk in Treasury inflation-protected securities (TIPS). The novel feature of our model is to identify liquidity risk from individual TIPS prices by accounting for the tendency that TIPS, lik...

Use of static picture prompts versus video modeling during simulation instruction.

Science.gov (United States)

Alberto, Paul A; Cihak, David F; Gama, Robert I

2005-01-01

The purpose of this study was to compare the effectiveness and efficiency of static picture prompts and video modeling as classroom simulation strategies in combination with in vivo community instruction. Students with moderate intellectual disabilities were instructed in the tasks of withdrawing money from an ATM and purchasing items using a debit card. Both simulation strategies were effective and efficient at teaching the skills. The two simulation strategies were not functionally different in terms of number of trials to acquisition, number of errors, and number of instructional sessions to criterion.

Secondary School Students’ English Literacy: Use of Interactive Read Aloud Instructional Strategy

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Mutiara Ayu

2017-10-01

Full Text Available The Global era has had a great impact on the existence of English as a global language which requires students to be good at its every skill. It is believed that students’ English could be enhanced well with the use of certain strategies, one of which is Interactive Read Aloud Instructional Strategy (IRAIS. This study was aimed at examining the efficacy of IRAIS to help students to improve their English literacy achievements. Forty five out of 746 students were selected randomly as sample based on their grade levels (7th, 8th, 9th and their levels of comprehension. By using time series design, these students were given interventions for three months using IRAIS and their English achievements were obtained from pre- and post-tests of four English literacy skills. During the interventions, the progress of the students was also monitored regularly by using three formative tests.The results showed consistent progress on the students’ achievement during the interventions and upon their total English literacy achievement after the interventions. Among the four English literacy skills, the most significant improvement was in listening followed by writing, reading, and speaking. In terms of aspects of each literacy skill, the highest achievement scores were in inference of listening, narrative techniques of writing, vocabulary of reading, and vocal expression of speaking. These findings lead to the conclusion that IRAIS  is an effective strategy in helping students to improve their level of English proficiency.

The Effects of Computer-Aided Instruction on Learning and Attitudes in Economic Principles Courses: Revised Results.

Science.gov (United States)

Henry, Mark

1979-01-01

Recounts statistical inaccuracies in an article on computer-aided instruction in economics courses on the college level. The article, published in the J. Econ. Ed (Fall 1978), erroneously placed one student in the TIPS group instead of the control group. Implications of this alteration are discussed. (DB)

AERODYNAMICS OF WING TIP SAILS

Directory of Open Access Journals (Sweden)

MUSHTAK AL-ATABI

2006-06-01

Full Text Available Observers have always been fascinated by soaring birds. An interesting feature of these birds is the existence of few feathers extending from the tip of the wing. In this paper, small lifting surfaces were fitted to the tip of a NACA0012 wing in a fashion similar to that of wing tip feathers. Experimental measurements of induced drag, longitudinal static stability and trailing vortex structure were obtained.The tests showed that adding wing tip surfaces (sails decreased the induced drag factor and increased the longitudinal static stability. Results identified two discrete appositely rotated tip vortices and showed the ability of wing tip surfaces to break them down and to diffuse them.

A Mobile App Offering Distractions and Tips to Cope With Cigarette Craving: A Qualitative Study

Science.gov (United States)

Smith, Wally; Pearce, Jon; Borland, Ron

2014-01-01

Background Despite considerable effort, most smokers relapse within a few months after quitting due to cigarette craving. The widespread adoption of mobile phones presents new opportunities to provide support during attempts to quit. Objective To design and pilot a mobile app "DistractMe" to enable quitters to access and share distractions and tips to cope with cigarette cravings. Methods A qualitative study with 14 smokers who used DistractMe on their mobiles during the first weeks of their quit attempt. Based on interviews, diaries, and log data, we examined how the app supported quitting strategies. Results Three distinct techniques of coping when using DistractMe were identified: diversion, avoidance, and displacement. We further identified three forms of engagement with tips for coping: preparation, fortification, and confrontation. Overall, strategies to prevent cravings and their effects (avoidance, displacement, preparation, and fortification) were more common than immediate coping strategies (diversion and confrontation). Tips for coping were more commonly used than distractions to cope with cravings, because they helped to fortify the quit attempt and provided opportunities to connect with other users of the application. However, distractions were important to attract new users and to facilitate content sharing. Conclusions Based on the qualitative results, we recommend that mobile phone-based interventions focus on tips shared by peers and frequent content updates. Apps also require testing with larger groups of users to assess whether they can be self-sustaining. PMID:25099632

Axial compressor blade design for desensitization of aerodynamic performance and stability to tip clearance

Science.gov (United States)

Erler, Engin

Tip clearance flow is the flow through the clearance between the rotor blade tip and the shroud of a turbomachine, such as compressors and turbines. This flow is driven by the pressure difference across the blade (aerodynamic loading) in the tip region and is a major source of loss in performance and aerodynamic stability in axial compressors of modern aircraft engines. An increase in tip clearance, either temporary due to differential radial expansion between the blade and the shroud during transient operation or permanent due to engine wear or manufacturing tolerances on small blades, increases tip clearance flow and results in higher fuel consumption and higher risk of engine surge. A compressor design that can reduce the sensitivity of its performance and aerodynamic stability to tip clearance increase would have a major impact on short and long-term engine performance and operating envelope. While much research has been carried out on improving nominal compressor performance, little had been done on desensitization to tip clearance increase beyond isolated observations that certain blade designs such as forward chordwise sweep, seem to be less sensitive to tip clearance size increase. The current project aims to identify through a computational study the flow features and associated mechanisms that reduces sensitivity of axial compressor rotors to tip clearance size and propose blade design strategies that can exploit these results. The methodology starts with the design of a reference conventional axial compressor rotor followed by a parametric study with variations of this reference design through modification of the camber line and of the stacking line of blade profiles along the span. It is noted that a simple desensitization method would be to reduce the aerodynamic loading of the blade tip which would reduce the tip clearance flow and its proportional contribution to performance loss. However, with the larger part of the work on the flow done in this

Cognitive Apprenticeship as an Instructional Strategy for Solving Corporate Training Challenges

Science.gov (United States)

Chan, Peter; Miller, Ronald; Monroe, Eula

2009-01-01

Cognitive apprenticeship is a teaching approach proponed by social constructivist educators that scaffolds upon students' "zones of proximal development" in authentic situations. It is an effective approach used by teachers of instructional technology when teaching student practitioners. Nevertheless, implementation of instructional design…

Efficacy of Self-Regulated Strategy Development Instruction for Developing Writers with and without Disabilities in Rural Schools: A Randomized Controlled Trial

Science.gov (United States)

Mason, Linda H.; Cramer, Anne Mong; Garwood, Justin D.; Varghese, Cheryl; Hamm, Jill; Murray, Allen

2017-01-01

A workshop with virtual consultation practice-based professional development model for self-regulated strategy development persuasive writing instruction was evaluated in a randomized controlled trial. Nineteen general education teachers and 564 Grade 5 and 6 students in 16 low-wealth rural schools participated. Following training, teachers…

Cognitive Load Theory and the Use of Worked Examples as an Instructional Strategy in Physics for Distance Learners: A Preliminary Study

Directory of Open Access Journals (Sweden)

Kim Guan SAW

2017-10-01

Full Text Available This article revisits the cognitive load theory to explore the use of worked examples to teach a selected topic in a higher level undergraduate physics course for distance learners at the School of Distance Education, Universiti Sains Malaysia. With a break of several years from receiving formal education and having only minimum science background, distance learners need an appropriate instructional strategy for courses that require complex conceptualization and mathematical manipulations. As the working memory is limited, distance learners need to acquire domain specific knowledge in stages to lessen cognitive load. This article charts a learning task with a lower cognitive load to teach Fermi-Dirac distribution and demonstrates the use of sequential worked examples. Content taught in stages using worked examples can be presented as a form of didactic conversation to reduce transactional distance. This instructional strategy can be applied to similar challenging topics in other well-structured domains in a distance learning environment.

Dielectrophoretic positioning of single nanoparticles on atomic force microscope tips for tip-enhanced Raman spectroscopy.

Science.gov (United States)

Leiterer, Christian; Deckert-Gaudig, Tanja; Singh, Prabha; Wirth, Janina; Deckert, Volker; Fritzsche, Wolfgang

2015-05-01

Tip-enhanced Raman spectroscopy, a combination of Raman spectroscopy and scanning probe microscopy, is a powerful technique to detect the vibrational fingerprint of molecules at the nanometer scale. A metal nanoparticle at the apex of an atomic force microscope tip leads to a large enhancement of the electromagnetic field when illuminated with an appropriate wavelength, resulting in an increased Raman signal. A controlled positioning of individual nanoparticles at the tip would improve the reproducibility of the probes and is quite demanding due to usually serial and labor-intensive approaches. In contrast to commonly used submicron manipulation techniques, dielectrophoresis allows a parallel and scalable production, and provides a novel approach toward reproducible and at the same time affordable tip-enhanced Raman spectroscopy tips. We demonstrate the successful positioning of an individual plasmonic nanoparticle on a commercial atomic force microscope tip by dielectrophoresis followed by experimental proof of the Raman signal enhancing capabilities of such tips. © 2015 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

Female high school biology students' biofilm-focused learning: The contributions of three instructional strategies to patterns in understanding and motivation

Science.gov (United States)

Ales, Jo Dale Hill

2000-12-01

This exploratory study examined three instructional strategies used with female high school biology students. The relative contributions of the strategies to student understanding of microbiology and motivation in science were analyzed. The science education community targeted underachievement in science by implementing changes in content and practices (NRC, 1996). Research suggested that teachers facilitate learnirig environments based on human constructivism (Mintzes, Wandersee, & Novak, 1997) that is rooted in meaningful learning theory (Ausubel, Novak & Hanesian, 1978). Teachers were advised to use both visual and verbal instructional strategies (Paivio, 1983) and encourage students to construct understandings by connecting new experiences to prior knowledge. The American Society for Microbiology supports the study of microorganisms because of their prominence in the biosphere (ASK 1997). In this study, two participating teachers taught selected microbiology concepts while focused on the cutting edge science of biofilms. Biology students accessed digitized biofilm images on an ASM web page and adapted them into products, communicated with biofilm researchers, and adapted a professional-quality instructional video for cross-age teaching. The study revealed improvements in understanding as evidenced on a written test; however, differences in learnirig outcomes were not significant. Other data, including student journal reflections, observations of student interactions, and student clinical interviews indicate that students were engaged in cutting edge science and adapted biofilm images in ways that increased understanding of microbiology (with respect to both science content and as a way of knowing) and motivation. An ASM CD-ROM of the images did not effectively enhance learning and this study provides insights into what could make it more successful. It also identifies why, in most cases, students' E-mail communication with biofilm researchers was unsuccessful

The effects of the interaction between cognitive style and instructional strategy on the educational outcomes for a science exhibit

Science.gov (United States)

Knappenberger, Naomi

This dissertation examines factors which may affect the educational effectiveness of science exhibits. Exhibit effectiveness is the result of a complex interaction among exhibit features, cognitive characteristics of the museum visitor, and educational outcomes. The purpose of this study was to determine the relative proportions of field-dependent and field-independent visitors in the museum audience, and to ascertain if the cognitive style of visitors interacted with instructional strategies to affect the educational outcomes for a computer-based science exhibit. Cognitive style refers to the self-consistent modes of selecting and processing information that an individual employs throughout his or her perceptual and intellectual activities. It has a broad influence on many aspects of personality and behavior, including perception, memory, problem solving, interest, and even social behaviors and self-concept. As such, it constitutes essential dimensions of individual differences among museum visitors and has important implications for instructional design in the museum. The study was conducted in the spring of 1998 at the Adler Planetarium and Astronomy Museum in Chicago. Two experimental treatments of a computer-based exhibit were tested in the study. The first experimental treatment utilized strategies designed for field-dependent visitors that limited the text and provided more structure and cueing than the baseline treatment of the computer program. The other experimental treatment utilized strategies designed for field-independent visitors that provided hypothesis-testing and more contextual information. Approximately two-thirds of the visitors were field-independent. The results of a multiple regression analysis indicated that there was a significant interaction between cognitive style and instructional strategy that affected visitors' posttest scores on a multiple-choice test of the content. Field-independent visitors out- performed the field

Behavior Management Strategies for Teachers: Achieving Instructional Effectiveness, Student Success, and Student Motivation--Every Teacher and Any Student Can! 2nd Edition.

Science.gov (United States)

Harlan, Joan C.; Rowland, Sidney T.

This book provides tested methods for teachers to use in their behavior management and instructional efforts, offering strategies for maintaining and increasing appropriate behaviors as well as preventing and remediating inappropriate behaviors. Section 1, "Understanding Behavior and Selected Models," includes (1) "Understanding…

Light production by the arm tips of the deep-sea cephalopod Vampyroteuthis infernalis.

Science.gov (United States)

Robison, Bruce H; Reisenbichler, Kim R; Hunt, James C; Haddock, Steven H D

2003-10-01

The archaic, deep-sea cephalopod Vampyroteuthis infernalis occurs in dark, oxygen-poor waters below 600 m off Monterey Bay, California. Living specimens, collected gently with a remotely operated vehicle (ROV) and quickly transported to a laboratory ashore, have revealed two hitherto undescribed means of bioluminescent expression for the species. In the first, light is produced by a new type of organ located at the tips of all eight arms. In the second, a viscous fluid containing microscopic luminous particles is released from the arm tips to form a glowing cloud around the animal. Both modes of light production are apparently linked to anti-predation strategies. Use of the tip-lights is readily educed by contact stimuli, while fluid expulsion has a much higher triggering threshold. Coelenterazine and luciferase are the chemical precursors of light production. This paper presents observations on the structure and operation of the arm-tip light organs, the character of the luminous cloud, and how the light they produce is incorporated into behavioral patterns.

Understanding and Mitigating Tip Leakage and Endwall Losses in High Pressure Ratio Cores

Science.gov (United States)

Christophel, Jesse

2015-01-01

Reducing endwall and tip secondary flow losses will be a key enabler for the next generation of commercial and military air transport and will be an improvement on the state-of-the-art in turbine loss reduction strategies. The objective of this research is three-fold: 1) To improve understanding of endwall secondary flow and tip clearance losses 2) To develop novel technologies to mitigate these losses and test them in low-speed cascade and rig environments 3) To validate predictive tools To accomplish these objectives, Pratt & Whitney (P&W) has teamed with Pennsylvania State University (PSU) to experimentally test new features designed by P&W. P&W will create new rim-cavity features to reduce secondary flow loss and improve purge flow cooling effectiveness and new blade tip features to manage leakage flows and reduce tip leakage secondary flow loss. P&W is currently developing technologies in these two areas that expect to be assimilated in the N+2/N+3 generation of commercial engines.

Assessing the Reliability of Merging Chickering & Gamson's Seven Principles for Good Practice with Merrill's Different Levels of Instructional Strategy (DLISt7)

Science.gov (United States)

Jabar, Syaril Izwann; Albion, Peter R.

2016-01-01

Based on Chickering and Gamson's (1987) Seven Principles for Good Practice, this research project attempted to revitalize the principles by merging them with Merrill's (2006) Different Levels of Instructional Strategy. The aim was to develop, validate, and standardize a measurement instrument (DLISt7) using a pretest-posttest Internet…

Teaching Writing Strategies

Directory of Open Access Journals (Sweden)

Zaououi,Merbouh

2010-03-01

Full Text Available Developing learners’ writing skills has been of concern for a long time in education. Students studying English in our educational institutions have been found to face problems mainly in writing, making them unable to cope with the institution’s literacy expectations. However, these students may be able to develop writing skills significantly with positive instructional attitudes towards the errors they make and awareness on the teachers’ part of learner problems. That is why they should improve classroom writing instruction to address the serious problem of students writing difficult. Teaching strategies has shown a dramatic effect on the quality of students’ writing. Strategy instruction involves explicitly and systematically teaching steps necessary to use strategies independently. The following table will explain the above ideas.

Safety Tips: Basketball (For Parents)

Science.gov (United States)

... Staying Safe Videos for Educators Search English Español Safety Tips: Basketball KidsHealth / For Parents / Safety Tips: Basketball ... make sure they follow these tips. Why Basketball Safety Is Important Fortunately, very few basketball injuries are ...

Does strategy instruction on the Rey-Osterrieth Complex Figure task lead to transferred performance improvement on the Modified Taylor Complex Figure task? A randomized controlled trial in school-aged children.

Science.gov (United States)

Resch, Christine; Keulers, Esther; Martens, Rosa; van Heugten, Caroline; Hurks, Petra

2018-04-05

Providing children with organizational strategy instruction on the Rey Osterrieth Complex Figure (ROCF) has previously been found to improve organizational and accuracy performance on this task. It is unknown whether strategy instruction on the ROCF would also transfer to performance improvement on copying and the recall of another complex figure. Participants were 98 typically developing children (aged 9.5-12.6 years, M = 10.6). Children completed the ROCF (copy and recall) as a pretest. Approximately a month later, they were randomized to complete the ROCF with strategy instruction in the form of a stepwise administration of the ROCF or again in the standard format. All children then copied and recalled the Modified Taylor Complex Figure (MTCF). All productions were assessed in terms of organization, accuracy and completion time. Organization scores for the MTCF did not differ for the two groups for the copy production, but did differ for the recall production, indicating transfer. Accuracy and completion times did not differ between groups. Performance on all measures, except copy accuracy, improved between pretest ROCF and posttest MTCF production for both groups, suggesting practice effects. Findings indicate that transfer of strategy instruction from one complex figure to another is only present for organization of recalled information. The increase in RCF-OSS scores did not lead to a higher accuracy or a faster copy or recall.

Transjugular Intrahepatic Portosystemic Shunt (TIPS)

Medline Plus

Full Text Available ... the liver). Portal hypertension can also occur in children, although children are much less likely to require a TIPS. ... intentionally to solve the problem. Although extremely rare, children may also require a TIPS procedure. TIPS in ...

Delivering Instruction to Adult Learners. Revised Edition.

Science.gov (United States)

Cantor, Jeffrey A.

This one-stop guide for trainers and educators of adults in industry, business, or the professions details a results-oriented instructional strategy that is based on the following principles for instructing adults effectively: (1) act as a leader, helper, guide, change agent, coordinator, and facilitator of learning; (2) promote active…

The Affection of Student Ratings of Instruction toward EFL Instructors

Science.gov (United States)

Chen, Yingling

2018-01-01

Student ratings of instruction can be a valuable indicator of teaching because the quality measurement of instruction identifies areas where improvement is needed. Student ratings of instruction are expected to evaluate and enhance the teaching strategies. Evaluation of teaching effectiveness has been officially implemented in Taiwanese higher…

Applying an Experiential Learning Model to the Teaching of Gateway Strategy Board Games

Directory of Open Access Journals (Sweden)

Aiko Sato

2016-01-01

Full Text Available The board game hobby has rapidly grown and evolved in recent years, but most of the non-digital games lack tips and tutorials and remain difficult to learn and teach effectively. In this project, we integrated a popular hobbyist approach to teaching modern strategy games with classical experiential learning elements (i.e., demonstration, observation, reflection, discussion and repeated experiences. We tested our model by teaching two modern board games to Japanese high school and university students. Questionnaires, gameplay data, self-ratings and discussions showed improved understanding and enjoyment, more strategic play and more interest in modern board games over the course of the instructional sequence. The model's repetition (the participants played each game three times was rated the most useful in terms of learning the games. Overall, the integrated model was largely successful in teaching strategy board games to new players, and we offer several recommendations for teachers, designers and researchers of board games.

Tip off the HAT- Epigenetic control of learning and memory by Drosophila Tip60.

Science.gov (United States)

Xu, Songjun; Elefant, Felice

2015-01-01

Disruption of epigenetic gene control mechanisms involving histone acetylation in the brain causes cognitive impairment, a debilitating hallmark of most neurodegenerative disorders. Histone acetylation regulates cognitive gene expression via chromatin packaging control in neurons. Unfortunately, the histone acetyltransferases (HATs) that generate such neural epigenetic signatures and their mechanisms of action remain unclear. Our recent findings provide insight into this question by demonstrating that Tip60 HAT action is critical for morphology and function of the mushroom body (MB), the learning and memory center in the Drosophila brain. We show that Tip60 is robustly produced in MB Kenyon cells and extending axonal lobes and that targeted MB Tip60 HAT loss results in axonal outgrowth disruption. Functional consequences of loss and gain of Tip60 HAT levels in the MB are evidenced by defects in memory. Tip60 ChIP-Seq analysis reveals enrichment for genes that function in cognitive processes and accordingly, key genes representing these pathways are misregulated in the Tip60 HAT mutant fly brain. Remarkably, increasing levels of Tip60 in the MB rescues learning and memory deficits resulting from Alzheimer's disease associated amyloid precursor protein (APP) induced neurodegeneration. Our studies highlight the potential of HAT activators as a therapeutic option for cognitive disorders.

Total Telephone Tips.

Science.gov (United States)

Corder, Lloyd E.; And Others

This manual of telephone behavior tips for business and sales professionals offers ways to handle the disgruntled caller and makes suggestions on topics relevant to the telephone. The manual is divided into the following sections and subsections: (1) Common Courtesy (staff tips, answering the telephone, screening calls, transferring calls, taking…

Understanding the Condemnation Process in Texas. Teachers Instructional Packet, TIP No. 8, Fall 1985.

Science.gov (United States)

Texas A and M Univ., College Station. Texas Real Estate Research Center.

Part of a series of classroom aids designed for real estate instructors, this instructional packet was developed to help real estate students understand where the power to condemn property comes from, which entities have this power, what the condemnation procedure is in Texas, and how property rights are best protected. First, information about…

The effect of full coverage winglets on tip leakage aerodynamics over the plane tip in a turbine cascade

International Nuclear Information System (INIS)

Lee, Sang Woo; Cheon, Joo Hong; Zhang, Qiang

2014-01-01

Highlights: • The effect of full coverage (FC) winglets on tip leakage aerodynamics is tested. • A qualitative tip gap flow model for the FC winglet is suggested. • The FC winglet of w/p = 10.55% is considered an optimal one for the plane tip. -- Abstract: The effect of full coverage (FC) winglets on tip leakage aerodynamics over the plane tip in a turbine cascade has been investigated with the variation of winglet width (w) up to w/p = 15.83% for a tip gap-to-span (chord) ratio of h/s = 1.36% (h/c = 2.0%). A qualitative tip gap flow model for the FC winglet is suggested on the bases of the near-tip surface flow visualizations. As w/p increases, the passage vortex tends to be weakened meanwhile the tip leakage vortex becomes stronger and wall-jet-like. With an increment of w/p, the mass-averaged aerodynamic loss all over the measurement plane decreases steeply up to w/p = 10.55% and then becomes almost unchanged. Thus, the FC winglet of w/p = 10.55% is considered an optimal one for the plane tip. With respect to the baseline plane tip without winglet, the maximum mass-averaged loss reduction by installing the FC winglet on the plane tip is still somewhat smaller than that by employing the cavity squealer rim on the plane tip surface

Oracle database 12c release 2 in-memory tips and techniques for maximum performance

CERN Document Server

Banerjee, Joyjeet

2017-01-01

This Oracle Press guide shows, step-by-step, how to optimize database performance and cut transaction processing time using Oracle Database 12c Release 2 In-Memory. Oracle Database 12c Release 2 In-Memory: Tips and Techniques for Maximum Performance features hands-on instructions, best practices, and expert tips from an Oracle enterprise architect. You will learn how to deploy the software, use In-Memory Advisor, build queries, and interoperate with Oracle RAC and Multitenant. A complete chapter of case studies illustrates real-world applications. • Configure Oracle Database 12c and construct In-Memory enabled databases • Edit and control In-Memory options from the graphical interface • Implement In-Memory with Oracle Real Application Clusters • Use the In-Memory Advisor to determine what objects to keep In-Memory • Optimize In-Memory queries using groups, expressions, and aggregations • Maximize performance using Oracle Exadata Database Machine and In-Memory option • Use Swingbench to create d...

Effectiveness of Word Solving: Integrating Morphological Problem-Solving within Comprehension Instruction for Middle School Students

Science.gov (United States)

Goodwin, Amanda P.

