Application of the 227Th/230Th method to dating Pleistocene carbonates and comparison with other dating methods

International Nuclear Information System (INIS)

Gascoyne, M.

1985-01-01

The 227 Th/ 230 Th dating method is described in detail and its usefulness investigated by comparing ages of sixteen Pleistocene carbonates (mainly cave deposits) with those determined by the 231 Pa/ 235 U and 230 Th/ 234 U methods. The 227 Th/ 230 Th ages are found to be critically dependent on corrections for decay of 227 Th prior to alpha counting and ingrowth of daughter isotopes of 232 Th derived from clastic detritus. Of nineteen sets of ages determined for the sixteen samples, good agreement is found for only seven sets. Differences are attributed to low U content of some samples and the possibility of excess 227 Th in the calcite of samples younger than approx. 50 ky, possibly due to the coprecipitation of 231 Pa during formation. Calculated 'negative' 227 Th/ 230 Th ages may be a direct result of this process and the fact that unlike the other methods, the activity ratio is non-zero at zero age. Nevertheless, the 227 Th/ 230 Th is found to be a useful alternative dating technique for carbonates which are between approx. 50 and 300 ky, because no spiking is required. It also serves as a check for partial concordancy with ages dated by the other methods. (author)

Thermoluminescence dating method

International Nuclear Information System (INIS)

Zink, A.

2004-01-01

A crystal that is submitted to radiation stores energy and releases this energy under the form of light whenever it is heated. These 2 properties: the ability to store energy and the ability to reset the energy stored are the pillars on which time dating methods like thermoluminescence are based. A typical accuracy of the thermoluminescence method is between 5 to 7% but an accuracy of 3% can be reached with a sufficient number of measurement. This article describes the application of thermoluminescence to the dating of a series of old terra-cotta statues. This time measurement is absolute and does not require any calibration, it represents the time elapsed since the last heating of the artifact. (A.C.)

Dating methods and geochronology of fractures and movements in bedrock: a review

Energy Technology Data Exchange (ETDEWEB)

Tullborg, E.L. [Terralogica AB, Graabo (Sweden); Larson, Sven Aake [Goeteborgs Univ. (Sweden); Morad, S. [Uppsala Univ. (Sweden)

2001-06-01

Constraining the absolute and relative ages of crustal movements is of fundamental importance in evaluating the potentials of a site as a repository for spent radioactive fuel. In this report a review summary of up to date absolute and relative dating methods is presented with specific attention to those methods most amenable for dating of fractures. A review of major fracture-and shear zones in the Swedish part of the Baltic Shield is also given. Since the shield has suffered a long and complicated history, geo-chronologists are faced with the problem of reactivated zones when attempting to date these. It is important to get structural control in order to make the choice of dating method since different methods may give answer to completely different questions. An integration of all geological background data is necessary in order to make the proper chose to fit the raised question.

Dating methods and geochronology of fractures and movements in bedrock: a review

International Nuclear Information System (INIS)

Tullborg, E.L.; Larson, Sven Aake; Morad, S.

2001-06-01

Constraining the absolute and relative ages of crustal movements is of fundamental importance in evaluating the potentials of a site as a repository for spent radioactive fuel. In this report a review summary of up to date absolute and relative dating methods is presented with specific attention to those methods most amenable for dating of fractures. A review of major fracture-and shear zones in the Swedish part of the Baltic Shield is also given. Since the shield has suffered a long and complicated history, geo-chronologists are faced with the problem of reactivated zones when attempting to date these. It is important to get structural control in order to make the choice of dating method since different methods may give answer to completely different questions. An integration of all geological background data is necessary in order to make the proper chose to fit the raised question

Socratic Method as an Approach to Teaching

Directory of Open Access Journals (Sweden)

Haris Delić

2016-10-01

Full Text Available In this article we presented the theoretical view of Socrates' life and his method in teaching. After the biographical facts of Socrates and his life, we explained the method he used in teaching and the two main types of his method, Classic and Modern Socratic Method. Since the core of Socrates' approach is the dialogue as a form of teaching we explained how exactly the Socratic dialogue goes. Besides that, we presented two examples of dialogues that Socrates led, Meno and Gorgias. Socratic circle is also one of the aspects that we presented in this paper. It is the form of seminars that is crucial for group discussions of a given theme. At the end, some disadvantages of the Method are explained. With this paper, the reader can get the conception of this approach of teaching and can use Socrates as an example of how successfull teacher leads his students towards the goal.

Answers to questions posed during daily patient care are more likely to be answered by UpToDate than PubMed.

NARCIS (Netherlands)

Hoogendam, A.; Stalenhoef, A.F.H.; Vries Robbe, P.F. de; Overbeke, A.J.P.M.

2008-01-01

BACKGROUND: UpToDate and PubMed are popular sources for medical information. Data regarding the efficiency of PubMed and UpToDate in daily medical care are lacking. OBJECTIVE: The purpose of this observational study was to describe the percentage of answers retrieved by these information sources,

A Magnetic Set-Up to Help Teach Newton's Laws

Science.gov (United States)

Panijpan, Bhinyo; Sujarittham, Thanida; Arayathanitkul, Kwan; Tanamatayarat, Jintawat; Nopparatjamjomras, Suchai

2009-01-01

A set-up comprising a magnetic disc, a solenoid and a mechanical balance was used to teach first-year physics students Newton's third law with the help of a free body diagram. The image of a floating magnet immobilized by the solenoid's repulsive force should help dispel a common misconception of students as regards the first law: that stationary…

Transparent Conducting Oxides—An Up-To-Date Overview

Directory of Open Access Journals (Sweden)

Andreas Stadler

2012-04-01

Full Text Available Transparent conducting oxides (TCOs are electrical conductive materials with comparably low absorption of electromagnetic waves within the visible region of the spectrum. They are usually prepared with thin film technologies and used in opto-electrical apparatus such as solar cells, displays, opto-electrical interfaces and circuitries. Here, based on a modern database-system, aspects of up-to-date material selections and applications for transparent conducting oxides are sketched, and references for detailed information are given. As n-type TCOs are of special importance for thin film solar cell production, indium-tin oxide (ITO and the reasonably priced aluminum-doped zinc oxide (ZnO:Al, are discussed with view on preparation, characterization and special occurrences. For completion, the recently frequently mentioned typical p-type delafossite TCOs are described as well, providing a variety of references, as a detailed discussion is not reasonable within an overview publication.

Meeting up-to-date safety requirements in the Russian NPP projects

International Nuclear Information System (INIS)

Tepkyan, G. O.; Yashkin, A. V.

2014-01-01

Safety features in Russian NPP designs are implemented by the combination of active and passive safety systems • Russian NPP designs are in compliance with up-to-date international and European safety requirements and refer to Generation III+ • Russian state-of-the-art designs have already implemented some design solutions, which take into account “post-Fukushima” requirements. Russian NPP design principles have been approved during the European discussions in spring 2012, including the IAEA extraordinary session addressed to Fukushima NPP accident

Up-to-date Probabilistic Earthquake Hazard Maps for Egypt

Science.gov (United States)

Gaber, Hanan; El-Hadidy, Mahmoud; Badawy, Ahmed

2018-04-01

An up-to-date earthquake hazard analysis has been performed in Egypt using a probabilistic seismic hazard approach. Through the current study, we use a complete and homogenous earthquake catalog covering the time period between 2200 BC and 2015 AD. Three seismotectonic models representing the seismic activity in and around Egypt are used. A logic-tree framework is applied to allow for the epistemic uncertainty in the declustering parameters, minimum magnitude, seismotectonic setting and ground-motion prediction equations. The hazard analysis is performed for a grid of 0.5° × 0.5° in terms of types of rock site for the peak ground acceleration (PGA) and spectral acceleration at 0.2-, 0.5-, 1.0- and 2.0-s periods. The hazard is estimated for three return periods (72, 475 and 2475 years) corresponding to 50, 10 and 2% probability of exceedance in 50 years. The uniform hazard spectra for the cities of Cairo, Alexandria, Aswan and Nuwbia are constructed. The hazard maps show that the highest ground acceleration values are expected in the northeastern part of Egypt around the Gulf of Aqaba (PGA up to 0.4 g for return period 475 years) and in south Egypt around the city of Aswan (PGA up to 0.2 g for return period 475 years). The Western Desert of Egypt is characterized by the lowest level of hazard (PGA lower than 0.1 g for return period 475 years).

Study of two new methods of geochronometry: dating method of carbonaceous formations by U-series disequilibrium gamma spectrometry; ESR dating method of rich U-content fossil dental enamel

International Nuclear Information System (INIS)

Ma, Jean-Luc

1984-01-01

First, the U-series disequilibrium dating method was re-examined using non-destructive γ-spectrometry. A new low-background (≤ 10 ppb U- equivalent) Ge-HP γ-spectrometer has been used to date travertine with small U-content (∼ 0.1 ppm) and low (≤ 5%) Th/U , content, by comparison with old-limestone γ-spectra. Second, a new ESR dating method has been developed using fossil dental enamel which is rich in U-content (10 - 100 ppm). Both methods were applied to Arago Cave (Tautavel, France): - with an ionium-age of 120 ka (10%), the upper travertine seems to have been set up during the Riss-deglaciation period. - the high (∼ 50%) Th/U-content samples of the intermediate travertine are un-datable. - the ESR-age of EQUUS mosbachensis enamel is 400 ka (10%) for the G-soil of Arago. XXI H. erectus, and 600 ka (10%) for the Q-soil above (- 1 m) of the lower travertine of which Io-age is older than 350 ka. (author)

Optimization of Medical Teaching Methods

Directory of Open Access Journals (Sweden)

Wang Fei

2015-12-01

Full Text Available In order to achieve the goal of medical education, medicine and adapt to changes in the way doctors work, with the rapid medical teaching methods of modern science and technology must be reformed. Based on the current status of teaching in medical colleges method to analyze the formation and development of medical teaching methods, characteristics, about how to achieve optimal medical teaching methods for medical education teachers and management workers comprehensive and thorough change teaching ideas and teaching concepts provide a theoretical basis.

Exploring grade 3 teachers' resistance to `take up' progressive mathematics teaching roles

Science.gov (United States)

Westaway, Lise; Graven, Mellony

2018-03-01

This article addresses the question: Why teachers of mathematics have yet to `take up' progressive roles? Drawing on the philosophy of critical realism and its methodological equivalent, social realism, we analyse interview and observation data of four grade 3 teachers, with the view to identifying the mechanisms conditioning the expression of teachers' identities. In so doing, we show how post-apartheid changes in systemic roles of teachers create contradictory tensions for teachers as these bring their own mathematical learning and teaching experiences into contradiction with the new post-apartheid roles they are mandated to enact. We examine how this contradiction, together with beliefs about mathematics, pedagogy and learners, is expressed in the teaching of grade 3 mathematics. We maintain that the complementarity between teachers' beliefs and old systemic roles provides an explanation for why teachers of grade 3 mathematics have yet to `take-up' progressive roles. The implications point to the need for teacher development that creates enablers that lead to changes in classroom practices that align with policy-designated, progressive roles in teaching mathematics.

Quantitative Methods for Teaching Review

OpenAIRE

Irina Milnikova; Tamara Shioshvili

2011-01-01

A new method of quantitative evaluation of teaching processes is elaborated. On the base of scores data, the method permits to evaluate efficiency of teaching within one group of students and comparative teaching efficiency in two or more groups. As basic characteristics of teaching efficiency heterogeneity, stability and total variability indices both for only one group and for comparing different groups are used. The method is easy to use and permits to rank results of teaching review which...

TEACHING ENGLISH AS A FOREIGN LANGUAGE TO FOREIGNERS

Directory of Open Access Journals (Sweden)

Ioana Claudia Horea

2014-12-01

Full Text Available Teaching English as a foreign language requires very different approaches if we consider the recipients of the didactic process. Concerning the practical aspects of the primary task of a language instructor, namely teaching, skills of all sorts are required in order to be able to use best methods and most appropriate resources and up to date materials and devices. Moreover, to teach students of your own mother tongue is one very distinct thing from teaching foreigners. These two categories, namely students of the same mother tongue as their teacher and foreigners, have two things in common, namely: first, they are the subjects on whom the activity of teaching English is to be applied and second, this language is not their native tongue. These facts can thus be reduced to one idea: addressing to recipients of EFL teaching. Still, there is a big difference between teaching the first category mentioned, those who have the same mother tongue as the teacher and teaching the second category, foreigners, to whom not even the vaguest hints can be provided in other language than English. There comes a new challenge, an extra endeavour for an even more special approach. This study undertakes to present some of the distinctions entailed at the level of teaching methods and to parallel the diverse methodological approaches for the two situations presented. Are the four skills that language acquisition assumes to be taught distinctly and shall the approaches in each particular situation differ from one case to the other or not too much? It takes some distinct features to be or, better saying, to become a teacher of languages; and to teach English as foreign language to foreigners is a new development within this typology, a diverse dimension. New levels of character traits are instinctively reached by instructors in order to better cope, unconsciously, psychologically and emotionally, with the upgraded’ challenges.

The Atualidades Project – a generator of improvement in the teaching-learning process: report of a teaching method carried out in a higher education institution

Directory of Open Access Journals (Sweden)

Orlandy Orlandi

2015-11-01

Full Text Available Objective – Being up-to-date requires reading newspapers and articles concerning issues that are relevant to professional training; the objective of this paper is to present the teaching method Atualidades project – a generator of improvement in the teaching-learning process, carried out in a higher education institution. Design/methodology/approach – This is qualitative, exploratory research, containing testimonies by 50 students, six invited entrepreneurs and professionals, and four teachers, between years 2006 and 2010, using direct observation of students’ and guests’ presentations, document analysis of project data, and testimonies by those involved. Analytical categories: recognizing the importance of updating, relationship between selected material and subject content, awakening to the interface between theory and practice, discovery of and access to a greater amount of research sources, sharing of ideas and improvement in capacity of working in the classroom. Theoretical framework – This study considered research on teaching and learning based on systematic, disciplined, reflective and meaningful reading and interpretation of knowledge produced worldwide, which requires professionals who are connected with the world through knowledge, constant appreciation of citizens and their local, regional and international actions, in which reading is considered a promoter of prosperity and social inclusion (Lowman, 2004; Dewey, 1978; Pestalozzi, 1946. Findings – The results revealed that students, when seeking to update themselves through reading, discovered local reference business practices. Contributions – The studied teaching method contributes to education concerning teaching and learning and corroborates studies that discuss the formation of critical minds in higher education.

Change in the Green-Up Dates for Quercus mongolica in Northeast China and Its Climate-Driven Mechanism from 1962 to 2012.

Science.gov (United States)

Fan, Deqin; Zhu, Wenquan; Zheng, Zhoutao; Zhang, Donghai; Pan, Yaozhong; Jiang, Nan; Zhou, Xiafei

2015-01-01

The currently available studies on the green-up date were mainly based on ground observations and/or satellite data, and few model simulations integrated with wide coverage satellite data have been reported at large scale over a long time period (i.e., > 30 years). In this study, we combined phenology mechanism model, long-term climate data and synoptic scale remote sensing data to investigate the change in the green-up dates for Quercus mongolica over 33 weather stations in Northeast China and its climate-driven mechanism during 1962-2012. The results indicated that the unified phenology model can be well parameterized with the satellite derived green-up dates. The optimal daily mean temperature for chilling effect was between -27°C and 1°C for Q. mongolica in Northeast China, while the optimal daily mean temperature for forcing effect was above -3°C. The green-up dates for Q. mongolica across Northeast China showed a delayed latitudinal gradient of 2.699 days degree-1, with the earliest date on the Julian day 93 (i.e., 3th April) in the south and the latest date on the Julian day 129 (i.e., 9th May) in the north. The green-up date for Q. mongolica in Northeast China has advanced 6.6 days (1.3 days decade-1) from 1962 to 2012. With the prevailing warming in autumn, winter and spring in Northeast China during the past 51 years, the chilling effect for Q. mongolica has been weakened, while the forcing effect has been enhanced. The advancing trend in the green-up dates for Q. mongolica implied that the enhanced forcing effect to accelerate green-up was stronger than the weakened chilling effect to hold back green-up while the changes of both effects were caused by the warming climate.

Change in the Green-Up Dates for Quercus mongolica in Northeast China and Its Climate-Driven Mechanism from 1962 to 2012.

Directory of Open Access Journals (Sweden)

Deqin Fan

Full Text Available The currently available studies on the green-up date were mainly based on ground observations and/or satellite data, and few model simulations integrated with wide coverage satellite data have been reported at large scale over a long time period (i.e., > 30 years. In this study, we combined phenology mechanism model, long-term climate data and synoptic scale remote sensing data to investigate the change in the green-up dates for Quercus mongolica over 33 weather stations in Northeast China and its climate-driven mechanism during 1962-2012. The results indicated that the unified phenology model can be well parameterized with the satellite derived green-up dates. The optimal daily mean temperature for chilling effect was between -27°C and 1°C for Q. mongolica in Northeast China, while the optimal daily mean temperature for forcing effect was above -3°C. The green-up dates for Q. mongolica across Northeast China showed a delayed latitudinal gradient of 2.699 days degree-1, with the earliest date on the Julian day 93 (i.e., 3th April in the south and the latest date on the Julian day 129 (i.e., 9th May in the north. The green-up date for Q. mongolica in Northeast China has advanced 6.6 days (1.3 days decade-1 from 1962 to 2012. With the prevailing warming in autumn, winter and spring in Northeast China during the past 51 years, the chilling effect for Q. mongolica has been weakened, while the forcing effect has been enhanced. The advancing trend in the green-up dates for Q. mongolica implied that the enhanced forcing effect to accelerate green-up was stronger than the weakened chilling effect to hold back green-up while the changes of both effects were caused by the warming climate.

Up-to-date, real-time localized ITS services provided on a mobile platform

DEFF Research Database (Denmark)

Tadayoni, Reza; Kloch, Christian

2011-01-01

and connection to the mobile platform, the smart phone provides the technologies and power to become the platform to provide and access up-to-date, real time infor-mation as requested by the drivers and becomes a central point for networking and coordinated actions. The purpose of this paper is to provide......-to-date infrastructure technology and is carried by lay-mans, like the smart-phones (with GPS receiver, Wi-Fi, Bluetooth, high speed cellular data connection and a large touch screen). With an 18 month replacement rate [1], and possibilities of combining navigational system, one-to-one communication, broadcast receiver...... in order to avoid local based solutions and to avoid proprietary solutions, a support that also shall be supported by political willingness above local level in order to realize the benefit of ITS....

Experiential Approach to Teaching Statistics and Research Methods ...

African Journals Online (AJOL)

Statistics and research methods are among the more demanding topics for students of education to master at both the undergraduate and postgraduate levels. It is our conviction that teaching these topics should be combined with real practical experiences. We discuss an experiential teaching/ learning approach that ...

Teaching secondary mathematics

CERN Document Server

Rock, David

2013-01-01

Solidly grounded in up-to-date research, theory and technology,?Teaching Secondary Mathematics?is a practical, student-friendly, and popular text for secondary mathematics methods courses. It provides clear and useful approaches for mathematics teachers, and shows how concepts typically found in a secondary mathematics curriculum can be taught in a positive and encouraging way. The thoroughly revised fourth edition combines this pragmatic approach with truly innovative and integrated technology content throughout. Synthesized content between the book and comprehensive companion websi

Thermoluminescence as a dating method applied to the Morocco Neolithic

International Nuclear Information System (INIS)

Ousmoi, M.