2016-01-01

This study explores the effectiveness of integrating morphological instruction within comprehension strategy instruction. Participants were 203 students (N = 117 fifth-grade; 86 sixth-grade) from four urban schools who were randomly assigned to the intervention (N = 110; morphological problem-solving within comprehension strategy instruction) or…

PROPOSAL FOR A MOOC INSTRUCTIONAL DESIGN BASED ON THE THEORY DEVELOPMENT AND MASTERY LEARNIG

Directory of Open Access Journals (Sweden)

José Emilio Sánchez-García

2016-07-01

Full Text Available The first massive open online courses cMOOC lacked an instructional design and have now shifted to models that have an instructional design called xMOOC. This document makes a proposal instructional design for MOOC using the simplified adaptive method SAM inspired by the theory development and strategy of Mastery Learning as part of the research method based on the design of the qualitative paradigm. The results explain and justify the procedure used for the preparation of instructional design. The conclusion that has been reached is that both SAM and strategy Mastery Learning has allowed the instructional design for MOOC easily with emphasis in practice but supported with theoretical, personalized basis by tracking post and considering the learning strategy for the domain.

Designing Preclinical Instruction for Psychomotor Skills (III)--Instructional Engineering: Design Phase.

Science.gov (United States)

Guenzel, Pamela J.; And Others

1995-01-01

In the third of a series of articles on teaching psychomotor skills in dental education, the design of instructional materials is discussed. Steps include identifying appropriate teaching strategies for the tasks; organizing and sequencing subskills; identifying and collecting common errors; and drafting learning exercises for each subskill. (MSE)

Risk-analysis of global climate tipping points

Energy Technology Data Exchange (ETDEWEB)

Frieler, Katja; Meinshausen, Malte; Braun, N [Potsdam Institute for Climate Impact Research e.V., Potsdam (Germany). PRIMAP Research Group; and others

2012-09-15

There are many elements of the Earth system that are expected to change gradually with increasing global warming. Changes might prove to be reversible after global warming returns to lower levels. But there are others that have the potential of showing a threshold behavior. This means that these changes would imply a transition between qualitatively disparate states which can be triggered by only small shifts in background climate (2). These changes are often expected not to be reversible by returning to the current level of warming. The reason for that is, that many of them are characterized by self-amplifying processes that could lead to a new internally stable state which is qualitatively different from before. There are different elements of the climate system that are already identified as potential tipping elements. This group contains the mass losses of the Greenland and the West-Antarctic Ice Sheet, the decline of the Arctic summer sea ice, different monsoon systems, the degradation of coral reefs, the dieback of the Amazon rainforest, the thawing of the permafrost regions as well as the release of methane hydrates (3). Crucially, these tipping elements have regional to global scale effects on human society, biodiversity and/or ecosystem services. Several examples may have a discernable effect on global climate through a large-scale positive feedback. This means they would further amplify the human induced climate change. These tipping elements pose risks comparable to risks found in other fields of human activity: high-impact events that have at least a few percent chance to occur classify as high-risk events. In many of these examples adaptation options are limited and prevention of occurrence may be a more viable strategy. Therefore, a better understanding of the processes driving tipping points is essential. There might be other tipping elements even more critical but not yet identified. These may also lie within our socio-economic systems that are

HotTips for Speakers: 25 Surefire Ways To Engage and Captivate Any Group or Audience.

Science.gov (United States)

Abernathy, Rob; Reardon, Mark

From managing stage fright to keeping the audience hanging on their every word, experienced public speakers have the techniques to make every presentation memorable. This book contains a collection of 25 strategies for public speaking that have already worked for many people. Each "HotTip" (strategy) has been tested and used with…

CFD analysis of cloud cavitation on three tip-modified propellers with systematically varied tip geometry

DEFF Research Database (Denmark)

Shin, K. W.; Andersen, Poul

2015-01-01

The blade tip loading is often reduced as an effort to restrain sheet and tip vortex cavitation in the design of marine propellers. This CFD analysis demonstrates that an excessive reduction of the tip loading can cause cloud cavitation responsible for much of noise and surface erosion. Detached...

Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?

Science.gov (United States)

Henderson, Charles; Dancy, Melissa; Niewiadomska-Bugaj, Magdalena

2012-12-01

During the fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty across the United States (50.3% response rate). This paper presents partial results to describe how 20 potential predictor variables correlate with faculty knowledge about and use of research-based instructional strategies (RBIS). The innovation-decision process was conceived of in terms of four stages: knowledge versus no knowledge, trial versus no trial, continuation versus discontinuation, and high versus low use. The largest losses occur at the continuation stage, with approximately 1/3 of faculty discontinuing use of all RBIS after trying one or more of these strategies. Nine of the predictor variables were statistically significant for at least one of these stages when controlling for other variables. Knowledge and/or use of RBIS are significantly correlated with reading teaching-related journals, attending talks and workshops related to teaching, attending the physics and astronomy new faculty workshop, having an interest in using more RBIS, being female, being satisfied with meeting instructional goals, and having a permanent, full-time position. The types of variables that are significant at each stage vary substantially. These results suggest that common dissemination strategies are good at creating knowledge about RBIS and motivation to try a RBIS, but more work is needed to support faculty during implementation and continued use of RBIS. Also, contrary to common assumptions, faculty age, institutional type, and percentage of job related to teaching were not found to be barriers to knowledge or use at any stage. High research productivity and large class sizes were not found to be barriers to use of at least some RBIS.

Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?

Directory of Open Access Journals (Sweden)

Charles Henderson

2012-07-01

Full Text Available During the fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty across the United States (50.3% response rate. This paper presents partial results to describe how 20 potential predictor variables correlate with faculty knowledge about and use of research-based instructional strategies (RBIS. The innovation-decision process was conceived of in terms of four stages: knowledge versus no knowledge, trial versus no trial, continuation versus discontinuation, and high versus low use. The largest losses occur at the continuation stage, with approximately 1/3 of faculty discontinuing use of all RBIS after trying one or more of these strategies. Nine of the predictor variables were statistically significant for at least one of these stages when controlling for other variables. Knowledge and/or use of RBIS are significantly correlated with reading teaching-related journals, attending talks and workshops related to teaching, attending the physics and astronomy new faculty workshop, having an interest in using more RBIS, being female, being satisfied with meeting instructional goals, and having a permanent, full-time position. The types of variables that are significant at each stage vary substantially. These results suggest that common dissemination strategies are good at creating knowledge about RBIS and motivation to try a RBIS, but more work is needed to support faculty during implementation and continued use of RBIS. Also, contrary to common assumptions, faculty age, institutional type, and percentage of job related to teaching were not found to be barriers to knowledge or use at any stage. High research productivity and large class sizes were not found to be barriers to use of at least some RBIS.

Tips on Blood Testing

Science.gov (United States)

... Test Pain, Discomfort and Anxiety Tips to Help Children through Their Medical Tests Tips to Help the Elderly through Their Medical Tests Find Us On Social Media: Facebook Twitter Google Plus Footer Menu Home About ...

Motivational Qualities of Instructional Strategies and Computer Use for Mathematics Teaching in Japan and the United States: Results from the Timss 1999 Assessment.

Science.gov (United States)

House, J. Daniel

2005-01-01

Recent mathematics assessments have indicated that students in several Asian countries have tended to score above international averages. Research findings indicate that there are cultural differences in expectations for student achievement in mathematics and in classroom practices and instructional strategies. The importance of the motivational…

A novel tracking tool for the analysis of plant-root tip movements

International Nuclear Information System (INIS)

Russino, A; Ascrizzi, A; Popova, L; Tonazzini, A; Mancuso, S; Mazzolai, B

2013-01-01

The growth process of roots consists of many activities, such as exploring the soil volume, mining minerals, avoiding obstacles and taking up water to fulfil the plant's primary functions, that are performed differently, depending on environmental conditions. Root movements are strictly related to a root decision strategy, which helps plants to survive under stressful conditions by optimizing energy consumption. In this work, we present a novel image-analysis tool to study the kinematics of the root tip (apex), named analyser for root tip tracks (ARTT). The software implementation combines a segmentation algorithm with additional software imaging filters in order to realize a 2D tip detection. The resulting paths, or tracks, arise from the sampled tip positions through the acquired images during the growth. ARTT allows work with no markers and deals autonomously with new emerging root tips, as well as handling a massive number of data relying on minimum user interaction. Consequently, ARTT can be used for a wide range of applications and for the study of kinematics in different plant species. In particular, the study of the root growth and behaviour could lead to the definition of novel principles for the penetration and/or control paradigms for soil exploration and monitoring tasks. The software capabilities were demonstrated by experimental trials performed with Zea mays and Oryza sativa. (paper)

The pedagogy of argumentation in science education: science teachers' instructional practices

Science.gov (United States)

Özdem Yilmaz, Yasemin; Cakiroglu, Jale; Ertepinar, Hamide; Erduran, Sibel

2017-07-01

Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation. Consequently, teachers' pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers' theory and pedagogy of argumentation. Data sources included the participants' video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants' written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ‌St‌‌rategies for ‌Argumentation, and Meta-strategic Instructional ‌St‌‌rategies for ‌Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers' instructional practices while they are implementing argumentation-based lessons.

Analyzing Archival Intelligence: A Collaboration Between Library Instruction and Archives

Directory of Open Access Journals (Sweden)

Merinda Kaye Hensley

2014-07-01

Full Text Available Although recent archival scholarship promotes the use of primary sources for developing students’ analytical research skills, few studies focus on standards or protocols for teaching or assessing archival instruction. Librarians have designed and tested standards and learning assessment strategies for library instruction and archivists would do well to collaborate with and learn from their experience. This study examines lessons learned from one such collaboration between an instructional services librarian and archivist to evaluate and enhance archival instruction in the University Archives’ Student Life and Culture Archival Program (SLC Archives at the University of Illinois at Urbana-Champaign Library. Based on evaluative data from a student survey and in-depth interviews, the authors offer strategies for meeting and exceeding learning outcomes for archival intelligence more successfully.

Chemically etched fiber tips for near-field optical microscopy: a process for smoother tips.

Science.gov (United States)

Lambelet, P; Sayah, A; Pfeffer, M; Philipona, C; Marquis-Weible, F

1998-11-01

An improved method for producing fiber tips for scanning near-field optical microscopy is presented. The improvement consists of chemically etching quartz optical fibers through their acrylate jacket. This new method is compared with the previous one in which bare fibers were etched. With the new process the meniscus formed by the acid along the fiber does not move during etching, leading to a much smoother surface of the tip cone. Subsequent metallization is thus improved, resulting in better coverage of the tip with an aluminum opaque layer. Our results show that leakage can be avoided along the cone, and light transmission through the tip is spatially limited to an optical aperture of a 100-nm dimension.

ADHD: Tips to Try

Science.gov (United States)

... Staying Safe Videos for Educators Search English Español ADHD: Tips to Try KidsHealth / For Teens / ADHD: Tips to Try Print en español TDAH: Consejos que puedes probar ADHD , short for attention deficit hyperactivity disorder , is a ...

Disciplining young children: the role of verbal instructions and reasoning.

Science.gov (United States)

Blum, N J; Williams, G E; Friman, P C; Christophersen, E R

1995-08-01

Pediatricians are often asked to advise parents who are having difficulty managing the oppositional behaviors of their toddlers and preschool-age children. A large number of articles provide advice to pediatricians and parents on effective disciplinary strategies. However, despite the fact that verbal explanations, reasoning, and instructions are commonly used by parents, few articles directly address the use of these strategies to affect children's behavior. In this paper, we review studies that explicitly investigate the ability of adults' verbal explanations or instructions to alter the behavior of young children. These studies suggest that under most circumstances, verbal explanations and instructions are not effective in changing young children's problem behaviors. We then discuss how theories in developmental and behavioral psychology help explain the limitations of using verbal reasoning and instructions to change young children's problem behaviors. Finally, we provide some recommendations for parents on the use of verbal explanations and instructions in disciplining young children.

Magnet pole tips

Science.gov (United States)

Thorn, Craig E.; Chasman, Chellis; Baltz, Anthony J.

1984-04-24

An improved magnet which more easily provides a radially increasing magnetic field, as well as reduced fringe field and requires less power for a given field intensity. The subject invention comprises a pair of spaced, opposed magnetic poles which further comprise a pair of pole roots, each having a pole tip attached to its center. The pole tips define the gap between the magnetic poles and at least a portion of each pole tip is separated from its associated pole root. The separation begins at a predetermined distance from the center of the pole root and increases with increasing radial distance while being constant with azimuth within that portion. Magnets in accordance with the subject invention have been found to be particularly advantageous for use in large isochronous cyclotrons.

Effect of Relative Movement between the Shroud and Blade on Tip Leakage Flow Characteristics

Directory of Open Access Journals (Sweden)

Xiaochun Wang

2017-10-01

Full Text Available An experimental and numerical investigation into the tip leakage flow of a turbine rotor is carried out using a particle image velocimetry (PIV system and the commercial software ANSYS CFX 14.0. The specimen used in this work is a typical GE-E3 model with a new squealer tip design. The experimental data are used to create a turbulence model and numerical strategy. Through the validated turbulence model and numerical strategy, simulations are carried out to compare the characteristics of the tip leakage flow in three cases: (1 the blade is rotating, but the shroud is stationary, which is the real status of turbine rotor operation; (2 the blade is stationary, but the shroud moves, to simulate their relative movement; (3 the blade is stationary, and the shroud is also stationary, this is a simplified case, but has been widely used in the experiments on rotor tip leakage flow. Detailed analysis of the flow phenomena shows that the second case is a reasonable alternative approach to simulate the real state. However, the flow patterns in the third case exhibit some evident differences from the real status. These differences are caused by the inaccurate viscous force arising from the stationary blade and shroud. In this work, a modification method for the experiments conducted in the third case is firstly proposed, which is realized through adding an imaginary roughness at the shroud wall to be close to the real viscous effect, and to thereby reduce the deviation of the experiment from the real case. According to the results calculated by ANSYS CFX, the flow structure in the modification case is very close to the real status. Besides, this modification case is an easy and cheap way to simulate the real tip leakage flow.

WWC Review of the Report "The Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students of Varying Ability." What Works Clearinghouse Single Study Review

Science.gov (United States)

What Works Clearinghouse, 2014

2014-01-01

A recent study, "The Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students of Varying Ability," examined the effectiveness of "Solve It!," a program intended to improve the problem-solving skills of seventh-grade math students. During the program, students are taught cognitive strategies of…

Instructional games in allied health education.

Science.gov (United States)

Meyer, M A

1980-08-01

A theoretical framework and practical suggestions for incorporating games and simulation into allied health instruction are presented. Research findings that support the use of educational simulation/games as a tool for higher cognitive learning are discussed. Examples and step-by-step instructions are given to help allied health educatiors and students write their own simulation games, try them out, evaluate them, and incorporate them into classroom use to stimulate interaction. Advantages of using educational simulation/games in allied health education as well as possible disadvantages of this teaching strategy are discussed. Use of instructional games to enhance teaching effectiveness as measured by student achievement in the allied health fields is emphasized.

Only reappraisers profit from reappraisal instructions: Effects of instructed and habitual reappraisal on stress responses during interpersonal conflicts.

Science.gov (United States)

Mauersberger, Heidi; Hoppe, Annekatrin; Brockmann, Gudrun; Hess, Ursula

2018-04-22

Conflicts are an undesirable yet common aspect of daily interactions with wide-ranging negative consequences. The present research aimed to examine the buffering effect of experimentally instructed reappraisal on self-reported, physiological and behavioral stress indices during interpersonal conflicts, taking into account habitual emotion regulation strategies. For this, 145 participants experienced a standardized laboratory conflict with the instruction to either reappraise (n = 48), to suppress (n = 50), or with no instruction (n = 47) while cardiovascular and neuroendocrine measures were taken. Participants were allowed to eat sweet and salty snacks during the conflict situation. Prior to as well as after the conflict, participants reported on their subjective stress level. Reappraisal instructions were only effective for high habitual reappraisers who exhibited lower cardiovascular and cortisol reactivity and demonstrated fewer snack-eating behaviors under reappraisal instructions than under suppression or no instructions. The opposite pattern emerged for low habitual reappraisers. Neither experimentally instructed nor habitual reappraisal by itself reduced the negative effects of conflicts. Our findings complement the literature on the diverging effects of instructed reappraisal in tense social interactions. © 2018 Society for Psychophysiological Research.

Can pictures promote the acquisition of sight-word reading? An evaluation of two potential instructional strategies.

Science.gov (United States)

Richardson, Amy R; Lerman, Dorothea C; Nissen, Melissa A; Luck, Kally M; Neal, Ashley E; Bao, Shimin; Tsami, Loukia

2017-01-01

Sight-word instruction can be a useful supplement to phonics-based methods under some circumstances. Nonetheless, few studies have evaluated the conditions under which pictures may be used successfully to teach sight-word reading. In this study, we extended prior research by examining two potential strategies for reducing the effects of overshadowing when using picture prompts. Five children with developmental disabilities and two typically developing children participated. In the first experiment, the therapist embedded sight words within pictures but gradually faded in the pictures as needed using a least-to-most prompting hierarchy. In the second experiment, the therapist embedded text-to-picture matching within the sight-word reading sessions. Results suggested that these strategies reduced the interference typically observed with picture prompts and enhanced performance during teaching sessions for the majority of participants. Text-to-picture matching also accelerated mastery of the sight words relative to a condition under which the therapist presented text without pictures. © 2016 Society for the Experimental Analysis of Behavior.

The effect of self-regulated strategy instruction and behavioral consultation on motivation : A longitudinal study on the effect of school-based interventions in secondary education.

NARCIS (Netherlands)

Minnaert, Alexander; Prince, Arnout; Opdenakker, Marie

2017-01-01

Studies show a decrease in students’ motivation in secondary education. Hence, it was investigated whether training of teachers could stop this decline. Two interventions were implemented in prevocational secondary education, being self-regulated strategy instruction and behavioral consultation

Numerical investigation of three wind turbine blade tips

Energy Technology Data Exchange (ETDEWEB)

Johansen, J.; Soerensen, N.N.

2002-08-01

The complex three-dimensional flow around three different tip shapes on a rotating wind turbine blade is investigated and analyzed using Computational Fluid Dynamics. Differences in production, flap wise bending moments and forces are discussed. A method for determining the local inflow angle of attack is presented and further analysis is performed on lift and drag coefficients. It is shown that the original Standard tip results in a more concentrated tip vortex leading to a steeper gradient on both tangential and normal forces when approaching the tip, whereas the two tapered tips show a more flat behavior. This again leads to lower flap wise bending moments and lower production for the Standard tip compared to the two tapered tips. At 12 m/s, though, the Swept tip shows a separation pattern on the surface. This separation causes a decrease in normal force and an increase in tangential force. The Taper tip keeps the higher loading causing the flap wise bending moment to be higher as seen in measurements. To determine the radial variation of lift and drag coefficients the local inflow angle of attack is determined. It is shown that the Standard tip experiences a slightly larger angle of attack at the tip compared to the two tapered tips. The lift coefficients are kept at a more constant level for the two tapered tips due to the decrease in chord, while the drag coefficients actually decrease for the two tapered tips, especially for the Swept tip. For the Swept tip at 12 m/s both lift and drag coefficients changed considerably due to the separation. Differences in aerodynamic damping of the three tips were investigated using HAWCDAMP. The Standard tip seems to be slightly less damped with respect to the edgewise vibrations. (au)

Dynamic assessment and instructional strategies for learners who struggle to learn a foreign language.

Science.gov (United States)

Schneider, E; Ganschow, L

2000-01-01

In this paper the authors discuss how the concept of dynamic (cognitive) assessment and instruction might relate to the assessment and instruction of at-risk foreign/second language learners. They describe its relevance to a diagnostic/prescriptive approach to instruction for teaching a foreign language to students with identified dyslexia and other at-risk students. They explain how to assess learners' knowledge of the native/foreign/second language through questions and guided discovery. Examples in German and English illustrate its application to foreign/second language instruction.

Instructional Style Meets Classroom Design.

Science.gov (United States)

Novelli, Joan

1991-01-01

Nine elementary teachers explain how they design their classrooms to match and support their instructional styles. The teachers focus on whole language programs, student portfolios, science activity set-ups, technology transformation, learning center strategies, and space utilization. (SM)

Lightning Safety Tips and Resources

Science.gov (United States)

... Services Careers Contact Us Glossary Safety National Program Lightning Safety Tips and Resources Weather.gov > Safety > Lightning Safety Tips and Resources Lightning Resources Lightning strikes ...

Tip Cells in Angiogenesis

NARCIS (Netherlands)

M.G. Dallinga (Marchien); S.E.M. Boas (Sonja); I. Klaassen (Ingeborg); R.M.H. Merks (Roeland); C.J.F. van Noorden; R.O. Schlingemann (Reinier)

2015-01-01

htmlabstractIn angiogenesis, the process in which blood vessel sprouts grow out from a pre-existing vascular network, the so-called endothelial tip cells play an essential role. Tip cells are the leading cells of the sprouts; they guide following endothelial cells and sense their environment for

Tip model of cold fission

International Nuclear Information System (INIS)

Goennenwein, F.; Boersig, B.

1991-01-01

Cold fission is defined to be the limiting case of nuclear fission where virtually all of the available energy is converted into the total kinetic energy of the fragments. The fragments have, therefore, to be born in or at least close to their respective ground states. Starting from the viewpoint that cold fission corresponds to most compact scission configurations, energy constraints have been exploited to calculate minimum tip distances between the two nascent fragments in binary fission. Crucial input parameters to this tip model of cold fission are the ground-state deformations of fragment nuclei. It is shown that the minimum tip distances being compatible with energy conservation vary strongly with both the mass and charge fragmentation of the fission prone nucleus. The tip distances refer to nuclei with equivalent sharp surfaces. In keeping with the size of the surface width of leptodermous nuclei, only configurations where the tip distances are smaller than a few fm may be considered as valid scission configurations. From a comparison with experimental data on cold fission this critical tip distance appears to be 3.0 fm for the model parameters chosen. Whenever the model calculation yields tip distances being smaller than the critical value, a necessary condition for attaining cold fission is considered to be fulfilled. It is shown that this criterion allows to understand in fair agreement with experiment which mass fragmentations are susceptible to lead to cold fission and which fragment-charge divisions are the most favored in each isobaric mass chain. Being based merely on energy arguments, the model cannot aim at predicting fragment yields in cold fission. However, the tip model proposed appears well suited to delineate the phase space where cold fission phenomena may come into sight. (orig.)

A Fallibilistic Model for Instruction

Science.gov (United States)

Dawson, A. J.

1971-01-01

Discusses models in inquiry and of instruction based on critical Fallibilistic philosophy, developed by Karl R. Popper, which holds that all knowledge grows by conjecture and refutation. Classroom applications of strategies which result from the model are presented. (JP)

Improve Student Understanding Ability Through Gamification in Instructional Media Based Explicit Instruction

Science.gov (United States)

Firdausi, N.; Prabawa, H. W.; Sutarno, H.

2017-02-01

In an effort to maximize a student’s academic growth, one of the tools available to educators is the explicit instruction. Explicit instruction is marked by a series of support or scaffold, where the students will be guided through the learning process with a clear statement of purpose and a reason for learning new skills, a clear explanation and demonstration of learning targets, supported and practiced with independent feedback until mastery has been achieved. The technology development trend of todays, requires an adjustment in the development of learning object that supports the achievement of explicit instruction targets. This is where the gamification position is. In the role as a pedagogical strategy, the use of gamification preformance study class is still relatively new. Gamification not only use the game elements and game design techniques in non-game contexts, but also to empower and engage learners with the ability of motivation on learning approach and maintains a relaxed atmosphere. With using Reseach and Development methods, this paper presents the integration of technology (which in this case using the concept of gamification) in explicit instruction settings and the impact on the improvement of students’ understanding.

Early warning of climate tipping points

Science.gov (United States)

Lenton, Timothy M.

2011-07-01

A climate 'tipping point' occurs when a small change in forcing triggers a strongly nonlinear response in the internal dynamics of part of the climate system, qualitatively changing its future state. Human-induced climate change could push several large-scale 'tipping elements' past a tipping point. Candidates include irreversible melt of the Greenland ice sheet, dieback of the Amazon rainforest and shift of the West African monsoon. Recent assessments give an increased probability of future tipping events, and the corresponding impacts are estimated to be large, making them significant risks. Recent work shows that early warning of an approaching climate tipping point is possible in principle, and could have considerable value in reducing the risk that they pose.

Best practices in writing instruction

CERN Document Server

Fitzgerald, Jill; MacArthur, Charles A

2014-01-01

An indispensable teacher resource and course text, this book presents evidence-based practices for helping all K-12 students develop their skills as writers. Every chapter draws clear connections to the Common Core State Standards (CCSS). Leading authorities describe how to teach the skills and strategies that students need to plan, draft, evaluate, and revise multiple types of texts. Also addressed are ways for teachers to integrate technology into the writing program, use assessment to inform instruction, teach writing in the content areas, and tailor instruction for English language learner

When regulating emotions at work pays off: a diary and an intervention study on emotion regulation and customer tips in service jobs.

Science.gov (United States)

Hülsheger, Ute R; Lang, Jonas W B; Schewe, Anna F; Zijlstra, Fred R H

2015-03-01

We investigated the relationship between deep acting, automatic regulation and customer tips with 2 different study designs. The first study was a daily diary study using a sample of Dutch waiters and taxi-drivers and assessed the link of employees' daily self-reported levels of deep acting and automatic regulation with the amount of tips provided by customers (N = 166 measurement occasions nested in 34 persons). Whereas deep acting refers to deliberate attempts to modify felt emotions and involves conscious effort, automatic regulation refers to automated emotion regulatory processes that result in the natural experience of desired emotions and do not involve deliberate control and effort. Multilevel analyses revealed that both types of emotion regulation were positively associated with customer tips. The second study was an experimental field study using a sample of German hairdressers (N = 41). Emotion regulation in terms of both deep acting and automatic regulation was manipulated using a brief self-training intervention and daily instructions to use cognitive change and attentional deployment. Results revealed that participants in the intervention group received significantly more tips than participants in the control group. PsycINFO Database Record (c) 2015 APA, all rights reserved.

AFM tip-sample convolution effects for cylinder protrusions

Science.gov (United States)

Shen, Jian; Zhang, Dan; Zhang, Fei-Hu; Gan, Yang

2017-11-01

A thorough understanding about the AFM tip geometry dependent artifacts and tip-sample convolution effect is essential for reliable AFM topographic characterization and dimensional metrology. Using rigid sapphire cylinder protrusions (diameter: 2.25 μm, height: 575 nm) as the model system, a systematic and quantitative study about the imaging artifacts of four types of tips-two different pyramidal tips, one tetrahedral tip and one super sharp whisker tip-is carried out through comparing tip geometry dependent variations in AFM topography of cylinders and constructing the rigid tip-cylinder convolution models. We found that the imaging artifacts and the tip-sample convolution effect are critically related to the actual inclination of the working cantilever, the tip geometry, and the obstructive contacts between the working tip's planes/edges and the cylinder. Artifact-free images can only be obtained provided that all planes and edges of the working tip are steeper than the cylinder sidewalls. The findings reported here will contribute to reliable AFM characterization of surface features of micron or hundreds of nanometers in height that are frequently met in semiconductor, biology and materials fields.

Improved flare tip design

Energy Technology Data Exchange (ETDEWEB)

Gogolek, P. [Natural Resources Canada, Ottawa, ON (Canada). CANMET Energy Technology Centre

2004-07-01

This paper discusses the testing procedures and development of an improved flare tip design. Design objectives included performance equal to or better than utility flares at low wind speed; conversion efficiency; fuel slip; smoking; significant improvement at high wind speed; and no increase in trace emissions. A description of the testing facility of the flare tip was provided, with reference to the fact that the facility allowed for realistic near full scale gas flares in a single-pass flare test facility. Other details of the facility included: an adjustable ceiling; high capacity variable speed fan; sampling ports along working section in stack; windows along working section; and air cooled walls, floor, and ceiling. The fuels used in the flare tip included natural gas, propane, gasoline and inert gases. Details of wind speed, appurtenances and turbulence generating grids were presented, with reference to continuous gas emission measurements. A list of design constraints was provided. Flare performance included wind speed, turbulence and fuel composition. A chart of conversion inefficiencies with a correlation of wind speed and turbulence, fuel flow and pipe size was also presented. Several new tip designs were fabricated for testing, with screening tests for comparison to basic pipe and ranking designs. Significant improvements were found in one of the new designs, including results with 30 per cent propane in fuel. Emissions reduction from 10 to 35 per cent were noted. It was concluded that future work should focus on evaluating improved tip for stability at low wind speeds. Fuel slips are the primary source of emissions, and it was recommended that further research is necessary to improve existing flare tips. tabs, figs.

Adaptive Instruction: Building on Diversity.

Science.gov (United States)

Wang, Margaret C.

1980-01-01

The use of alternative instructional strategies and resources to meet the learning needs of individual students incorporates the diagnosis of student learning progress, the teaching of self-management skills, organizational supports, and family involvement into an effective educational program. (JN)

Embedding Literacy Strategies in Social Studies for Eighth-Grade Students

Directory of Open Access Journals (Sweden)

Alishia Gaston

2016-05-01

Full Text Available This action research study evaluated the effects of literacy strategies on academic achievement, motivation, and engagement of eighth-grade social studies students. Incorporating literacy strategies included teaching students to construct meaning, think critically, and build content knowledge, while stimulating their interests, using multiple texts and technology, and providing collaborative opportunities and high engagement during instructional activities. Students were divided into a literacy group and a direct instruction group with each class being taught the same content. Literacy strategies were incorporated in one class, and direct instruction activities were used in the other class. Results were determined using pre and posttest scores, a student motivation questionnaire, and a student engagement checklist. Results indicated significantly higher student achievement and engagement when literacy strategies were a part of the social studies instruction. Motivation also increased when literacy strategies were used. Literacy instruction was a beneficial strategy to improve student achievement, motivation, and engagement.

Reconstruction of the Tip-Surface Interaction Potential by Analysis of the Brownian Motion of an Atomic Force Microscope Tip

NARCIS (Netherlands)

Willemsen, O.H.; Kuipers, L.; van der Werf, Kees; de Grooth, B.G.; Greve, Jan

2000-01-01

The thermal movement of an atomic force microscope (AFM) tip is used to reconstruct the tip-surface interaction potential. If a tip is brought into the vicinity of a surface, its movement is governed by the sum of the harmonic cantilever potential and the tip-surface interaction potential. By

All Students Are Not Equal: A Case Study of Geometry Teachers' Instructional Strategies When Trained in Multiple-Intelligence-Based Practices in Secondary Classrooms

Science.gov (United States)

Davis, Cassandre Y.

2017-01-01

Over 50% of secondary students failed the geometry end-of-course test in a Florida school district, indicating a need to improve academic performance. Secondary school students' learning characteristics and the effectiveness of teachers' instructional strategies are imperative to educational success. In this qualitative case study, geometry…

Report on Action Research: An Analysis of the Effects of Selected Instructional Strategies on Student Achievement at Terre Haute North Vigo High School

Science.gov (United States)

Haystead, Mark W.

2010-01-01

This report describes the findings of an analysis of a series of action research projects conducted by Vigo County School Corporation at Terre Haute North Vigo High School. During the 2009-2010 school year, 17 teachers participated in independent action research studies regarding the extent to which selected instructional strategies enhanced the…

The role of instruction for spelling performance and spelling consciousness

NARCIS (Netherlands)

Cordewener, K.A.H.; Hasselman, F.W.; Verhoeven, L.T.W.; Bosman, A.M.T.

2018-01-01

This study examined the role of instruction for spelling performance and spelling consciousness in the Dutch language. Spelling consciousness is the ability to reflect on one's spelling and correct errors. A sample of 115 third-grade spellers was assigned to a strategy-instruction,

Effects of Strategy Instruction in an EFL Reading Comprehension Course: A Case Study (Efectos de la instrucción de estrategias en un curso de comprensión de lectura en inglés como lengua extranjera: un estudio de caso)

Science.gov (United States)

Lopera Medina, Sergio

2012-01-01

Strategy instruction is useful in teaching contexts. This paper examines the effects of strategy instruction in an EFL reading comprehension course carried out with 26 undergraduate students at a Colombian university. As a research method, a case study was implemented. There were three instruments with which to collect data: reading comprehension…

Influence of learning style on instructional multimedia effects on graduate student cognitive and psychomotor performance.

Science.gov (United States)

Smith, A Russell; Cavanaugh, Catherine; Jones, Joyce; Venn, John; Wilson, William

2006-01-01

Learning outcomes may improve in graduate healthcare students when attention is given to individual learning styles. Interactive multimedia is one tool shown to increase success in meeting the needs of diverse learners. The purpose of this study was to examine the effect of learning style and type of instruction on physical therapy students' cognitive and psychomotor performance. Participants were obtained by a sample of convenience with students recruited from two physical therapy programs. Twenty-seven students volunteered to participate from Program 1. Twenty-three students volunteered to participate from Program 2. Gregorc learning styles were identified through completion of the Gregorc Style Delineator. Students were randomly assigned to one of two instructional strategies: 1) instructional CD or 2) live demonstration. Differences in cognitive or psychomotor performance following instructional multimedia based on learning style were not demonstrated in this study. Written examination scores improved with both instructional strategies demonstrating no differences between the strategies. Practical examination ankle scores were significantly higher in participants receiving CD instruction than in participants receiving live presentation. Learning style did not significantly affect this improvement. Program 2 performed significantly better on written knee and practical knee and ankle examinations. Learning style had no significant effect on student performance following instruction in clinical skills via interactive multimedia. Future research may include additional measurement instruments assessing other models of learning styles and possible interaction of learning style and instructional strategy on students over longer periods of time, such as a semester or an entire curriculum.

Building Fluency through the Phrased Text Lesson

Science.gov (United States)

Rasinski, Timothy; Yildirim, Kasim; Nageldinger, James

2012-01-01

This Teaching Tip article explores the importance of phrasing while reading. It also presents an instructional intervention strategy for helping students develop greater proficiency in reading with phrases that reflect the meaning of the text.

Auto-instruções: estratégia de regulação atencional da THDA Self-instructions: strategy of attentional regulation in ADHD

Directory of Open Access Journals (Sweden)

Joaquim Ramalho

2011-01-01

Full Text Available A estratégia de auto-instruções tem vindo a ser reconhecida como uma relevante forma de regulação cognitivo-comportamental no incremento das capacidades atencionais, nomeadamente em sujeitos com Transtorno do Deficit de Atenção com Hiperatividade (TDAH. Neste artigo foi avaliada a atenção seletiva e a atenção sustentada em 2 grupos, ambos formados por pessoas com e sem TDAH, sendo que a um deles foi solicitada a realização de auto-instrução, com o objetivo de verificar se o uso desta estratégia promove as capacidades da atenção. Os resultados demonstraram que os sujeitos que realizam a estratégia de auto-instruções, quer apresentem ou não TDAH, manifestam melhores resultados do que os sujeitos que não a realizaram.Self-instruction strategy has been recognized as a relevant strategy in cognitive and behavioural regulation as a way of improving attention skills, namely in subjects with Attention Deficit Hyperactivity Disorder (ADHD. This paper aims at demonstrating the effectiveness of this strategy regarding this disorder in subjects with and without ADHD as a mean of promoting attention skills, particularly selective and sustained attention. The results showed that subjects who performed the verbal self-instruction strategy presented better results in both attention processes assessed, than those who did not do it.

An Optical Fiber Bundle Sensor for Tip Clearance and Tip Timing Measurements in a Turbine Rig

Directory of Open Access Journals (Sweden)

María Asunción Illarramendi

2013-06-01

Full Text Available When it comes to measuring blade-tip clearance or blade-tip timing in turbines, reflective intensity-modulated optical fiber sensors overcome several traditional limitations of capacitive, inductive or discharging probe sensors. This paper presents the signals and results corresponding to the third stage of a multistage turbine rig, obtained from a transonic wind-tunnel test. The probe is based on a trifurcated bundle of optical fibers that is mounted on the turbine casing. To eliminate the influence of light source intensity variations and blade surface reflectivity, the sensing principle is based on the quotient of the voltages obtained from the two receiving bundle legs. A discrepancy lower than 3% with respect to a commercial sensor was observed in tip clearance measurements. Regarding tip timing measurements, the travel wave spectrum was obtained, which provides the average vibration amplitude for all blades at a particular nodal diameter. With this approach, both blade-tip timing and tip clearance measurements can be carried out simultaneously. The results obtained on the test turbine rig demonstrate the suitability and reliability of the type of sensor used, and suggest the possibility of performing these measurements in real turbines under real working conditions.

Tips for Living with Scleroderma

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... Patients Tips for Living Tips for Living with Scleroderma Ways to help manage your symptoms The Scleroderma ... help find improved therapies and a cure for scleroderma! Your gift today will be matched to have ...

Transjugular Intrahepatic Portosystemic Shunt (TIPS)

Medline Plus

Full Text Available ... or bypass, without the risks that accompany open surgery. TIPS is a minimally invasive procedure that typically has a shorter recovery time than surgery. Your TIPS should have less of an effect ...

Instructional Competencies Needed to Develop Instructional Strategies for Mobile Learning in Fields of Agricultural Education

Science.gov (United States)

Irby, Travis; Strong, Robert

2015-01-01

Mobile learning is an evolving form of technology-based learning. The novelty of mobile learning gives educators a new tool for evaluating how to develop effective instruction for this new medium. A Delphi study was conducted using a 30-member panel comprised of experts across 20 states. The purpose was to determine the competencies needed to…

Metacognitive Strategy Instruction as a Means to Improve Listening SelfEfficacy among Iranian Undergraduate Learners of English

Directory of Open Access Journals (Sweden)

Maryam Rahimirad

2015-01-01

Full Text Available Metacognitive strategy instruction (MetSI has been shown to have a strong impact on various aspects of English as a second/foreign language instruction. The present study aimed to investigate the effect of MetSI on the improvement of listening selfefficacy among English-as-a-foreign-language (EFL learners. A group of sixty female undergraduate learners of English literature at a state-run university in Iran consented to take part in this study. After homogenizing the participants' English proficiency level using a sample section of the British Council IELTS test, 40 learners were selected whose English proficiency fell within intermediate to upperintermediate level. A listening self-efficacy questionnaire (borrowed from Rahimi and Abedini, 2009 was used to measure the participants’ level of listening selfefficacy in the pre and post-test phases of the study. The participants were randomly assigned to treatment (n=20 and control (n=20 groups. The treatment group received 8 hours of MetSI during eight sessions based on the model proposed by Vandergrift (2003 while the control group didn't receive any explicit MetSI. The control group received the usual training in listening instead.

Valve Corporation: Strategy Tipping Points and Thresholds

OpenAIRE

Teppo Felin

2015-01-01

Valve Corporation represents an intriguing case study of flat structure and self organization (Puranam & Håkonsson, 2015; Valve, 2012).  The structures and practices of Valve of course are not new. But the company provides an interesting experiment and illustration that powerfully highlights how organizational design can impact individual and collective behavior, strategy and performance.

STRATEGI KEPEMIMPINAN PEMBELAJARAN MENYONGSONG IMPLEMENTASI KURIKULUM 2013

Directory of Open Access Journals (Sweden)

Husaini Usman

2013-02-01

Full Text Available Abstrak: Penelitian ini bertujuan untuk menemukan konsep strategi kepemimpinan pembelajaran. Perbedaan pembelajaran di SMK dengan SMA membawa konsekuensi strategi kepemimpinan pembelajaran yang berbeda pula. Penelitian menggunakan pendekatan kualitatif dengan jenis grounded theory. Instrumen penelitian adalah peneliti sendiri. Teknik pengumpulan data yang digunakan adalah wawancara mendalam, observasi partisipasi, dan dokumentasi. Subjek penelitian adalah kepala sekolah, wakil kepala sekolah, dan anggota komite sekolahsecara snowball. Orang kunci dalam penelitian ini adalah kepala sekolah. Objek penelitian adalah pelaku, konsep, tempat, dan kegiatan. Keabsahan data dilakukan dengan kriteria kredibilitas, transferabilitas, dependabilitas, dan komfirmabilitas. Langkah-langkah dan analisis data yang digunakan adalah model Lichman (2011. Penelitian menemukan bahwa strategi kepemimpinan pembelajaran adalah: keteladanan, pembelajaran di kelas dan luar kelas, kultur sekolah, dan penguatan. Kata Kunci: strategi, kepemimpinan pembelajaran, implementasi kurikulum 2013 THE STRATEGY OF INSTRUCTIONAL LEADERSHIP TOWARD THE IMPEMENTATION OF CURRICULUM 2013 Abstract: Theresearch was aim to find the strategy concept of instructional leadership. Different between VHS and HS learning bring coonsequency different of strategy of instructional too. The research used was qualitative with grounded theory type. Research instrument is the researchers ourself. Data collecting technique were used deep-interview, participation observation, and documentation. Reseach subjects areprincipal, vice principals, and school committee members with snowball. Key informan is principal. Research objects are: persons, concept, place, and activities. Verification of data was done by credibility, transferability, dependability, and comfirmability criteria. Stage and data analysis were used the Lichman model (2011. The research findings that the strategy of instructional leaderships are

Structure and dynamics of TIP3P, TIP4P, and TIP5P water near smooth and atomistic walls of different hydroaffinity

International Nuclear Information System (INIS)

Harrach, Michael F.; Drossel, Barbara

2014-01-01

We perform molecular dynamics simulations to observe the structure and dynamics of water using different water models (TIP3P, TIP4P, TIP5P) at ambient conditions, constrained by planar walls, which are either modeled by smooth potentials or regular atomic lattices, imitating the honeycomb-structure of graphene. We implement walls of different hydroaffinity, different lattice constant, and different types of interaction with the water molecules. We find that in the hydrophobic regime the smooth wall generally represents a good abstraction of the atomically rough walls, while in the hydrophilic regime there are noticeable differences in structure and dynamics between all stages of wall roughness. For a small lattice constant however the smooth and the atomically rough wall still share a number of structural and dynamical similarities. Out of the three water models, TIP5P water shows the largest degree of tetrahedral ordering and is often the one that is least perturbed by the presence of the wall

RANS computations of tip vortex cavitation

Science.gov (United States)

Decaix, Jean; Balarac, Guillaume; Dreyer, Matthieu; Farhat, Mohamed; Münch, Cécile

2015-12-01

The present study is related to the development of the tip vortex cavitation in Kaplan turbines. The investigation is carried out on a simplified test case consisting of a NACA0009 blade with a gap between the blade tip and the side wall. Computations with and without cavitation are performed using a R ANS modelling and a transport equation for the liquid volume fraction. Compared with experimental data, the R ANS computations turn out to be able to capture accurately the development of the tip vortex. The simulations have also highlighted the influence of cavitation on the tip vortex trajectory.

Transjugular Intrahepatic Portosystemic Shunt (TIPS)

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Full Text Available ... pressure. top of page How does the procedure work? A TIPS reroutes blood flow in the liver ... filtered out by the liver. The TIPS may cause too much of these substances to bypass the ...

Transjugular Intrahepatic Portosystemic Shunt (TIPS)

Medline Plus

Full Text Available ... then placed in this tunnel to keep the pathway open. Patients who typically need a TIPS have ... and stomach. A TIPS procedure involves creating a pathway through the liver that connects the portal vein ( ...

Transjugular Intrahepatic Portosystemic Shunt (TIPS)

Medline Plus

Full Text Available ... and/or hydrothorax (in the chest). Budd-Chiari syndrome , a blockage in one or more veins that ... intentionally to solve the problem. Although extremely rare, children may also require a TIPS procedure. TIPS in ...

Transjugular Intrahepatic Portosystemic Shunt (TIPS)

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Full Text Available ... the esophagus and stomach. A TIPS procedure involves creating a pathway through the liver that connects the ... diseases. This can result in significant challenges in creating the TIPS. top of page Additional Information and ...

Transjugular Intrahepatic Portosystemic Shunt (TIPS)

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Full Text Available ... TIPS. top of page What are some common uses of the procedure? A TIPS is used to ... community, you can search the ACR-accredited facilities database . This website does not provide cost information. The ...

Transjugular Intrahepatic Portosystemic Shunt (TIPS)

Medline Plus

Full Text Available ... pressure. top of page How does the procedure work? A TIPS reroutes blood flow in the liver ... recovery time than surgery. Your TIPS should have less of an effect than open surgical bypass on ...

Effective Instructional Management: Perceptions and Recommendations from High School Administrators

Science.gov (United States)

Knechtel, Troy

2010-01-01

The two overarching research questions of this study are: What are the perceptions of high school administrators regarding the effectiveness of their current approach to instructional management? What recommendations do high school administrators have for effective strategies for instructional management? To answer these questions, a qualitative…

Valve Corporation: Strategy Tipping Points and Thresholds

Directory of Open Access Journals (Sweden)

Teppo Felin

2015-06-01

Full Text Available Valve Corporation represents an intriguing case study of flat structure and self organization (Puranam & Håkonsson, 2015; Valve, 2012.  The structures and practices of Valve of course are not new. But the company provides an interesting experiment and illustration that powerfully highlights how organizational design can impact individual and collective behavior, strategy and performance.

Instructional immediacy in elearning.

Science.gov (United States)

Walkem, Kerrie

2014-01-01

Instructor immediacy has been positively associated with many desirable academic outcomes including increased student learning. This study extends existing understanding of instructional immediacy behaviours in elearning by describing postgraduate nursing students' reflections on their own experience. An exploratory, descriptive survey design was used to collect qualitative data. Participants were asked what behaviours or activities help to create rapport or a positive interpersonal connection (immediacy) between students and their online teacher(s). Thematic analysis of the data revealed three main themes: acknowledging and affirming student's personal and professional responsibilities; providing clear and timely information; and utilising rich media. These findings give lecturers insight into instructional strategies they may adopt to increase immediacy in elearning and hence improve student learning outcomes.

PEDAGOGICAL STRATEGIES AND CONTENT KNOWLEDGE IN 92 ENGLISH FOR MATHS LECTURE IN CONTENT-BASED INSTRUCTION TEACHING

Directory of Open Access Journals (Sweden)

Ayu Fitrianingsih

2017-12-01

Full Text Available This study was intended to find the pedagogical strategies applied by the teacher in the teaching learning process and to know teacher‘s content knowledge, how teacher need to understand the subject matter taught. This study was carried out in English for Math lecture of Mathematics education study program IKIP PGRI Bojonegoro which involved the teacher and the students as the respondent. This study is under qualitative case study. In collecting the data, questionnaire, observation and interview were conducted to get detail information of the issues. The result reveals: 1 the teacher combines some methods such as cooperative learning, problem-based learning and task-based learning to get the students enthusiasm; 2 based on teacher‘s educational background, although the teacher graduated from Bachelor Degree of Mathematics Education but she was able to combine English teaching through mathematics content very well. It can be concluded that Teacher‘s pedagogical strategy and content knowledge is very important in the application of content-based instruction teaching and learning.

Light depolarization induced by metallic tips in apertureless near-field optical microscopy and tip-enhanced Raman spectroscopy

Energy Technology Data Exchange (ETDEWEB)

Gucciardi, P G [CNR-Istituto per i Processi Chimico-Fisici, sezione Messina, Salita Sperone, Contrada Papardo, I-98158 Faro Superiore, Messina (Italy); Lopes, M; Deturche, R; Julien, C; Barchiesi, D; Chapelle, M Lamy de la [Institut Charles Delaunay-CNRS FRE 2848, Laboratoire de Nanotechnologie et d' Instrumentation Optique, Universite de Technologie de Troyes, 12 rue Marie Curie, BP2060, 10010 Troyes (France)

2008-05-28

We have investigated the depolarization effects of light scattered by sharp tips used for apertureless near-field optical microscopy. Dielectric and metal coated tips have been investigated and depolarization factors between 5 and 30% have been measured, changing as a function of the incident light polarization and of the tip shape. The experimental results are in good agreement with theoretical calculations performed by the finite element method, giving a near-field depolarization factor close to 10%. The effect of depolarization has been investigated in polarized tip-enhanced Raman spectroscopy (TERS) experiments; the depolarization gives rise to forbidden Raman modes in Si crystals.