1989-09-01

Thermoluminescence is an absolute dating method which is well adapted to the study of burnt clays and so of the prehistoric ceramics belonging to the Neolithic period. The purpose of this study is to establish a first absolute chronology of the septentrional morocco Neolithic between 3000 and 7000 years before us and some improvements of the TL dating. The first part of the thesis contains some hypothesis about the morocco Neolithic and some problems to solve. Then we study the TL dating method along with new process to ameliorate the quality of the results like the shift of quartz TL peaks or the crushing of samples. The methods which were employed using 24 samples belonging to various civilisations are: the quartz inclusion method and the fine grain technique. For the dosimetry, several methods were used: determination of the K 2 O contents, alpha counting, site dosimetry using TL dosimeters and a scintillation counter. The results which were found bring some interesting answers to the archeologic question and ameliorate the chronologic schema of the Northern morocco Neolithic: development of the old cardial Neolithic in the North, and perhaps in the center of Morocco (the region of Rabat), between 5500 and 7000 before us. Development of the recent middle Neolithic around 4000-5000 before us, with a protocampaniforme (Skhirat), little older than the campaniforme recognized in the south of Spain. Development of the bronze age around 2000-4000 before us [fr

Generational differences of baccalaureate nursing students' preferred teaching methods and faculty use of teaching methods

Science.gov (United States)

Delahoyde, Theresa

Nursing education is experiencing a generational phenomenon with student enrollment spanning three generations. Classrooms of the 21st century include the occasional Baby Boomer and a large number of Generation X and Generation Y students. Each of these generations has its own unique set of characteristics that have been shaped by values, trends, behaviors, and events in society. These generational characteristics create vast opportunities to learn, as well as challenges. One such challenge is the use of teaching methods that are congruent with nursing student preferences. Although there is a wide range of studies conducted on student learning styles within the nursing education field, there is little research on the preferred teaching methods of nursing students. The purpose of this quantitative, descriptive study was to compare the preferred teaching methods of multi-generational baccalaureate nursing students with faculty use of teaching methods. The research study included 367 participants; 38 nursing faculty and 329 nursing students from five different colleges within the Midwest region. The results of the two-tailed t-test found four statistically significant findings between Generation X and Y students and their preferred teaching methods including; lecture, listening to the professor lecture versus working in groups; actively participating in group discussion; and the importance of participating in group assignments. The results of the Analysis of Variance (ANOVA) found seventeen statistically significant findings between levels of students (freshmen/sophomores, juniors, & seniors) and their preferred teaching methods. Lecture was found to be the most frequently used teaching method by faculty as well as the most preferred teaching method by students. Overall, the support for a variety of teaching methods was also found in the analysis of data.

Analysis of application for situational teaching method in tourism English teaching

Directory of Open Access Journals (Sweden)

Li Jing

2016-01-01

Full Text Available Faced with China’s English teaching problems today, it is not enough to just know that the situational teaching method can be effectively applied in a wide range of English teaching, but there is a must to embody the specific application value of the situational teaching method. This paper first analyzes tourism English teaching in China through establishing the quantifiable group-index hierarchical structure model to obtain the optimal training program of China’s tourism English talents, and then carries out a detailed analysis of the application and role of the situational teaching method in training of the tourism English ability to obtain the specific application scope and application value of the situational teaching method in the tourism English teaching.

Direct dating of fossils by the helium-uranium method

International Nuclear Information System (INIS)

Schaeffer, O.A.

1967-01-01

The He-U method has been found to be applicable to the dating of fossil carbonates. This method furnishes a new dating technique particularly applicable to the Pleistocene and the Tertiary periods, especially the Late Tertiary, for which other methods of age dating either fail or are difficult to correlate with the fossil record. The method has been checked for possible losses of helium and uranium from or to the surroundings. It has been found that, while a calcite lattice does not appear to retain helium, if the lattice is aragonite there is good evidence that helium leakage is not a problem. This is true at least for times up to 20 m. y. For corals where the uranium is apparently uniformly distributed within the lattice as a trace element, the uranium does not exchange or undergo concentration changes. As a result aragonite corals yield reliable He-U ages. On the other hand, the uranium in mollusc fossils is apparently mainly in the grain boundaries and is not always a tight system as far as uranium exchange or concentration changes are concerned. To obtain a reliable age for a mollusc one needs additional evidence to ensure lack of changes in uranium concentration. If the measurement of U and He is combined with 238 U, 234 U and 230 Th determinations, it appears that many mollusc shells will also be datable by the method. The resulting evidence for secular equilibrium in the 238 U chain is good evidence for a closed system as far as U concentration changes are concerned. (author)

Procedural Adaptations for Use of Constant Time Delay to Teach Highly Motivating Words to Beginning Braille Readers

Science.gov (United States)

Ivy, Sarah E.; Guerra, Jennifer A.; Hatton, Deborah D.

2017-01-01

Introduction: Constant time delay is an evidence-based practice to teach sight word recognition to students with a variety of disabilities. To date, two studies have documented its effectiveness for teaching braille. Methods: Using a multiple-baseline design, we evaluated the effectiveness of constant time delay to teach highly motivating words to…

Using Media Articles about Company Strategies to Teach Economics to MBA Students

Science.gov (United States)

Ghosh, Indranil K.

2012-01-01

In this paper, the author expands on the idea of using up-to-date examples to teach applications of economic concepts. In the MBA Managerial Economics class, the author use profiles of two companies' decision-making strategies and their successes to show the applications of economic concepts used by the companies. This provides an even clearer…

Dating methods enter high-school physics curriculum

International Nuclear Information System (INIS)

Beck, L.

2002-01-01

The new curriculum of physics of the upper forms in French grammar schools includes a part dedicated to ''nuclear transformations''. One of the applications most often considered in manuals is isotopic dating and generally several methods are explained to pupils: carbon 14 dating, potassium-argon dating (used for dating ancient lava layers) and uranium-thorium dating (used for dating corals). The author reviews with a critical eye the content of manuals and laments through concrete examples the lack of exactness and accuracy of some presentations. (A.C.)

Calculation and Designing of Up-to-Date Gas-Flame Plants for Metal Heating and Heat Treatment

Directory of Open Access Journals (Sweden)

V. I. Тimoshpolsky

2008-01-01

Full Text Available An analysis of development trends in the CIS machine-building industry and current status of the heating and heat treatment furnaces of main machine-building enterprises of the Republic of Belarus as of the 1st quarter of 2008 is given in the paper.The paper presents the most efficient engineering solutions from technological and economic point of view that concern calculation and designing of up-to-date gas-flame plants which are to be applied for modernization of the current heating and heat treatment furnaces of the machine-building enterprises in the Republic of Belarus.A thermo-technical calculation of main indices of the up-to-date gas-flame plant has been carried out in the paper.

Carbon 14 dating method; Methode de datation par le carbone 14

Energy Technology Data Exchange (ETDEWEB)

Fortin, Ph

2000-07-01

This document gives a first introduction to {sup 14}C dating as it is put into practice at the radiocarbon dating centre of Claude-Bernard university (Lyon-1 univ., Villeurbanne, France): general considerations and recalls of nuclear physics; the {sup 14}C dating method; the initial standard activity; the isotopic fractioning; the measurement of samples activity; the liquid-scintillation counters; the calibration and correction of {sup 14}C dates; the preparation of samples; the benzene synthesis; the current applications of the method. (J.S.)

Research on teaching methods.

Science.gov (United States)

Oermann, M H

1990-01-01

Research on teaching methods in nursing education was categorized into studies on media, CAI, and other nontraditional instructional strategies. While the research differed, some generalizations may be made from the findings. Multimedia, whether it is used for individual or group instruction, is at least as effective as traditional instruction (lecture and lecture-discussion) in promoting cognitive learning, retention of knowledge, and performance. Further study is needed to identify variables that may influence learning and retention. While learner attitudes toward mediated instruction tended to be positive, investigators failed to control for the effect of novelty. Control over intervening variables was lacking in the majority of studies as well. Research indicated that CAI is as effective as other teaching methods in terms of knowledge gain and retention. Attitudes toward CAI tended to be favorable, with similar problems in measurement as those evidenced in studies of media. Chang (1986) also recommends that future research examine the impact of computer-video interactive instruction on students, faculty, and settings. Research is needed on experimental teaching methods, strategies for teaching problem solving and clinical judgment, and ways of improving the traditional lecture and discussion. Limited research in these areas makes generalizations impossible. There is a particular need for research on how to teach students the diagnostic reasoning process and encourage critical thinking, both in terms of appropriate teaching methods and the way in which those strategies should be used. It is interesting that few researchers studied lecture and lecture-discussion except as comparable teaching methods for research on other strategies. Additional research questions may be generated on lecture and discussion in relation to promoting concept learning, an understanding of nursing and other theories, transfer of knowledge, and development of cognitive skills. Few

„Frage stellen, Antwort bekommen, weiterarbeiten!“ – Umfrage zur Benutzung von UpToDate an den Universitäten Freiburg, Leipzig, Münster und Regensburg

Directory of Open Access Journals (Sweden)

Obst, Oliver

2013-12-01

Full Text Available [english] UpToDate is an evidence-based resource to support clinical decision-making created by doctors. UpToDate has a wide dissemination in Germany. In a multicenter study, physicians, students, scientists and other healthcare professionals at four German universities were asked about their use of UpToDate. The survey was answered 1,083 times, including 540 doctors. 76% of the surveyed physicians (but only 54% of chief physicians used UpToDate. The lack of knowledge about UpToDate amounted to 10–41%, depending on the user group. 90 to 95% of all clinically active persons named the quick, general overview of diagnosis and therapy of diseases as the main advantage of UpToDate. Every fourth senior doctor pointed to reduced length of stay as a result of UpToDate, (almost every fourth chief physician stated that UpToDate saved costs. UpToDate is an important but expensive resource in patient care and should be promoted more aggressively by the librarians – given the existing lack of knowledge about the existence of this resource.

Reducing the age range of tsunami deposits by 14C dating of rip-up clasts

Science.gov (United States)

Ishizawa, Takashi; Goto, Kazuhisa; Yokoyama, Yusuke; Miyairi, Yosuke; Sawada, Chikako; Takada, Keita

2018-02-01

Erosion by tsunami waves represents an important issue when determining the age of a tsunami deposit, because the age is usually estimated using dating of sediments above and below the deposit. Dating of material within the tsunami deposit, if suitable material is obtainable, can be used to further constrain its age. Eroded sediments are sometimes incorporated within the tsunami deposits as rip-up clasts, which might therefore be used as minimum age dating material. However, the single calibrated 14C age often shows a wide age range because of fluctuations in the calibration curve. Therefore, it remains uncertain whether rip-up clast measurements are useful to constrain the depositional age of tsunami deposits, or not. In this study, we carried out high-resolution 14C dating of tsunami deposits, including rip-up clasts of peat, in Rikuzentakata, northeastern Japan, where numerous rip-up clasts were observed within a tsunami deposit. Sediments above and below the tsunami deposit and a 5 cm large rip-up clast were dated sequentially. Comparison of these dating results with the calibration curve revealed that the clast was inverted. Its age was better constrained based on the stratigraphic order, and we infer that the clast corresponds to approximately 100 years of sedimentation. The oldest age of the clast was consistent with the age of the peat immediately below the tsunami deposit, suggesting that surface sediments probably formed the rip-up clast at the time of the tsunami. Thus, the dating of the rip-up clast was useful to further constrain the depositional age of the tsunami deposit, as we narrowed the tsunami deposit age range by approximately 100 years. Results show that ignoring tsunami-related erosion might lead to overestimation of the tsunami deposit age. For this reason, an appropriate dating site, which is less affected by minor tsunami-related erosion with regards to the paleo-topography, should be explored. We therefore propose a more effective

Tc Generator Development: Up-to-Date Tc Recovery Technologies for Increasing the Effectiveness of Mo Utilisation

Directory of Open Access Journals (Sweden)

Van So Le

2014-01-01

Full Text Available A review on the Mo sources available today and on the Tc generators developed up to date for increasing the effectiveness of Mo utilisation is performed in the format of detailed description of the features and technical performance of the technological groups of the Mo production and Tc recovery. The latest results of the endeavour in this field are also surveyed in regard of the technical solution for overcoming the shortage of Mo supply. The technological topics are grouped and discussed in a way to reflect the similarity in the technological process of each group. The following groups are included in this review which are high specific activity Mo: the current issues of production, the efforts of more effective utilisation, and the high specific activity Mo-based Tc generator and Tc concentration units; low specific activity Mo: the Mo production based on neutron capture and accelerators and the direct production of Tc and the methods of increasing the specific activity of Mo using Szilard-Chalmers reaction and high electric power isotopic separator; up-to-date technologies of Tc recovery from low specific activity Mo: the solvent extraction-based Tc generator, the sublimation methods for Mo/Tc separation, the electrochemical method for Tc recovery, and the column chromatographic methods for Tc recovery. Besides the traditional Tc-generator systems, the integrated Tc generator systems (Tc generator column combined with postelution purification/concentration unit are discussed with the format of process diagram and picture of real generator systems. These systems are the technetium selective sorbent column-based generators, the high Mo-loading capacity column-based integrated Tc generator systems which include the saline-eluted generator systems, and the nonsaline aqueous and organic solvent eluent-eluted generator systems using high Mo-loading capacity molybdategel and recently developed sorbent columns. Tc concentration methods used in the

Up-to-Date on Preventive Care Services Under Affordable Care Act: A Trend Analysis From MEPS 2007-2014.

Science.gov (United States)

Hong, Young-Rock; Jo, Ara; Mainous, Arch G

2017-08-01

The utilization of preventive care services has been less than optimal. As part of an effort to address this, the Affordable Care Act (ACA) mandated that private health insurance plans cover evidence-based preventive services. To evaluate whether the provisions of ACA have increased being up-to-date on recommended preventive care services among privately insured individuals aged 18-64. Multivariate linear regression models were used to examine trends in prevalence of being up-to-date on selected preventive services, diagnosis of health conditions, and health expenditures between pre-ACA (2007-2010) and post-ACA (2011-2014). Adjusted difference-in-difference analyses were used to estimate changes in those outcomes in the privately insured that differed from changes in the uninsured (control group). After the passage of ACA, up-to-date rates of routine checkup (2.7%; 95% confidence interval, 0.8%-4.7%; P=0.007) and flu vaccination (5.9%; 95% confidence interval, 4.2%-7.6%; Ppreventive care services. Additional efforts may be required to take full advantage of the elimination of cost-sharing under the ACA.

Methods of Teaching Reading to EFL Learners: A Case Study

Science.gov (United States)

Sanjaya, Dedi; Rahmah; Sinulingga, Johan; Lubis, Azhar Aziz; Yusuf, Muhammad

2014-01-01

Methods of teaching reading skill are not the same in different countries. It depends on the condition and situation of the learners. Observing the method of teaching in Malaysia was the purpose of this study and the result of the study shows that there are 5 methods that are applied in classroom activities namely Grammar Translation Method (GTM),…

Dating method by fission tracks: some Brazilian examples

International Nuclear Information System (INIS)

Fonseca, Ariadne do Carmo

1996-01-01

The Fission Track method (TF) complements the dating of a interval of tectonic events occurred in low temperatures not detected by another radiometric methods. In the South part of Craton of Sao Francisco the dating of apatites of archaean rocks produced ages TF between 900 and 500 Ma, reflecting the progressive acting of the Brazilian margin mobile belts in the archaean craton areas. Apatite of some igneous and metamorphic rocks of the Braziliana age, in the Faixa Ribeira segment, between the Rio de Janeiro and Salvador cities, produced TF ages between 140 and 80 Ma. The basaltic and alkaline volcanism related to the Atlantic Ocean opening dated from this interval. The TF dating in apatites of the continental margin rocks allowed to date the event. In the Cabo Frio region (Southeastern part of Rio de Janeiro State), titanite and apatite of the Transamazonic orthognaisses produced TF dates between 190 and 80 to 40 Ma. The age around 190 Ma date previously the rift formation precursor of the South Atlantic Ocean opening, while the ages between 80 and 40 Ma were related to the alkaline rocks intrusion. The examples mentioned demonstrate the event diversity which may be dated by the Fission Tracks method, mainly in the craton area and margin belts study

INNOVATIVE METHODS OF TEACHING HISTORY AT MODERN UNIVERSITIES

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A. Yu. Suslov

2017-01-01

Full Text Available Introduction. As a discipline, History holds a specific place among disciplines of a humanitarian cycle of educational programs of higher education institutions regardless of university specialities. History plays an important role in the course of formation of a citizen and development of critical thinking of a personality as an element of a common culture. However, new federal standards require a drastic reduction of the classroom hours for studying a History course by students of non-humanitarian specialties, and, at the same time, enhancement of the contents of a discipline (its reorientation from History of Russia towards World History. Therefore, History programmes and courses demand up-to-date approaches, methods and didactic means to provide formation of holistic worldview of future experts.The aim of the article is to consider the features of innovative methods application in teaching history in high school taking into consideration modernization processes.Methodology and research methods. The research undertaken is based on activity and competence-based approaches. The methods of analysis and synthesis of the academic literature on the research topic were used; the methods of reflection and generalization of teaching activities of the Department of Humanitarian Disciplines of theKazanNationalResearchTechnologicalUniversity were applied as well.Results and scientific novelty. A modern view on historical education has been proposed as means of students’ systems thinking formation, designing the ideas about the world historical process among students, the mission ofRussia in this process, and evolution ofRussia as a part of the modern civilization. It is stated that History university course is designed not only to give the students strong subject knowledge, but also to create axiological orientations and abilities on the basis of the analysis of historical collisions, objective and subjective factors of society development. Moreover

Up-date of the BCG code library

International Nuclear Information System (INIS)

Caldeira, A.D.; Garcia, R.D.M.

1990-01-01

Procedures for generating an up-date material library for the BCG code were established. A new library was generated by processing ENDF/B-IV data with the 89-1 version of the LINEAR, RECENT and SIGMA1 programs. The effect of library change in the neutron spectrum and effective multiplication factor of a fast reactor cell was analized. During the course of this study, an error was detected in the BCG code. Although localized in a narrow energy range, the discrepancies in neutron spectrum caused by the error were large enough to yield a difference of about 1% in the effective multiplication factor of the test cell. (author)

Establishing a Comprehensive English Teaching Pattern Combining the Communicative Teaching Method and the Grammar-Translation Method

Science.gov (United States)

Kong, Na

2011-01-01

Based on the current contradiction between the grammar-translation method and the communicative teaching method in English teaching, this paper, starting with clarifying the task of comprehensive English as well as the definition of the two teaching methods, objectively analyzes their advantages and disadvantages and proposes establishing a new…

Trends and Determinants of Up-to-date Status with Colorectal Cancer Screening in Tennessee, 2002-2008

Directory of Open Access Journals (Sweden)

Sreenivas P Veeranki

2014-01-01

Conclusions: TN adults who are up-to-date status with CRC screening are increasing, but not across all socio-demographic subgroups. The results identified specific subgroups to be targeted by screening programs, along with continued efforts to educate public and providers about the importance of CRC screening.

Active teaching methods, studying responses and learning

DEFF Research Database (Denmark)

Christensen, Hans Peter; Vigild, Martin Etchells; Thomsen, Erik Vilain

Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching.......Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching....

Comparing Top-Down with Bottom-Up Approaches: Teaching Data Modeling

Science.gov (United States)

Kung, Hsiang-Jui; Kung, LeeAnn; Gardiner, Adrian

2013-01-01

Conceptual database design is a difficult task for novice database designers, such as students, and is also therefore particularly challenging for database educators to teach. In the teaching of database design, two general approaches are frequently emphasized: top-down and bottom-up. In this paper, we present an empirical comparison of students'…

A Teaching Method on Basic Chemistry for Freshman (II) : Teaching Method with Pre-test and Post-test

OpenAIRE

立木, 次郎; 武井, 庚二

2004-01-01

This report deals with review of a teaching method on basic chemistry for freshman in this first semester. We tried to review this teaching method with pre-test and post-test by means of the official and private questionnaires. Several hints and thoughts on teaching skills are obtained from this analysis.

Practice Report / Bericht aus der Praxis: Peer teaching: From method to philosophy.

Science.gov (United States)

Ten Cate, Olle

2017-11-01

Peer teaching or peer-assisted learning is a popular topic in the medical education literature. While not one method of education, a categorization is possible according to (a) the developmental distance between learner and peer teacher, (b) the scale or group size of learners in peer teaching arrangements and (c) the extent of formality or structure of the arrangement. That yields many different forms of peer teaching. Viewing peer teaching as a multifaceted method shows several benefits. On a deeper level however peer teaching may be viewed as a philosophy of medical education that has historical roots but aligns well with current thinking of teaching and learning across the continuum of medical education. Copyright © 2017. Published by Elsevier GmbH.

[Follow-up of a diploma course graduates in the teaching of medicine].