Superconducting phase transition in STM tips

Energy Technology Data Exchange (ETDEWEB)

Eltschka, Matthias; Jaeck, Berthold; Assig, Maximilian; Etzkorn, Markus; Ast, Christian R. [Max Planck Institute for Solid State Research, Stuttgart (Germany); Kern, Klaus [Max Planck Institute for Solid State Research, Stuttgart (Germany); Ecole Polytechnique Federale de Lausanne (Switzerland)

2015-07-01

The superconducting properties of systems with dimensions comparable to the London penetration depth considerably differ from macroscopic systems. We have studied the superconducting phase transition of vanadium STM tips in external magnetic fields. Employing Maki's theory we extract the superconducting parameters such as the gap or the Zeeman splitting from differential conductance spectra. While the Zeeman splitting follows the theoretical description of a system with s=1/2 and g=2, the superconducting gaps as well as the critical fields depend on the specific tip. For a better understanding of the experimental results, we solve a one dimensional Usadel equation modeling the superconducting tip as a cone with the opening angle α in an external magnetic field. We find that only a small region at the apex of the tip is superconducting in high magnetic fields and that the order of the phase transition is directly determined by α. Further, the spectral broadening increases with α indicating an intrinsic broadening mechanism due to the conical shape of the tip. Comparing these calculations to our experimental results reveals the order of the superconducting phase transition of the STM tips.

Practical tips for dealing with office construction and repair.

Science.gov (United States)

Hills, Laura Sachs

2008-01-01

Many medical practices embark on a large office construction project sooner or later. When they do, the medical practice staff often finds itself up to its eyeballs in dust, debris, and confusion. This article suggests practical strategies for the medical practice staff to help employees cope with the inevitable challenges before, during, and after an office construction project. It suggests a strategy for a staff kick-off meeting and for establishing staff to-do lists throughout the project. It offers 10 practical staff strategies before the project begins including doing preparatory work with patients and neighbors and establishing a chain of communication. The article also offers tips for ensuring safety during office construction and ways to use a construction project as a springboard for goodwill-building and practice-marketing activities. Finally, this article offers advice about maintaining the daily schedule of the practice during a large-scale office construction project.

Good Questions: Great Ways to Differentiate Mathematics Instruction

Science.gov (United States)

Small, Marian

2009-01-01

Using differentiated instruction in the classroom can be a challenge, especially when teaching mathematics. This book cuts through the difficulties with two powerful and universal strategies that teachers can use across all math content: Open Questions and Parallel Tasks. Specific strategies and examples for grades Kindergarten - 8 are organized…

Radiofrequency Wire Recanalization of Chronically Thrombosed TIPS

Energy Technology Data Exchange (ETDEWEB)

Majdalany, Bill S., E-mail: bmajdala@med.umich.edu [University of Michigan Health System, Division of Interventional Radiology, Department of Radiology (United States); Elliott, Eric D., E-mail: eric.elliott@osumc.edu [The Ohio State University Wexner Medical Center, Division of Interventional Radiology, Department of Radiology (United States); Michaels, Anthony J., E-mail: Anthony.michaels@osumc.edu; Hanje, A. James, E-mail: James.Hanje@osumc.edu [The Ohio State University Wexner Medical Center, Division of Gastroenterology and Hepatology, Department of Medicine (United States); Saad, Wael E. A., E-mail: wsaad@med.umich.edu [University of Michigan Health System, Division of Interventional Radiology, Department of Radiology (United States)

2016-07-15

Radiofrequency (RF) guide wires have been applied to cardiac interventions, recanalization of central venous thromboses, and to cross biliary occlusions. Herein, the use of a RF wire technique to revise chronically occluded transjugular intrahepatic portosystemic shunts (TIPS) is described. In both cases, conventional TIPS revision techniques failed to revise the chronically thrombosed TIPS. RF wire recanalization was successfully performed through each of the chronically thrombosed TIPS, demonstrating initial safety and feasibility in this application.

Tip Clearance Control Using Plasma Actuators

Science.gov (United States)

2007-03-01

Clearance Control Using Plasma Actuators 4 posed by Denton (1993). A number of investigators have used partial shrouds, or " winglet " designs to...SDBD actuator Plasma enhanced aerodynamics has been demonstrated in a range of applications involving sepa- ration control, lift enhancement, drag... aerodynamic benefits of a squealer tip geometry. Specifically, the squealer tip is known to reduce the discharge coefficient of the tip gap, thereby

Learning and performance under alternative instructional manifestations of experimental practice

Science.gov (United States)

Ford, Michael J.

Before we can understand how students learn "to do" science, we must make explicit our assumptions about what scientific practice is. This study compares the learning outcomes of two sixth-grade instructional units on experimentation, each based on a particular characterization of practice. In one unit, instruction focused on acquisition and application of the control of variables strategy (CVS; Chen & Klahr, 1999), which is consistent with a popular conception of science education, stemming from Piaget, as the mastery of logical forms. In the other unit, students designed experimental apparatus to answer a target question, and instruction emphasized practices of rendering and transforming the material world in ways that support scientific understanding. Students in both groups were assessed for CVS acquisition and subsequent experimental performance on a novel task, and group performances on these assessments different across instructional conditions. I will argue that student understandings of goals, norms of instructional expectation, and strategies explain these differences, in some cases by supporting performance and in other cases by hindering it. I will also argue that the results question the role typically attributed to logical method in learning to design experiments.

Tips for Good Electronic Presentations.

Science.gov (United States)

Strasser, Dennis

1996-01-01

Describes library uses of presentation graphics software and offers tips for creating electronic presentations. Tips include: audience retention; visual aid options; software package options; presentation planning; presentation showing; and use of text, colors, and graphics. Sidebars note common presentation errors and popular presentation…

Resource Letter ALIP-1: Active-Learning Instruction in Physics

Science.gov (United States)

Meltzer, David E.; Thornton, Ronald K.

2012-06-01

This Resource Letter provides a guide to the literature on research-based active-learning instruction in physics. These are instructional methods that are based on, assessed by, and validated through research on the teaching and learning of physics. They involve students in their own learning more deeply and more intensely than does traditional instruction, particularly during class time. The instructional methods and supporting body of research reviewed here offer potential for significantly improved learning in comparison to traditional lecture-based methods of college and university physics instruction. We begin with an introduction to the history of active learning in physics in the United States, and then discuss some methods for and outcomes of assessing pedagogical effectiveness. We enumerate and describe common characteristics of successful active-learning instructional strategies in physics. We then discuss a range of methods for introducing active-learning instruction in physics and provide references to those methods for which there is published documentation of student learning gains.

Using the virtual-abstract instructional sequence to teach addition of fractions.

Science.gov (United States)

Bouck, Emily C; Park, Jiyoon; Sprick, Jessica; Shurr, Jordan; Bassette, Laura; Whorley, Abbie

2017-11-01

Limited literature examines mathematics education for students with mild intellectual disability. This study investigated the effects of using the Virtual-Abstract instructional sequenceto teach middle school students, predominantly with mild intellectual disability, to add fractions of unlike denominators. Researchers used a multiple probe across participants design to determine if a functional relation existed between the Virtual-Abstract instructional sequence strategy and students' ability to add fractions with unlike denominators. The study of consisted of three-to-nine baseline sessions, 6-11 intervention sessions, and two maintenance sessions for each student. Data were collected on accuracy across five addition of fractions with unlike denominators problems. The VA instructional strategy was effective in thestudents to add fractions with unlike denominators; a functional relation existed between the VA instructional sequence and adding fractions with unlike denominators for three of the four students. The Virtual-Abstract instructional sequencemay be appropriate to support students with mild intellectual disability in learning mathematics, especially when drawing or representing the mathematical concepts may prove challenging. Copyright © 2017 Elsevier Ltd. All rights reserved.

The relationship between school environment, preservice science teachers' science teaching self-efficacy, and their use of instructional strategies at teachers' colleges in Saudi Arabia

Science.gov (United States)

Alshalaan, Nasser A.

Studies indicate that many teachers have negative beliefs about science, which translates into low teacher efficacy, resulting in avoidance of science teaching or in ineffective science teaching behaviors. Highly efficacious teachers have been found to be more likely to use inquiry and student-centered teaching strategies, while teachers with a low sense of science-teaching efficacy are more likely to use teacher-directed strategies, such as didactic lectures and reading from the textbook (Czemiak, 1990). The purpose of this study was to investigate preservice science teachers' science-teaching self-efficacy changes and their correlation to teaching environment factors during the student teaching semester. Moreover, it explains how teaching environment factors and preservice teachers' science-teaching self-efficacy beliefs may relate to their use of teaching strategies in the science classroom during their student teacher training at teachers' colleges in Saudi Arabia. The population of this study is consisted of 184 middle and elementary preservice science teachers who were doing their student teaching at nine teachers' colleges (i.e., teachers' colleges of Riyadh, Dammam, Alrras, Almadinah, Alihsa, Jeddah, Makah, Altaief, and Abha) in Saudi Arabia during the spring semester of 2005. Three instruments were used to collect data for this study: (1) to measure science teaching self-efficacy, the researcher adapted the Science Teaching Efficacy Belief Instrument form B designed specifically for preservice teachers (STEBI-B); (2) to measure the school environment, the researcher adapted the Organizational Health Inventory (OHI), developed by Hoy, Tarter & Kottkamp (1991); and (3) to measure the type and frequency of instructional strategies that preservice science teachers use in the classroom, the researcher adapted the teaching practice subscale from The Local Systemic Change through Teacher Enhancement Science K-8 Teacher Questionnaire (Horizon Research, Inc., 2000

Screenwriting: A Strategy for the Improvement of Writing Instructional Practices (La escritura de guiones: una estrategia para mejorar las prácticas instruccionales de escritura)

Science.gov (United States)

Amado, Hernán

2010-01-01

This article presents a pedagogical experience that addresses the use of an instructional strategy called screenwriting aimed at improving the teaching of writing in an educational context. This pedagogical intervention took place in a private English language school, where three adult students willingly participated to create their own short…

A phenomenological study on the impacts of embedding disciplinary literacy during science instruction on elementary teachers' metacognition of instructional techniques

Science.gov (United States)

Weiss, Kelley

The educational community has been increasing its focus on literacy for several years. The modern definition of literacy requires students to be an informed and integrated thinker, synthesizing new information beyond the mere ability to read and write (Guzzetti & Bang, 2011). This qualitative phenomenological study focused on how teachers of science view literacy and how that view changes when they implement the concept of disciplinary literacy into science instruction. This phenomenological study examined how teachers became more metacognitive of their instructional methods after implementation of the Question-Answer Relationship strategy (QAR) and direct vocabulary instruction into their science instruction. Teachers utilized schema theory and social cognitive theory to integrate the two strategies into their science lessons throughout the study. This phenomenological study collected data during a six-week implementation period through interviews, observations, teacher journals and collection of artifacts from 12 teachers who taught students in grades one through five and three literacy specialists in a rural central Maine school. These data sources were analyzed using Moustakas' (1994) seven steps to discover themes that were identified from the data. Findings from this study, as viewed through the pragmatic lens, suggested that teachers benefit from systematic reflection of their teaching to develop literacy rich content area lessons that address all of the students' learning needs.

The Role of Instruction for Spelling Performance and Spelling Consciousness

Science.gov (United States)

Cordewener, Kim A. H.; Hasselman, Fred; Verhoeven, Ludo; Bosman, Anna M. T.

2018-01-01

This study examined the role of instruction for spelling performance and spelling consciousness in the Dutch language. Spelling consciousness is the ability to reflect on one's spelling and correct errors. A sample of 115 third-grade spellers was assigned to a strategy-instruction, strategic-monitoring, self-monitoring, or control condition…

Phonological and semantic strategies in immediate serial recall.

Science.gov (United States)

Campoy, Guillermo; Baddeley, Alan

2008-05-01

It has been suggested that certain theoretically important anomalous results in the area of verbal short-term memory could be attributable to differences in strategy. However there are relatively few studies that investigate strategy directly. We describe four experiments, each involving the immediate serial recall of word sequences under baseline control conditions, or preceded by instruction to use a phonological or semantic strategy. Two experiments varied phonological similarity at a presentation rate of one item every 1 or 2 seconds. Both the control and the phonologically instructed group showed clear effects of similarity at both presentation rates, whereas these were largely absent under semantic encoding conditions. Two further experiments manipulated word length at the same two rates. The phonologically instructed groups showed clear effects at both rates, the control group showed a clear effect at the rapid rate which diminished with the slower presentation, while the semantically instructed group showed a relatively weak effect at the rate of one item per second, and a significant reverse effect with slower presentation. The latter finding is interpreted in terms of fortuitous differences in inter-item rated associability between the two otherwise matched word pools, reinforcing our conclusion that the semantically instructed group were indeed encoding semantically. Implications for controlling strategy by instruction are discussed.

The Effect of Reading Involvement through Open-Ended Strategy vs. Fill-in- the- Blanks Strategy on Young EFL Learners’ Reading Comprehension Ability

Directory of Open Access Journals (Sweden)

Rita Salehi Sepehr

2014-11-01

Full Text Available The present study investigated the extent to which an instructional framework of integrating strategy instruction (open-ended strategy and fill-in-the blanks strategy with motivation- support affected on reading result for young EFL learners. The central area of exploration included a comparison among three approaches to reading instruction: First, fill-in-the blanks strategy intervention; second, open-ended strategy intervention; and last, a control group which received the conventional reading strategies. The participants were sampled from amongst a group of seventy-seven pre-intermediate EFL learners in a language school in Tehran- Iran based on convenient sampling technique. For the sake of measurement, the researchers administered PET and CELT along with reading strategy based-test to quantify the participants’ current level of knowledge as well as the degree of achievement after treatment. For measurement’s sake, different types of tests such as PET, reading comprehension test (CELT, and reading strategy based- test were employed to quantify the participants’ current level of knowledge as well as the degree of achievement before and after instruction. The result of the present study indicated that the experimental groups had a significant improvement over the control group. Also, the level of learners’ reading engagement during classroom work mediated the instructional effects on reading outcomes. The results of this study can be to the benefit of both EFL and ESL teachers to teach reading comprehension using the student's critical mind as well as critical involvement in the reading tasks.

Comparison of different types of phacoemulsification tips. I. Quantitative analysis of elemental composition and tip surface microroughness.

Science.gov (United States)

Tsaousis, Konstantinos T; Werner, Liliana; Perez, Jesus Paulo; Li, He J; Reiter, Nicholas; Guan, Jia J; Mamalis, Nick

2016-09-01

To evaluate the elemental composition of phacoemulsification tips and their surface roughness in the microscale. John A. Moran Eye Center and Utah Nanofab, College of Engineering, University of Utah, Salt Lake City, Utah, USA. Experimental study. Seven types of phacoemulsification tips were studied. The phaco tips were examined through energy-dispersive x-ray spectroscopy (EDS) and x-ray photoelectron spectroscopy (XPS) for elemental composition. In addition, the roughness of the opening in all tips was assessed through 3-dimensional white-light interferometry. Elemental analysis showed considerable differences in the surface layers between manufacturers. Alcon tips had a thinner oxidized titanium (Ti) layer in their surface. Through XPS, vanadium was not detected in the superficial layers of any tip, but only in deeper levels. The microroughness surface analysis showed comparable results regarding their root-mean-square (RMS) metric. Maximum peak valley distance values varied and appeared to be dependent on the quality of material process rather than the material itself. Phacoemulsification tips are made of Ti alloys and showed differences between models, especially regarding their composition in the superficial layers. Their opening end roughness showed an overall appropriate RMS value of less than 1.0 μm in all cases. The existence of small defected areas highlights the importance of adequate quality control of these critical surgical instruments. None of the authors has a financial or proprietary interest in any material or method mentioned. Copyright © 2016 ASCRS and ESCRS. Published by Elsevier Inc. All rights reserved.

Epilogue: Reading Comprehension Is Not a Single Ability-Implications for Assessment and Instruction.

Science.gov (United States)

Kamhi, Alan G; Catts, Hugh W

2017-04-20

In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension. We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the "Instruction" section, we review the benefits and limitations of strategy instruction and highlight suggestions from the response articles to improve content and language knowledge. We argue that the only compelling reason to administer a standardized test of reading comprehension is when these tests are necessary to qualify students for special education services. Instruction should be focused on content knowledge, language knowledge, and specific task and learning requirements. This instruction may entail the use of comprehension strategies, particularly those that are specific to the task and focus on integrating new knowledge with prior knowledge.

Sound source location in cavitating tip vortices

International Nuclear Information System (INIS)

Higuchi, H.; Taghavi, R.; Arndt, R.E.A.

1985-01-01

Utilizing an array of three hydrophones, individual cavitation bursts in a tip vortex could be located. Theoretically, four hydrophones are necessary. Hence the data from three hydrophones are supplemented with photographic observation of the cavitating tip vortex. The cavitation sound sources are found to be localized to within one base chord length from the hydrofoil tip. This appears to correspond to the region of initial tip vortex roll-up. A more extensive study with a four sensor array is now in progress

Computerized automatic tip scanning operation

International Nuclear Information System (INIS)

Nishikawa, K.; Fukushima, T.; Nakai, H.; Yanagisawa, A.

1984-01-01

In BWR nuclear power stations the Traversing Incore Probe (TIP) system is one of the most important components in reactor monitoring and control. In previous TIP systems, however, operators have suffered from the complexity of operation and long operation time required. The system presented in this paper realizes the automatic operation of the TIP system by monitoring and driving it with a process computer. This system significantly reduces the burden on customer operators and improves plant efficiency by simplifying the operating procedure, augmenting the accuracy of the measured data, and shortening operating time. The process computer is one of the PODIA (Plant Operation by Displayed Information Automation) systems. This computer transfers control signals to the TIP control panel, which in turn drives equipment by microprocessor control. The process computer contains such components as the CRT/KB unit, the printer plotter, the hard copier, and the message typers required for efficient man-machine communications. Its operation and interface properties are described

Study of tip loss corrections using CFD rotor computations

DEFF Research Database (Denmark)

Shen, Wen Zhong; Zhu, Wei Jun; Sørensen, Jens Nørkær

2014-01-01

Tip loss correction is known to play an important role for engineering prediction of wind turbine performance. There are two different types of tip loss corrections: tip corrections on momentum theory and tip corrections on airfoil data. In this paper, we study the latter using detailed CFD...... computations for wind turbines with sharp tip. Using the technique of determination of angle of attack and the CFD results for a NordTank 500 kW rotor, airfoil data are extracted and a new tip loss function on airfoil data is derived. To validate, BEM computations with the new tip loss function are carried out...... and compared with CFD results for the NordTank 500 kW turbine and the NREL 5 MW turbine. Comparisons show that BEM with the new tip loss function can predict correctly the loading near the blade tip....

[TIPS

Science.gov (United States)

Brazzini, Augusto; Carrillo, Alvaro; Cantella, Raúl

1998-01-01

Esophageal hemorrage due to variceal bleeding in cirrhotic patients represents a serious problem for the physician in charge, especially in this country where liver transplants are inexistent; and also, it is a drama for the patient and its familly. We propose here the Transjugular Intrahepatic Portosystemic Shunt (TIPS). Twenty one patients were part of a study where 23 TIPS were placed, observing an immediate improval in 18 of them, a rebleeding in 2, within the first 24 and 48 hours. An embolization of the coronary veins was performed in the procedure in 15 patients, and a second intervention due to rebleeding in 2 of them. In the latter patients, the embolization of the coronary veins was rutinary.The survival of the patients has been outstanding.We conclude that this interventional procedure is a worldwide reality in the treatment of esophageal hemorrage by variceal bleeding due to portal hipertension, and it does not cut down the probability of liver transplant, unfortunately inexistent in our country. This procedure results in a low morbimortality with an adequate quality of life.

[Effective communication with talkative patients: 10 tips].

Science.gov (United States)

Giroldi, Esther; Veldhuijzen, Wemke; Bareman, Frits; Bueving, Herman; van der Weijden, Trudy; van der Vleuten, Cees; Muris, Jean

2016-01-01

Consultations with talkative patients present a challenge to doctors. It is difficult to gather all the necessary information within the available time, without damaging the doctor-patient relationship. Based on the listed existing literature and doctors' experiences, we present ten tips for gathering information from talkative patients in an effective manner whilst maintaining a good therapeutic alliance. In consultations with talkative patients, it is important to explore the cause of patients' talkativeness and to adapt one's communication approach accordingly.- Familiar communication strategies such as 'summarizing' can still be applied. When taking this route, a more directive communication approach--e.g. by means of a 'closed-ended summary'--can prevent the patient interrupting the doctor or departing from his subject. There are strategies aimed at avoiding a damaging effect to the doctor-patient relationship when applying this approach: don't be overly directive, make the patient co-responsible for efficient time management in the consultation, and make use of empathic interrupting and humour.

CPAP Tips

Medline Plus

Full Text Available ... opinion count. Sign in ... and use a continuous positive airway pressure (CPAP) device when sleeping? Here are some tips from the U.S. Food and Drug Administration (FDA) on how to safely ...

The tonoplast intrinsic aquaporin (TIP) subfamily of Eucalyptus grandis: Characterization of EgTIP2, a root-specific and osmotic stress-responsive gene.

Science.gov (United States)

Rodrigues, Marcela I; Bravo, Juliana P; Sassaki, Flávio T; Severino, Fábio E; Maia, Ivan G

2013-12-01

Aquaporins have important roles in various physiological processes in plants, including growth, development and adaptation to stress. In this study, a gene encoding a root-specific tonoplast intrinsic aquaporin (TIP) from Eucalyptus grandis (named EgTIP2) was investigated. The root-specific expression of EgTIP2 was validated over a panel of five eucalyptus organ/tissues. In eucalyptus roots, EgTIP2 expression was significantly induced by osmotic stress imposed by PEG treatment. Histochemical analysis of transgenic tobacco lines (Nicotiana tabacum SR1) harboring an EgTIP2 promoter:GUS reporter cassette revealed major GUS staining in the vasculature and in root tips. Consistent with its osmotic-stress inducible expression in eucalyptus, EgTIP2 promoter activity was up-regulated by mannitol treatment, but was down-regulated by abscisic acid. Taken together, these results suggest that EgTIP2 might be involved in eucalyptus response to drought. Additional searches in the eucalyptus genome revealed the presence of four additional putative TIP coding genes, which could be individually assigned to the classical TIP1-5 groups. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Tip Induced Motion of Adatoms on Metal Surfaces

International Nuclear Information System (INIS)

Kuerpick, U.; Rahman, T.S.

1999-01-01

From total energy calculations we show that for certain tip-adatom separations the activation barrier for the adatom to move towards the tip disappears and the adatom experiences an attractive force in the direction of the tip. For a Cu adatom at a (100) microfaceted step on Cu(111) this happens at a lateral separation of about one lattice constant, in agreement with recent experimental findings. Simultaneously, the activation barrier in the direction away from the tip increases significantly. The details of the changes in the potential energy surface induced by the tip are found to depend on the characteristics of the tip apex and its height above the adatom. copyright 1999 The American Physical Society

Arctic tipping points in an Earth system perspective.

Science.gov (United States)

Wassmann, Paul; Lenton, Timothy M

2012-02-01

We provide an introduction to the volume The Arctic in the Earth System perspective: the role of tipping points. The terms tipping point and tipping element are described and their role in current science, general debates, and the Arctic are elucidated. From a wider perspective, the volume focuses upon the role of humans in the Arctic component of the Earth system and in particular the envelope for human existence, the Arctic ecosystems. The Arctic climate tipping elements, the tipping elements in Arctic ecosystems and societies, and the challenges of governance and anticipation are illuminated through short summaries of eight publications that derive from the Arctic Frontiers conference in 2011 and the EU FP7 project Arctic Tipping Points. Then some ideas based upon resilience thinking are developed to show how wise system management could ease pressures on Arctic systems in order to keep them away from tipping points.

Modeling shoot-tip temperature in the greenhouse environment

International Nuclear Information System (INIS)

Faust, J.E.; Heins, R.D.

1998-01-01

An energy-balance model is described that predicts vinca (Catharanthus roseus L.) shoot-tip temperature using four environmental measurements: solar radiation and dry bulb, wet bulb, and glazing material temperature. The time and magnitude of the differences between shoot-tip and air temperature were determined in greenhouses maintained at air temperatures of 15, 20, 25, 30, or 35 °C. At night, shoot-tip temperature was always below air temperature. Shoot-tip temperature decreased from 0.5 to 5 °C below air temperature as greenhouse glass temperature decreased from 2 to 15 °C below air temperature. During the photoperiod under low vapor-pressure deficit (VPD) and low air temperature, shoot-tip temperature increased ≈4 °C as solar radiation increased from 0 to 600 W·m -2 . Under high VPD and high air temperature, shoot-tip temperature initially decreased 1 to 2 °C at sunrise, then increased later in the morning as solar radiation increased. The model predicted shoot-tip temperatures within ±1 °C of 81% of the observed 1-hour average shoot-tip temperatures. The model was used to simulate shoot-tip temperatures under different VPD, solar radiation, and air temperatures. Since the rate of leaf and flower development are influenced by the temperature of the meristematic tissues, a model of shoot-tip temperature will be a valuable tool to predict plant development in greenhouses and to control the greenhouse environment based on a plant temperature setpoint. (author)

Compressor airfoil tip clearance optimization system

Science.gov (United States)

Little, David A.; Pu, Zhengxiang

2015-08-18

A compressor airfoil tip clearance optimization system for reducing a gap between a tip of a compressor airfoil and a radially adjacent component of a turbine engine is disclosed. The turbine engine may include ID and OD flowpath boundaries configured to minimize compressor airfoil tip clearances during turbine engine operation in cooperation with one or more clearance reduction systems that are configured to move the rotor assembly axially to reduce tip clearance. The configurations of the ID and OD flowpath boundaries enhance the effectiveness of the axial movement of the rotor assembly, which includes movement of the ID flowpath boundary. During operation of the turbine engine, the rotor assembly may be moved axially to increase the efficiency of the turbine engine.

Broadening Boundaries: Opportunities for Information Literacy Instruction inside and outside the Classroom

Science.gov (United States)

Rutledge, Lorelei; LeMire, Sarah

2017-01-01

This article proposes that libraries reimagine their information literacy instructional programs using a broader conceptualization and implementation of information literacy that promotes collaborative and personalized learning experiences for students, faculty, and staff, while embracing scalable instruction and reference strategies to maximize…

The nature of instructional effects in color constancy.

Science.gov (United States)

Radonjić, Ana; Brainard, David H

2016-06-01

The instructions subjects receive can have a large effect on experimentally measured color constancy, but the nature of these effects and how their existence should inform our understanding of color perception remains unclear. We used a factorial design to measure how instructional effects on constancy vary with experimental task and stimulus set. In each of 2 experiments, we employed both a classic adjustment-based asymmetric matching task and a novel color selection task. Four groups of naive subjects were instructed to make adjustments/selections based on (a) color (neutral instructions); (b) the light reaching the eye (physical spectrum instructions); (c) the actual surface reflectance of an object (objective reflectance instructions); or (d) the apparent surface reflectance of an object (apparent reflectance instructions). Across the 2 experiments we varied the naturalness of the stimuli. We find clear interactions between instructions, task, and stimuli. With simplified stimuli (Experiment 1), instructional effects were large and the data revealed 2 instruction-dependent patterns. In 1 (neutral and physical spectrum instructions) constancy was low, intersubject variability was also low, and adjustment-based and selection-based constancy were in agreement. In the other (reflectance instructions) constancy was high, intersubject variability was large, adjustment-based constancy deviated from selection-based constancy and for some subjects selection-based constancy increased across sessions. Similar patterns held for naturalistic stimuli (Experiment 2), although instructional effects were smaller. We interpret these 2 patterns as signatures of distinct task strategies-1 is perceptual, with judgments based primarily on the perceptual representation of color; the other involves explicit instruction-driven reasoning. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Tips for Postpartum Dads and Partners

Science.gov (United States)

... Blues: Partners Interview with Wade Bowen Coping with Suicide & Loss Tips for Postpartum Dads and Partners Pregnancy and postpartum mood and anxiety disorders affect the whole family. Here are some tips ...

Tipping Point

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Full Text Available ... fall furniture head injury product safety television tipover tv Watch the video in Adobe Flash format. Almost ... accidents involving young children and furniture, appliance and tv tip-overs. The force of a large television ...

CPAP Tips

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Full Text Available ... sleeping? Here are some tips from the U.S. Food and Drug Administration (FDA) on how to safely and effectively use your CPAP device. Category Education License Standard YouTube License Show more Show ...

Tipping Point

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Full Text Available ... Point by CPSC Blogger September 22, 2009 appliance child Childproofing CPSC danger death electrical fall furniture head ... see news reports about horrible accidents involving young children and furniture, appliance and tv tip-overs. The ...

Tipping Point

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Full Text Available ... of a large television falling from tipping furniture can be staggering. A 50 lb. TV falls with ... story of a building. That kind of impact can kill a child or cause severe injuries. About ...

Research project management 101: insiders' tips from Early Career Scientists

Science.gov (United States)

Cristini, Luisa; Pabortsava, Katsiaryna; Stichel, Torben

2016-04-01

From the very beginning of their career, it is important for Early Career Scientists (ECS) to develop project management skills to be able to organise their research efficiently. ECS are often in charge of specific tasks within their projects or for their teams. However, without specific training or tools, the successful completion of these assignments will depend entirely on the organisational skills of individual researchers. ECS are thus facing "sink-or-swim" situations, which can be either instructive or disastrous for their projects. Here we provide experience-based tips from fellow ECS that can help manage various project activities, including: 1. Communication with supervisors and peers 2. Lab management 3. Field trips (e.g., oceanographic campaigns) 4. Internships and collaborations with other institutions 5. Literature/background research 6. Conference convening These are potential "life buoys" for ECS, which will help them to carry out these tasks efficiently and successfully.

Effects of multimedia vocabulary instruction on adolescents with learning disabilities.

Science.gov (United States)

Kennedy, Michael J; Deshler, Donald D; Lloyd, John Wills

2015-01-01

The purpose of this experimental study is to investigate the effects of using content acquisition podcasts (CAPs), an example of instructional technology, to provide vocabulary instruction to adolescents with and without learning disabilities (LD). A total of 279 urban high school students, including 30 with LD in an area related to reading, were randomly assigned to one of four experimental conditions with instruction occurring at individual computer terminals over a 3-week period. Each of the four conditions contained different configurations of multimedia-based instruction and evidence-based vocabulary instruction. Dependent measures of vocabulary knowledge indicated that students with LD who received vocabulary instruction using CAPs through an explicit instructional methodology and the keyword mnemonic strategy significantly outperformed other students with LD who were taught using the same content, but with multimedia instruction that did not adhere to a specific theoretical design framework. Results for general education students mirrored those for students with LD. Students also completed a satisfaction measure following instruction with multimedia and expressed overall agreement that CAPs are useful for learning vocabulary terms. © Hammill Institute on Disabilities 2013.

Instructional Utility and Learning Efficacy of Common Active Learning Strategies

Science.gov (United States)

McConell, David A.; Chapman, LeeAnna; Czaijka, C. Douglas; Jones, Jason P.; Ryker, Katherine D.; Wiggen, Jennifer

2017-01-01

The adoption of active learning instructional practices in college science, technology, engineering, and mathematics (STEM) courses has been shown to result in improvements in student learning, contribute to increased retention rates, and reduce the achievement gap among different student populations. Descriptions of active learning strategies…

The Effects of Segmentation and Personalization on Superficial and Comprehensive Strategy Instruction in Multimedia Learning Environments

Science.gov (United States)

Doolittle, Peter

2010-01-01

Short, cause-and-effect instructional multimedia tutorials that provide learner control of instructional pace (segmentation) and verbal representations of content in a conversational tone (personalization) have been demonstrated to benefit problem solving transfer. How might a more comprehensive multimedia instructional environment focused on…

CPAP Tips

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Full Text Available ... sleeping? Here are some tips from the U.S. Food and Drug Administration (FDA) on how to safely and effectively use your CPAP device. Category ... Ambulance Service 21,588 views 4:34 Obstructive Sleep Apnea ...

Tipping Point

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Full Text Available ... third story of a building. That kind of impact can kill a child or cause severe injuries. ... to prevent a tip-over tragedy. Share Post Facebook Twitter Google Plus Reddit Connect with Me:  Visit ...

Continuum damage mechanics analysis of crack tip zone

International Nuclear Information System (INIS)

Yinchu, L.; Jianping, Z.

1989-01-01

The crack tip field and its intensity factor play an important role in fracture mechanics. Generally, the damage such as microcracks, microvoids etc. will initiate and grow in materials as the cracked body is subjected to external loadings, especially in the crack tip zone. The damage evolution will load to the crack tip damage field and the change of the stress, strain and displacement fields of cracks tip zone. In this paper, on the basis of continuum damage mechanics, the authors have derived the equations which the crack tip field and its intensity factor must satisfy in a loading process, calculated the angle distribution curves of stress, strain and displacement fields in a crack tip zone and have compared them with the corresponding curves of HRR field and linear elastic field in undamaged materials. The equations of crack tip field intensity factors have been solved and its solutions give the variation of the field intensity factors with the loading parameter

Tip enhancement

CERN Document Server

Kawata, Satoshi

2007-01-01

This book discusses the recent advances in the area of near-field Raman scattering, mainly focusing on tip-enhanced and surface-enhanced Raman scattering. Some of the key features covered here are the optical structuring and manipulations, single molecule sensitivity, analysis of single-walled carbon nanotubes, and analytic applications in chemistry, biology and material sciences. This book also discusses the plasmonic materials for better enhancement, and optical antennas. Further, near-field microscopy based on second harmonic generation is also discussed. Chapters have been written by some of the leading scientists in this field, who present some of their recent work in this field.·Near-field Raman scattering·Tip-enhanced Raman spectroscopy·Surface-enhanced Raman spectroscopy·Nano-photonics·Nanoanalysis of Physical, chemical and biological materials beyond the diffraction limits·Single molecule detection

Numerical investigation of tip leakage vortex

OpenAIRE

Fredriksen, Vegard

2017-01-01

The Kaplan turbine has a small clearance gap between the blade tip and casing to allow the blades to rotate freely. This clearance gap is the cause of an undesirable Tip Leakage Vortex (TLV). A TLV might reduce the turbine efficiency, erode the turbine blades or cause instabilities for the power output. A literature study indicated that the tip clearance gap was a critical parameter affecting the behavior of the TLV. A research gap was observed for an operating Kaplan turbine where the ...

Optical fiber meta-tips

Science.gov (United States)

Principe, Maria; Micco, Alberto; Crescitelli, Alessio; Castaldi, Giuseppe; Consales, Marco; Esposito, Emanuela; La Ferrara, Vera; Galdi, Vincenzo; Cusano, Andrea

2016-04-01

We report on the first example of a "meta-tip" configuration that integrates a metasurface on the tip of an optical fiber. Our proposed design is based on an inverted-Babinet plasmonic metasurface obtained by patterning (via focused ion beam) a thin gold film deposited on the tip of an optical fiber, so as to realize an array of rectangular aperture nanoantennas with spatially modulated sizes. By properly tuning the resonances of the aperture nanoantennas, abrupt variations can be impressed in the field wavefront and polarization. We fabricated and characterized several proof-of-principle prototypes operating an near-infrared wavelengths, and implementing the beam-steering (with various angles) of the cross-polarized component, as well as the excitation of surface waves. Our results pave the way to the integration of the exceptional field-manipulation capabilities enabled by metasurfaces with the versatility and ubiquity of fiber-optics technological platforms.

CPAP Tips

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Full Text Available ... Get YouTube Red. Working... Not now Try it free Find out why Close CPAP Tips from FDA ... safely and effectively use your CPAP device. Category Education License Standard YouTube License Show more Show less ...

CPAP Tips

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Full Text Available ... sleeping? Here are some tips from the U.S. Food and Drug Administration (FDA) on how to safely ... Developers +YouTube Terms Privacy Policy & Safety Send feedback Test new features Loading... Working... Sign in to add ...

Note: Microelectrode-shielding tip for scanning probe electron energy spectroscopy

Science.gov (United States)

Huang, Wei; Li, Zhean; Xu, Chunkai; Liu, Jian; Xu, Chunye; Chen, Xiangjun

2018-04-01

We report a novel microelectrode-shielding tip (ME tip) for scanning probe electron energy spectroscopy (SPEES). The shielding effect of this tip is studied through comparing the detection efficiency with the normal tip by both experiment and simulation. The results show that the backscattering count rate detected by the SPEES instrument using the normal tip begins to decrease as the tip approaches to the sample surface within 21 μm, while that using the ME tip only starts to drop off within 1 μm. This indicates that the electron energy spectra can be measured with the ME tip at a much closer tip-sample distance. Furthermore, it is also demonstrated that the ME tip can be used to obtain topography of the sample surface in situ simultaneously.

Injector tip for an internal combustion engine

Science.gov (United States)

Shyu, Tsu Pin; Ye, Wen

2003-05-20

This invention relates to a the tip structure of a fuel injector as used in a internal combustion engine. Internal combustion engines using Homogeneous Charge Compression Ignition (HCCI) technology require a tip structure that directs fuel spray in a downward direction. This requirement necessitates a tip design that is capable of withstanding mechanical stresses associated with the design.

Konsistensi Strategi Instruksional Pendidikan Jasmani, Olahraga dan Kesehatan (PJOK dalam Mengontrol Disiplin Peserta Didik [Instructional Strategies for Health, Sport, and Physical Education to Control Student Discipline

Directory of Open Access Journals (Sweden)

Soleman Wouw

2016-03-01

Full Text Available This research examines instructional strategies for health, sport, and physical education as a means to control student discipline. The research method used is a descriptive qualitative procedure: choosing a topic, determining the focus of the inquiry, conducting a preliminary survey, doing a literature review, developing sub-categories, and developing the instrument. The results of the research are as follows: a to train and shape the attitudes of learners in learning readiness, b to train and establish cooperation between learners, c to form independent attitudes and do not give up easily, d to evaluate the process.  BAHASA INDONESIA ABSTRAK: Berdasarkan pengamatan peneliti pada kelas III B ada keunikan dari kelas ini, yakni kekompakan, kerjasama dan saling menghargai. Kekompakan ditunjukkan dengan datang ke kelas tepat waktu dan menaati peraturan serta prosedur yang ditetapkan. Hal ini dapat terjadi karena strategi instruksional dan peran pendidik dalam menciptakan lingkungan belajar yang kondusif. Oleh karena itu tujuan dari penelitian ini adalah : a Menjelaskan konsistensi strategi instruksional pendidikan jasmani, olahraga dan kesehatan dalam mengontrol disiplin peserta didik. b Menjelaskan manfaat pelaksanaan strategi instruksional pendidikan jasmani, olahraga dan kesehatan dalam mengontrol disiplin peserta didik. Metode penelitian ini menggunakan metode penelitian deskriptif kualitatif dengan lima kali pengambilan data. Subjek penelitian adalah peserta didik kelas III yang terdiri dari 12 peserta didik. Penelitian dilaksanakan pada 21 Oktober 2015 sampai 13 November 2015. Data dikumpulkan melalui instrument penelitian, lembar angket strategi dan disiplin peserta didik, lembar observasi (ceklist strategi pembelajaran dan penerapan disiplin oleh pendidik, lembar wawancara strategi pembelajaran dan penerapan disiplin oleh pendidik dan dokumentasi strategi pembelajaran dan disiplin peserta didik. Teknik analisis data yang digunakan adalah

Modification of AFM Tips for Facilitating Picking-up of Nanoparticles

International Nuclear Information System (INIS)

Peng, Wang; Hai-Jun, Yang; Hua-Bin, Wang; Hai, Li; Xin-Yan, Wang; Ying, Wang; Jun-Hong, Lü; Bin, Li; Yi, Zhang; Jun, Hu

2008-01-01

The radius of atomic force microscope (AFM) tip is a key factor that influences nonspecific interactions between AFM tip and nanoparticles. Generally, a tip with larger radius contributes to a higher efficiency of picking up nanoparticles. We provide two methods for modifying the AFM tip: one is to wear a tip apex on a solid substrate and the other is to coat a tip with poly (dimethylsiloxane) (PDMS). Both the approaches can enhance the adhesion force between the tip and nanoparticles by increasing tip radius. The experimental results show that a modified tip, compared to an unmodified one, achieves six-fold efficiency improvement in the capture of targeted colloidal gold nanoparticles. (general)

Dynamic of cold-atom tips in anharmonic potentials

Science.gov (United States)

Menold, Tobias; Federsel, Peter; Rogulj, Carola; Hölscher, Hendrik; Fortágh, József

2016-01-01

Background: Understanding the dynamics of ultracold quantum gases in an anharmonic potential is essential for applications in the new field of cold-atom scanning probe microscopy. Therein, cold atomic ensembles are used as sensitive probe tips to investigate nanostructured surfaces and surface-near potentials, which typically cause anharmonic tip motion. Results: Besides a theoretical description of this anharmonic tip motion, we introduce a novel method for detecting the cold-atom tip dynamics in situ and real time. In agreement with theory, the first measurements show that particle interactions and anharmonic motion have a significant impact on the tip dynamics. Conclusion: Our findings will be crucial for the realization of high-sensitivity force spectroscopy with cold-atom tips and could possibly allow for the development of advanced spectroscopic techniques such as Q-control. PMID:28144505

CPAP Tips

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Full Text Available ... starting stop Loading... Watch Queue Queue __count__/__total__ It’s YouTube. Uninterrupted. Loading... Want music and videos with ... ads? Get YouTube Red. Working... Not now Try it free Find out why Close CPAP Tips from ...

Direct calculation of wind turbine tip loss

DEFF Research Database (Denmark)

Wood, D.H.; Okulov, Valery; Bhattacharjee, D.

2016-01-01

. We develop three methods for the direct calculation of the tip loss. The first is the computationally expensive calculation of the velocities induced by the helicoidal wake which requires the evaluation of infinite sums of products of Bessel functions. The second uses the asymptotic evaluation......The usual method to account for a finite number of blades in blade element calculations of wind turbine performance is through a tip loss factor. Most analyses use the tip loss approximation due to Prandtl which is easily and cheaply calculated but is known to be inaccurate at low tip speed ratio...

Metacognitive instruction in middle school science

Science.gov (United States)

Bonney, Dianna

The purpose of this action research project was to determine the extent to which metacognitive instruction affected students' performance in the middle-grade science classroom. Conducted with four seventh grade science classes over a three-month time period, 105 students were engaged in 21 metacognitively enhanced lessons. Both quantitative and qualitative data sources were collected for this study and analyzed according to grounded theory methodology. Quantitative data came from the Jr. Metacognitive Awareness Inventory, administered as a pre-post test. Qualitative teacher-generated data was collected in a metacognitive observation protocol containing observations and reflections while student-generated data was gathered from reflective journal entries, modified rubrics, and checklists. Analysis of the data led to the assertions that metacognitive development occurred over time through systematic and varied implementation of explicit instruction. In addition, students perceived they learned best both when working collaboratively and when making multiple connections with content material. Implications for middle-grade teachers include the need for explicit instruction of metacognitive strategies, providing for instructional variation and student collaboration, and guiding students in making connections to prior learning.

Text comprehension strategy instruction with poor readers

NARCIS (Netherlands)

Van den Bos, K.P.; Aarnoudse, C.C.; Brand-Gruwel, S.

1998-01-01

The goal of this study was to investigate the effects of teaching text comprehension strategies to children with decoding and reading comprehension problems and with a poor or normal listening ability. Two experiments are reported. Four text comprehension strategies, viz., question generation,

The effects of field dependent/independent style awareness on learning strategies and outcomes in an instructional hypermedia module

Science.gov (United States)

Fyle, Clifford Omodele

The purpose of this study was to examine whether field-dependent/independent style awareness affects learning outcomes and learning strategies used in a hypermedia instructional module. Field-dependent/independent style was measured using the Global Embedded Figures Test. Style awareness meant that students were provided with information and explanations about their individual cognitive styles and the learning strategies that accommodate those styles. The study entailed examining students' achievement in a multiple-choice test and performance in a design task, and also their navigation patterns as they studied a science-oriented Webquest. The sample consisted of 149 eighth-grade students in 10 sections of a science class taught by two teachers in a public middle school. A two-group posttest-only design on one factor (style awareness) was used. Sixty-eight students in five sections of the class were assigned to the treatment group (field dependent/independent style awareness) while the other 81 students in five sections were assigned to the control group (no field dependent/independent style awareness). The study took place over a period of 6 days. On the first day, students in the treatment group were first tested and debriefed on their individual styles. Next, all students in both the treatment and control groups studied the hypermedia instructional module (Webquest) over a period of two days. On the fourth and fifth days students worked on the performance tasks, and on the sixth day students took the multiple-choice test and students in the control group were tested and debriefed on their individual styles. The findings indicate that style awareness significantly influenced the learning strategies of field-dependent students as they studied and carried out learning tasks in the Webquest. Field-dependent students with style awareness used hypertext links and navigated the menu sequentially a greater number of times than their counterparts with no style awareness

Management of Bleeding Duodenal Varices with Combined TIPS Decompression and Trans-TIPS Transvenous Obliteration Utilizing 3% Sodium Tetradecyl Sulfate Foam Sclerosis.

Science.gov (United States)

Saad, Wael E; Lippert, Allison; Schwaner, Sandra; Al-Osaimi, Abdullah; Sabri, Saher; Saad, Nael

2014-01-01

Endoscopic experience in the management of duodenal varices (DVs) is limited and challenging given the anatomic constraints and limited experience. The endovascular management of DVs is not yet established and the controversy of whether to manage them by decompression with a transjugular intrahepatic portosystemic shunt (TIPS) or by transvenous obliteration is unresolved. In the literature, the 6-12 month rebleeding rate of DVs after TIPS is 21-37% and after transvenous obliteration is 13%. The purpose of the study is to evaluate the clinical outcome of combined TIPS decompression and transvenous obliteration/sclerosis. This is a retrospective study (case series) of two institutions, evaluating patients who underwent TIPS and/or transvenous obliteration/sclerosis for bleeding DVs (from January 2009 to June 2013). TIPS was performed according to a standard procedure using covered stents. Transvenous obliteration (variceal sclerosis) from the systemic and/or portal venous circulation was performed utilizing 3% sodium tetradecyl sulfate foam. Transvenous obliteration was commonly augmented with coils and/or vascular plugs. Technical (technical success of establishing TIPS and completely obliterating the DVs) and clinical outcomes (rebleeding rate and survival) were evaluated. Five patients with liver cirrhosis presenting with bleeding DVs were included in the study with all eventually (and coincidentally) receiving TIPS and transvenous obliteration. Two of the five patients underwent concomitant TIPS and transvenous obliteration in the same procedural setting. However, three patients underwent transvenous obliteration due to bleeding despite a patent TIPS that had been previously placed. The average time from TIPS placement to transvenous obliteration was 125 days (range: 3-324 days). After having both procedures, there was no rebleeding in the patients during a mean follow-up period of 22 months (6-50 months). Coils and/or metallic vascular plugs were used to augment

Perception, Attitude and Instructional Preferences on Physics in High School Students: An Exploration in an International Setting

Science.gov (United States)

Narayanan, Mini; Gafoor, Abdul

Questionnaire survey explored perception, attitude and instructional preferences with respect to gender and nationality in high school students of India and USA, a sample of 1101 Indian and 458 US students. Descriptive Statistics techniques were adopted for analysis. Male and female students in USA were at the high and low ends of the spectrum, respectively, in perception and attitude. Preference on instructional strategies was found to be independent of nationality, exposed strategies, opting science, class size and facilities. Responses from both countries indicate preference for an integrated instructional strategy that has strong teacher involvement in a student-centered framework. A thoughtful and properly designed instructional strategy could provide sufficient elements in modifying students' epistemological beliefs. Understanding the nature and process of physics along with a better learning outcome is usually not possible by administering student-centered or teacher-centered strategies alone in their purest form. This study provides adequate support in obtaining two equally significant but contrasting goals in Physics Education Research, to gain conceptual development with increased interest and attainment in learners, through integration.