Science.gov (United States)

Ponce de León-Castañeda, Ma Eugenia; Ruíz-Alcocer, Ma del Carmen; Lozano-Sánchez, J Rogelio

2004-01-01

Certification in Medical Education; Strategy for Educational Formation. Origins and Follow-Up. This study is a review of the problem of educational formation in terms of an international context, and determinant factors of this need are analyzed, barriers or limitations that have prevented such a formation are highlighted, and some development proposals for educational training are offered. It is also a description of the actions that the Facultad de Medicina (Medical School) of the Universidad Nacional Autónoma de México (National Autonomous University of Mexico) implemented from 1965 to 1996 to promote educational training. In 1997, the Diplomado en Enseñanza de la Medicina began as a new possibility for educational training. The first certification course ran in 1997, and there have been 18 courses to date, eight the Medical School and 10 at external institutions. In 1999, a follow-up questionnaire was answered by physicians trained under the certification program. Results showed that training received in the certification course had a positive effect on teaching skills of physicians who attended it, thus establishing the program as a good option for medical teachers.

Alternate methods of teaching psychopharmacology.

Science.gov (United States)

Zisook, Sidney; Benjamin, Sheldon; Balon, Richard; Glick, Ira; Louie, Alan; Moutier, Christine; Moyer, Trenton; Santos, Cynthia; Servis, Mark

2005-01-01

This article reviews methods used to teach psychopharmacology to psychiatry residents that utilize principles of adult learning, enlist active participation of residents, and provide faculty with skills to seek, analyze, and use new information over the course of their careers. The pros and cons of five "nonlecture" methods of teaching are reviewed: 1) journal clubs, 2) problem-based learning, 3) formalized patient-centered training, 4) games, and 5) the use of modern technology. Several programs are beginning to find novel methods of teaching psychopharmacology that are effective and well received by trainees and faculty. Programs need to go beyond the traditional lecture and apprenticeship model of psychopharmacology education to help make learning more fun, useful, relevant and self-sustaining.

Active teaching methods, studying responses and learning

DEFF Research Database (Denmark)

Christensen, Hans Peter; Vigild, Martin Etchells; Thomsen, Erik Vilain

2010-01-01

Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed.......Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed....

The dual effect of vegetation green-up date and strong wind on the return period of spring dust storms.

Science.gov (United States)

Feng, Jieling; Li, Ning; Zhang, Zhengtao; Chen, Xi

2017-08-15

Vegetation phenology changes have been widely applied in the disaster risk assessments of the spring dust storms, and vegetation green-up date shifts have a strong influence on dust storms. However, the effect of earlier vegetation green-up dates due to climate warming on the evaluation of dust storms return periods remains an important, but poorly understood issue. In this study, we evaluate the spring dust storm return period (February to June) in Inner Mongolia, Northern China, using 165 observations of severe spring dust storm events from 16 weather stations, and regional vegetation green-up dates as an integrated factor from NDVI (Normalized Difference Vegetation Index), covering a period from 1982 to 2007, by building the bivariate Copula model. We found that the joint return period showed better fitting results than without considering the integrated factor when the actual dust storm return period is longer than 2years. Also, for extremely severe dust storm events, the gap between simulation result and actual return period can be narrowed up to 0.4888years by using integrated factor. Furthermore, the risk map based on the return period results shows that the Mandula, Zhurihe, Sunitezuoqi, Narenbaolige stations are identified as high risk areas. In this study area, land surface is extensively covered by grasses and shrubs, vegetation green-up date can play a significant role in restraining spring dust storm outbreaks. Therefore, we suggest that Copula method can become a useful tool for joint return period evaluation and risk analysis of severe dust storms. Copyright © 2017 Elsevier B.V. All rights reserved.

Time-Quality Tradeoff of Waiting Strategies for Tutors to Retrieve Relevant Teaching Methods

Science.gov (United States)

Shih, Wen-Chung; Tseng, Shian-Shyong; Yang, Che-Ching; Liang, Tyne

2011-01-01

As more and more undergraduate students act as voluntary tutors to rural pupils after school, there is a growing need for a supporting environment to facilitate adaptive instruction. Among others, a teaching method retrieval system is intended to help tutors find relevant teaching methods for teaching a particular concept. However, teaching…

Up-Dating: Ratings of Perceived Dating Success Are Better Online than Offline.

Science.gov (United States)

Fullwood, Chris; Attrill-Smith, Alison

2018-01-01

The primary aims of this study were to test whether perceived dating success would differ between offline and online zero-acquaintance dating contexts and to investigate the role that self-esteem might play in these evaluations. Participants were presented with the same photos of targets in either an offline or online dating scenario and rated their chances of dating success along with their perceptions of how attractive they thought the target would consider them. Higher self-esteem individuals believed they would be rated as more attractive. There was an overall perception that, irrespective of self-esteem level, meeting online would lead to better chances of dating success. These findings are considered in relation to an increased ability to more precisely manage impressions and develop an image of the self which would be evaluated more positively online.

[Teaching methods for clinical settings: a literature review].

Science.gov (United States)

Brugnolli, Anna; Benaglio, Carla

2017-01-01

. Teaching Methods for clinical settings: a review. The teaching process during internship requires several methods to promote the acquisition of more complex technical skills such as relational, decisional and planning abilities. To describe effective teaching methods to promote the learning of relational, decisional and planning skills. A literature review of the teaching methods that have proven most effective, most appreciated by students, and most frequently used in Italian nursing schools. Clinical teaching is a central element to transform clinical experiences during internship in professional competences. The students are gradually brought to become more independent, because they are offered opportunities to practice in real contexts, to receive feedback, to have positive role models, to become more autonomous: all elements that facilitate and potentiate learning. Clinical teaching should be based on a variety of methods. The students value a gradual progression both in clinical experiences and teaching strategies from more supervised methods to methods more oriented towards reflecting on clinical practice and self-directed learning.

An experiment teaching method based on the Optisystem simulation platform

Science.gov (United States)

Zhu, Jihua; Xiao, Xuanlu; Luo, Yuan

2017-08-01

The experiment teaching of optical communication system is difficult to achieve because of expensive equipment. The Optisystem is optical communication system design software, being able to provide such a simulation platform. According to the characteristic of the OptiSystem, an approach of experiment teaching is put forward in this paper. It includes three gradual levels, the basics, the deeper looks and the practices. Firstly, the basics introduce a brief overview of the technology, then the deeper looks include demoes and example analyses, lastly the practices are going on through the team seminars and comments. A variety of teaching forms are implemented in class. The fact proves that this method can not only make up the laboratory but also motivate the students' learning interest and improve their practical abilities, cooperation abilities and creative spirits. On the whole, it greatly raises the teaching effect.

Up-to-date approach to manage keloids and hypertrophic scars: a useful guide.

Science.gov (United States)

Arno, Anna I; Gauglitz, Gerd G; Barret, Juan P; Jeschke, Marc G

2014-11-01

Keloids and hypertrophic scars occur anywhere from 30 to 90% of patients, and are characterized by pathologically excessive dermal fibrosis and aberrant wound healing. Both entities have different clinical and histochemical characteristics, and unfortunately still represent a great challenge for clinicians due to lack of efficacious treatments. Current advances in molecular biology and genetics reveal new preventive and therapeutical options which represent a hope to manage this highly prevalent, chronic and disabling problem, with long-term beneficial outcomes and improvement of quality of life. While we wait for these translational clinical products to be marketed, however, it is imperative to know the basics of the currently existing wide array of strategies to deal with excessive scars: from the classical corticotherapy, to the most recent botulinum toxin and lasers. The main aim of this review paper is to offer a useful up-to-date guideline to prevent and treat keloids and hypertrophic scars. Copyright © 2014 Elsevier Ltd and ISBI. All rights reserved.

Patient Satisfaction With Postpartum Teaching Methods.

Science.gov (United States)

Wagner, Debra L; Washington, Cynthia

2016-01-01

Postpartum discharge instructions are a crucial part of a mother's birth experience. Finding the method to provide those discharge instructions in a manner that increases the mother's satisfaction with her hospital experience is important. This quasi-experimental study examined the relationship between new mothers' interaction with nurses providing postpartum instructions by the traditional and class methods and their satisfaction with discharge teaching. The results indicated new mothers were satisfied with both methods of discharge teaching; however, they were more likely to report stronger agreement with overall satisfaction with the traditional method of discharge teaching than with attending the discharge class.

A Teaching Method on Basic Chemistry for Freshman : Teaching Method with Pre-test and Post-test

OpenAIRE

立木, 次郎; 武井, 庚二

2003-01-01

This report deals with a teaching method on basic chemistry for freshman. This teaching method contains guidance and instruction to how to understand basic chemistry. Pre-test and post-test have been put into practice each time. Each test was returned to students at class in the following weeks.

Perceptions of Teaching Methods for Preclinical Oral Surgery: A Comparison with Learning Styles

OpenAIRE

Omar, Esam

2017-01-01

Purpose: Dental extraction is a routine part of clinical dental practice. For this reason, understanding the way how students? extraction knowledge and skills development are important. Problem Statement and Objectives: To date, there is no accredited statement about the most effective method for the teaching of exodontia to dental students. Students have different abilities and preferences regarding how they learn and process information. This is defined as learning style. In this study, the...

Transferring methods to teach business administration from one cultural context to another

Directory of Open Access Journals (Sweden)

Marie Catalo

2015-12-01

Full Text Available What happens when a teaching method is transferred from one cultural context to another? In this article we investigate this question by looking at how Computer Based Simulations (CBS were transposed from a French context to an Egyptian one. In this article we demonstrate, through the case of Egypt, how culture and the characteristics of the school system impact learning abilities. We describe what happens when Egyptian students are confronted with learning modes they have not encountered prior to University, in the context of an Egyptian-French dual-degree programme in business administration and business informatics. We show that the transfer of CBS as a teaching method revealed cultural differences between French and Egyptian students. As a consequence the teaching objectives of CBS were redefined in order to take the Egyptian context into account.

Effective Methods of Teaching Moon Phases

Science.gov (United States)

Jones, Heather; Hintz, E. G.; Lawler, M. J.; Jones, M.; Mangrubang, F. R.; Neeley, J. E.

2010-01-01

This research investigates the effectiveness of several commonly used methods for teaching the causes of moon phases to sixth grade students. Common teaching methods being investigated are the use of diagrams, animations, modeling/kinesthetics and direct observations of moon phases using a planetarium. Data for each method will be measured by a pre and post assessment of students understanding of moon phases taught using one of the methods. The data will then be used to evaluate the effectiveness of each teaching method individually and comparatively, as well as the method's ability to discourage common misconceptions about moon phases. Results from this research will provide foundational data for the development of educational planetarium shows for the deaf or other linguistically disadvantage children.

Application of case analysis teaching method in nursing teaching in Department of Internal Medicine

Directory of Open Access Journals (Sweden)

Zhang-xiu SHENG

2014-04-01

Full Text Available Objective:In order to adapt to the modern occupation education teaching idea, to stimulate students’ interest in learning, training students' comprehensive quality, improve the students' active participation, understanding, analysis and problem solving skills. Methods: I In the course of different stages using teaching methods of case analysis: case introduction before class teaching method, case analysis during and after class teaching method, and case analysis of the whole chapter after class teaching method.  Results and Conclusion: Through the course of different stages of using case analysis teaching method, we can launch the students’ active learning, stimulate the students' interest in learning, activate classroom atmosphere, train students' independent thinking, strengthen the problems solving ability, improve the self-learning ability of students, activate their participation and awareness, analysis, judgment, introduction, and strengthen students' exam ability, improve the test scores of students and the teaching effect of nursing in Department of internal medicine.

Socio-political structure of Turkey in general elections since 1980 military intervention up to date (last 23 years)

OpenAIRE

D. Ali Arslan; Mustafa Çağlayandereli

2006-01-01

This study aims to analyze socio-political structure of Turkish society at the basis of the results of Turkish General elections since 1983 up to date. Documentary and historical research techniques will be employed during the study.

Geological Dating by 40 Ar - 39 Ar method

International Nuclear Information System (INIS)

Vollbert Romero, M.E.

1992-01-01

The isotope 40 K is radioactive, it decays to 40 Ar stable. The number of 40 Ar atoms produced from 40 K, permits to calculate the date of rocks and minerals. This dating technique is named 'Conventional K-Ar Dating Method'. The 40 Ar - 39 Ar dating method permits to calculate the age of rocks and minerals eliminating the limitation of the K-Ar method by calculating potassium and argon concentrations in a single measurement of the ratio of argon isotopes. In this work, the irradiation of the sample with fast neutrons in the nuclear reactor was established. 39 Ar is obtained from the induced reaction 39 K (n,p) 39 Ar. Thus the ration of 40 Ar - 39 Ar allows to obtain the date of rocks and minerals. This ratio was measured in a mass spectrometer. If the measurement of argon concentration in the sample is carried out at different increasing temperature values, it is possible to get information of paleotemperatures. The number of atoms 39 Ar is a function of the number 39 K atoms, irradiation time, neutrons flux, its energy E and the capture cross section σ of 39 K. These parameters are calculate indirectly by obtaining the so called 'J value ' by using a standard mineral with known age (HD-BI y Biot-133), this mineral is irradiated together with the unknown age sample. The values of 'J' obtained are in the interval of 2.85 a 3.03 (x 10 - 3)J/h. Rocks from 'Tres Virgenes' were dated by the method described in this work, showing an agreement with previous values of different authors. The age of this rocks are from Cenozoico era, mainly in the miocene period. (Author)

Comparison Between Different Teaching Methods to Increase Performance of Students in Biochemistry

Directory of Open Access Journals (Sweden)

Mrinal Pal

2014-08-01

RESULTS: The results of the study showed that as per the subjective assessment of the lectures concern, students preferred PPT teaching the most. As far as the students and #8217; performance was concerned the impact of traditional Chalk and Talk teaching was more than the lectures using transparency and overhead projector (TOHP and PowerPoint presentations (PPT. But when supplementing chalkboard with PPT or TOHP, the enhancement of the student and #8217;s preference and performance was much better. This fact was true about teacher and #8217;s preference also. CONCLUSION: This observation may probably be due to the fact that, inherent deficiency of each teaching aid was compensated by the other. With regard to teaching method, the combination of teaching methods was more effective when compared to didactic lectures. [TAF Prev Med Bull 2014; 13(4.000: 281-288

Teaching english grammar through interactive methods

OpenAIRE

Aminova N.

2016-01-01

The article is devoted for the effective ways of teaching grammar. Actuality of the theme is justified as it sets conditions for revealing high progress in teaching a foreign language and for developing effective methods which can be helpful for foreign language teachers. Different progressive methods of teaching English grammar are given in this paper as well.

Hepsoft - an approach for up to date multi-platform deployment of HEP specific software

International Nuclear Information System (INIS)

Roiser, S

2011-01-01

LHC experiments are depending on a rich palette of software components to build their specific applications. These underlying software components include the ROOT analysis framework, the Geant4 simulation toolkit, Monte Carlo generators, grid middle-ware, graphics libraries, scripting languages, databases, tools, etc. which are provided centrally in up to date versions on multiple platforms (Linux, Mac, Windows). Until recently this set of packages has been tested and released in a tree like structure as a consistent set of versions across operating systems, architectures and compilers for LHC experiments only. Because of the tree like deployment these releases were only usable in connection with a configuration management tool which provided the proper build and run-time environments and was hindering other parties outside LHC from easily using this palette of packages. In a new approach the releases will be grouped in 'flat structure' such that interested parties can start using it without configuration management, retaining all the above mentioned advantages. In addition to an increased usability the software shall also be distributed via system provided package deployment systems (rpm, apt, etc.). The approach of software deployment is following the ideas of providing a wide range of HEP specific software packages and tools in a coherent, up to date and modular way on multiple platforms. The target audience for such software deployments are individual developers or smaller development groups / experiments who don't have the resources to maintain this kind of infrastructure. This new software deployment strategy has already been successfully implemented for groups at CERN.

Application of blended learning in teaching statistical methods

Directory of Open Access Journals (Sweden)

Barbara Dębska

2012-12-01

Full Text Available The paper presents the application of a hybrid method (blended learning - linking traditional education with on-line education to teach selected problems of mathematical statistics. This includes the teaching of the application of mathematical statistics to evaluate laboratory experimental results. An on-line statistics course was developed to form an integral part of the module ‘methods of statistical evaluation of experimental results’. The course complies with the principles outlined in the Polish National Framework of Qualifications with respect to the scope of knowledge, skills and competencies that students should have acquired at course completion. The paper presents the structure of the course and the educational content provided through multimedia lessons made accessible on the Moodle platform. Following courses which used the traditional method of teaching and courses which used the hybrid method of teaching, students test results were compared and discussed to evaluate the effectiveness of the hybrid method of teaching when compared to the effectiveness of the traditional method of teaching.

Direct dating of human fossils.

Science.gov (United States)

Grün, Rainer

2006-01-01

The methods that can be used for the direct dating of human remains comprise of radiocarbon, U-series, electron spin resonance (ESR), and amino acid racemization (AAR). This review gives an introduction to these methods in the context of dating human bones and teeth. Recent advances in ultrafiltration techniques have expanded the dating range of radiocarbon. It now seems feasible to reliably date bones up to 55,000 years. New developments in laser ablation mass spectrometry permit the in situ analysis of U-series isotopes, thus providing a rapid and virtually non-destructive dating method back to about 300,000 years. This is of particular importance when used in conjunction with non-destructive ESR analysis. New approaches in AAR analysis may lead to a renaissance of this method. The potential and present limitations of these direct dating techniques are discussed for sites relevant to the reconstruction of modern human evolution, including Florisbad, Border Cave, Tabun, Skhul, Qafzeh, Vindija, Banyoles, and Lake Mungo. (c) 2006 Wiley-Liss, Inc.

Employment and Socioeconomic Factors Associated With Children's Up-to-Date Vaccination Status.

Science.gov (United States)

Chen, Weiwei; Elam-Evans, Laurie D; Hill, Holly A; Yankey, David

2017-04-01

This study examined whether additional information on parents' employment and household characteristics would help explain the differences in children's up-to-date (UTD) vaccination status using the 2008 National Immunization Survey and its associated Socioeconomic Status Module. After controlling for basic sociodemographic factors in multivariable analyses, parent's work schedules and ease of taking time off from work were not associated with UTD vaccination status among 19- to 35-month-old children. We also conducted a stratified analysis to test the heterogeneous effects of the factors among children at 3 age-restricted maternal education levels and found the benefit of paid sick leave had a significant association only among families where the mother had a college degree. Families who had moved since the child's birth, especially if the mother had high school or lower education, were less likely to have children UTD on the vaccine series.

Teaching and Learning Structural Geology Using SketchUp

Science.gov (United States)

Rey, Patrice

2017-04-01

The books and maps we read, the posters we pin on our walls, the TV sets and computer monitors we spend hours watching, the white (or black) boards we use to teach, all reduce our world into planar images. As a result, and through years of oblivious practice, our brain is conditioned to understand the world in two dimensions (2D) only. As structural geologists, we know that the most challenging aspect of teaching and learning structural geology is that we need to be able to mentally manipulate 2D and three-dimensional (3D) objects. Although anyone can learn through practice the art of spatial visualisation, the fact remains that the initial stages of learning structural geology are for many students very challenging, as we naively use 2D images to teach 3D concepts. While interactive 3D holography is not far away, some inexpensive tools already exist allowing us to generate interactive computer images, the free rotation, scaling and manipulation of which can help students to quickly grasp the geometry and internal architecture of 3D objects. Recently, I have experimented with SketchUp (works on Mac and Windows). SketchUp was initially released in 2000 by @Last Software, as a 3D modelling tool for architects, designers and filmmakers. It was acquired by Google in 2006 to further the development of GoogleEarth. Google released SketchUp for free, and provided a portal named 3D Warehouse for users to share their models. Google sold SketchUp to Trimble Navigation in 2012, which added Extension Warehouse for users to distribute add-ons. SketchUp models can be exported in a number of formats including .dae (digital asset exchange) useful to embed interactive 3D models into iBooks and html5 documents, and .kmz (keyhole markup language zipped) to embed interactive 3D models and cross-sections into GoogleEarth. SketchUp models can be exported into 3D pdf through the add-on SimLab, and .stl for 3D printing through the add-on SketchUp STL. A free licence is available for

Idea of integrating fitness concepts and methods into human anatomy teaching

Directory of Open Access Journals (Sweden)

PAN Guojian

2013-08-01

Full Text Available According to the author′s many years of experience and practice in teaching human anatomy,it is summed up that an idea of integrating fitness concepts and methods into teaching of human anatomy is envisaged.It is beneficial to the cultivation of undergraduates majoring in sports about thoughts of lifelong physical education,enable students to master the basic structure based on human body and learn and master physical fitness related basic theory and practical operation skills in order to be social competitive sports workers with practical skills.