The Ripple Effect: Exploring How a Joint Science Specialist/TOSA Can Change Classroom Teachers' Instructional Practices through Project-Based Learning

Science.gov (United States)

Gradias, Jean

In 2013, California became one of the first states to adopt the rigorous Next Generation Science Standards (NGSS). However, the current state of science instruction does not support the conceptual shifts of the NGSS, which call for consistent science instruction K-12, increased inquiry, subject integration, as well as science instruction that connects students to their communities and their world. Therefore, teachers are in need of instructional support for science teaching that can enable them to achieve these higher expectations. This dissertation explored whether implementing a Project-Based Learning (PBL)-centered science specialist changed classroom teachers' frequency of science instruction and use of instructional strategies that support NGSS science delivery. In addition, this study examined how providing a PBL science specialist supported teachers in their comfort with using these more rigorous instructional strategies. Five elementary teachers participated in an action research project conducted over the course of a school year. The frequency with which teachers used the following instructional strategies was analyzed: connecting science to real world phenomena, accessing community resources, integrating science into other subject areas, and using inquiry in science instruction. Quantitative and qualitative data revealed that a PBL science specialist does support classroom teachers in implementing teaching practices aligned to the conceptual shifts implicated by the NGSS; however, individual growth rates varied by instructional strategy. The results of this study provide a foundation for the legitimacy of utilizing a PBL-focused science specialist to support teachers in shifting their instructional practices in order to achieve the Next Generation Science Standards.

Biological Small Angle Scattering: Techniques, Strategies and Tips

Energy Technology Data Exchange (ETDEWEB)

Chaudhuri, Barnali [University at Buffalo (SUNY); Muñoz, Inés G. [Centro Nacional de Investigaciones Oncológicas Madrid, Madrid, Spain; Urban, Volker S. [ORNL; Qian, Shuo [ORNL

2017-12-01

This book provides a clear, comprehensible and up-to-date description of how Small Angle Scattering (SAS) can help structural biology researchers. SAS is an efficient technique that offers structural information on how biological macromolecules behave in solution. SAS provides distinct and complementary data for integrative structural biology approaches in combination with other widely used probes, such as X-ray crystallography, Nuclear magnetic resonance, Mass spectrometry and Cryo-electron Microscopy. The development of brilliant synchrotron small-angle X-ray scattering (SAXS) beam lines has increased the number of researchers interested in solution scattering. SAS is especially useful for studying conformational changes in proteins, highly flexible proteins, and intrinsically disordered proteins. Small-angle neutron scattering (SANS) with neutron contrast variation is ideally suited for studying multi-component assemblies as well as membrane proteins that are stabilized in surfactant micelles or vesicles. SAS is also used for studying dynamic processes of protein fibrillation in amyloid diseases, and pharmaceutical drug delivery. The combination with size-exclusion chromatography further increases the range of SAS applications.The book is written by leading experts in solution SAS methodologies. The principles and theoretical background of various SAS techniques are included, along with practical aspects that range from sample preparation to data presentation for publication. Topics covered include techniques for improving data quality and analysis, as well as different scientific applications of SAS. With abundant illustrations and practical tips, we hope the clear explanations of the principles and the reviews on the latest progresses will serve as a guide through all aspects of biological solution SAS.The scope of this book is particularly relevant for structural biology researchers who are new to SAS. Advanced users of the technique will find it helpful for

Numerical Simulation of LVAD Inflow Cannulas with Different Tip

Directory of Open Access Journals (Sweden)

Guang-Mao Liu

2012-01-01

Full Text Available The tip structure of LVAD inflow cannula is one of major factors to lead adverse events such as thrombosis and suction leading to obstruction. In this research, four kinds of tips that had been used in inflow cannulas were selected and designed. The flow field of the four inflow cannulas inserted into the apex of left ventricle (LV was numerically computed by computational fluid dynamics. The flow behavior was analyzed in order to compare the blood compatibility and suction in left ventricle and cannulas after the inflow cannulas with different tips were inserted to the apex of LV. The results showed that the cannula tip structure affected the LVAD performance. Among these four cannulas, the trumpet-tipped inflow cannula owned the best performance in smooth flow velocity distribution without backflow or low-velocity flow so that it was the best in blood compatibility. Nevertheless, the caged tipped cannula was the worst in blood compatibility. And the blunt-tipped and beveled tipped inflow cannulas may obstruct more easily than trumpet and caged tipped inflow cannulas because of their shape. The study indicated that the trumpet tip was the most preferable for the inflow cannula of long-term LVAD.

Audio-Tutorial Instruction: A Strategy For Teaching Introductory College Geology.

Science.gov (United States)

Fenner, Peter; Andrews, Ted F.

The rationale of audio-tutorial instruction is discussed, and the history and development of the audio-tutorial botany program at Purdue University is described. Audio-tutorial programs in geology at eleven colleges and one school are described, illustrating several ways in which programs have been developed and integrated into courses. Programs…

Metacognitive Instruction: Global and Local Shifts in Considering Listening Input

Directory of Open Access Journals (Sweden)

Hossein Bozorgian

2013-01-01

Full Text Available A key shift of thinking for effective learning and teaching of listening input has been seen and organized in education locally and globally. This study has probed whether metacognitive instruction through a pedagogical cycle shifts high-intermediate students' English language learning and English as a second language (ESL teacher's teaching focus on listening input. Twenty male Iranian students with an age range of 18 to 24 received a guided methodology including metacognitive strategies (planning, monitoring, and evaluation for a period of three months. This study has used the strategies and probed the importance of metacognitive instruction through interviewing both the teacher and the students. The results have shown that metacognitive instruction helped both the ESL teacher's and the students' shift of thinking about teaching and learning listening input. This key shift of thinking has implications globally and locally for classroom practices of listening input.

The Effect of Learning Strategies Instruction on the Oral Production Development of English Undergraduate Students from the Federal University of Pará: A Case Study

Directory of Open Access Journals (Sweden)

Kelly C. M. Gaignoux

2011-07-01

Full Text Available This study aims at investigating how learning strategies instruction may enhance the development of oral production. Instruments used to conduct this case study were field notes, questionnaires, interviews and class audio recordings. Seven female third level undergraduate students of the Curso de Letras of the Federal University of Pará were the subjects of this study. Since the oral production is the main concern of most foreign language learners, this investigation aims at contributing to a better understanding of this issue by suggesting that the explicit learning strategies teaching may conduct to more satisfactory outcomes. Results showed that there were changes in the learning strategies repertoire used by participants.

Child predictors of learning to control variables via instruction or self-discovery

NARCIS (Netherlands)

Wagensveld, B.; Segers, P.C.J.; Kleemans, M.A.J.; Verhoeven, L.T.W.

2015-01-01

We examined the role child factors on the acquisition and transfer of learning the control of variables strategy (CVS) via instruction or self-discovery. Seventy-six fourth graders and 43 sixth graders were randomly assigned to a group receiving direct CVS instruction or a discovery learning group.

Reducing Resistance to Diversity through Cognitive Dissonance Instruction: Implications for Teacher Education.

Science.gov (United States)

McFalls, Elisabeth L.; Cobb-Roberts, Deirdre

2001-01-01

Applied the principals of cognitive dissonance theory to an instructional strategy used to reduce resistance to the idea of white privilege, comparing groups of college students in diversity education courses that did and did not receive supplemental instruction on cognitive dissonance. Incorporating cognitive dissonance theory created an…

Productivity tips for developers

CERN Multimedia

CERN. Geneva

2018-01-01

I like to read about productivity tools and techniques, but the problem is - most of them are completely overrated, the tips are not that useful or they are too difficult to implement. But, sometimes I can find some stuff that really makes me think "damn, how could I live without this before?!". Today, I would like to share some of them and hopefully hear about the tips and tricks that you use. Maybe we can find a way to share them somehow (github repo/forum)?

Temperature-controlled irrigated tip radiofrequency catheter ablation

DEFF Research Database (Denmark)

Petersen, H H; Chen, X; Pietersen, Adrian

1998-01-01

INTRODUCTION: In patients with ventricular tachycardias due to structural heart disease, catheter ablation cures radiofrequency ablation. Irrigated tip radiofrequency ablation using power control and high infusion rates enlarges lesion......: We conclude that temperature-controlled radiofrequency ablation with irrigated tip catheters using low target temperature and low infusion rate enlarges lesion size without increasing the incidence of cratering and reduces coagulum formation of the tip....

Improving the Instruction of Infinite Series

Science.gov (United States)

Lindaman, Brian; Gay, A. Susan

2012-01-01

Calculus instructors struggle to teach infinite series, and students have difficulty understanding series and related concepts. Four instructional strategies, prominently used during the calculus reform movement, were implemented during a 3-week unit on infinite series in one class of second-semester calculus students. A description of each…

Correlates of Teacher Practices Influencing Student Outcomes in Reading Instruction for Advanced Readers

Science.gov (United States)

Hunsaker, Scott L.; Nielsen, Aubree; Bartlett, Brianne

2010-01-01

In a professional development project, six teaching practices were posited as necessary for improving affective and cognitive outcomes for identified advanced readers. These practices were identification, organization for instruction, content, instructional strategies, continuous improvement assessment, and ambassadorship. Sixty-one teachers…

Tipping Point

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Exclusive contracts in the hospital setting: a two-edged sword: part 2: pros and cons, avoidance strategies, and negotiating tips.

Science.gov (United States)

Portman, Robert M

2007-06-01

Hospitals routinely enter into contracts with radiology groups for the right to be the exclusive providers of radiologic services at the facilities in exchange for the groups' agreeing to provide and manage all aspects of those services within the hospitals. These exclusive contracts generally result in radiology departments and associated equipment being closed off to physicians who are not part of the contracting groups. Although exclusive contracts offer obvious benefits to the physicians who receive them and obvious disadvantages for those who are excluded, they also present pitfalls for physicians in the chosen group. Part 1 of this article discussed the legal issues raised by exclusive contracts. Part 2 weighs the practical advantages and disadvantages of exclusive contracts for physicians covered and not covered by such contracts and strategies for avoiding them, as well as provisions that can be included in medical staff bylaws to protect physicians from the automatic termination of privileges when a hospital enters into or terminates an exclusive contract. The remainder of the article provides tips on specific provisions of exclusive contracts that should be included or avoided.

TIPS Evaluation Project Retrospective Study: Wave 1 and 2.

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Hubbard, Susan M.; Mulvey, Kevin P.

2003-01-01

Measured substance abuse treatment professionals' knowledge, attitudes, and practices regarding the Treatment Improvement Protocol (TIP) series and the 28 TIPs. Results for 3,267 respondents in wave 1 and 1,028 in wave 2 indicate that almost half of all professionals were aware of the TIPs. Attitudes toward TIPs were positive, but professionals…

Management of Bleeding Duodenal Varices with Combined TIPS Decompression and Trans-TIPS Transvenous Obliteration Utilizing 3% Sodium Tetradecyl Sulfate Foam Sclerosis

Directory of Open Access Journals (Sweden)

Wael E Saad

2014-01-01

Full Text Available Objectives: Endoscopic experience in the management of duodenal varices (DVs is limited and challenging given the anatomic constraints and limited experience. The endovascular management of DVs is not yet established and the controversy of whether to manage them by decompression with a transjugular intrahepatic portosystemic shunt (TIPS or by transvenous obliteration is unresolved. In the literature, the 6-12 month rebleeding rate of DVs after TIPS is 21-37% and after transvenous obliteration is 13%. The purpose of the study is to evaluate the clinical outcome of combined TIPS decompression and transvenous obliteration/sclerosis. Materials and Methods: This is a retrospective study (case series of two institutions, evaluating patients who underwent TIPS and/or transvenous obliteration/sclerosis for bleeding DVs (from January 2009 to June 2013. TIPS was performed according to a standard procedure using covered stents. Transvenous obliteration (variceal sclerosis from the systemic and/or portal venous circulation was performed utilizing 3% sodium tetradecyl sulfate foam. Transvenous obliteration was commonly augmented with coils and/or vascular plugs. Technical (technical success of establishing TIPS and completely obliterating the DVs and clinical outcomes (rebleeding rate and survival were evaluated. Results: Five patients with liver cirrhosis presenting with bleeding DVs were included in the study with all eventually (and coincidentally receiving TIPS and transvenous obliteration. Two of the five patients underwent concomitant TIPS and transvenous obliteration in the same procedural setting. However, three patients underwent transvenous obliteration due to bleeding despite a patent TIPS that had been previously placed. The average time from TIPS placement to transvenous obliteration was 125 days (range: 3-324 days. After having both procedures, there was no rebleeding in the patients during a mean follow-up period of 22 months (6-50 months

Magnetic elements for switching magnetization magnetic force microscopy tips

International Nuclear Information System (INIS)

Cambel, V.; Elias, P.; Gregusova, D.; Martaus, J.; Fedor, J.; Karapetrov, G.; Novosad, V.

2010-01-01

Using combination of micromagnetic calculations and magnetic force microscopy (MFM) imaging we find optimal parameters for novel magnetic tips suitable for switching magnetization MFM. Switching magnetization MFM is based on two-pass scanning atomic force microscopy with reversed tip magnetization between the scans. Within the technique the sum of the scanned data with reversed tip magnetization depicts local atomic forces, while their difference maps the local magnetic forces. Here we propose the design and calculate the magnetic properties of tips suitable for this scanning probe technique. We find that for best performance the spin-polarized tips must exhibit low magnetic moment, low switching fields, and single-domain state at remanence. The switching field of such tips is calculated and optimum shape of the Permalloy elements for the tips is found. We show excellent correspondence between calculated and experimental results for Py elements.

Research into Practice: Listening Strategies in an Instructed Classroom Setting

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Graham, Suzanne

2017-01-01

This paper considers research and practice relating to listening in instructed classroom settings, limiting itself to what might be called unidirectional listening (Macaro, Graham & Vanderplank 2007)--in other words, where learners listen to a recording, a TV or radio clip or lecture, but where there is no communication back to the speaker(s).…

Thermoelectric voltage at a nanometer-scale heated tip point contact

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Fletcher, Patrick C.; Lee, Byeonghee; King, William P.

2012-01-01

We report thermoelectric voltage measurements between the platinum-coated tip of a heated atomic force microscope (AFM) cantilever and a gold-coated substrate. The cantilevers have an integrated heater-thermometer element made from doped single crystal silicon, and a platinum tip. The voltage can be measured at the tip, independent from the cantilever heating. We used the thermocouple junction between the platinum tip and the gold substrate to measure thermoelectric voltage during heating. Experiments used either sample-side or tip-side heating, over the temperature range 25-275 °C. The tip-substrate contact is ˜4 nm in diameter and its average measured Seebeck coefficient is 3.4 μV K-1. The thermoelectric voltage is used to determine tip-substrate interface temperature when the substrate is either glass or quartz. When the non-dimensional cantilever heater temperature is 1, the tip-substrate interface temperature is 0.593 on glass and 0.125 on quartz. Thermal contact resistance between the tip and the substrate heavily influences the tip-substrate interface temperature. Measurements agree well with modeling when the tip-substrate interface contact resistance is 108 K W-1.

Hmong Parents’ Perceptions on Instructional Strategies for Educating their Children with Disabilities

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Halee Vang

2005-01-01

Full Text Available This article reports how Hmong parents were involved in an educational research study to examine their views on a structured reading instruction protocol developed in English and then translated into Hmong for Hmong children identified with disabilities. Six Hmong female parents were interviewed using a semi-structured interview. The responses from the interviews revealed that Hmong parents of disabled children are not only very concerned about seeking education equity, but that they need more communication and knowledge about their children’s education. The research methodology revealed a process to engage Hmong parents in discussing their perceptions about schools and their relationships with schools as well as classroom instruction.

Training in Metacognitive Strategies for Students’ Vocabulary Improvement by Using Learning Journals

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Itala Diaz

2015-01-01

Full Text Available This study examined the effects of metacognitive strategies to help beginning young learners with difficulties increasing and retaining vocabulary. This was a qualitative study in which participants first went through metacognitive strategy instruction to provide awareness of learning strategies. Following this instruction, students underwent a set of five interventions based on the cognitive academic language learning approach instructional model. These interventions, together with journaling progress, were used to train them in the use of the metacognitive strategies planning, monitoring, and evaluating. The findings showed that metacognitive strategy training has positively contributed to vocabulary acquisition skills, as participants were able to raise consciousness about some learning strategies and the use of metacognitive strategies to increase their vocabulary learning.

Effects of plastic anisotropy on crack-tip behaviour

DEFF Research Database (Denmark)

Legarth, Brian Nyvang; Tvergaard, Viggo; Kuroda, Mitsutoshi

2002-01-01

For a crack in a homogeneous material the effect of plastic anisotropy on crack-tip blunting and on the near-tip stress and strain fields is analyzed numerically. The full finite strain analyses are carried out for plane strain under small scale yielding conditions, with purely symmetric mode I...... loading remote from the crack-tip. In cases where the principal axes of the anisotropy are inclined to the plane of the crack it is found that the plastic zones as well as the stress and strain fields just around the blunted tip of the crack become non-symmetric. In these cases the peak strain...... on the blunted tip occurs off the center line of the crack, thus indicating that the crack may want to grow in a different direction. When the anisotropic axes are parallel to the crack symmetry is retained, but the plastic zones and the near-tip fields still differ from those predicted by standard isotropic...

Embolization with the Amplatzer Vascular Plug in TIPS Patients

International Nuclear Information System (INIS)

Pattynama, Peter M. T.; Wils, Alexandra; Linden, Edwin van der; Dijk, Lukas C. van

2007-01-01

Vessel embolization can be a valuable adjunct procedure in transjugular intrahepatic portosystemic shunt (TIPS). During the creation of a TIPS, embolization of portal vein collaterals supplying esophageal varices may lower the risk of secondary rebleeding. And after creation of a TIPS, closure of the TIPS itself may be indicated if the resulting hepatic encephalopathy severely impairs mental functioning. The Amplatzer Vascular Plug (AVP; AGA Medical, Golden Valley, MN) is well suited for embolization of large-diameter vessels and has been employed in a variety of vascular lesions including congenital arteriovenous shunts. Here we describe the use of the AVP in the context of TIPS to embolize portal vein collaterals (n = 8) or to occlude the TIPS (n = 2)

Hypoxia-driven angiogenesis: role of tip cells and extracellular matrix scaffolding.

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Germain, Stéphane; Monnot, Catherine; Muller, Laurent; Eichmann, Anne

2010-05-01

Angiogenesis is a highly coordinated tissue remodeling process leading to blood vessel formation. Hypoxia triggers angiogenesis via induction of expression of growth factors such as vascular endothelial growth factor (VEGF). VEGF instructs endothelial cells to form tip cells, which lead outgrowing capillary sprouts, whereas Notch signaling inhibits sprout formation. Basement membrane deposition and mechanical cues from the extracellular matrix (ECM) induced by hypoxia may participate to coordinated vessel sprouting in conjunction with the VEGF and Notch signaling pathways. Hypoxia regulates ECM composition, deposition, posttranslational modifications and rearrangement. In particular, hypoxia-driven vascular remodeling is dynamically regulated through modulation of ECM-modifying enzyme activities that eventually affect both matricellular proteins and growth factor availability. Better understanding of the complex interplay between endothelial cells and soluble growth factors and mechanical factors from the ECM will certainly have significant implications for understanding the regulation of developmental and pathological angiogenesis driven by hypoxia.

Microneedles array with biodegradable tips for transdermal drug delivery

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Iliescu, Ciprian; Chen, Bangtao; Wei, Jiashen; Tay, Francis E. H.

2008-12-01

The paper presented an enhancement solution for transdermal drug delivery using microneedles array with biodegradable tips. The microneedles array was fabricated by using deep reactive ion etching (DRIE) and the biodegradable tips were made to be porous by electrochemical etching process. The porous silicon microneedle tips can greatly enhance the transdermal drug delivery in a minimum invasion, painless, and convenient manner, at the same time; they are breakable and biodegradable. Basically, the main problem of the silicon microneedles consists of broken microneedles tips during the insertion. The solution proposed is to fabricate the microneedle tip from a biodegradable material - porous silicon. The silicon microneedles are fabricated using DRIE notching effect of reflected charges on mask. The process overcomes the difficulty in the undercut control of the tips during the classical isotropic silicon etching process. When the silicon tips were formed, the porous tips were then generated using a classical electrochemical anodization process in MeCN/HF/H2O solution. The paper presents the experimental results of in vitro release of calcein and BSA with animal skins using a microneedle array with biodegradable tips. Compared to the transdermal drug delivery without any enhancer, the microneedle array had presented significant enhancement of drug release.

Behold the Trojan Horse: Instructional vs. Productivity Computing in the Classroom.

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Loop, Liza

This background paper for a symposium on the school of the future reviews the current instructional applications of computers in the classroom (the computer as a means or the subject of instruction), and suggests strategies that administrators might use to move toward viewing the computer as a productivity tool for students, i.e., its use for word…

From theory to practice: integrating instructional technology into veterinary medical education.

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Wang, Hong; Rush, Bonnie R; Wilkerson, Melinda; Herman, Cheryl; Miesner, Matt; Renter, David; Gehring, Ronette

2013-01-01

Technology has changed the landscape of teaching and learning. The integration of instructional technology into teaching for meaningful learning is an issue for all educators to consider. In this article, we introduce educational theories including constructivism, information-processing theory, and dual-coding theory, along with the seven principles of good practice in undergraduate education. We also discuss five practical instructional strategies and the relationship of these strategies to the educational theories. From theory to practice, the purpose of the article is to share our application of educational theory and practice to work toward more innovative teaching in veterinary medical education.

Crack tip stress and strain

International Nuclear Information System (INIS)

Francois, D.

1975-01-01

The study of potential energy variations in a loaded elastic solid containing a crack leads to determination of the crack driving force G. Generalization of this concept to cases other than linear elasticity leads to definition of the integral J. In a linear solid, the crack tip stress field is characterized by a single parameter: the stress-intensity factor K. When the crack tip plastic zone size is confined to the elastic singularity J=G, it is possible to establish relationship between these parameters and plastic strain (and in particular the crack tip opening displacement delta). The stress increases because of the triaxiality effect. This overload rises with increasing strain hardening. When the plastic zone size expands, using certain hypotheses, delta can be calculated. The plastic strain intensity is exclusively dependent on parameter J [fr

Would Having a Lead Instructional Designer Position Encourage Change in a K-12 Educational Setting?

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Morris, John

2011-01-01

Adding the position Lead Instructional Designer (LID) will help an educational company or school district to work with principals and instructional designers to implement better instructional design strategies. This type of change creates more jobs and takes added pressure away from schools. The vision is to create better customer service to the…

Goal Setting and Self-Monitoring for Students with Disabilities: Practical Tips and Ideas for Teachers

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Lee, Suk-Hyang; Palmer, Susan B.; Wehmeyer, Michael L.

2009-01-01

This article provides teachers with practical tips and ideas about how self-monitoring works in conjunction with goal-setting strategies to support students to set and achieve different types of academic goals. In addition, specific examples of academic goals and self-monitoring forms are provided to give teachers an example of such goals. To…

Instructional Partners, Principals, Teachers, and Instructional Assistants.

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Indiana State Dept. of Public Instruction, Indianapolis.

This handbook examines various topics of interest and concern to teachers as they work with instructional assistants forming a classroom instructional partnership and functioning as a team. These topics include: (1) instructional assistant qualifications; (2) duties--instructional, classroom clerical, auxillary; (3) factors to be considered when…

Multimodal instruction and persuasion in disclosing greenwashing discourses

DEFF Research Database (Denmark)

Maier, Carmen Daniela

and accompanied by new voice-over commentaries and new visual material. The new voice-over narrator instructs the viewers how to identify and decode the multimodal persuasive strategies employed in the original discourse. Simultaneously, the viewers are also persuaded to accept the new understanding...... and social actions when the commercials' greenwashing discourse is used for other instructive and persuasive purposes. When mapping and explaining these transformations, the analysis is based on the investigation of the multifunctional interplay of semiotic modes as language and images. On the basis...

Research progress in TIPS shunt dysfunction and recanalization

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WANG Tingting

2015-11-01

Full Text Available Transjugular intrahepatic portosystemic shunt (TIPS is widely used in the treatment of cirrhotic portal hypertension and its associated complications. However, postoperative shunt dysfunction has been an important factor restricting the clinical application of TIPS. This article summarizes the use of shunt, the incidence of shunt dysfunction after TIPS, preventive measures and diagnostic methods for shunt dysfunction, and indications and techniques of shunt recanalization, in order to enhance our knowledge of shunt dysfunction and recanalization, which could further improve the efficacy of TIPS for cirrhotic portal hypertension.

Twelve Tips for Effective Electronic Presentation.

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Crosby, Joy

1994-01-01

Offers 12 tips for effective electronic presentation. This article is intended for readers who may be considering using electronic presentation for the first time. Offers reasons for its popularity and occasions when it may be used. The tips offer assistance in the design and presentation of electronic material. (LZ)

Fostering Cognitive Collaboration for Effective Instruction in English ...

African Journals Online (AJOL)

Fostering Cognitive Collaboration for Effective Instruction in English ... be a paradigm shift in the teaching and learning strategies of the English language. ... is a major determinant of success across the curriculum and in the world of work.

Understanding and responding the students in learning mathematics through the differentiated instruction

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Hapsari, T.; Darhim; Dahlan, J. A.

2018-05-01

This research discusses the differentiated instruction, a mathematic learning which is as expected by the students in connection with the differentiated instruction itself, its implementation, and the students’ responses. This research employs a survey method which involves 62 students as the research respondents. The mathematics learning types required by the students and their responses to the differentiated instruction are examined through questionnaire and interview. The mathematics learning types in orderly required by the students, from the highest frequency cover the easily understood instructions, slowly/not rushing teaching, fun, not complicated, interspersed with humour, various question practices, not too serious, and conducive class atmosphere for the instructions. Implementing the differentiated instruction is not easy. The teacher should be able to constantly assess the students, s/he should have good knowledge of relevant materials and instructions, and properly prepare the instructions, although it is time-consuming. The differentiated instruction is implemented on the instructions of numerical pattern materials. The strategies implemented are flexible grouping, tiered assignment, and compacting. The students positively respond the differentiated learning instruction that they become more motivated and involved in the instruction.

Low Vision Tips

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... this page: https://medlineplus.gov/lowvision.html MedlinePlus: Low Vision Tips We are sorry. MedlinePlus no longer maintains the For Low Vision Users page. You will still find health resources ...

Optical Fiber-Tip Sensors Based on In-Situ µ-Printed Polymer Suspended-Microbeams.

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Yao, Mian; Ouyang, Xia; Wu, Jushuai; Zhang, A Ping; Tam, Hwa-Yaw; Wai, P K A

2018-06-05

Miniature optical fiber-tip sensors based on directly µ-printed polymer suspended-microbeams are presented. With an in-house optical 3D μ-printing technology, SU-8 suspended-microbeams are fabricated in situ to form Fabry⁻Pérot (FP) micro-interferometers on the end face of standard single-mode optical fiber. Optical reflection spectra of the fabricated FP micro-interferometers are measured and fast Fourier transform is applied to analyze the cavity of micro-interferometers. The applications of the optical fiber-tip sensors for refractive index (RI) sensing and pressure sensing, which showed 917.3 nm/RIU to RI change and 4.29 nm/MPa to pressure change, respectively, are demonstrated in the experiments. The sensors and their optical µ-printing method unveil a new strategy to integrate complicated microcomponents on optical fibers toward 'lab-on-fiber' devices and applications.

Development of the Instructional Model of Reading English Strategies for Enhancing Sophomore Students' Learning Achievements in the Institute of Physical Education in the Northeastern Region of Thailand

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Whankhom, Prawit; Phusawisot, Pilanut; Sayankena, Patcharanon

2016-01-01

The aim of this research is to develop and verify the effectiveness of an instructional model of reading English strategies for students of Mahasarakham Institute of Physical Education in the Northeastern region through survey. Classroom action research techniques with the two groups of sample sizes of 34 sophomore physical students as a control…

Bent versus straight tips in micropulsed longitudinal phacoemulsification.

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Stagg, Brian C; Gupta, Isha; Cahoon, Judd; Ronquillo, Cecinio; Shi, Dallas; Zaugg, Brian; Gardiner, Gareth; Barlow, William R; Pettey, Jeff H; Aabid Farukhi, M; Jensen, Jason; Olson, Randall J

2015-10-01

The aim of this study was to evaluate bent and straight phacoemulsification tips to determine which tip is more efficient in removal of lens fragments, using micropulsed longitudinal ultrasound in phacoemulsification. In vitro laboratory study. The John A. Moran Eye Center Laboratories, University of Utah, Salt Lake City, Utah, was the study setting. Pig lenses hardened in a manner comparable with dense human cataracts were cut into 2-mm cubes and removed with micropulsed longitudinal ultrasound using settings previously shown to be optimally efficient (6 milliseconds on and 6 milliseconds off for a bent tip). To verify this time as most efficient for a straight tip, we also tested times of 5, 6, and 7 milliseconds time on and off. The tips were either straight or with a 20-degree bend. Twenty cubes were used for each comparative run. For the straight tip, 6 milliseconds on (1.56 ± 0.815 seconds) was significantly more efficient than 7 milliseconds on (2.45 ± 1.56 seconds, p = 0.001) and not significantly more efficient than 5 milliseconds on (1.69 ± 0.86 seconds, p = 0.43). Five milliseconds off time (1.45 ± 0.76s) was more efficient than 6 milliseconds (2.06 ± 1.37 seconds, p = 0.004) and 7 milliseconds off (2.18 ± 1.24s, p = 0.001). The straight tip was more efficient than the bent tip (1.38 ± 0.83 versus 2.93 ± 2.14 seconds, p = 0.006). Results are contrary to accepted common belief. Micropulsed longitudinal phacoemulsification is more efficient with a straight rather than a bent tip. Copyright © 2015 Canadian Ophthalmological Society. Published by Elsevier Inc. All rights reserved.

Tips for Reducing Pesticide Impacts on Wildlife

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This Web page provides tips for pesticide users in residential and agricultural settings, as well as tips for certified pesticide applicators for ways to protect wildlife from potentially harmful effects of pesticides.

A Conceptual Model for the Design and Delivery of Explicit Thinking Skills Instruction

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Kassem, Cherrie L.

2005-01-01

Developing student thinking skills is an important goal for most educators. However, due to time constraints and weighty content standards, thinking skills instruction is often embedded in subject matter, implicit and incidental. For best results, thinking skills instruction requires a systematic design and explicit teaching strategies. The…

Cardiac examination and the effect of dual-processing instruction in a cardiopulmonary simulator.

Science.gov (United States)

Sibbald, Matt; McKinney, James; Cavalcanti, Rodrigo B; Yu, Eric; Wood, David A; Nair, Parvathy; Eva, Kevin W; Hatala, Rose

2013-08-01

Use of dual-processing has been widely touted as a strategy to reduce diagnostic error in clinical medicine. However, this strategy has not been tested among medical trainees with complex diagnostic problems. We sought to determine whether dual-processing instruction could reduce diagnostic error across a spectrum of experience with trainees undertaking cardiac physical exam. Three experiments were conducted using a similar design to teach cardiac physical exam using a cardiopulmonary simulator. One experiment was conducted in each of three groups: experienced, intermediate and novice trainees. In all three experiments, participants were randomized to receive undirected or dual-processing verbal instruction during teaching, practice and testing phases. When tested, dual-processing instruction did not change the probability assigned to the correct diagnosis in any of the three experiments. Among intermediates, there was an apparent interaction between the diagnosis tested and the effect of dual-processing instruction. Among relative novices, dual processing instruction may have dampened the harmful effect of a bias away from the correct diagnosis. Further work is needed to define the role of dual-processing instruction to reduce cognitive error. This study suggests that it cannot be blindly applied to complex diagnostic problems such as cardiac physical exam.

In Respect to the Cognitive Load Theory: Adjusting Instructional Guidance with Student Expertise.

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Schilling, Jim

2017-01-01

The amount of guidance supplied by educators to students in allied health programs is a factor in student learning. According to the cognitive load theory of learning, without adequate instructional support, novice learners will be overwhelmed and unable to store information, while unnecessary guidance supplied to advanced students will cause extraneous cognitive load on the working memory system. Adjusting instructional guidance for students according to their level of expertise to minimize extraneous cognitive load and optimize working memory storage capacity will enhance learning effectiveness. Novice students presented with complex subject matter require significant guidance during the initial stages, using strategies such as worked examples. As students comprehend information, instructional guidance needs to gradually fade to avoid elevated extraneous cognitive load from the expertise reversal effect. An instructional strategy that utilizes a systemic (fixed) or adjustable (adaptive) tapering of guidance to students in allied health programs depending on their expertise will optimize learning capability.

Radiative control of dark excitons at room temperature by nano-optical antenna-tip Purcell effect

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Park, Kyoung-Duck; Jiang, Tao; Clark, Genevieve; Xu, Xiaodong; Raschke, Markus B.

2018-01-01

Excitons, Coulomb-bound electron-hole pairs, are elementary photo-excitations in semiconductors that can couple to light through radiative relaxation. In contrast, dark excitons (XD) show anti-parallel spin configuration with generally forbidden radiative emission. Because of their long lifetimes, these dark excitons are appealing candidates for quantum computing and optoelectronics. However, optical read-out and control of XD states has remained challenging due to their decoupling from light. Here, we present a tip-enhanced nano-optical approach to induce, switch and programmably modulate the XD emission at room temperature. Using a monolayer transition metal dichalcogenide (TMD) WSe2 on a gold substrate, we demonstrate 6 × 105-fold enhancement in dark exciton photoluminescence quantum yield achieved through coupling of the antenna-tip to the dark exciton out-of-plane optical dipole moment, with a large Purcell factor of ≥2 × 103 of the tip-sample nano-cavity. Our approach provides a facile way to harness excitonic properties in low-dimensional semiconductors offering new strategies for quantum optoelectronics.

Short communication: QTL mapping for ear tip-barrenness in maize

Energy Technology Data Exchange (ETDEWEB)

Ding, J.; Ma, J.; Chen, J.; Ai, T.; Li, Z.; Tian, Z.; Wu, S.; Chen, W.; Wu, J.

2016-11-01

Barren tip on corn ear is an important agronomic trait in maize, which is highly associated with grain yield. Understanding the genetic basis of tip-barrenness may help to reduce the ear tip-barrenness in breeding programs. In this study, ear tip-barrenness was evaluated in two environments in a F2:3 population, and it showed significant genotypic variation for ear tip-barrenness in both environments. Using mixed-model composite interval mapping method, three additive effects quantitative trait loci (QTL) for ear tip-barrenness were mapped on chromosomes 2, 3 and 6, respectively. They explained 16.6% of the phenotypic variation, and no significant QTL × Environment interactions and digenic interactions were detected. The results indicated that additive effect was the main genetic basis for ear tip-barrenness in maize. This is the first report of QTL mapped for ear tip-barrenness in maize. (Author)

Using Think-Aloud Protocols to Uncover Misconceptions and Improve Developmental Math Instruction: An Exploratory Study

Directory of Open Access Journals (Sweden)

Charles Secolsky

2016-01-01

Full Text Available Deficiencies in education continue to escalate around the world. The focus on outcomes assessment has narrowed instructional research and curriculum evaluation to standardized testing in certain subject areas. A prototype for a quantitative literacy assessment instrument was developed with the goal of diagnosing student misconceptions of basic mathematics content and changing instructional practices to undo the misconceptions by applying cognitive psychological theory. Two hundred thirty-eight basic math high school students and 209 remedial community college students in New Jersey and New York were administered the instrument, which had been based on coded data from think-aloud protocols. The instrument asked students to answer 20 basic mathematics items and, in addition, to evaluate four possible solution strategies. For each item, frequencies of selected solution strategies and the association between strategy selection and performance on the 20-question math test are presented as a means for improving instruction. Follow-up research is proposed for determining whether undoing the student misconceptions first before teaching material on a new unit of instruction may yield more positive student outcomes.

Reading Comprehension Instruction Practices in Sierra Leone

NARCIS (Netherlands)

Hersbach, S.; Denessen, E.J.P.G.; Droop, W.

2014-01-01

Aim: In this study an attempt was made to give insight in the way reading comprehension is taught in Sierra Leone. Attention was paid to the didactical strategies and the materials used during reading comprehension instruction. Methodology: Primary school teachers in Sierra Leone (N=43) were

Invited Review Article: Tip modification methods for tip-enhanced Raman spectroscopy (TERS) and colloidal probe technique: A 10 year update (2006-2016) review

Science.gov (United States)

Yuan, C. C.; Zhang, D.; Gan, Y.

2017-03-01

Engineering atomic force microscopy tips for reliable tip enhanced Raman spectroscopy (TERS) and colloidal probe technique are becoming routine practices in many labs. In this 10 year update review, various new tip modification methods developed over the past decade are briefly reviewed to help researchers select the appropriate method. The perspective is put in a large context to discuss the opportunities and challenges in this area, including novel combinations of seemingly different methods, potential applications of some methods which were not originally intended for TERS tip fabrication, and the problems of high cost and poor reproducibility of tip fabrication.

Dependence of electric field on STM tip preparation

DEFF Research Database (Denmark)

Huang, D.H.; Grey, Francois; Aono, M.

1998-01-01

Voltage pulses applied between an STM tip and a surface can modify the surface on the nanometer scale due to electric-field-induced evaporation. However, at present, different groups have achieved surface modification with quite different bias conditions, and it is still difficult to obtain high...... reproducibility in such experiments. In this paper, we measure the tip displacement during a pulse at constant tunnelling current, and deduce that the electric field produced by the pulse depends in a systematic way on tip preparation, The results show how differences in tip preparation can be a major source...

Learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences for continuing engineering education instructional design

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Baukal, Charles Edward, Jr.

A literature search revealed very little information on how to teach working engineers, which became the motivation for this research. Effective training is important for many reasons such as preventing accidents, maximizing fuel efficiency, minimizing pollution emissions, and reducing equipment downtime. The conceptual framework for this study included the development of a new instructional design framework called the Multimedia Cone of Abstraction (MCoA). This was developed by combining Dale's Cone of Experience and Mayer's Cognitive Theory of Multimedia Learning. An anonymous survey of 118 engineers from a single Midwestern manufacturer was conducted to determine their demographics, learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences. The learning strategy preference profile and verbal-visual cognitive styles of the sample were statistically significantly different than the general population. The working engineers included more Problem Solvers and were much more visually-oriented than the general population. To study multimedia preferences, five of the seven levels in the MCoA were used. Eight types of multimedia were compared in four categories (types in parantheses): text (text and narration), static graphics (drawing and photograph), non-interactive dynamic graphics (animation and video), and interactive dynamic graphics (simulated virtual reality and real virtual reality). The first phase of the study examined multimedia preferences within a category. Participants compared multimedia types in pairs on dual screens using relative preference, rating, and ranking. Surprisingly, the more abstract multimedia (text, drawing, animation, and simulated virtual reality) were preferred in every category to the more concrete multimedia (narration, photograph, video, and real virtual reality), despite the fact that most participants had relatively little prior subject knowledge. However, the more abstract graphics were only slightly

Relocalization of human chromatin remodeling cofactor TIP48 in mitosis

International Nuclear Information System (INIS)

Sigala, Barbara; Edwards, Mina; Puri, Teena; Tsaneva, Irina R.

2005-01-01

TIP48 is a highly conserved eukaryotic AAA + protein which is an essential cofactor for several complexes involved in chromatin acetylation and remodeling, transcriptional and developmental regulation and nucleolar organization and trafficking. We show that TIP48 abundance in HeLa cells did not change during the cell cycle, nor did its distribution in various biochemical fractions. However, we observed distinct changes in the subcellular localization of TIP48 during M phase using immunofluorescence microscopy. Our studies demonstrate that in interphase cells TIP48 was found mainly in the nucleus and exhibited a distinct localization in the nuclear periphery. As the cells entered mitosis, TIP48 was excluded from the condensing chromosomes but showed association with the mitotic apparatus. During anaphase, some TIP48 was detected in the centrosome colocalizing with tubulin but the strongest staining appeared in the mitotic equator associated with the midzone central spindle. Accumulation of TIP48 in the midzone and the midbody was observed in late telophase and cytokinesis. This redeployment of TIP48 during anaphase and cytokinesis was independent of microtubule assembly. The relocation of endogenous TIP48 to the midzone/midbody under physiological conditions suggests a novel and distinct function for TIP48 in mitosis and possible involvement in the exit of mitosis

Angle-tip Fiber Probe as Humidity Sensor

Directory of Open Access Journals (Sweden)

Pabitra NATH

2010-05-01

Full Text Available In this paper, I present a simple fiber optic relative humidity sensor (FORHS using an angled-tip multimode optical fiber. The sensing region is fabricated by coating moisture sensitive Cobalt Chloride (CoCl2 doped polyvinyl alcohol (PVA film on the surface of fiber optic tip. Light signal introducing from flat-end of the fiber is back-reflected at the fiber tip-air interface by the effect of total internal refection. The change of relative humidity (RH in the outstanding medium affects of evanescent field absorption at the fiber tip-sensing film interface thus, modulates the back-reflected signal. With the present sensing investigation, RH ranging from 5 % to 95 % can be measured with high degree of repeatability and has a fast response time of about 2 seconds.

On the development of a magnetoresistive sensor for blade tip timing and blade tip clearance measurement systems

Science.gov (United States)

Tomassini, R.; Rossi, G.; Brouckaert, J.-F.

2016-10-01

A simultaneous blade tip timing (BTT) and blade tip clearance (BTC) measurement system enables the determination of turbomachinery blade vibrations and ensures the monitoring of the existing running gaps between the blade tip and the casing. This contactless instrumentation presents several advantages compared to the well-known telemetry system with strain gauges, at the cost of a more complex data processing procedure. The probes used can be optical, capacitive, eddy current as well as microwaves, everyone with its dedicated electronics and many existing different signal processing algorithms. Every company working in this field has developed its own processing method and sensor technology. Hence, repeating the same test with different instrumentations, the answer is often different. Moreover, rarely it is possible to achieve reliability for in-service measurements. Developments are focused on innovative instrumentations and a common standard. This paper focuses on the results achieved using a novel magnetoresistive sensor for simultaneous tip timing and tip clearance measurements. The sensor measurement principle is described. The sensitivity to gap variation is investigated. In terms of measurement of vibrations, experimental investigations were performed at the Air Force Institute of Technology (ITWL, Warsaw, Poland) in a real aeroengine and in the von Karman Institute (VKI) R2 compressor rig. The advantages and limitations of the magnetoresistive probe for turbomachinery testing are highlighted.

KNOW-BLADE, task-3.2 report, tip shape study

Energy Technology Data Exchange (ETDEWEB)

Soerensen, N.N.; Johansen, J.; Conway, S.; Voutsinas, S.; Hansen, M.O.L.; Stuermer, A.

2005-01-01

For modern rotor blades with their very large aspect ratio, the blade tip is a very limited part of the overall rotor, and as such of limited importance for the overall aerodynamics of the rotor. Even though they may not be very important for the overall power production, the tip noise can be very important for the acoustics of the rotor [15], and the blade tips can as well be important for the aerodynamic damping properties of the rotor blades [13]. Unfortunately, not many options exists for predicting the aerodynamic behavior of blade tips using computational methods. Experimentally it is dicult to perform detailed measurements in the form of pressure and velocity measurements in natural wind conditions on modern large scale turbines due to the inherent unsteadiness in the natural wind. The present study describes the application of four different Navier-Stokes solvers to tip shape studies, and shows that these codes are well suited to study the flow around different tip shape geometries, and can predict the pressure distributions at the blade tip quite accurately. (au)

Counseling patients on facial volume replacement and adherence with posttreatment instructions

Directory of Open Access Journals (Sweden)

Doris Day

2010-07-01

Full Text Available Doris DayDay Dermatology and Aesthetics New York, USAAbstract: Use of injectable volume replacement products has increased dramatically in the US in recent years. An optimal outcome with volume replacement depends on a thorough ­knowledge of the products on the part of the dermatologic/aesthetic physician specialist, identification of patients with a likelihood of benefiting from volume replacement procedures, selection of an appropriate product for the individual patient, and effective patient counseling to ensure adherence to posttreatment care instructions. Adherence to physician instructions in the field of dermatology appears limited, and there is very little published information on adherence to physician instructions following facial volume replacement procedures. The purpose of this review is to provide strategies for understanding and overcoming the barriers to adherence with the widely used dermal fillers. Strategies include using patient-centered techniques, such as a motivational interview encouraging the patient to follow postprocedure care instructions, eg, massage. In this case, demonstrating massage techniques while the patient is still in the office, with patient participation and detailed feedback, also contributes to good adherence with posttreatment care instructions. Telephone counseling, reminder postcards, and text messages may help improve clinic attendance for follow-up. Motivated patients who demonstrate good ­adherence to physician instructions generally respond well to volume replacement treatments, and usually experience fewer adverse events than patients who do not follow instructions. Although promoting adherence to pretreatment and posttreatment protocols remains a challenge, patient counseling throughout the treatment process can lead to successful results.Keywords: improving adherence, injectable volume replacement, product selection, ­rejuvenation procedure, soft tissue augmentation

Tipping the scales.

Science.gov (United States)

1998-12-01

In the US, the October 1998 murder of a physician who performed abortions was an outward manifestation of the insidious battle against legal abortion being waged by radical Christian social conservatives seeking to transform the US democracy into a theocracy. This movement has been documented in a publication entitled, "Tipping the Scales: The Christian Right's Legal Crusade Against Choice" produced as a result of a 4-year investigation conducted by The Center for Reproductive Law and Policy. This publication describes how these fundamentalists have used sophisticated legal, lobbying, and communication strategies to further their goals of challenging the separation of church and state, opposing family planning and sexuality education that is not based solely on abstinence, promoting school prayer, and restricting homosexual rights. The movement has resulted in the introduction of more than 300 anti-abortion bills in states, 50 of which have passed in 23 states. Most Christian fundamentalist groups provide free legal representation to abortion clinic terrorists, and some groups solicit women to bring specious malpractice claims against providers. Sophisticated legal tactics are used by these groups to remove the taint of extremism and mask the danger posed to US constitutional principles being posed by "a well-financed and zealous brand of radical lawyers and their supporters."

The Tipping Points of Technology Development

Directory of Open Access Journals (Sweden)

Tauno Kekäle

2014-07-01

Full Text Available The tipping point, the decisive point in time in the competition between old and new, is an interesting phenomenon in physics of today. This aspect in technology acceptance is connected to many business decisions such as technology investments, product releases, resource allocation, sales forecasts and, ultimately, affects the profitability and even survival of a company. The tipping point itself is based on many stochastic and dynamic variables, and the process may at least partly be described as path-dependent. This paper analyses the tipping point from three aspects: (1 product performance, (2 features of the market and infrastructure (including related technologies and human network externalities, and (3 actions of the incumbents (including customer lock-in, systems lock-in, and sustaining innovation. The paper is based on the Bass s-curve idea and the technology trajectory concept proposed by Dosi. Three illustrative cases are presented to make the point of the multiple factors affecting technology acceptance and, thus, the tipping point. The paper also suggests outlines for further research in field of computer simulation.

Final Technical Report: Electrohydrodynamic Tip Streaming

Energy Technology Data Exchange (ETDEWEB)

Basaran, Osman [Purdue Univ., West Lafayette, IN (United States)

2016-01-06

When subjected to strong electric fields, liquid drops and films form conical tips and emit thin jets from their tips. Such electrodydrodynamic (EDH) tip streaming or cone-jetting phenomena, which are sometimes referred to as electrospraying, occur widely in nature, e.g., in ejection of streams of small charged drops from pointed tips of raindrops in thunderclouds, and technology, e.g., in electrospray mass spectrometry or electric field-driven solvent extraction. More recently, EHD cone-jetting has emerged as a powerful technique for direct printing of solar cells, micro- and nano- particle production, and microencapsulation for controlled release. In many of the aforementioned situations, of equal importance to the processes by which one drop disintegrates to form several drops are those by which (a) two drops come together and coalesce and (b) two drops are coupled to form a double droplet system (DDS) or a capillary switch (CS). the main objective of this research program is to advance through simulation, theory, and experiment the breakup, coalescence, and oscillatory dynamics of single and pairs of charged as well as uncharged drops.