Teaching Hearing-Impaired Children in Iraq Using a New Teaching Method.

Science.gov (United States)

Harris, N. D. C.; Mustafa, N.

1986-01-01

Describes a field test and results of a new didactic teaching method involving resource-based learning to teach various aspects of mathematics and science (fractions, magnetism, planets) to elementary aged hearing impaired student in Iraq. The dramatic improvements in language for learners is described and implications of the methods are…

Development of a nanofiltration method for bone collagen {sup 14}C AMS dating

Energy Technology Data Exchange (ETDEWEB)

Boudin, Mathieu, E-mail: mathieu.boudin@ugent.be [Royal Institute for Cultural Heritage, Jubelpark 1, B-1000 Brussels (Belgium); Ghent University, Faculty of Bioscience Engineering, Laboratory of Applied Physical Chemistry, Coupure Links 653, B-9000 Ghent (Belgium); Boeckx, Pascal [Ghent University, Faculty of Bioscience Engineering, Laboratory of Applied Physical Chemistry, Coupure Links 653, B-9000 Ghent (Belgium); Buekenhoudt, Anita [Flemish Institute for Technological Research, Separation and Conversion Technology, Boeretang 200, B-2400 Mol (Belgium); Vandenabeele, Peter [Ghent University, Department of Archaeology, Sint-Pietersnieuwstraat 35, B-9000 Ghent (Belgium); Van Strydonck, Mark [Royal Institute for Cultural Heritage, Jubelpark 1, B-1000 Brussels (Belgium)

2013-01-15

Radiocarbon dating of bones is usually performed on the collagen fraction. However, this collagen can contain exogenous molecules, including humic substances (HSs) and/or other soil components that may have a different age than the bone. Incomplete removal can result in biased {sup 14}C dates. Ultrafiltration of collagen, dissolved as gelatin (molecular weight (MW) {approx}100,000 Dalton), has received considerable attention to obtain more reliable dates. Ultrafiltration is an effective method of removal of low-molecular weight contaminants from bone collagen but it does not remove high-molecular weight contaminants, such as cross-linked humic collagen complexes. However, comparative dating studies have raised the question whether this cleaning step itself may introduce contamination with carbon from the filters used. In this study, a nanofiltration method was developed using a ceramic filter to avoid a possible extraneous carbon contamination introduced by the filter. This method should be applicable to various protein materials e.g. collagen, silk, wool, leather and should be able to remove low-molecular and high molecular weight HSs. In this study bone collagen was hot acid hydrolyzed to amino acids and nanofiltrated. A filter with a molecular weight cutoff (MWCO) of 450 Dalton was chosen in order to collect the amino acids in the permeate and the HSs in the retentate. Two pilot studies were set up. Two nanofiltration types were tested in pilot study 1: dead end and cross flow filtration. Humic substance (HS)-solutions with fossil carbon and modern hydrolyzed collagen contaminated with HSs were filtrated and analyzed with spectrofluorescence to determine the HS removal. Cross flow nanofiltration showed the most efficient HS removal. A second pilot study based upon these results was set up wherein only cross flow filtration was performed. {sup 14}C measurements of the permeates of hydrolyzed modern collagen contaminated with fossil HSs demonstrate a significant

A NEW TEACHING METHOD OF TECHNICAL DRAWING

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TOMA Ana-Maria

2017-05-01

Full Text Available The paper represents a project of applied research, on how to teach more effectively the subject of technical drawing, using Student - centred education methods. The authors applied a new method of interaction with the students and teaching during a semester and the conclusions were drawn comparing the final results of the classes on which this project was applied with the ones where the classical method of teaching was applied.

Teaching learning methods of an entrepreneurship curriculum

Directory of Open Access Journals (Sweden)

KERAMAT ESMI

2015-10-01

Full Text Available Introduction: One of the most significant elements of entrepreneurship curriculum design is teaching-learning methods, which plays a key role in studies and researches related to such a curriculum. It is the teaching method, and systematic, organized and logical ways of providing lessons that should be consistent with entrepreneurship goals and contents, and should also be developed according to the learners’ needs. Therefore, the current study aimed to introduce appropriate, modern, and effective methods of teaching entrepreneurship and their validation Methods: This is a mixed method research of a sequential exploratory kind conducted through two stages: a developing teaching methods of entrepreneurship curriculum, and b validating developed framework. Data were collected through “triangulation” (study of documents, investigating theoretical basics and the literature, and semi-structured interviews with key experts. Since the literature on this topic is very rich, and views of the key experts are vast, directed and summative content analysis was used. In the second stage, qualitative credibility of research findings was obtained using qualitative validation criteria (credibility, confirmability, and transferability, and applying various techniques. Moreover, in order to make sure that the qualitative part is reliable, reliability test was used. Moreover, quantitative validation of the developed framework was conducted utilizing exploratory and confirmatory factor analysis methods and Cronbach’s alpha. The data were gathered through distributing a three-aspect questionnaire (direct presentation teaching methods, interactive, and practical-operational aspects with 29 items among 90 curriculum scholars. Target population was selected by means of purposive sampling and representative sample. Results: Results obtained from exploratory factor analysis showed that a three factor structure is an appropriate method for describing elements of

Teaching learning methods of an entrepreneurship curriculum.

Science.gov (United States)

Esmi, Keramat; Marzoughi, Rahmatallah; Torkzadeh, Jafar

2015-10-01

One of the most significant elements of entrepreneurship curriculum design is teaching-learning methods, which plays a key role in studies and researches related to such a curriculum. It is the teaching method, and systematic, organized and logical ways of providing lessons that should be consistent with entrepreneurship goals and contents, and should also be developed according to the learners' needs. Therefore, the current study aimed to introduce appropriate, modern, and effective methods of teaching entrepreneurship and their validation. This is a mixed method research of a sequential exploratory kind conducted through two stages: a) developing teaching methods of entrepreneurship curriculum, and b) validating developed framework. Data were collected through "triangulation" (study of documents, investigating theoretical basics and the literature, and semi-structured interviews with key experts). Since the literature on this topic is very rich, and views of the key experts are vast, directed and summative content analysis was used. In the second stage, qualitative credibility of research findings was obtained using qualitative validation criteria (credibility, confirmability, and transferability), and applying various techniques. Moreover, in order to make sure that the qualitative part is reliable, reliability test was used. Moreover, quantitative validation of the developed framework was conducted utilizing exploratory and confirmatory factor analysis methods and Cronbach's alpha. The data were gathered through distributing a three-aspect questionnaire (direct presentation teaching methods, interactive, and practical-operational aspects) with 29 items among 90 curriculum scholars. Target population was selected by means of purposive sampling and representative sample. Results obtained from exploratory factor analysis showed that a three factor structure is an appropriate method for describing elements of teaching-learning methods of entrepreneurship curriculum

METHODS OF TEACHING ISLAMIC FIQH

OpenAIRE

Muhammad Jarir

2013-01-01

This paper examined the most important methods used in the teaching of Islamic fiqh at the university level. The paper identified two types of methods and highlighted their advantages and disadvantages. The study particularly highlighted the Islamic perception of the methods and the optimal characteristics of a fiqh instructor. The paper concluded with a number of suggestion and recommendation that’s my correct the course of university teaching of Islamic fiqh. The paper mainly calls for the ...

Excel spreadsheet in teaching numerical methods

Science.gov (United States)

Djamila, Harimi

2017-09-01

One of the important objectives in teaching numerical methods for undergraduates’ students is to bring into the comprehension of numerical methods algorithms. Although, manual calculation is important in understanding the procedure, it is time consuming and prone to error. This is specifically the case when considering the iteration procedure used in many numerical methods. Currently, many commercial programs are useful in teaching numerical methods such as Matlab, Maple, and Mathematica. These are usually not user-friendly by the uninitiated. Excel spreadsheet offers an initial level of programming, which it can be used either in or off campus. The students will not be distracted with writing codes. It must be emphasized that general commercial software is required to be introduced later to more elaborated questions. This article aims to report on a teaching numerical methods strategy for undergraduates engineering programs. It is directed to students, lecturers and researchers in engineering field.

Teaching Qualitative Methods: A Face-to-Face Encounter.

Science.gov (United States)

Keen, Mike F.

1996-01-01

Considers the complete ethnographic project as a strategy for teaching qualitative methods. Describes an undergraduate class where students chose an ethnographic setting, gathered and analyzed data, and wrote a final report. Settings included Laundromats, bingo halls, auctions, karaoke clubs, and bowling leagues. (MJP)

Modern teaching methods in economic subjects.

OpenAIRE

Maxa, Radek

2014-01-01

The main objective of this thesis is a comprehensive assessment of the practical usability and effectiveness of modern activating teaching methods in economic subjects in fulfilling the RVP economics and business and RVP Business Academy in comparison with traditional (standard) methods. To achieve this goal, a systematic clarification and evaluation of key elements of the choice of adequate methods of teaching, presentation and comparison of traditional, modern activating and comprehensive t...

Keeping Teachers Up-to-date is essential to reach and maintain a High Quality University Education

Directory of Open Access Journals (Sweden)

Leonor Aguilar-Santelises

2014-12-01

Full Text Available A multidisciplinary group of teachers and scientists from the Faculty for Higher Education (FES Zaragoza from the National Autonomous University of Mexico (UNAM has been working during several years, forwarding and testing strategies for the continuous improvement of biochemistry theoretical and experimental teaching, within the various levels from the chemistry, pharmacy and biology (QFB curricula at our University. To provide our teachers with modern teaching abilities to satisfy current national demands of high-level education is our top priority. Therefore, we offer various activities to promote their continuous scientific and didactic updating. We also encourage self-awareness on the strong need for continuous adaptation and utilization of information and communication technologies (ICT that have become very popular among young generations. Teaching is not an isolated discipline. On the contrary, teaching is intimately related with social and economical circumstances. Teachers and students must be aware of their social environment, studying and applying modern techniques, improving their scientific capabilities, which are all necessary to approach national problems with an accurate utilization of national resources. Research and development have to be linked to the best teaching techniques that stimulate teachers and scientists to grow as educators and experimenters continuously looking for feedback from their students and colleagues. Our scientific meetings and advanced and basic courses on scientific topics and teaching techniques have contributed not only to promote individual teaching and scientific capabilities but also to update the study plans from the QFB curricula at our University.

Up-to-date review on food irradiation

International Nuclear Information System (INIS)

Ehlermann, D.A.E.; Gruenewald, T.

1984-01-01

Public interest was focussed on food irradiation in the Federal Republic of Germany after petitions for the treatment of spices had been filed and after the Federal Government's attitude concerning radiation processing of food has been discussed in the Parliament. The review discusses potential and limitations of the method and presents literature references as examples for the relevant applications rather than listing all available references. Electron-, gamma-, Roentgen- and bremsstrahlung-rays are used to obtain desinfestation, shelf-life extension, eradication of pathogene microorganisms, and product improvement. The relation between dose and effected radiochemical changes on the one hand and estimation of the wholesomeness of radiation processed food on the other hand, is discussed. 'Codex Alimentarius', a world-wide body for the standardization of food regulations, has recommended the general use of food irradiation up to a maximum dose limit of 10 kGy which covers the most promising applications. Under the premises of the European Community harmonization of food law is indispensable which means that some clearances in several countries have to be accepted by all countries in the Community. There is no need, based on scientific considerations, to label radiation processed foods. However, with regard to the growing environmental concern of the consumer, labelling of radiation processed products is recommended. For practical reasons only 'first generation' products should be labeled. (orig.) [de

Up-to-date review on food irradiation

Energy Technology Data Exchange (ETDEWEB)

Ehlermann, D A.E.; Gruenewald, T

1984-01-01

Public interest was focussed on food irradiation in the Federal Republic of Germany after petitions for the treatment of spices had been filed and after the Federal Government's attitude concerning radiation processing of food has been discussed in the Parliament. The review discusses potential and limitations of the method and presents literature references as examples for the relevant applications rather than listing all available references. Electron-, gamma-, Roentgen- and bremsstrahlung-rays are used to obtain desinfestation, shelf-life extension, eradication of pathogene microorganisms, and product improvement. The relation between dose and effected radiochemical changes on the one hand and estimation of the wholesomeness of radiation processed food on the other hand, is discussed. 'Codex Alimentarius', a world-wide body for the standardization of food regulations, has recommended the general use of food irradiation up to a maximum dose limit of 10 kGy which covers the most promising applications. Under the premises of the European Community harmonization of food law is indispensable which means that some clearances in several countries have to be accepted by all countries in the Community. There is no need, based on scientific considerations, to label radiation processed foods. However, with regard to the growing environmental concern of the consumer, labelling of radiation processed products is recommended. For practical reasons only 'first generation' products should be labeled.

The Impact of a Multifaceted Approach to Teaching Research Methods on Students' Attitudes

Science.gov (United States)

Ciarocco, Natalie J.; Lewandowski, Gary W., Jr.; Van Volkom, Michele

2013-01-01

A multifaceted approach to teaching five experimental designs in a research methodology course was tested. Participants included 70 students enrolled in an experimental research methods course in the semester both before and after the implementation of instructional change. When using a multifaceted approach to teaching research methods that…

Application of the K-W-L Teaching and Learning Method to an Introductory Physics Course

Science.gov (United States)

Wrinkle, Cheryl Schaefer; Manivannan, Mani K.

2009-01-01

The K-W-L method of teaching is a simple method that actively engages students in their own learning. It has been used with kindergarten and elementary grades to teach other subjects. The authors have successfully used it to teach physics at the college level. In their introductory physics labs, the K-W-L method helped students think about what…

The role of radiometric dating method in field of the archaeology and geology

International Nuclear Information System (INIS)

Wisjachudin Faisal

2009-01-01

The role of radiocarbon dating method in the field of geology and archaeology and 210 Pb dating in the field of geology has been done. Radiocarbon dating method is a dating method with a maximum age restriction is 45,000 years old. This study is to review dating methods by using synthesis process that uses radioactive carbon ( 14 C) in the sample which is converted to benzene ( 14 C 6 H 6 ) and counted by liquid scintillation counter, while 210 Pb dating method is that dating based on the measurement of 210 Pb activity. This dating is special for sediments sample, with the maximum age of 150 years old. Some samples in the environment around the archaeological research and the geological site have been successfully carried out by radiocarbon dating analysis. Radiocarbon dating can also provide data as a contribution to support research on paleotsunami, so it can be used to estimate probability of the occurrence of tsunami in the future, while for 210 Pb method dating has done research on the sedimentation rate as well as research on the existence of harmful algal (harmful algal bloom, HAB) sample in the sediments which is very dangerous to the environment and has been examined in certain areas. From the results of the study indicate that radiocarbon dating which based on the counting of the activity of 14 C, in the future experts of radiocarbon dating is prefer to use of “modern” radiocarbon dating or radiocarbon dating by using mass spectrometry based on cyclotron method, because samples needed and standard deviation of the results relatively much smaller. (author)

Impact of SCALE-UP on science teaching self-efficacy of students in general education science courses

Science.gov (United States)

Cassani, Mary Kay Kuhr

The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument - B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the

Radiocarbon dating methods using benzene liquid scintillation

International Nuclear Information System (INIS)

Togashi, Shigeko; Matsumoto, Eiji

1983-01-01

The radiocarbon dating method using benzene liquid scintillation is reported in detail. The results of measurement of NBS oxalic acid agree with the recommended value, indicating that isotopic fractionation during benzene synthesis can be negligible. Ten samples which have been already measured by gas counter are dated by benzene liquid scintillation. There is no significant difference in age for the same sample between benzene liquid scintillation and gas counters. It is shown that quenching has to be corrected for the young sample. Memory effect in stainless steel reaction vessel can be removed by using an exchangeable inner vessel and by baking it in the air. Using this method, the oldest age that can be measured with 2.3 g carbon is 40,000 years B.P. (author)

METHODS IN THE POST-METHODS ERA. REPORT ON AN INTERNATIONAL SURVEY ON LANGUAGE TEACHING METHODS'

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Jun Liu

2004-06-01

Full Text Available Do methods still have a place in 21" century language teaching? To answer this question, an international survey was conducted in the surnmer of 1999. A sample of 800 language teachers world-wide randomly drawn from 17,800 TESOLers were each given a 2-page survey. The return rate was 58.5% with the actual usable data set of448, which was analyzed by using both descriptive and inferential statistics. Among the ten commonly recognized teaching methods surveyed, both the Communicative Language Teaching Approach and an eclectic method seem to have the highest rate in familiarity, preference, and use. But when multiple factors, such as teaching contexts, instructional settings, learners' proficiency levels, class size, teaching experience and educational backgrounds of the teachers, and the status of being a native or nonnative English speaking professional were taken into consideration, various patterns and themes emerged. One interesting finding is that Grammar Translation is still used in EFL contexts, in larger classes, and with learners at low proficiency levels, though the ratio between the actual use of this method and teachers' preference does not match. Based on the results of the survey, a new theoretical framework is proposed to conceptualize language teaching methods in the post-methods era.

Of creation of up-to-date system for liquid radwaste management at Ukraine's NPPs. Problem statement

International Nuclear Information System (INIS)

Andronov, O.B.

2015-01-01

The main aspects are addressed of problems in the field of liquid radwaste (LRW) management for Ukrainian NPPs; approaches for its decision, and offers of NNEGC Energoatom SE STC specialists concerning the above issue. Conceptual principle of creation of up-to-date hi-tech complex for LRW management is considered

Annual radiation dose in thermoluminescence dating

International Nuclear Information System (INIS)

Li Huhou

1988-01-01

The annual radiation dose in thermoluminescence dating has been discussed. The autor gives an entirely new concept of the enviromental radiation in the thermoluminescence dating. Methods of annual dose detemination used by author are dating. Methods of annual dose determination used by author are summed up, and the results of different methods are compared. The emanium escapiug of three radioactive decay serieses in nature has been considered, and several determination methods are described. The contribution of cosmic rays for the annual radiation dose has been mentioned

Annual radiation dose in thermoluminescence dating

Energy Technology Data Exchange (ETDEWEB)

Huhou, Li [Chinese Academy of Social Sciences, Beijing, BJ (China). Inst. of Archaeology

1988-11-01

The annual radiation dose in thermoluminescence dating has been discussed. The autor gives an entirely new concept of the enviromental radiation in the thermoluminescence dating. Methods of annual dose detemination used by author are dating. Methods of annual dose determination used by author are summed up, and the results of different methods are compared. The emanium escapiug of three radioactive decay serieses in nature has been considered, and several determination methods are described. The contribution of cosmic rays for the annual radiation dose has been mentioned.

Pre-Service Teachers Methods of Teaching Science

Directory of Open Access Journals (Sweden)

Dr. Raquel C. Pambid

2015-02-01

Full Text Available The study described the teaching methods used by pre-service teachers in Science. It focused on the strategies, techniques, materials, innovative methods and pattern of teaching science used by the pre-service teachers as described in their lesson plans. The qualitative and quantitative design was used in the study. The books, teacher hand-outs from classroom lectures were the sources of methods, strategies and techniques. The chalkboard and self-made drawings and charts were the materials often used. Conventional methods like lecture, open class discussion and demonstration were commonly employed. The strategies included group discussion, use of motivating questions and stories to arouse the interest of students. The direct eye contact, body expressions, jokes and news/trivia were frequent techniques. Integration of values in the lesson became less as the year level increases. The pattern of teaching drawn followed the formal style: I Objectives, II Subject matter, III Learning Tasks, IV Synthesis of the lesson, V Assessment and VI Enrichment. The conventional method and pattern of teaching by the pre-service teachers of PSU suggest that students in the College of Teacher Education should be trained to be more innovative and open in trying out more advanced teaching methods. Furthermore, PSU science pre-service teachers should use methods which can develop higher order thinking skills among high school students.

Renovations to a plasma teaching laboratory

International Nuclear Information System (INIS)

Brake, M.L.; Lee, M.; Ventzek, P.; Passow, M.

1991-01-01

With the aid of a National Science Foundation teaching equipment grant, replacement of dated equipment and the implementation of new experiments have upgraded the University of Michigan Department of Nuclear Engineering's 25-yr-old plasma laboratory course. The course teaches seniors and first-year graduate students methods of plasma production as well as plasma diagnostics. This paper describes four new experiments as well as the highlights of some of the equipment upgrades. The plasma lab course has introduced three new diagnostic techniques and one new plasma generation experiment in the past two years. They are (a) probe measurements of the electron energy distribution function, (b) laser/Schlieren photos of shock waves produced by a pulsed plasma, (c) a laser deflection technique for determining hot gas densities, and (d) capacitively coupled radio-frequency plasma generation

Some method for teaching physics to residents in radiation therapy

International Nuclear Information System (INIS)

Hughes, D.B.

A method is presented for teaching physics to residents in radiation therapy. Some of the various responsabilities of a hospital physicist are listed, with particular reference to radiation therapy departments [pt

Palaeomagnetic dating method accounting for post-depositional remanence and its application to geomagnetic field modelling

Science.gov (United States)

Nilsson, A.; Suttie, N.

2016-12-01

Sedimentary palaeomagnetic data may exhibit some degree of smoothing of the recorded field due to the gradual processes by which the magnetic signal is `locked-in' over time. Here we present a new Bayesian method to construct age-depth models based on palaeomagnetic data, taking into account and correcting for potential lock-in delay. The age-depth model is built on the widely used "Bacon" dating software by Blaauw and Christen (2011, Bayesian Analysis 6, 457-474) and is designed to combine both radiocarbon and palaeomagnetic measurements. To our knowledge, this is the first palaeomagnetic dating method that addresses the potential problems related post-depositional remanent magnetisation acquisition in age-depth modelling. Age-depth models, including site specific lock-in depth and lock-in filter function, produced with this method are shown to be consistent with independent results based on radiocarbon wiggle match dated sediment sections. Besides its primary use as a dating tool, our new method can also be used specifically to identify the most likely lock-in parameters for a specific record. We explore the potential to use these results to construct high-resolution geomagnetic field models based on sedimentary palaeomagnetic data, adjusting for smoothing induced by post-depositional remanent magnetisation acquisition. Potentially, this technique could enable reconstructions of Holocene geomagnetic field with the same amplitude of variability observed in archaeomagnetic field models for the past three millennia.

Creative Approaches to Teaching Graduate Research Methods Workshops

OpenAIRE

Peter Reilly

2017-01-01

Engagement and deeper learning were enhanced by developing several innovative teaching strategies delivered in Research Methods workshops to Graduate Business Students.  Focusing primarily on students adopting a creative approach to formulating a valid research question for undertaking a dissertation successfully. These techniques are applicable to most subject domains to ensure student engagement.  Addressing the various multiple intelligences and learning styles existing within groups while...

Activation of Students with Various Teaching Methods

DEFF Research Database (Denmark)

Andersen, Shuang Ma

2011-01-01

A group of teaching methodes to active engineer students have been tried out. The methodes are developed based on the Pedagogical Cyclic Workflow (PCW). Comparing with earlier evaluation, positive feedback is achieved among the students.......A group of teaching methodes to active engineer students have been tried out. The methodes are developed based on the Pedagogical Cyclic Workflow (PCW). Comparing with earlier evaluation, positive feedback is achieved among the students....

Practice Report / Bericht aus der Praxis : Peer teaching: From method to philosophy

NARCIS (Netherlands)

ten Cate, Olle

2017-01-01

Peer teaching or peer-assisted learning is a popular topic in the medical education literature. While not one method of education, a categorization is possible according to (a) the developmental distance between learner and peer teacher, (b) the scale or group size of learners in peer teaching

Essential Criteria to Characterize Constructivist Teaching: Derived from a Review of the Literature and Applied to Five Constructivist-Teaching Method Articles

Science.gov (United States)

Baviskar, Sandhya N.; Hartle, R. Todd; Whitney, Tiffany

2009-01-01

Constructivism is an important theory of learning that is used to guide the development of new teaching methods, particularly in science education. However, because it is a theory of learning and not of teaching, constructivism is often either misused or misunderstood. Here we describe the four essential features of constructivism: eliciting prior…

An Innovative Teaching Method To Promote Active Learning: Team-Based Learning

Science.gov (United States)

Balasubramanian, R.

2007-12-01

Traditional teaching practice based on the textbook-whiteboard- lecture-homework-test paradigm is not very effective in helping students with diverse academic backgrounds achieve higher-order critical thinking skills such as analysis, synthesis, and evaluation. Consequently, there is a critical need for developing a new pedagogical approach to create a collaborative and interactive learning environment in which students with complementary academic backgrounds and learning skills can work together to enhance their learning outcomes. In this presentation, I will discuss an innovative teaching method ('Team-Based Learning (TBL)") which I recently developed at National University of Singapore to promote active learning among students in the environmental engineering program with learning abilities. I implemented this new educational activity in a graduate course. Student feedback indicates that this pedagogical approach is appealing to most students, and promotes active & interactive learning in class. Data will be presented to show that the innovative teaching method has contributed to improved student learning and achievement.

Teaching Evaluation: Antecedents of Teachers' Perceived Usefulness of Follow-Up Sessions and Perceived Stress Related to the Evaluation Process

Science.gov (United States)

Lejonberg, Eli; Elstad, Eyvind; Christophersen, Knut Andreas

2018-01-01

This study examines teaching evaluation based on student feedback which is intended to contribute to teachers' professional development. Although studies have highlighted that teaching evaluation is a potential source of professional development and that follow-up sessions are crucial to this benefit, little attention has been paid to the…

Comparative Research: An Approach to Teaching Research Methods in Political Science and Public Administration

Science.gov (United States)

Engbers, Trent A

2016-01-01

The teaching of research methods has been at the core of public administration education for almost 30 years. But since 1990, this journal has published only two articles on the teaching of research methods. Given the increasing emphasis on data driven decision-making, greater insight is needed into the best practices for teaching public…

Digital inductive teaching method of strabismus

OpenAIRE

Zhao-Jiang Du; Peng Li; Li Wang

2015-01-01

AIM: To reform the traditional teaching modes of strabismus by using digital induction to enhance logic in teaching process.METHODS: The study was performed in the group of 20 eight-year program clinical undergraduates from the class of 2009 and 198 five-year program clinical undergraduates from the class of 2010. These students were divided into two groups receiving traditional and digital induction teaching over the same period respectively. After classes, questionnaire survey and classroom...

Qualitative Assessment of Inquiry-Based Teaching Methods

Science.gov (United States)

Briggs, Michael; Long, George; Owens, Katrina

2011-01-01

A new approach to teaching method assessment using student focused qualitative studies and the theoretical framework of mental models is proposed. The methodology is considered specifically for the advantages it offers when applied to the assessment of inquiry-based teaching methods. The theoretical foundation of mental models is discussed, and…

Teaching Geographic Field Methods Using Paleoecology

Science.gov (United States)

Walsh, Megan K.

2014-01-01

Field-based undergraduate geography courses provide numerous pedagogical benefits including an opportunity for students to acquire employable skills in an applied context. This article presents one unique approach to teaching geographic field methods using paleoecological research. The goals of this course are to teach students key geographic…

Simulation teaching method in Engineering Optics

Science.gov (United States)

Lu, Qieni; Wang, Yi; Li, Hongbin

2017-08-01

We here introduce a pedagogical method of theoretical simulation as one major means of the teaching process of "Engineering Optics" in course quality improvement action plan (Qc) in our school. Students, in groups of three to five, complete simulations of interference, diffraction, electromagnetism and polarization of light; each student is evaluated and scored in light of his performance in the interviews between the teacher and the student, and each student can opt to be interviewed many times until he is satisfied with his score and learning. After three years of Qc practice, the remarkable teaching and learning effect is obatined. Such theoretical simulation experiment is a very valuable teaching method worthwhile for physical optics which is highly theoretical and abstruse. This teaching methodology works well in training students as to how to ask questions and how to solve problems, which can also stimulate their interest in research learning and their initiative to develop their self-confidence and sense of innovation.

Characteristics of medical teachers using student-centered teaching methods.

Science.gov (United States)

Kim, Kyong-Jee; Hwang, Jee-Young

2017-09-01

This study investigated characteristics of medical teachers who have adopted student-centered teaching methods into their teaching. A 24-item questionnaire consisted of respondent backgrounds, his or her use of student-centered teaching methods, and awareness of the school's educational objectives and curricular principles was administered of faculty members at a private medical school in Korea. Descriptive statistics and chi-square analysis were conducted to compare faculty use of student-centered approaches across different backgrounds and awareness of curricular principles. Overall response rate was 70% (N=140/200), approximately 25% (n=34) of whom were using student-centered teaching methods. Distributions in the faculty use of student-centered teaching methods were significantly higher among basic sciences faculty (versus clinical sciences faculty), with teaching experiences of over 10 years (versus less than 10 years), and who were aware of the school's educational objectives and curricular principles. Our study indicates differences in medical faculty's practice of student-centered teaching across disciplines, teaching experiences, and their understanding of the school's educational objectives curricular principles. These findings have implications for faculty development and institutional support to better promote faculty use of student-centered teaching approaches.

Collaborative teaching of an integrated methods course

Directory of Open Access Journals (Sweden)

George Zhou

2011-03-01

Full Text Available With an increasing diversity in American schools, teachers need to be able to collaborate in teaching. University courses are widely considered as a stage to demonstrate or model the ways of collaboration. To respond to this call, three authors team taught an integrated methods course at an urban public university in the city of New York. Following a qualitative research design, this study explored both instructors‟ and pre-service teachers‟ experiences with this course. Study findings indicate that collaborative teaching of an integrated methods course is feasible and beneficial to both instructors and pre-service teachers. For instructors, this collaborative teaching was a reciprocal learning process where they were engaged in thinking about teaching in a broader and innovative way. For pre-service teachers, this collaborative course not only helped them understand how three different subjects could be related to each other, but also provided opportunities for them to actually see how collaboration could take place in teaching. Their understanding of collaborative teaching was enhanced after the course.

METHODS OF TEACHING ISLAMIC FIQH

Directory of Open Access Journals (Sweden)

Muhammad Jarir

2013-07-01

Full Text Available This paper examined the most important methods used in the teaching of Islamic fiqh at the university level. The paper identified two types of methods and highlighted their advantages and disadvantages. The study particularly highlighted the Islamic perception of the methods and the optimal characteristics of a fiqh instructor. The paper concluded with a number of suggestion and recommendation that’s my correct the course of university teaching of Islamic fiqh. The paper mainly calls for the need to diagnose the causes of students’ weaknesses in this field and to find solutions to these causes.Copyright © 2013 by Al-Ta'lim All right reservedDOI: 10.15548/jt.v20i2.36

Dating of fossil hominid: problems and perspectives

International Nuclear Information System (INIS)

Poupeau, G.; Danon, J.; Baksi, A.K.

1984-01-01

The hominid dating anterior to the Homo Erectus has been based up to now on the rocks and minerals geochronology of vulcanic origem in stratigraphic relation with the fossils. Two methods are widely used, potassium-argon and uranium fission track dating. The vulcanic material dating; lava, lephra, associated with the hominid leavings show big difficults essentially connected to several types of contamination and modification. Two available examples inside the east-african rift show the probelms linked to these dating. The current progresses in the dating methods can contribute by one hand to a better utilization of the K-Ar and fisson track methods for the vulcanic materials. By other hand, with the introduction of new dating methods (thermoluminescence and electron paramagnetic resonance) will be possible to date directly whether the fossil bone itself or the associated sedimentar material. This open new perspectives in particular for every sites which are not inter-stratified with the vulcanic material. (L.C.) [pt

Authentic Teaching Experiences in Secondary Mathematics Methods

Science.gov (United States)

Stickles, Paula R.

2015-01-01

Often secondary mathematics methods courses include classroom peer teaching, but many pre-service teachers find it challenging to teach their classmate peers as there are no discipline issues and little mathematical discourse as the "students" know the content. We will share a recent change in our methods course where pre-service…

Using Multiple Methods to teach ASTR 101 students the Path of the Sun and Shadows

Science.gov (United States)

D'Cruz, Noella L.

2015-01-01

It seems surprising that non-science major introductory astronomy students find the daily path of the Sun and shadows created by the Sun challenging to learn even though both can be easily observed (provided students do not look directly at the Sun). In order for our students to master the relevant concepts, we have usually used lecture, a lecture tutorial (from Prather, et al.) followed by think-pair-share questions, a planetarium presentation and an animation from the Nebraska Astronomy Applet Project to teach these topics. We cover these topics in a lecture-only, one semester introductory astronomy course at Joliet Junior College. Feedback from our Spring 2014 students indicated that the planetarium presentation was the most helpful in learning the path of the Sun while none of the four teaching methods was helpful when learning about shadows cast by the Sun. Our students did not find the lecture tutorial to be much help even though such tutorials have been proven to promote deep conceptual change. In Fall 2014, we continued to use these four methods, but we modified how we teach both topics so our students could gain more from the tutorial. We hoped our modifications would cause students to have a better overall grasp of the concepts. After our regular lecture, we gave a shorter than usual planetarium presentation on the path of the Sun and we asked students to work through a shadow activity from Project Astro materials. Then students completed the lecture tutorial and some think-pair-share questions. After this, we asked students to predict the Sun's path on certain days of the year and we used the planetarium projector to show them how well their predictions matched up. We ended our coverage of these topics by asking students a few more think-pair-share questions. In our poster, we will present our approach to teaching these topics in Fall 2014, how our Fall 2014 students feel about our teaching strategies and how they fared on related test questions.

[Application of diversified teaching methods to improve the teaching effects in the course of oral histology and pathology].

Science.gov (United States)

Tian, Zhen; Li, Lei; Wang, Li-zhen; Hu, Yu-hua; Zhang, Chun-ye; Li, Jiang

2016-02-01

Oral histology and pathology is one of the most important courses in stomatological education which works as a bridge between basic medical courses and clinical courses of oral science. The knowledge of oral histopathology may help the students to correctly understand the histogenesis and development of oral diseases and provide the information for correct treatment and prevention. In order to make the students grasp the necessary basic theories, increase the interest in learning, and improve the teaching effect, we explored a diversified teaching system which included diverse teaching modes, online courses and courseware construction. The application of this system offered the interaction between students and teachers and combination of classes with the internet, and made the boring pathological knowledge be associated with clinical practice. These diversified teaching methods had been used in practice and obtained good teaching results.

THE FREQUENT USE OF TEACHING STRATEGIES/METHODS AMONG TEACHERS ACCORDING TO THE TEACHER CANDIDATES OBSERVATION

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Mukaddes SAKALLI

2007-06-01

Full Text Available The aim of this study is to show the frequent use of teaching stratergies/methods amongteachers which has been observed by teacher candidates currently undergoing their own field/area teaching program.This study undertakes the general research model and the tools used to obtain the necessary data are personalinformation form and a questionaire. “Teachers frequent use of teaching methods/stratergies” to obtain necessarydata a 4 likert scale type of questionaire has been used. The scale developed on behalf of the researcher involves 35teaching methods/stratergies.The data obtained through 71 quetionaires where evaluated from 4 (always and 1(none as points and has been evaluated through the SPSS package program. In addition, the resultsof the data havebeen analysed through the following techniques: percentage (%, average (X and standard deviation (SS.According to the observations made by the teacher candidates the following teaching methods/stratergies wereundertaken by the teachers according to thier teaching field: lecturing, question-answer method were always used,homework, practice in the classroom, problem solving, showing and practicing methods were frequently used,project work, anaylsing example situations, debates, similarity, computer based education, observing privatetutorials, eduational games, cooperative learning, brainstroming, field trips and reflecting/miroring situations,group/team work, experiment, role play, micro-learning technique, statement, speech,meeting, display, drama,conference, formal debates, sempozium, seminar, panel, umbrella technique, forum and opposite panel

Alternate methods to teach history of anesthesia.

Science.gov (United States)

Desai, Manisha S; Desai, Sukumar P

2014-02-01

Residency programs in anesthesiology in the United States struggle to balance the conflicting needs of formal didactic sessions, clinical teaching, and clinical service obligations. As a consequence of the explosion in knowledge about basic and applied sciences related to our specialty, residents and fellows are expected to make substantial efforts to supplement formal lectures with self-study. There is strong evidence to suggest that members of the younger generation use nontraditional methods to acquire information. Although training programs are not required to include topics related to history of anesthesia (HOA) in the didactic curriculum, and despite the fact that such knowledge does not directly impact clinical care, many programs include such lectures and discussions. We describe and discuss our experience with 3 alternate modalities of teaching HOA.First, we provide brief descriptions of HOA-related historical narratives and novels within the domain of popular literature, rather than those that might be considered textbooks. Second, we analyze content in movies and videodiscs dealing with HOA and determine their utility as educational resources. Third, we describe HOA tours to sites in close proximity to our institutions, as well as those in locations elsewhere in the United States and abroad.We suggest that informal HOA teaching can be implemented by every residency program without much effort and without taking away from the traditional curriculum. Participating in this unique and enriching experience may be a means of academic advancement. It is our hope and expectation that graduates from programs that incorporate such exposure to HOA become advocates of history and may choose to devote a part of their academic career toward exploration of HOA.

Combined Teaching Method: An Experimental Study

Science.gov (United States)

Kolesnikova, Iryna V.

2016-01-01

The search for the best approach to business education has led educators and researchers to seek many different teaching strategies, ranging from the traditional teaching methods to various experimental approaches such as active learning techniques. The aim of this experimental study was to compare the effects of the traditional and combined…

Integration of ICT Methods for Teaching Science and Astronomy to Students and Teachers

Science.gov (United States)

Ghosh, Sumit; Chary, Naveen; Raghavender, G.; Aslam, Syed

All children start out as scientist, full of curiosity and questions about the world, but schools eventually destroy their curiosity. In an effective teaching and learning process, the most challenging task is to motivate the students. As the science subjects are more abstract and complex, the job of teachers become even more daunting. We have devised an innovative idea of integrating ICT methods for teaching space science to students and teachers. In a third world country like India, practical demonstrations are given less importance and much emphasis is on theoretical aspects. Even the teachers are not trained or aware of the basic concepts. With the intention of providing the students and as well as the teachers more practical, real-time situations, we have incorporated innovative techniques like video presentation, animations, experimental models, do-yourself-kits etc. In addition to these we provide hands on experience on some scientific instruments like telescope, Laser. ICT has the potential to teach complex science topics to students and teachers in a safe environment and cost effective manner. The students are provided with a sense of adventure, wherein now they can manipulate parameters, contexts and environment and can try different scenarios and in the process they not only learn science but also the content and also the reasoning behind the content. The response we have obtained is very encouraging and students as well as teachers have acknowledged that they have learnt new things, which up to now they were ignorant of.

Study on a Quality Evaluation Method for College English Classroom Teaching

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Mao-hua Sun

2017-07-01

Full Text Available A quality evaluation method is an important means and the main basis on which to evaluate the college English classroom teaching quality of teachers. To overcome the one-sided subjectivity and resulting imprecision of the traditional classroom teaching quality evaluation method, a scientific and reasonable quality evaluation index system for college English classroom teaching is constructed. The fuzzy comprehensive evaluation method and the analytic hierarchy process method are combined to propose an improved multi-level fuzzy comprehensive evaluation model for obtaining a new college English classroom teaching quality evaluation method. In the proposed method, according to the fuzzy characteristics of a college English classroom teaching quality evaluation, the fuzzy comprehensive evaluation method is used to transform the qualitative evaluation indexes into limited quantitative evaluation indexes, then a judgment matrix is constructed to determine the weights among different levels by using the analytic hierarchy process method. Additionally, the college English classroom teaching quality is evaluated in detail. Finally, an actual case of college English classroom teaching is used to verify the effectiveness of the college English classroom teaching quality evaluation method. The results show that the proposed college English classroom teaching method can overcome the subjectivity and randomness shortcomings of the traditional classroom teaching quality evaluation methods, and improve the reliability, accuracy, and objectivity of fuzzy comprehensive evaluation. It is an effective method to evaluate college English classroom teaching quality.