Diabetes: Dental Tips

Science.gov (United States)

Diabetes: Dental Tips For more copies contact: National Institute of Dental and Craniofacial Research National Oral Health Information Clearinghouse ... damage the gum and bone that hold your teeth in place and may lead to painful chewing ...

TEM observations of crack tip: cavity interactions

International Nuclear Information System (INIS)

Horton, J.A.; Ohr, S.M.; Jesser, W.A.

1981-01-01

Crack tip-cavity interactions have been studied by performing room temperature deformation experiments in a transmission electron microscope on ion-irradiated type 316 stainless steel with small helium containing cavities. Slip dislocations emitted from a crack tip cut, sheared, and thereby elongated cavities without a volume enlargement. As the crack tip approached, a cavity volume enlargement occurred. Instead of the cavities continuing to enlarge until they touch, the walls between the cavities fractured. Fracture surface dimples do not correlate in size or density with these enlarged cavities

Root tips moving through soil

Science.gov (United States)

Curlango-Rivera, Gilberto

2011-01-01

Root elongation occurs by the generation of new cells from meristematic tissue within the apical 1–2 mm region of root tips. Therefore penetration of the soil environment is carried out by newly synthesized plant tissue, whose cells are inherently vulnerable to invasion by pathogens. This conundrum, on its face, would seem to reflect an intolerable risk to the successful establishment of root systems needed for plant life. Yet root tip regions housing the meristematic tissues repeatedly have been found to be free of microbial infection and colonization. Even when spore germination, chemotaxis, and/or growth of pathogens are stimulated by signals from the root tip, the underlying root tissue can escape invasion. Recent insights into the functions of root border cells, and the regulation of their production by transient exposure to external signals, may shed light on long-standing observations. PMID:21455030

Medical diagnosis and remote sensing at fiber-tip: picosecond resolved FRET sensor

Science.gov (United States)

Polley, Nabarun; Pal, Samir Kumar

2016-03-01

Förster Resonance Energy Transfer (FRET) strategy in popular in fiber-optic sensing. However, the steady state emission quenching of the donor is inadequate to conclude FRET. The resonance type energy transfer from one molecule (donor) to other (acceptor) should meet few key properties including donor to acceptor energy migration in non-radiative way. In the present study, we have coupled the evanescent field of an optical fiber to the covalently attached donor (dansyl) molecules at the fiber tip. By using picosecond resolved time correlated single photon counting (TCSPC) we have demonstrated that dansyl at the fiber tip transfers energy to a well known DNA-intercalating dye ethidium. Our ultrafast detection scheme selectively distinguishes the probe (dansyl) emission from the intrinsic emission of the fiber. We have also used the setup for the remote sensing of the dielectric constant (polarity) of an environment. We have finally implemented the detection mechanism to detect an industrial synthetic dye methylene blue (MB) in water.

A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

Science.gov (United States)

Gardner, Joel; Belland, Brian R.

2012-01-01

Introductory biology courses form a cornerstone of undergraduate instruction. However, the predominantly used lecture approach fails to produce higher-order biology learning. Research shows that active learning strategies can increase student learning, yet few biology instructors use all identified active learning strategies. In this paper, we…

Regulation of Histone Acetyltransferase TIP60 Function by Histone Deacetylase 3

Science.gov (United States)

Yi, Jingjie; Huang, Xiangyang; Yang, Yuxia; Zhu, Wei-Guo; Gu, Wei; Luo, Jianyuan

2014-01-01

The key member of the MOZ (monocyticleukaemia zinc finger protein), Ybf2/Sas3, Sas2, and TIP60 acetyltransferases family, Tat-interactive protein, 60 kD (TIP60), tightly modulates a wide array of cellular processes, including chromatin remodeling, gene transcription, apoptosis, DNA repair, and cell cycle arrest. The function of TIP60 can be regulated by SIRT1 through deacetylation. Here we found that TIP60 can also be functionally regulated by HDAC3. We identified six lysine residues as its autoacetylation sites. Mutagenesis of these lysines to arginines completely abolishes the autoacetylation of TIP60. Overexpression of HDAC3 increases TIP60 ubiquitination levels. However, unlike SIRT1, HDAC3 increased the half-life of TIP60. Further study found that HDAC3 colocalized with TIP60 both in the nucleus and the cytoplasm, which could be the reason why HDAC3 can stabilize TIP60. The deacetylation of TIP60 by both SIRT1 and HDAC3 reduces apoptosis induced by DNA damage. Knockdown of HDAC3 in cells increased TIP60 acetylation levels and increased apoptosis after DNA damage. Together, our findings provide a better understanding of TIP60 regulation mechanisms, which is a significant basis for further studies of its cellular functions. PMID:25301942

TIPS - anastomose portossistêmica intra-hepática transjugular. Revisão TIPS - transjugular intrahepatic portosystemic shunt. A review

Directory of Open Access Journals (Sweden)

Gerson CARREIRO

2001-01-01

Full Text Available Diversas alternativas terapêuticas têm sido usadas, atualmente, na tentativa de reduzir a mortalidade de pacientes com hipertensão portal que desenvolvem varizes esofagianas. Abordagem de uma dessas alternativas que ainda é de exceção e pouco utilizada em nosso meio - o "shunt" (desvio portossistêmico intra-hepático transjugular - TIPS ("transjugular intrahepatic portasystemic shunt". O TIPS possibilita redução significativa do gradiente de pressão portohepático, uma vez que funciona como um "shunt" portocava látero-lateral, promovendo, dessa forma, descompressão eficiente do sistema portal, reduzindo significativamente o risco de sangramentos. A técnica consiste na inserção percutânea, através da veia jugular interna, de malha metálica através do parênquima hepático, sob controle angiográfico, criando verdadeira comunicação portocava. Bons resultados na utilização do TIPS têm sido atestados em diversos estudos, muito embora bem poucos deles tenham sido controlados e randomizados de modo a concluir que esse procedimento é seguro, eficaz e com boa relação custo-benefício. Dessa forma, buscou-se, nesta revisão, uma análise do estado atual da utilização do TIPS, sua técnica, principais indicações e complicações. O TIPS vem sendo utilizado nos casos de hemorragia digestiva refratária ao tratamento farmacológico e/ou endoscópico, principalmente em pacientes Child-Pugh B e C ou ainda como opção de controle do quadro, servindo como "ponte" para um futuro transplante hepático. Pode-se considerar ainda o tratamento da ascite refratária, da síndrome hepatorrenal e do hidrotórax hepático como promissoras indicações definitivas para a colocação do TIPS. As complicações dessa técnica estão relacionadas, sobretudo, a sua colocação, às conseqüências hemodinâmicas imediatas, como a encefalopatia hepática, e às complicações tardias envolvendo principalmente a oclusão do "stent" (prótese auto

Turbine-blade tip clearance and tip timing measurements using an optical fiber bundle sensor

Science.gov (United States)

Garcia, Iker; Beloki, Josu; Zubia, Joseba; Durana, Gaizka; Aldabaldetreku, Gotzon

2013-04-01

Traditional limitations of capacitive, inductive or discharging probe sensor for tip timing and tip clearance measurements are overcome by reflective intensity modulated optical fiber sensors. This paper presents the signals and results corresponding to a one stage turbine rig which rotor has 146 blades, obtained from a transonic wind-tunnel test. The probe is based on a trifurcated bundle of optical fibers that is mounted on turbine casing. It is composed of a central illuminating fiber that guides the light from a laser to the turbine blade, and two concentric rings of receiving fibers that collect the reflected light. Two photodetectors turn this reflected light signal from the receiving rings into voltage. The electrical signals are acquired and saved by a high-sample-rate oscilloscope. In tip clearance calculations the ratio of the signals provided by each ring of receiving fibers is evaluated and translated into distance. In the case of tip timing measurements, only one of the signals is considered to get the arrival time of the blade. The differences between the real and theoretical arrival times of the blades are used to obtain the deflections amplitude. The system provides the travelling wave spectrum, which presents the average vibration amplitude of the blades at a certain nodal diameter. The reliability of the results in the turbine rig testing facilities suggests the possibility of performing these measurements in real turbines under real working conditions.

Numerical analysis of turbine blade tip treatments

Science.gov (United States)

Gopalaswamy, Nath S.; Whitaker, Kevin W.

1992-01-01

Three-dimensional solutions of the Navier-Stokes equations for a turbine blade with a turning angle of 180 degrees have been computed, including blade tip treatments involving cavities. The geometry approximates a preliminary design for the GGOT (Generic Gas Oxidizer Turbine). The data presented here will be compared with experimental data to be obtained from a linear cascade using original GGOT blades. Results have been computed for a blade with 1 percent clearance, based on chord, and three different cavity sizes. All tests were conducted at a Reynolds number of 4 x 10 exp 7. The grid contains 39,440 points with 10 spanwise planes in the tip clearance region of 5.008E-04 m. Streamline plots and velocity vectors together with velocity divergence plots reveal the general flow behavior in the clearance region. Blade tip temperature calculations suggest placement of a cavity close to the upstream side of the blade tip for reduction of overall blade tip temperature. The solutions do not account for the relative motion between the endwall and the turbine blade. The solutions obtained are generally consistent with previous work done in this area,

Cultural dimensions of learning: Addressing the challenges of multicultural instruction

Directory of Open Access Journals (Sweden)

Patrick Parrish

2010-05-01

Full Text Available The growing multicultural nature of education and training environments makes it critical that instructors and instructional designers, especially those working in online learning environments, develop skills to deliver culturally sensitive and culturally adaptive instruction. This article explores research into cultural differences to identify those dimensions of culture that are most likely to impact instructional situations. It presents these in the cultural dimensions of learning framework (CDLF, which describes a set of eight cultural parameters regarding social relationships, epistemological beliefs, and temporal perceptions, and illustrates their spectrums of variability as they might be exhibited in instructional situations. The article also explores the literature on instructional design and culture for guidelines on addressing the cross-cultural challenges faced by instructional providers. It suggests that these challenges can be overcome through increased awareness, culturally sensitive communication, modified instructional design processes, and efforts to accommodate the most critical cultural differences. Finally, it describes the use of the CDLF questionnaire as a tool to illuminate the range of preferences existing among learners and to discover the potential range of strategies and tactics that might be useful for a given set of learners.

Effects of strategy on visual working memory capacity.

Science.gov (United States)

Bengson, Jesse J; Luck, Steven J

2016-02-01

Substantial evidence suggests that individual differences in estimates of working memory capacity reflect differences in how effectively people use their intrinsic storage capacity. This suggests that estimated capacity could be increased by instructions that encourage more effective encoding strategies. The present study tested this by giving different participants explicit strategy instructions in a change detection task. Compared to a condition in which participants were simply told to do their best, we found that estimated capacity was increased for participants who were instructed to remember the entire visual display, even at set sizes beyond their capacity. However, no increase in estimated capacity was found for a group that was told to focus on a subset of the items in supracapacity arrays. This finding confirms the hypothesis that encoding strategies may influence visual working memory performance, and it is contrary to the hypothesis that the optimal strategy is to filter out any items beyond the storage capacity.

AFM tip characterization by using FFT filtered images of step structures

Energy Technology Data Exchange (ETDEWEB)

Yan, Yongda, E-mail: yanyongda@hit.edu.cn [Key Laboratory of Micro-systems and Micro-structures Manufacturing of Ministry of Education, Harbin Institute of Technology, Harbin, Heilongjiang 150001 (China); Center For Precision Engineering, Harbin Institute of Technology, Harbin, Heilongjiang 150001 (China); Xue, Bo [Key Laboratory of Micro-systems and Micro-structures Manufacturing of Ministry of Education, Harbin Institute of Technology, Harbin, Heilongjiang 150001 (China); Center For Precision Engineering, Harbin Institute of Technology, Harbin, Heilongjiang 150001 (China); Hu, Zhenjiang; Zhao, Xuesen [Center For Precision Engineering, Harbin Institute of Technology, Harbin, Heilongjiang 150001 (China)

2016-01-15

The measurement resolution of an atomic force microscope (AFM) is largely dependent on the radius of the tip. Meanwhile, when using AFM to study nanoscale surface properties, the value of the tip radius is needed in calculations. As such, estimation of the tip radius is important for analyzing results taken using an AFM. In this study, a geometrical model created by scanning a step structure with an AFM tip was developed. The tip was assumed to have a hemispherical cone shape. Profiles simulated by tips with different scanning radii were calculated by fast Fourier transform (FFT). By analyzing the influence of tip radius variation on the spectra of simulated profiles, it was found that low-frequency harmonics were more susceptible, and that the relationship between the tip radius and the low-frequency harmonic amplitude of the step structure varied monotonically. Based on this regularity, we developed a new method to characterize the radius of the hemispherical tip. The tip radii estimated with this approach were comparable to the results obtained using scanning electron microscope imaging and blind reconstruction methods. - Highlights: • The AFM tips with different radii were simulated to scan a nano-step structure. • The spectra of the simulation scans under different radii were analyzed. • The functions of tip radius and harmonic amplitude were used for evaluating tip. • The proposed method has been validated by SEM imaging and blind reconstruction.

Long multiplication by instruction sequences with backward jump instructions

NARCIS (Netherlands)

Bergstra, J.A.; Middelburg, C.A.

2013-01-01

For each function on bit strings, its restriction to bit strings of any given length can be computed by a finite instruction sequence that contains only instructions to set and get the content of Boolean registers, forward jump instructions, and a termination instruction. Backward jump instructions

A Comparative Study of Conventional and Tip-Fin Propeller Performance

DEFF Research Database (Denmark)

Andersen, Poul

1997-01-01

During more than a decade several attempts have been made to obtain higher propeller efficiencies by radically modifying the geometry in the tip region of the blade. In the tip-fin propeller a tip fin or winglet is attached to the blade tip and integrated into the blade in such a way that the bla...

Knowledge-Based Instruction: Teaching Problem Solving in a Logo Learning Environment.

Science.gov (United States)

Swan, Karen; Black, John B.

1993-01-01

Discussion of computer programming and knowledge-based instruction focuses on three studies of elementary and secondary school students which show that five particular problem-solving strategies can be developed in students explicitly taught the strategies and given practice applying them to solve LOGO programming problems. (Contains 53…

Twelve tips for maximizing the effectiveness of game-based learning.

Science.gov (United States)

Pitt, Michael B; Borman-Shoap, Emily C; Eppich, Walter J

2015-01-01

Game-based learning (GBL) in medical education is emerging as a valid alternative to traditional teaching methods. Well-designed GBL sessions use non-threatening competition to capitalize on heightened learner arousal, allowing for high-level engagement and dynamic group discussion. While many templates for specific educational games have been published, little has been written on strategies for educators to create their own or how to use them with maximal effectiveness. These 12 tips provide specific recommendations for the successful design and implementation of GBL sessions in medical education based on a review of the literature and insight from experienced designers.

Structure and stability of semiconductor tip apexes for atomic force microscopy

International Nuclear Information System (INIS)

Pou, P; Perez, R; Ghasemi, S A; Goedecker, S; Jelinek, P; Lenosky, T

2009-01-01

The short range force between the tip and the surface atoms, that is responsible for atomic-scale contrast in atomic force microscopy (AFM), is mainly controlled by the tip apex. Thus, the ability to image, manipulate and chemically identify single atoms in semiconductor surfaces is ultimately determined by the apex structure and its composition. Here we present a detailed and systematic study of the most common structures that can be expected at the apex of the Si tips used in experiments. We tackle the determination of the structure and stability of Si tips with three different approaches: (i) first principles simulations of small tip apexes; (ii) simulated annealing of a Si cluster; and (iii) a minima hopping study of large Si tips. We have probed the tip apexes by making atomic contacts between the tips and then compared force-distance curves with the experimental short range forces obtained with dynamic force spectroscopy. The main conclusion is that although there are multiple stable solutions for the atomically sharp tip apexes, they can be grouped into a few types with characteristic atomic structures and properties. We also show that the structure of the last atomic layers in a tip apex can be both crystalline and amorphous. We corroborate that the atomically sharp tips are thermodynamically stable and that the tip-surface interaction helps to produce the atomic protrusion needed to get atomic resolution.

Instructional Strategies to Promote Student Strategic Thinking When Using SolidWorks

Science.gov (United States)

Toto, Roxanne; Colledge, Thomas; Frederick, David; Pung, Wik Hung

2014-01-01

Reflective of current trends in industry, engineering design professionals are expected to have knowledge of 3D modeling software. Responding to this need, engineering curricula seek to effectively prepare students for the workforce by requiring instruction in the use of 3D parametric solid modeling. Recent literature contains many examples that…

Balancing Instructional Techniques and Delivery Formats in Capstone Business Strategy Courses

Science.gov (United States)

Alstete, Jeffrey W.; Beutell, Nicholas J.

2016-01-01

Purpose: The purpose of this paper is to contend that collegiate programs should carefully plan their capstone courses in light of the educational mission, pedagogical content knowledge, instructional techniques and delivery formats. Design/methodology/approach: This is a concept paper with elements of theory building from the case of business…

Three worlds of instructional design: State of the art and future directions

NARCIS (Netherlands)

Merriënboer, J.J.G. van; Kirschner, P.A.

Three worlds of ID are distinguished. The World of Knowledge stresses the analysis of learning outcomes in knowledge structures and the selection of instructional strategies for particular outcomes; the World of Learning focuses on particular learning processes and the synthesis of strategies that

The Teacher Perception and Receptiveness of Sheltered Instruction Observation Protocol (SIOP) Model within a Japanese University Context

Science.gov (United States)

Nakagawa, Hiroshi

2017-01-01

Since 1995, to allow teachers to organize and instruct in more effective ways, many English as a Second Language (ESL) specialists and researchers have studied the Sheltered Instruction Observation Protocol (SIOP) Model and its instructional framework by Echevarria, Vogt, and Short in 2004. By combining strategies and techniques that recognize the…

Kaplan turbine tip vortex cavitation - analysis and prevention

Science.gov (United States)

Motycak, L.; Skotak, A.; Kupcik, R.

2012-11-01

The work is focused on one type of Kaplan turbine runner cavitation - a tip vortex cavitation. For detailed description of the tip vortex, the CFD analysis is used. On the basis of this analysis it is possible to estimate the intensity of cavitating vortex core, danger of possible blade surface and runner chamber cavitation pitting. In the paper, the ways how to avoid the pitting effect of the tip vortex are described. In order to prevent the blade surface against pitting, the following possibilities as the change of geometry of the runner blade, dimension of tip clearance and finally the installation of the anti-cavitation lips are discussed. The knowledge of the shape and intensity of the tip vortex helps to design the anti-cavitation lips more sophistically. After all, the results of the model tests of the Kaplan runner with or without anti-cavitation lips and the results of the CFD analysis are compared.

Mnemonic Instruction in Science and Social Studies for Students with Learning Problems: A Review

Science.gov (United States)

Lubin, Jacqueline; Polloway, Edward A.

2016-01-01

Over the years, mnemonic instruction has been promoted as an effective strategy to teach students with learning problems including learning disabilities (LD) or mild intellectual disability (MID). This paper discusses mnemonic instruction, including types, versatility in use, and effectiveness with struggling learners. Specific emphasis then is…

Pre-Liver Transplant: Tips Versus Distal Splenorenal Shunt

Directory of Open Access Journals (Sweden)

Thomas W. Faust

1997-01-01

Full Text Available Recurrent variceal bleeding in liver transplant candidates with end-stage liver disease can complicate or even prohibit a subsequent transplant procedure (OLT. Endoscopic sclero-therapy and medical therapy are considered as first-line management with surgical shunts reserved for refractory situations. Surgical shunts can be associated with a high mortality in this population and may complicate subsequent OLT. The transjugular intrahepatic portosystemic shunt (TIPS has been recommended in these patients as a bridge to OLT. This is a new modality that has not been compared with previously established therapies such as the distal splenorenal shunt (DSRS. In this study we report our experience with 35 liver transplant recipients who had a previous TIPS (18 patients or DSRS (17 patients for variceal bleeding. The TIPS group had a significantly larger proportion of critically ill and Child-Pugh C patients. Mean operating time was more prolonged in the DSRS group (P=0.014 but transfusion requirements were similar. Intraoperative portal vein blood flow measurements averaged 2132±725 ml/min in the TIPS group compared with 1120±351ml/min in the DSRS group (P<0.001. Arterial flows were similar. Mean ICU and hospital stays were similar. There were 3 hospital mortalities in the DSRS group and none in the TIPS group (P=0.1. We conclude that TIPS is a valuable tool in the management of recurrent variceal bleeding prior to liver transplantation. Intra0Perative hemodynamic measurements suggest a theoretical advantage with TIPS. In a group of patients with advanced liver disease we report an outcome that is similar to patients treated with DSRS prior to liver transplantation. The role of TIPS in the treatment of nontransplant candidates remains to be clarified.

Transforming pathophysiology instruction through narrative pedagogy and Socratic questioning.

Science.gov (United States)

Rogge, M M

2001-01-01

Pathophysiology, heavily content driven, has typically been taught through the use of traditional behavioral pedagogy and a reliance on the formal lecture. The author describes the limitations of this approach to teaching pathophysiology and describes the use of narrative pedagogy and Socratic questioning as alternative methods of instruction to augment lecture methods. Specific strategies for transforming traditional classroom teaching by using Socratic questions in a pathophysiology course for nurse practitioners are described. Student and faculty reactions to the initial efforts to transform pathophysiology instruction are also described.

Exploring ESL/EFL Teachers' Pedagogical Content Knowledge on Reading Strategy Instruction

Science.gov (United States)

Xu, Wei

2015-01-01

Any instructional practice must be derived from a teacher's knowledge base for teaching, which can be acquired by training, study, or practice. While much attention has been paid to teachers' practical content knowledge in real educational settings, comprehensive syntheses of expert knowledge on a particular teaching task for a specific group of…

In situ scanning tunneling microscope tip treatment device for spin polarization imaging

Science.gov (United States)

Li, An-Ping [Oak Ridge, TN; Jianxing, Ma [Oak Ridge, TN; Shen, Jian [Knoxville, TN

2008-04-22

A tip treatment device for use in an ultrahigh vacuum in situ scanning tunneling microscope (STM). The device provides spin polarization functionality to new or existing variable temperature STM systems. The tip treatment device readily converts a conventional STM to a spin-polarized tip, and thereby converts a standard STM system into a spin-polarized STM system. The tip treatment device also has functions of tip cleaning and tip flashing a STM tip to high temperature (>2000.degree. C.) in an extremely localized fashion. Tip coating functions can also be carried out, providing the tip sharp end with monolayers of coating materials including magnetic films. The device is also fully compatible with ultrahigh vacuum sample transfer setups.

Flouroscopically–guided transhepatic puncture for difficult TIPS re-do procedures utilizing the En Snare retrieval device: A new approach to occluded TIPS in patients with recurrent ascites

International Nuclear Information System (INIS)

Stambo, Glenn W.; Berlet, Matthew H.

2012-01-01

Portal hypertension and variceal bleeding are complications due to cirrhosis. Transjugular Intraphepatic Portosystemic shunt (TIPS) procedure is a well-established treatment for recurrent ascites and variceal bleeding related to portal hypertension. After a TIPS has been placed, the potential of TIPS occlusion or stenosis is high. A TIPS re-do procedure has been used in treatment of progressive clinical symptoms. The standard approach is via the jugular route to recannulate the TIPS shunt. Rarely, it cannot be performed from the jugular approach. Therefore, a fluoroscopically -guided transhepatic approach has been devised for these difficult situations. This case describes the use of the transhepatic route through an indwelling Viatorr covered stent utilizing an En-Snare device to help complete the TIPS re-do procedure. With this newer approach to TIPS re-do procedures, endovascular specialists can achieve TIPS patency despite difficult venous anatomical challenges and the various types of available TIPS stents presently on the market.

Instructional Program for Student Registration, Voting and Participation in Election Activities.

Science.gov (United States)

New York City Board of Education, Brooklyn, NY. Bureau of Social Studies.

Recommended procedures and essential facts for a planned student registration campaign in New York City Schools, as well as suggested teaching strategies and instructional aids supporting a broad-based senior year preparation for the 18-year-old franchise comprise this document. The suggested teaching strategies involve large and small group…