Activating teaching methods, studying responses and learning

OpenAIRE

Christensen, Hans Peter; Vigild, Martin E.; Thomsen, Erik; Szabo, Peter; Horsewell, Andy

2009-01-01

Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed. Peer Reviewed

How to Build a Course to Teach Accountants to Teach

Science.gov (United States)

Noel, Christine Z. J.; Crosser, Rick L.; Kuglin, Christine L.; Lupomech, Lynn A.

2014-01-01

Faculty preparation in schools of business continues to offer little or no instruction on how to teach. University instructors, generally teaching the way they were taught, continue to rely on teaching methods with which they are familiar. To exacerbate the issue, a shortage exists in terminally qualified accounting instructors. More and more…

TEXTBOOK ANALYSIS IN THE SERVICE OF CHEMISTRY TEACHING

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Aija Ahtineva

2005-06-01

Full Text Available The authors of textbooks have their own visions of contents and teaching methods, which should lead to a high level of scientific thinking. However, the textbook alone does not guarantee good results because the personal and social relationships between the teacher and students have a major influence on teaching and learning. Therefore, the teacher’s study of the textbook before teaching facilitates the teaching process. This paper suggests one method of textbook analysis. In the analysis, one upper secondary level course of chemistry instruction involved the use of a learning strategy: classification of the central concepts and a classification of activities based on task difficulty. The study also attempted to find out the goodness of fit between the national curriculum and the textbook chemistry course. The national objectives concerned the content of knowledge, social significance, emphasis on experimental chemistry, and inspiring students for further study. The majority of the textbook tasks fall into higher order categories characterized by knowledge structures assuming application of knowledge or making inferences. Good textbook activities also have social significance, and a number of experimental tasks are included. The textbook quality is further enhanced by up-to-date content. All of the above qualities are related to high study motivation.

Development of direct dating methods of fault gouges: Deep drilling into Nojima Fault, Japan

Science.gov (United States)

Miyawaki, M.; Uchida, J. I.; Satsukawa, T.

2017-12-01

It is crucial to develop a direct dating method of fault gouges for the assessment of recent fault activity in terms of site evaluation for nuclear power plants. This method would be useful in regions without Late Pleistocene overlying sediments. In order to estimate the age of the latest fault slip event, it is necessary to use fault gouges which have experienced high frictional heating sufficient for age resetting. It is said that frictional heating is higher in deeper depths, because frictional heating generated by fault movement is determined depending on the shear stress. Therefore, we should determine the reliable depth of age resetting, as it is likely that fault gouges from the ground surface have been dated to be older than the actual age of the latest fault movement due to incomplete resetting. In this project, we target the Nojima fault which triggered the 1995 Kobe earthquake in Japan. Samples are collected from various depths (300-1,500m) by trenching and drilling to investigate age resetting conditions and depth using several methods including electron spin resonance (ESR) and optical stimulated luminescence (OSL), which are applicable to ages later than the Late Pleistocene. The preliminary results by the ESR method show approx. 1.1 Ma1) at the ground surface and 0.15-0.28 Ma2) at 388 m depth, respectively. These results indicate that samples from deeper depths preserve a younger age. In contrast, the OSL method dated approx. 2,200 yr1) at the ground surface. Although further consideration is still needed as there is a large margin of error, this result indicates that the age resetting depth of OSL is relatively shallow due to the high thermosensitivity of OSL compare to ESR. In the future, we plan to carry out further investigation for dating fault gouges from various depths up to approx. 1,500 m to verify the use of these direct dating methods.1) Kyoto University, 2017. FY27 Commissioned for the disaster presentation on nuclear facilities (Drilling

Prevalence of psychopathology in children of parents with mental illness and/or addiction: An up to date narrative review

NARCIS (Netherlands)

Leijdesdorff, S.M.J.; Doesum, K.T.M. van; Popma, A.; Klaassen, R.M.C.; Amelsvoort, T.A.M.J. van

2017-01-01

Purpose of review: Children of parents with a mental illness and/or addiction are at high risk for developing a mental illness themselves. Parental mental illness is highly prevalent leading to a serious number of children at high risk. The aim of this review is to give an up-to-date overview of

From Classroom Teaching to Remote Teaching

DEFF Research Database (Denmark)

Borch, Ole; Helbo, Jan; Knudsen, Morten

2000-01-01

for teaching purpose on the Internet. It is also described how courses in the two different teaching environments can be maintained in one place. More professional teaching tools are available on the market, but the methods described in this paper are based on Luvit[1], an open low-cost web-based teaching tool...... and at the same time easy to learn and use by both developer and students. Two in-house project groups have tested the project work with success after a short learning period. 35 remote students under Open Education in Multimedia Industrial Information Technology (MII) are using the Luvit[1] tool and the methods...

Computer-enhanced visual learning method: a paradigm to teach and document surgical skills.

Science.gov (United States)

Maizels, Max; Mickelson, Jennie; Yerkes, Elizabeth; Maizels, Evelyn; Stork, Rachel; Young, Christine; Corcoran, Julia; Holl, Jane; Kaplan, William E

2009-09-01

Changes in health care are stimulating residency training programs to develop new methods for teaching surgical skills. We developed Computer-Enhanced Visual Learning (CEVL) as an innovative Internet-based learning and assessment tool. The CEVL method uses the educational procedures of deliberate practice and performance to teach and learn surgery in a stylized manner. CEVL is a learning and assessment tool that can provide students and educators with quantitative feedback on learning a specific surgical procedure. Methods involved examine quantitative data of improvement in surgical skills. Herein, we qualitatively describe the method and show how program directors (PDs) may implement this technique in their residencies. CEVL allows an operation to be broken down into teachable components. The process relies on feedback and remediation to improve performance, with a focus on learning that is applicable to the next case being performed. CEVL has been shown to be effective for teaching pediatric orchiopexy and is being adapted to additional adult and pediatric procedures and to office examination skills. The CEVL method is available to other residency training programs.

Using the QUAIT Model to Effectively Teach Research Methods Curriculum to Master's-Level Students

Science.gov (United States)

Hamilton, Nancy J.; Gitchel, Dent

2017-01-01

Purpose: To apply Slavin's model of effective instruction to teaching research methods to master's-level students. Methods: Barriers to the scientist-practitioner model (student research experience, confidence, and utility value pertaining to research methods as well as faculty research and pedagogical incompetencies) are discussed. Results: The…

[Nationwide evaluation of German university teaching methods in neurology].

Science.gov (United States)

Biesalski, A-S; Zupanic, M; Isenmann, S

2015-06-01

Germany is confronted with a lack of medical doctors and an increasing need for neurologists in particular. In order to recruit future doctors in neurology it is essential to attract young students when still at university. This article presents the first German national survey of medical students' acceptance of teaching methods in neurology. The participants evaluated teaching methods and examination formats and were asked about their preferences. The survey was based on a questionnaire distributed to 22 German medical schools and 1245 participating students. Interactive teaching methods, especially courses in practical examinations, clinical internships and bedside teaching were highly rated among the students. In contrast, multiple choice tests, as one of the most widespread examination methods, were poorly rated compared to practical and oral examinations. For most of the students it was not decisive, in which semester teaching of neurology took place, while the majority asked for additional and more intensive neurological education. The data give an overview of teaching of neurology in Germany and students' assessment of various approaches. The results should be utilized towards reorientation of future curricula that should aim at innovative and even more practically oriented teaching.

[Application of PBL method and LBL method in the teaching of Acupuncutre and Moxibustion].

Science.gov (United States)

Li, Jing; Lu, Jin; Ruan, Zhizhong

2015-08-01

In order to improve teaching lever and explore teaching approach, the feasibility study on the combination of the problembased learning method CPBL) and the lecture-based learning method (LBL) was conducted in the teaching of Acupuncture and Moxibustion. The 2010 undergraduates in the major of clinical integrated Chinese and western medicine of five years were randomized into a PBL and LBL group and a LEL group. In the first semester, according to the basic teaching requirement, LBL was used to accomplish the teaching of basic theory. In the internship teaching section, the different teaching method was applied. In the PBL and LEL group, PEL was used, and in the LBL group, LBL was given. At the end of semester, the examination results of the theory learning and medical cases learning were evaluated. The questionnaire was summarized in the teachers and students. The final examination result of theory learning was not different significantly between the two groups (P >0. 05), but the result of medical cases learning in the PEL and LEL group was better than that in LEL group (84. 47±10. 72 vs 76. 00±9. 97, Pmethod was higher than that of LEL method (86. 27±8. 36 vs 56. 00±14. 59, Pmethod of PBL and LEL is feasible in teaching of Acupuncture and Moxibustion and the teaching outcome is superior to the simple LBL, which provides the new approach to the teaching reform.

Issues in Learning About and Teaching Qualitative Research Methods and Methodology in the Social Sciences

Directory of Open Access Journals (Sweden)

Franz Breuer

2007-01-01

Full Text Available For many qualitative researchers in the social sciences, learning about and teaching qualitative research methods and methodology raises a number of questions. This topic was the focus of a symposium held during the Second Berlin Summer School for Qualitative Research Methods in July 2006. In this contribution, some of the issues discussed during the symposium are taken up and extended, and some basic dimensions underlying these issues are summarized. How qualitative research methods and methodology are taught is closely linked to the ways in which qualitative researchers in the social sciences conceptualize themselves and their discipline. In the following, we distinguish between a paradigmatic and a pragmatic view. From a pragmatic point of view, qualitative research methods are considered research strategies or techniques and can be taught in the sense of recipes with specific steps to be carried out. According to a paradigmatic point of view (strongly inspired by constructivism, qualitative research methods and methodology are conceptualized as a craft to be practiced together by a "master" and an "apprentice." Moreover, the teaching of qualitative research methods also depends heavily on the institutional standing of qualitative compared to quantitative research method. Based on these considerations, five basic dimensions of learning about and teaching qualitative research methods are suggested: ways of teaching (ranging from the presentation of textbook knowledge to cognitive apprenticeship and instructors' experience with these; institutional contexts, including their development and the teaching of qualitative research methods in other than university contexts; the "fit" between personality and method, including relevant personal skills and talents; and, as a special type of instructional context that increasingly has gained importance, distance learning and its implications for learning about and teaching qualitative research methods

Organization of training and teaching methods at Electricite de France (EDF)

International Nuclear Information System (INIS)

Combe, J.

1980-01-01

The training of staff for the equipping, operating and servicing of EDF nuclear facilities was organized at a time when the undertaking had already developed its general training schemes and teaching methods. A brief account of these schemes and methods is given in the paper. Staff training at EDF was clearly devised with implicit regard for the educational and technological features of French society. This fact should not be forgotten when seeking to compare what is described here with developments abroad. The organization of training is based on a few relatively simple principles. The object of any training is to acquire competence, not just knowledge, and this calls for a combination of teaching and practical experience. Training programmes are drawn up taking into account the professional experience acquired in a particular trade, and training activities are, as far as possible, divorced from selection and examination procedures. The large number of workers needing to be trained in the nuclear field has led to standardization of training programmes. Teaching methods tend to be based on a combination of theoretical instruction and practical experience. Training thus involves the use of active or semi-active methods designed to promote familiarization with methods of working as well as the attainment of knowledge and ability. For these reasons, conditions of training as close as possible to actual work situations are created in the training centres, where great emphasis is placed on simulation techniques. (author)

Comparative evaluation of perceptions of dental students to three methods of teaching in Ile-Ife, Nigeria.

Science.gov (United States)

Esan, T A; Oziegbe, E O

2015-12-01

The World Health Organization in 1994 recommended that dental education should be problem based, socially and culturally relevant, and community oriented. To explore the perceptions of Pre-phase II (pre-clinical II) dental students on three methods of teaching used during two academic sessions. All part IV dental students in two consecutive sessions undergoing pre phase II course in the Faculty of Dentistry, Obafemi Awolowo University, Ile-Ife were recruited into the study. Three different modes of teaching that is, Problem based learning (PBL), hybrid PBL and traditional teaching were used to teach the students. A twenty two itemed anonymous questionnaire on a five point Likert scale was administered to the students at the end of the course. Six perceived factors were extracted from the questionnaire using factor analysis. There was a statistically significant difference (p method compared to the other methods of teaching. The perceived factor "communication with peers" had the highest mean score for PBL in both sessions (4.57 ± 0.58 and 4.09 ± 0.93 respectively). However, PBL method was very helpful in all the six perceived factors while the students perceived that the traditional method of teaching was not helpful in "interaction with tutors" and "challenge to critical thinking". The findings showed that students preferred the PBL method to other forms of teaching. PBL enhanced the students' communication skill, was very useful as pedagogic tool and improved their critical thinking.

Perspective for applying traditional and inovative teaching and learning methods to nurses continuing education

OpenAIRE

Bendinskaitė, Irmina

2015-01-01

Bendinskaitė I. Perspective for applying traditional and innovative teaching and learning methods to nurse’s continuing education, magister thesis / supervisor Assoc. Prof. O. Riklikienė; Departament of Nursing and Care, Faculty of Nursing, Lithuanian University of Health Sciences. – Kaunas, 2015, – p. 92 The purpose of this study was to investigate traditional and innovative teaching and learning methods perspective to nurse’s continuing education. Material and methods. In a period fro...

Pragmatics of Contemporary Teaching and Learning Methods

Directory of Open Access Journals (Sweden)

Ryszard Józef Panfil

2013-09-01

Full Text Available The dynamics of the environment in which educational institutions operate have a significant influence on the basic activity of these institutions, i.e. the process of educating, and particularly teaching and learning methods used during that process: traditional teaching, tutoring, mentoring and coaching. The identity of an educational institution and the appeal of its services depend on how flexible, diverse and adaptable is the educational process it offers as a core element of its services. Such a process is determined by how its pragmatism is displayed in the operational relativism of methods, their applicability, as well as practical dimension of achieved results and values. Based on the above premises, this publication offers a pragmatic-systemic identification of contemporary teaching and learning methods, while taking into account the differences between them and the scope of their compatibility. Secondly, using the case of sport coaches’ education, the author exemplifies the pragmatic theory of perception of contemporary teaching and learning methods.

A Comparison between the Effect of Cooperative Learning Teaching Method and Lecture Teaching Method on Students' Learning and Satisfaction Level

Science.gov (United States)

Mohammadjani, Farzad; Tonkaboni, Forouzan

2015-01-01

The aim of the present research is to investigate a comparison between the effect of cooperative learning teaching method and lecture teaching method on students' learning and satisfaction level. The research population consisted of all the fourth grade elementary school students of educational district 4 in Shiraz. The statistical population…

Comparison of gestational dating methods and implications ...

Science.gov (United States)

OBJECTIVES: Estimating gestational age is usually based on date of last menstrual period (LMP) or clinical estimation (CE); both approaches introduce potential bias. Differences in methods of estimation may lead to misclassificat ion and inconsistencies in risk estimates, particularly if exposure assignment is also gestation-dependent. This paper examines a'what-if' scenario in which alternative methods are used and attempts to elucidate how method choice affects observed results.METHODS: We constructed two 20-week gestational age cohorts of pregnancies between 2000 and 2005 (New Jersey, Pennsylvania, Ohio, USA) using live birth certificates : one defined preterm birth (PTB) status using CE and one using LMP. Within these, we estimated risk for 4 categories of preterm birth (PTBs per 106 pregnancies) and risk differences (RD (95% Cl s)) associated with exposure to particulate matter (PM2. 5).RESULTS: More births were classified preterm using LMP (16%) compared with CE (8%). RD divergences increased between cohorts as exposure period approached delivery. Among births between 28 and 31 weeks, week 7 PM2.5 exposure conveyed RDs of 44 (21 to 67) for CE and 50 (18 to 82) for LMP populations, while week 24 exposure conveyed RDs of 33 (11 to 56) and -20 (-50 to 10), respectively.CONCLUSIONS: Different results from analyses restricted to births with both CE and LMP are most likely due to differences in dating methods rather than selection issues. Results are sensitive t

Adopting a blended learning approach to teaching evidence based medicine: a mixed methods study

OpenAIRE

Ilic, Dragan; Hart, William; Fiddes, Patrick; Misso, Marie; Villanueva, Elmer

2013-01-01

Background Evidence Based Medicine (EBM) is a core unit delivered across many medical schools. Few studies have investigated the most effective method of teaching a course in EBM to medical students. The objective of this study was to identify whether a blended-learning approach to teaching EBM is more effective a didactic-based approach at increasing medical student competency in EBM. Methods A mixed-methods study was conducted consisting of a controlled trial and focus groups with second ye...

The Effectiveness of Andragogically Oriented Teaching Method to Improve the Male Students' Achievement of Teaching Practice

Science.gov (United States)

Rismiyanto; Saleh, Mursid; Mujiyanto, Januarius; Warsono

2018-01-01

Students at universities are still frequently found to have low independency in learning. Besides, lecturers also still have tendency to treat students as if they were young learners, or in other words, the lecturers still use pedagogically oriented teaching methods (POTM); although they claimed themselves to have applied methods of teaching…

Reform of the Method for Evaluating the Teaching of Medical Linguistics to Medical Students

Science.gov (United States)

Zhang, Hongkui; Wang, Bo; Zhang, Longlu

2014-01-01

Explorating reform of the teaching evaluation method for vocational competency-based education (CBE) curricula for medical students is a very important process in following international medical education standards, intensify ing education and teaching reforms, enhancing teaching management, and improving the quality of medical education. This…

The effect of Montessori Method on teaching cultural and creative ...

African Journals Online (AJOL)

The Effect of the Montessori Method on teaching was investigated among children to discover their artistic development in Zaria, Kaduna State. The problem of the study is that the Montessori Method on teaching cultural and creative arts is not adequately explored in the primary schools, while other teaching methods used, ...

The Inductive Method of Teaching Visual Art Criticism.

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Clements, Robert D.

1979-01-01

The author describes how the true principles of the scientific inductive method are not opposed to the principles of teaching visual art criticism, and suggests that the inductive method of teaching visual art criticism strips it of its mystique in order to make clear its vital role in intellectual development. (KC)

Project as an education method in teaching of physics

OpenAIRE

ŽAHOUREK, Martin

2011-01-01

The diploma thesis ?Project as an educational method for teaching physics ?deals with the possibilities of using project-based method for teaching physics at primary schools. Not only does it contain the theoretical background of project-based teaching, but also deals with practical issues in the form of an implementation of a chosen project ?Physics and physical education?. The aim of said project was to evaluate the efficiency of project-based teaching as far as the knowledge of pupils and ...

The ethics of educational methods to teach geoethics.

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Promduangsri, Pimnutcha; Crookall, David

2017-04-01

Our planet is in dire need of geoethical behaviour by all its citizens. That can only be achieved through education, on an intergenerational basis. Geoethics education needs to tackle real issues, not with a philosopher's stone, but using ethical practice. Geoethics happens essentially, not in what we say, but in what we do. Here the doing is twofold. First is deciding on educational content; in our case geoethical dilemmas related to pollution, sustainability, climate change, deforestation, acidification, limits to growth (planetary boundaries), and a myriad other life-threatening problems. Second are the educational methods that we select and use to help people learn that content. Achieving both is an uphill battle. It will continue to be uphill a wide range of concerns related to our ideas of what constitutes learning, of what is appropriate to learn, of the value placed on education, of how to teach, of societal power relations, and so on. The steepness of the hill depends also on the ethics we use to make content decisions and to facilitate learning episodes (usually called classes). My contention is that geoethics needs to be taught in all courses, at all levels and in all subjects worldwide; that is a long-term content objective. The shorter-term objective is the methods that we use to teach the geoethics. A variety of methods are used to teach geoethical issues, some appearing more successful than others. Methods that have made some considerable impact in various parts of the globe include simulation/gaming, role-play and other experiential learning approaches. These rely on creating a situation or event that the learner experiences first hand (rather than contemplating, as in a lecture). One might call such events geoethical simulations because their content focuses on some ethical dilemma related to the earth. For example, a conflict among stakeholders over management of water along a river, or competition among fishers for limited fish stocks (tragedy of

Residents and Medical Students Correctly Answer Clinical Questions More Often with Google and UpToDate than With PubMed or Ovid MEDLINE. A Review of: Thiele, R. H., Poiro, N. C., Scalzo, D. C., & Nemergut, E. C. (2010. Speed, accuracy, and confidence in Google, Ovid, PubMed, and UpToDate: Results of a randomised trial. Postgraduate Medical Journal, 86(1018, 459-465. doi:10.1136/pgmj.2010.098053

Directory of Open Access Journals (Sweden)

Theresa Arndt

2011-06-01

Full Text Available Objective – To determine which search tool (Google, UpToDate, PubMed or Ovid-MEDLINE produces more accurate answers for residents, medical students, and attending physicians searching on clinical questions in anesthesiology and critical care. Searcher confidence in the answers and speed with which answers were found were also examined.Design – Randomized study without a control group.Setting – Large university medical center.Subjects –Subjects included 15 fourth year medical students (third and fourth year, 35 residents, and 4 attending physicians volunteered and completed the study. One additional attending withdrew halfway through the study. The authors were unsuccessful in recruiting an equal number of subjects from each group.Methods – A set of eight anesthesia and critical care questions was developed, based on their commonality and importance in clinical practice and their answerability. Four search tools were employed: Google, UpToDate, PubMed, and Ovid MEDLINE. In part I, subjects were given a random set of four of the questions to answer with the search tool(s of their choice, but could use only one search tool per question. In part II, several weeks later, the same subjects were randomly assigned a search tool with which to answer all 8 questions. The authors state that “for data analysis, PubMed was arbitrarily chosen to be the “reference standard.”” Statistical analysis was used to identify significant differences between PubMed and the other search tools.Main Results – Part I: Subjects choosing a search tool were more likely to find a correct answer with Google or UpToDate. There were no statistically significant differences in confidence with answers between any of the search tools and PubMed.Part II: Though subjects were assigned a search tool, some questions were repeated from part I. For repeated questions, Ovid users (compared to PubMed users were significantly less likely to find the correct answer for

Pedagogies in Action: A Community Resource Linking Teaching Methods to Examples of their Use

Science.gov (United States)

Manduca, C. A.; Fox, S. P.; Iverson, E. A.; Kirk, K.; Ormand, C. J.

2009-12-01

The Pedagogies in Action portal (http://serc.carleton.edu/sp) provides access to information on more than 40 teaching methods with examples of their use in geoscience and beyond. Each method is described with pages addressing what the method is, why or when it is useful, and how it can be implemented. New methods added this year include Teaching with Google Earth, Jigsaw, Teaching the Process of Science, Guided Discovery Problems, Teaching Urban Students, and Using ConceptTests. Examples then show specifically how the method has been used to teach concepts in a variety of disciplines. The example collection now includes 775 teaching activities of which more than 550 are drawn from the geosciences. Geoscience faculty are invited to add their own examples to this collection or to test examples in the collection and provide a review. Evaluation results show that the combination of modules and activities inspires teachers at all levels to use a new pedagogy and increases their confidence that they can use it successfully. In addition, submitting activities to the collection, including writing summary information for other instructors, helps them think more carefully about the design of their activity. The activity collections are used both for ready to use activities and to find ideas for new activities. The portal provides overarching access to materials developed by a wide variety of collaborating partners each of which uses the service to create a customized pedagogic portal addressing a more specific audience. Of interest to AGU members are pedagogic portals on Starting Point: Teaching Introductory Geoscience (http://serc.carleton.edu/introgeo); On the Cutting Edge (http://serc.carleton.edu/NAGTWorkshops); Enduring Resources for Earth System Education (http://earthref.org/ERESE) Microbial Life Educational Resources (http://serc.carleton.edu/microbe_life); the National Numeracy Network (http://serc.carleton.edu/nnn/index.html); CAUSE: The Consortium for

Integrating Multiple Teaching Methods into a General Chemistry Classroom

Science.gov (United States)

Francisco, Joseph S.; Nicoll, Gayle; Trautmann, Marcella

1998-02-01

In addition to the traditional lecture format, three other teaching strategies (class discussions, concept maps, and cooperative learning) were incorporated into a freshman level general chemistry course. Student perceptions of their involvement in each of the teaching methods, as well as their perceptions of the utility of each method were used to assess the effectiveness of the integration of the teaching strategies as received by the students. Results suggest that each strategy serves a unique purpose for the students and increased student involvement in the course. These results indicate that the multiple teaching strategies were well received by the students and that all teaching strategies are necessary for students to get the most out of the course.

To Teach or not to Teach: The Politics of Becoming a Business ...

African Journals Online (AJOL)

This article examined the perceptions and attitudes of Business Education trainee teachers towards teaching as an employment option in life. The findings revealed that business graduates were reluctant to take up teaching as a career mostly because it was not viewed as a financially rewarding profession. Students had ...

PALEOEARTHQUAKES IN THE PRIBAIKALIE: METHODS AND RESULTS OF DATING

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Oleg P. Smekalin

2010-01-01

Full Text Available In the Pribaikalie and adjacent territories, seismogeological studies have been underway for almost a half of the century and resulted in discovery of more than 70 dislocations of seismic or presumably seismic origin. With commencement of paleoseismic studies, dating of paleo-earthquakes was focused on as an indicator useful for long-term prediction of strong earthquakes. V.P. Solonenko [Solonenko, 1977] distinguished five methods for dating paleoseismogenic deformations, i.e. geological, engineering geological, historico-archeological, dendrochronological and radiocarbon methods. However, ages of the majority of seismic deformations, which were subject to studies at the initial stage of development of seismogeology in Siberia, were defined by methods of relative or correlation age determination.Since the 1980s, studies of seismogenic deformation in the Pribaikalie have been widely conducted with trenching. Mass sampling, followed with radiocarbon analyses and definition of absolute ages of paleo-earthquakes, provided new data on seismic regimes of the territory and rates of and recent displacements along active faults, and enhanced validity of methods of relative dating, in particular morphometry. Capacities of the morphometry method has significantly increased with introduction of laser techniques in surveys and digital processing of 3D relief models.Comprehensive seismogeological studies conducted in the Pribaikalie revealed 43 paleo-events within 16 seismogenic structures. Absolute ages of 18 paleo-events were defined by the radiocarbon age determination method. Judging by their ages, a number of dislocations were related with historical earthquakes which occurred in the 18th and 19th centuries, yet any reliable data on epicenters of such events are not available. The absolute and relative dating methods allowed us to identify sections in some paleoseismogenic structures by differences in ages of activation and thus provided new data for

Wasted research when systematic reviews fail to provide a complete and up-to-date evidence synthesis: the example of lung cancer.

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Créquit, Perrine; Trinquart, Ludovic; Yavchitz, Amélie; Ravaud, Philippe

2016-01-20

Multiple treatments are frequently available for a given condition, and clinicians and patients need a comprehensive, up-to-date synthesis of evidence for all competing treatments. We aimed to quantify the waste of research related to the failure of systematic reviews to provide a complete and up-to-date evidence synthesis over time. We performed a series of systematic overviews and networks of randomized trials assessing the gap between evidence covered by systematic reviews and available trials of second-line treatments for advanced non-small cell lung cancer. We searched the Cochrane Database of Systematic Reviews, Database of Abstracts of Reviews of Effects, MEDLINE, EMBASE, and other resources sequentially by year from 2009 to March 2, 2015. We sequentially compared the amount of evidence missing from systematic reviews to the randomized evidence available for inclusion each year. We constructed cumulative networks of randomized evidence over time and evaluated the proportion of trials, patients, treatments, and treatment comparisons not covered by systematic reviews on December 31 each year from 2009 to 2015. We identified 77 trials (28,636 patients) assessing 47 treatments with 54 comparisons and 29 systematic reviews (13 published after 2013). From 2009 to 2015, the evidence covered by existing systematic reviews was consistently incomplete: 45 % to 70 % of trials; 30 % to 58 % of patients; 40 % to 66 % of treatments; and 38 % to 71 % of comparisons were missing. In the cumulative networks of randomized evidence, 10 % to 17 % of treatment comparisons were partially covered by systematic reviews and 55 % to 85 % were partially or not covered. We illustrate how systematic reviews of a given condition provide a fragmented, out-of-date panorama of the evidence for all treatments. This waste of research might be reduced by the development of live cumulative network meta-analyses.

Mechanism of Inflammation in Age-Related Macular Degeneration: An Up-to-Date on Genetic Landmarks

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Francesco Parmeggiani

2013-01-01

Full Text Available Age-related macular degeneration (AMD is the most common cause of irreversible visual impairment among people over 50 years of age, accounting for up to 50% of all cases of legal blindness in Western countries. Although the aging represents the main determinant of AMD, it must be considered a multifaceted disease caused by interactions among environmental risk factors and genetic backgrounds. Mounting evidence and/or arguments document the crucial role of inflammation and immune-mediated processes in the pathogenesis of AMD. Proinflammatory effects secondary to chronic inflammation (e.g., alternative complement activation and heterogeneous types of oxidative stress (e.g., impaired cholesterol homeostasis can result in degenerative damages at the level of crucial macular structures, that is photoreceptors, retinal pigment epithelium, and Bruch’s membrane. In the most recent years, the association of AMD with genes, directly or indirectly, involved in immunoinflammatory pathways is increasingly becoming an essential core for AMD knowledge. Starting from the key basic-research notions detectable at the root of AMD pathogenesis, the present up-to-date paper reviews the best-known and/or the most attractive genetic findings linked to the mechanisms of inflammation of this complex disease.

Dating of zircons by the fission track method

International Nuclear Information System (INIS)

Tenorio Hernandez, L.M.

1992-01-01

This work describes the methodology to date zircons by the Fission Track Method. A brief discussion is made of the physical principles of the method, physical properties of zircons and the geochemical properties of uranium. When starting with a hand sample, a mineral separation is required; to do this the following steps are needed: crushing and sieving of the sample, washing and drying, magnetic separation, heavy liquid separation (Bromoform 2.89 g/cm 3 , Diyodomethane = 3.31 g/cm 3 ), and manual separation on a stereoscopic microscope. Once the zircon concentrate is obtained, these are mounted on a FEP teflon mount, then polished and etched on an eutectic mix of 10 g. of KOH + 7.2 g. of NaOH, heated to 210 Centigrade degrees. Afterwards the mounts are prepared for irradiation, sterilizing and putting on top of them an external detector (a thin sheet of muscovite poor in uranium content). The package is then wrapped in plastic and sent to the reactor together with standard zircons of known age (Fish Canyon Tuff: Naeser et.al., 1981), mounted in the same way, plus standard glasses of known uranium content. The package was irradiated in a site known as SIRCA (Rotatory Capsules Irradiation System). Then the package is left to decay for several days, and then the external detectors are etched in a 48% concentrated hydrofluoric acid for 5 minutes. Once the samples are processed through the mentioned steps, spontaneous tracks appear in the zircons and induced tracks appear in the external detectors. On counting the tracks one obtains ρ s (spontaneous track density) and ρ 1 (induced track density). These two parameters together with another one called '#zeta #' (obtained from the standard zircons and glasses), are used to obtain the age of the sample. Zircons from Cerro de Mercado, Durango were dated and the age obtained was 30 ±5 Ma. This date is in agreement with similar results obtained by Fleisher and Naeser (1975) for zircons of the same locality and dated by the

Experiences from introduction of peer-to-peer teaching methods in Advanced Biochemistry E2010

DEFF Research Database (Denmark)

Brodersen, Ditlev; Etzerodt, Michael; Rasmussen, Jan Trige

2012-01-01

During the autumn semester 2010, we experimented with a range of active teaching methods on the course, Advanced Biochemistry, at the Department of Molecular Biology and Genetics.......During the autumn semester 2010, we experimented with a range of active teaching methods on the course, Advanced Biochemistry, at the Department of Molecular Biology and Genetics....

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program

Science.gov (United States)

Keen-Rhinehart, E.; Eisen, A.; Eaton, D.; McCormack, K.

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one’s field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty. PMID:23493377

Simulation in teaching regional anesthesia: current perspectives.

Science.gov (United States)

Udani, Ankeet D; Kim, T Edward; Howard, Steven K; Mariano, Edward R

2015-01-01

The emerging subspecialty of regional anesthesiology and acute pain medicine represents an opportunity to evaluate critically the current methods of teaching regional anesthesia techniques and the practice of acute pain medicine. To date, there have been a wide variety of simulation applications in this field, and efficacy has largely been assumed. However, a thorough review of the literature reveals that effective teaching strategies, including simulation, in regional anesthesiology and acute pain medicine are not established completely yet. Future research should be directed toward comparative-effectiveness of simulation versus other accepted teaching methods, exploring the combination of procedural training with realistic clinical scenarios, and the application of simulation-based teaching curricula to a wider range of learner, from the student to the practicing physician.

[Application of case-based method in genetics and eugenics teaching].

Science.gov (United States)

Li, Ya-Xuan; Zhao, Xin; Zhang, Fei-Xiong; Hu, Ying-Kao; Yan, Yue-Ming; Cai, Min-Hua; Li, Xiao-Hui

2012-05-01

Genetics and Eugenics is a cross-discipline between genetics and eugenics. It is a common curriculum in many Chinese universities. In order to increase the learning interest, we introduced case teaching method and got a better teaching effect. Based on our teaching practices, we summarized some experiences about this subject. In this article, the main problem of case-based method applied in Genetics and Eugenics teaching was discussed.

Effective teaching methods in higher education: requirements and barriers

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NAHID SHIRANI BIDABADI

2016-10-01

Full Text Available Introduction: Teaching is one of the main components in educational planning which is a key factor in conducting educational plans. Despite the importance of good teaching, the outcomes are far from ideal. The present qualitative study aimed to investigate effective teaching in higher education in Iran based on the experiences of best professors in the country and the best local professors of Isfahan University of Technology. Methods: This qualitative content analysis study was conducted through purposeful sampling. Semi-structured interviews were conducted with ten faculty members (3 of them from the best professors in the country and 7 from the best local professors. Content analysis was performed by MAXQDA software. The codes, categories and themes were explored through an inductive process that began from semantic units or direct quotations to general themes. Results: According to the results of this study, the best teaching approach is the mixed method (student-centered together with teacher-centered plus educational planning and previous readiness. But whenever the teachers can teach using this method confront with some barriers and requirements; some of these requirements are prerequisite in professors’ behavior and some of these are prerequisite in professors’ outlook. Also, there are some major barriers, some of which are associated with the professors’ operation and others are related to laws and regulations. Implications of these findings for teachers’ preparation in education are discussed. Conclusion: In the present study, it was illustrated that a good teaching method helps the students to question their preconceptions, and motivates them to learn, by putting them in a situation in which they come to see themselves as the authors of answers, as the agents of responsibility for change. But training through this method has some barriers and requirements. To have an effective teaching; the faculty members of the universities

Teaching adaptive leadership to family medicine residents: what? why? how?

Science.gov (United States)

Eubank, Daniel; Geffken, Dominic; Orzano, John; Ricci, Rocco

2012-09-01

Health care reform calls for patient-centered medical homes built around whole person care and healing relationships. Efforts to transform primary care practices and deliver these qualities have been challenging. This study describes one Family Medicine residency's efforts to develop an adaptive leadership curriculum and use coaching as a teaching method to address this challenge. We review literature that describes a parallel between the skills underlying such care and those required for adaptive leadership. We address two questions: What is leadership? Why focus on adaptive leadership? We then present a synthesis of leadership theories as a set of process skills that lead to organization learning through effective work relationships and adaptive leadership. Four models of the learning process needed to acquire such skills are explored. Coaching is proposed as a teaching method useful for going beyond information transfer to create the experiential learning necessary to acquire the process skills. Evaluations of our efforts to date are summarized. We discuss key challenges to implementing such a curriculum and propose that teaching adaptive leadership is feasible but difficult in the current medical education and practice contexts.

Application of the critical pathway and integrated case teaching method to nursing orientation.

Science.gov (United States)

Goodman, D

1997-01-01

Nursing staff development programs must be responsive to current changes in healthcare. New nursing staff must be prepared to manage continuous change and to function competently in clinical practice. The orientation pathway, based on a case management model, is used as a structure for the orientation phase of staff development. The integrated case is incorporated as a teaching strategy in orientation. The integrated case method is based on discussion and analysis of patient situations with emphasis on role modeling and integration of theory and skill. The orientation pathway and integrated case teaching method provide a useful framework for orientation of new staff. Educators, preceptors and orientees find the structure provided by the orientation pathway very useful. Orientation that is developed, implemented and evaluated based on a case management model with the use of an orientation pathway and incorporation of an integrated case teaching method provides a standardized structure for orientation of new staff. This approach is designed for the adult learner, promotes conceptual reasoning, and encourages the social and contextual basis for continued learning.

Teaching of social and philosophical background to atomic theory

Science.gov (United States)

Lühl, Jutta

1992-06-01

The history of atomic theory is outlined from earliest times up to the orbital model, and a corresponding teaching method described. The first, historical part of the paper emphasizes social and philosophical aspects in the development of atomic theory. The following milestones are dealt with: the development of the concept of matter from Greek mythology up to the atom; the spreading of Arab philosophy to the Occident during the Middle Ages; the conflict between the church and its opponents in the Middle Ages about the nature of the individual and society; and the status of atomic theory at the time of Newton, and its final acceptance after Dalton. The second part of the paper describes a method for teaching this material at secondary level, in which students are encouraged to make their own conclusions from the range of material offered.

Teaching experience of final clinical practice by Chinese pharmacy major students based on the method combined by the learning-guiding teaching method and CAI teaching method

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Wang Shougang

2017-01-01

Full Text Available On the gradual implementation of the new medical education reform and thoroughly applying the Educational Development Plan and the Health Care System Reform, the teaching mode of medical discipline will be changed gradually by following the law of medical education and meeting the need to boost the medical education reform. Meanwhile, the changing life-style prompts the traditional dispensing mode for Chinese traditional medicine to various modes. This changing put forward higher requirement for medicine- related professionals During the process of Chinese medicine teaching, the only method which can fulfill the new need for graduates of Chinese medicine and qualified medicine personals is to change the traditional teaching mode to the new ones which can arose the enthusiasm of working and learning by the traditional medicine students.

Electron paramagnetic resonance: A new method of quaternary dating

International Nuclear Information System (INIS)

Poupeau, G.; Rossi, A.; Teles, M.M.; Danon, J.

1984-01-01

Significant progress has occurred in the last years in quaternary geochronology. One of this is the emergence of a new dating approach, the Electron Spin Resonance Method. The aim of this paper is to briefly review the method and discuss some aspects of the work at CBPF. (Author) [pt

Electron paramagnetic resonance: a new method of quaternary dating

International Nuclear Information System (INIS)

Poupeau, G.; Rossi, A.; Universidade Federal Rural do Rio de Janeiro; Telles, M.; Danon, J.

1984-01-01

Significant progress has occurred in the last years in quaternary geochronology. One of this is the emergence of a new dating approach, the Electron Spin Resonance Method. The aim of this paper is to briefly review the method and discuss some aspects of the work at CBPF. (Author) [pt

Comparing problem-based learning and lecture as methods to teach whole-systems design to engineering students

Science.gov (United States)

Dukes, Michael Dickey

The objective of this research is to compare problem-based learning and lecture as methods to teach whole-systems design to engineering students. A case study, Appendix A, exemplifying successful whole-systems design was developed and written by the author in partnership with the Rocky Mountain Institute. Concepts to be tested were then determined, and a questionnaire was developed to test students' preconceptions. A control group of students was taught using traditional lecture methods, and a sample group of students was taught using problem-based learning methods. After several weeks, the students were given the same questionnaire as prior to the instruction, and the data was analyzed to determine if the teaching methods were effective in correcting misconceptions. A statistically significant change in the students' preconceptions was observed in both groups on the topic of cost related to the design process. There was no statistically significant change in the students' preconceptions concerning the design process, technical ability within five years, and the possibility of drastic efficiency gains with current technologies. However, the results were inconclusive in determining that problem-based learning is more effective than lecture as a method for teaching the concept of whole-systems design, or vice versa.

Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study

Science.gov (United States)

Sangueza, Cheryl Ramirez

This mixed-method, dual-phase, embedded-case study employed the Social Cognitive Theory and the construct of self-efficacy to examine the contributors to science teaching self-efficacy and science teaching practices across different levels of efficacy in six pre-service elementary teachers during their science methods course and student teaching experiences. Data sources included the Science Teaching Efficacy Belief Instrument (STEBI-B) for pre-service teachers, questionnaires, journals, reflections, student teaching lesson observations, and lesson debriefing notes. Results from the STEBI-B show that all participants measured an increase in efficacy throughout the study. The ANOVA analysis of the STEBI-B revealed a statistically significant increase in level of efficacy during methods course, student teaching, and from the beginning of the study to the end. Of interest in this study was the examination of the participants' science teaching practices across different levels of efficacy. Results of this analysis revealed how the pre-service elementary teachers in this study contextualized their experiences in learning to teach science and its influences on their science teaching practices. Key implications involves the value in exploring how pre-service teachers interpret their learning to teach experiences and how their interpretations influence the development of their science teaching practices.

CREATIVITY METHODS IN TEACHING THE ARCH-DESIGN STUDIO

Directory of Open Access Journals (Sweden)

EIGBEONAN Andrew B.

2013-07-01

Full Text Available The aim of this paper is to search and find methods of fostering creativity or ideas relating to creativity in teaching the arch-design studio. Teaching creativity through its methods will be making the students grounded in designing with creativity ideas and therefore we can have professionals that design and build with satisfaction, safety and complementary. It means we can have real buildings and places that satisfy our clients, the society and in harmony with the environment. Although there are similarities in the curricula of training architects all over the world, but educators go about it in their own convenient and suitable ways and styles. The ideas of creativity have been part of architecture from the onset, but are not deligently applied and also not formally incorporated in the curricula of training. The topic is also very relevant and timely as arch-educators and other stakeholders are of the opinion that something has to be done to improve the ways and methods of training architects, especially the teaching of the arch-design studio with regards to creativity. Through exploration of literature and interviews (physical and telephone call this paper finds methods of stimulating creativity ideas in the teaching of arch-design studio. Some of the methods of motivating creativity found in teaching the arch-design studio are: analogy, metaphors, biomimicry, brainstorming, attribute listing, mental map, TRIZ, restrictions, charrette, browsing, excursions, focus groups, other peoples viewpoints, using crazy ideas, using experts, visualizing a goal, working with dreams and images and giving students design tools such as drawings CAD and model making.

Dating method with /sup 39/Ar

Energy Technology Data Exchange (ETDEWEB)

Loosli, H H [Bern Univ. (Switzerland). Physikalisches Inst.

1983-04-01

The principles of a dating method based on the cosmic-ray-produced radioisotope /sup 39/Ar are given. Technical requirements such as background and standard gas samples and gas proportional counting systems are described. With samples extracted from Greenland ice it can be demonstrated that /sup 39/Ar ages agree with ages obtained by other methods. First results on ocean water samples show that with this isotope valuable information on ocean mixing and circulation can be expected. /sup 39/Ar results on groundwater samples disagree for some aquifers with conventional /sup 14/C ages; possible explanations are discussed, especially underground production of /sup 39/Ar.

Some perspectives of up-to-date technologies use in oil-gas industry of Kazakhstan

International Nuclear Information System (INIS)

Koltygin, O.V.; Logachev, Yu.V.; Olejnikov, A.A.

2002-01-01

One of the actively developing branches, which play great role in economics of Kazakhstan, is oil-and-gas one. In the paper there are presented some materials illustrating the possibility of oil-and-gas industry branch enterprises and the Institute of Atomic Energy effective cooperation in the field of state-of-the-art technologies introduction. Report materials include sections on technique of pipelines inner surface cleaning of deposits, on the technique of high temperature carbide coatings deposition on graphite materials and also sections on prospects of production organization of modernized elements of X-ray facilities for non-destructive control of complex constructions components and medical aims with usage of up-to-date computer technologies and production of drill holes filters used in various fields of economy. In the paper there are described techniques used in the given above technologies and systems, results received at the stage of their developing and also possible fields of their application. (author)

Determination Instructions Efficiency of Teaching Methods in Teaching Physics in the Case of Teaching Unit "Viscosity. Newtonian and Stokes Law"

Science.gov (United States)

Radulovic, Branka; Stojanovic, Maja

2015-01-01

The use of different teaching methods has resulted in different quality and quantity of students' knowledge. For this reason, it is important to constantly review the teaching methods and applied most effectively. One way of determining instruction efficiency is by using cognitive load and student achievement. Cognitive load can be generally…

Up dating Islamic Boarding School Santri and Reproductive Health Information

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Made Asri Budisuari

2016-06-01

Full Text Available Background: Islamic boarding school system has long story in indonesia, they covered as much 14.798 student whoare teenager between 9–15 year old. Problems encountered with adolescent sexuality and reproductive health. Methods:An explorative research implemented in 3 provinces ie East Java, Nusa Tenggara Barat (NTB, East Kalimantan and sixIslamic boarding schools. Data were collected through questionnaires about reproductive health. Results: It showed 48,5%of respondents didn’t have enough knowledge, attitudes and behavior about reproductive health, 40% of respondents knewvery little about puberty, menstruation and wet dream, 71% of respondents had little knowledge about the risk of pregnancy;49% of respondents had not enough knowledge about sexually transmited diseases. 88% respondents said that they hadfall in love, 76% of respondents had positive courtship behavior. Conclusion: The information about reproductive healthin islamic boarding school for adolescents is still in adequate and only refer to yellow book. Health worker did not provideadequqte information. We still found student who have sex while when they were engaged still datting. Suggestion: Theneed of additional and up to date reproductive health information and the risks of sexual intercourse marriage it maybedelivery on interesting media, such as one social networking. A health reproductive modules consist of scientic materialand some knowledge has to be developed and should be delivery health worker. Reproductive health syllabus and trainingfor trainers for teachers of boarding school is needed.

A comparison of statistical methods for identifying out-of-date systematic reviews.

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Porjai Pattanittum

Full Text Available BACKGROUND: Systematic reviews (SRs can provide accurate and reliable evidence, typically about the effectiveness of health interventions. Evidence is dynamic, and if SRs are out-of-date this information may not be useful; it may even be harmful. This study aimed to compare five statistical methods to identify out-of-date SRs. METHODS: A retrospective cohort of SRs registered in the Cochrane Pregnancy and Childbirth Group (CPCG, published between 2008 and 2010, were considered for inclusion. For each eligible CPCG review, data were extracted and "3-years previous" meta-analyses were assessed for the need to update, given the data from the most recent 3 years. Each of the five statistical methods was used, with random effects analyses throughout the study. RESULTS: Eighty reviews were included in this study; most were in the area of induction of labour. The numbers of reviews identified as being out-of-date using the Ottawa, recursive cumulative meta-analysis (CMA, and Barrowman methods were 34, 7, and 7 respectively. No reviews were identified as being out-of-date using the simulation-based power method, or the CMA for sufficiency and stability method. The overall agreement among the three discriminating statistical methods was slight (Kappa = 0.14; 95% CI 0.05 to 0.23. The recursive cumulative meta-analysis, Ottawa, and Barrowman methods were practical according to the study criteria. CONCLUSION: Our study shows that three practical statistical methods could be applied to examine the need to update SRs.

Optically stimulated luminescence (OSL) dating of shallow marine sediments to develop an analysis method of late Quaternary geodynamics

International Nuclear Information System (INIS)

Hataya, Ryuta; Shirai, Masaaki

2003-01-01

To develop an analysis method of geodynamics, we have examined the applicability of the OSL dating of marine terrace deposits. We have done the OSL dating, using the multiple-aliquot additive-dose technique, of shallow marine sediments from the upper part the Kioroshi Formation in Ibaraki Prefecture, which are correlated to Marine Oxygen Isotope Stage (MIS) 5e-5c. Marine terrace deposit consists mainly of shallow marine sediment. OSL ages of foreshore and foreshore-shoreface beds are 88-112 Ka, and are in good agreement with the geological/geomorphological data. On the other hand, OSL ages of the backshore bed are younger, and ones of the shoreface bed are older than geologically estimated ages. These results show that OPSL dating method can date shallow marine sediment using samples from foreshore and foreshore-shoreface beds, and that this method can distinguish terrace deposits formed in MIS5 and that in MIS7 by taking geomorphologic information into account. These results contribute to the characterization of long-term geological movement in coastal areas. (author)

Teaching issues of contemporary history using historical sources and modern teaching methods

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Gruber Gabriela

2017-01-01

Full Text Available The study of history is becoming increasingly less interesting to students, despite the fact that the history teaching process has been continuously modernized during recent years. It is an observation which can be perceived even if we don`t make an elaborated research in the field. Some empirical data show us that students in secondary and High Schools are less interested in studying History than in studying Geography or other social sciences. The number of students who are determined to study History in universities has significantly dropped in recent years [1]. Of course, there are multiple causes and the factors behind this change are numerous and varied. In this paper we handle only some changes in teaching History in High Schools, as they are designed in History Curricula and in History textbooks. Therefore during the first sequence of this paper we shall analyze the History Curricula for High School, 11th and 12th grades, regarding their finalities (competencies, some relevant contents and the recommended pedagogical approaches about the teaching methods and the auxiliary material. In the second part of the paper we propose some teaching activities through which students would practice the specific competencies from their Curriculum for History. We aim at presenting attractive teaching material and learning methods and applying the methodological recommendations from the High school Curricula for History, 11th and 12th grades.

Computer-Enhanced Visual Learning Method to Teach Endoscopic Correction of Vesicoureteral Reflux: An Invitation to Residency Training Programs to Utilize the CEVL Method

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Michael Bauschard

2012-01-01

Full Text Available Herein we describe a standardized approach to teach endoscopic injection therapy to repair vesicoureteral reflux utilizing the CEVL method, an internet-accessed platform. The content was developed through collaboration of the authors' clinical and computer expertises. This application provides personnel training, examination, and procedure skill documentation through the use of online text with narration, pictures, and video. There is also included feedback and remediation of skill performance and teaching “games.” We propose that such standardized teaching and procedure performance will ultimate in improved surgical results. The electronic nature of communication in this journal is ideal to rapidly disseminate this information and to develop a structure for collaborative research.

Methods for using argon-39 to age-date groundwater using ultra-low-background proportional counting

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Mace, Emily; Aalseth, Craig; Brandenberger, Jill; Day, Anthony; Hoppe, Eric; Humble, Paul; Keillor, Martin; Kulongoski, Justin; Overman, Cory; Panisko, Mark; Seifert, Allen; White, Signe; Wilcox Freeburg, Eric; Williams, Richard

2017-08-01

Argon-39 can be used as a tracer for age-dating glaciers, oceans, and more recently, groundwater. With a half-life of 269 years, 39Ar fills an intermediate age range gap (50-1,000 years) not currently covered by other common groundwater tracers. Therefore, adding this tracer to the data suite for groundwater studies provides an important tool for improving our understanding of groundwater systems. We present the methods employed for arriving at an age-date for a given sample of argon degassed from groundwater.

Laparoscopic distal pancreatectomy: Up-to-date and literature review

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Iacobone, Maurizio; Citton, Marilisa; Nitti, Donato

2012-01-01

Pancreatic surgery represents one of the most challenging areas in digestive surgery. In recent years, an increasing number of laparoscopic pancreatic procedures have been performed and laparoscopic distal pancreatectomy (LDP) has gained world-wide acceptance because it does not require anastomosis or other reconstruction. To date, English literature reports more than 300 papers focusing on LDP, but only 6% included more than 30 patients. Literature review confirms that LDP is a feasible and safe procedure in patients with benign or low grade malignancies. Decreased blood loss and morbidity, early recovery and shorter hospital stay may be the main advantages. Several concerns still exist for laparoscopic pancreatic adenocarcinoma excision. The individual surgeon determines the technical conduction of LDP, with or without spleen preservation; currently robotic pancreatic surgery has gained diffusion. Additional researches are necessary to determine the best technique to improve the procedure results. PMID:23082049

The Opinion of Latvian Teachers About the Most Suitable Teaching Methods and Possibilities to Make Lessons Interesting

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Porozovs Juris

2017-12-01

Full Text Available Student’s learning motivation and learning outcomes depend on the ability of the teacher to interest students, the chosen teaching methods and proficiency to manage the learning process. Teacher who can successfully choose teaching content, material resources and different teaching methods is able to cause interest about his subject. Teacher who is interested in teaching process himself can help students to learn a subject. The aim of the study was to find out the Latvian teachers' opinion about the disturbing factors affecting the achievement of high learning outcomes for students, the most suitable teaching methods and the possibilities to make lessons interesting. The survey of teachers of different schools in Latvia regarding their students’ learning motivation was carried out. The data from 482 teachers’ answers were analysed. The results of the research showed that the majority of surveyed teachers consider that learning motivation of Latvia students has decreased during the last few years. Teachers point out several factors, which do not allow students to reach high learning outcomes, the most important of them are: the inability of students to link career and success with learning and lack of life goals; inability of students to concentrate attention during lessons; indisposition of students to do homework. The teachers consider laboratory works, discussions, project works, group works and teacher’s presentations and narrative of new material as the most suitable teaching methods. Teachers consider that the most important personality trait of teachers and learning motivation for students to improve their skills is the teacher’s ability to teach the subject in an interesting way. Teachers believe that lessons can be made interesting if modern technologies and teaching methods are used during lessons and when the teacher is able to connect the subject with real life.

Teaching and learning theories, and teaching methods used in postgraduate education in the health sciences: a systematic review protocol.

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McInerney, Patricia A; Green-Thompson, Lionel P

2017-04-01

The objective of this scoping review is to determine the theories of teaching and learning, and/or models and/or methods used in teaching in postgraduate education in the health sciences. The longer term objective is to use the information gathered to design a workshop for teachers of postgraduate students.The question that this review seeks to answer is: what theories of teaching and learning, and/or models and/or methods of teaching are used in postgraduate teaching?

A Simulator to Enhance Teaching and Learning of Mining Methods ...

African Journals Online (AJOL)

Audio visual education that incorporates devices and materials which involve sight, sound, or both has become a sine qua non in recent times in the teaching and learning process. An automated physical model of mining methods aided with video instructions was designed and constructed by harnessing locally available ...

Teaching Psychiatry Residents to Teach: A National Survey

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Crisp-Han, Holly; Chambliss, R. Bryan; Coverdale, John

2013-01-01

Objective: Because there have been no previously published national surveys on teaching psychiatry residents about how to teach, the authors surveyed United States psychiatry program directors on what and how residents are taught about teaching. Methods: All psychiatry training programs across the United States were mailed a semistructured…

Review of teaching methods and critical thinking skills.

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Kowalczyk, Nina

2011-01-01

Critical information is needed to inform radiation science educators regarding successful critical thinking educational strategies. From an evidence-based research perspective, systematic reviews are identified as the most current and highest level of evidence. Analysis at this high level is crucial in analyzing those teaching methods most appropriate to the development of critical thinking skills. To conduct a systematic literature review to identify teaching methods that demonstrate a positive effect on the development of students' critical thinking skills and to identify how these teaching strategies can best translate to radiologic science educational programs. A comprehensive literature search was conducted resulting in an assessment of 59 full reports. Nineteen of the 59 reports met inclusion criteria and were reviewed based on the level of evidence presented. Inclusion criteria included studies conducted in the past 10 years on sample sizes of 20 or more individuals demonstrating use of specific teaching interventions for 5 to 36 months in postsecondary health-related educational programs. The majority of the research focused on problem-based learning (PBL) requiring standardized small-group activities. Six of the 19 studies focused on PBL and demonstrated significant differences in student critical thinking scores. PBL, as described in the nursing literature, is an effective teaching method that should be used in radiation science education. ©2011 by the American Society of Radiologic Technologists.

Teaching assistant-student interactions in a modified SCALE-UP classroom

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DeBeck, George; Demaree, Dedra

2012-02-01

In the spring term of 2010, Oregon State University (OSU) began using a SCALE-UP style classroom in the instruction of the introductory calculus-based physics series. Instruction in this classroom was conducted in weekly two-hour sessions facilitated by the primary professor and either two graduate teaching assistants (GTAs) or a graduate teaching assistant and an undergraduate learning assistant (LA). During the course of instruction, two of the eight tables in the room were audio and video recorded. We examine the practices of the GTAs in interacting with the students through both qualitative and quantitative analyses of these recordings. Quantitatively, significant differences are seen between the most experienced GTA and the rest. A major difference in confidence is also observed in the qualitative analysis of this GTA compared to a less experienced GTA.

Teaching Local Lore in EFL Class: New Approaches

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Yarmakeev, Iskander E.; Pimenova, Tatiana S.; Zamaletdinova, Gulyusa R.

2016-01-01

This paper is dedicated to the up-to-date educational problem, that is, the role of local lore in teaching EFL to University students. Although many educators admit that local lore knowledge plays a great role in the development of a well-bred and well-educated personality and meets students' needs, the problem has not been thoroughly studied.…

Effective Teaching Methods in Higher Education: Requirements and Barriers.

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Shirani Bidabadi, Nahid; Nasr Isfahani, Ahmmadreza; Rouhollahi, Amir; Khalili, Roya

2016-10-01

Teaching is one of the main components in educational planning which is a key factor in conducting educational plans. Despite the importance of good teaching, the outcomes are far from ideal. The present qualitative study aimed to investigate effective teaching in higher education in Iran based on the experiences of best professors in the country and the best local professors of Isfahan University of Technology. This qualitative content analysis study was conducted through purposeful sampling. Semi-structured interviews were conducted with ten faculty members (3 of them from the best professors in the country and 7 from the best local professors). Content analysis was performed by MAXQDA software. The codes, categories and themes were explored through an inductive process that began from semantic units or direct quotations to general themes. According to the results of this study, the best teaching approach is the mixed method (student-centered together with teacher-centered) plus educational planning and previous readiness. But whenever the teachers can teach using this method confront with some barriers and requirements; some of these requirements are prerequisite in professors' behavior and some of these are prerequisite in professors' outlook. Also, there are some major barriers, some of which are associated with the professors' operation and others are related to laws and regulations. Implications of these findings for teachers' preparation in education are discussed. In the present study, it was illustrated that a good teaching method helps the students to question their preconceptions, and motivates them to learn, by putting them in a situation in which they come to see themselves as the authors of answers, as the agents of responsibility for change. But training through this method has some barriers and requirements. To have an effective teaching; the faculty members of the universities should be awarded of these barriers and requirements as a way to

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

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Dündar, Sahin

2015-01-01

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

Paper Chase and the Socratic Method of Teaching Law.

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Dillon, J. T.

1980-01-01

It is argued that the Socratic method of teaching law as depicted in the book, movie, and TV series "Paper Chase" is not really the Socratic method at all. The genuine Socratic method and the questioning technique used in "Paper Chase" are examined and their appropriateness and effectiveness as methods for teaching contract law…

Epistemological Development and Judgments and Reasoning about Teaching Methods

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Spence, Sarah; Helwig, Charles C.

2013-01-01

Children's, adolescents', and adults' (N = 96 7-8, 10-11, and 13-14-year-olds and university students) epistemological development and its relation to judgments and reasoning about teaching methods was examined. The domain (scientific or moral), nature of the topic (controversial or noncontroversial), and teaching method (direct instruction by…

Teaching Business Management to Engineers: The Impact of Interactive Lectures

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Rambocas, Meena; Sastry, Musti K. S.

2017-01-01

Some education specialists are challenging the use of traditional strategies in classrooms and are calling for the use of contemporary teaching and learning techniques. In response to these calls, many field experiments that compare different teaching and learning strategies have been conducted. However, to date, little is known on the outcomes of…

THE EFFECTIVENESS OF CASE BASED DISCUSSION AS A VALID PROBLEM BASED LEARNING METHOD IN ANAESTHESIA POSTGRADUATE TEACHING

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Melveetil S

2015-11-01

Full Text Available : CONTEXT: Anaesthesia is a branch of medicine which allows only a very narrow margin of error. Anaesthesia post-graduate (PG teaching with problem-based learning (PBL enhances the critical thinking and problem-solving skills among the students .Among the different problem based learning methods case based discussions (CBD are most widely practiced out of all in anaesthesia PG teaching. METHODS AND MATERIAL: An anonymous questionnaire based, crosssectional survey among 37 anaesthesia residents from two medical institutions in North Kerala, India was conducted. The present survey was designed to assess the effectiveness of case based discussions in anaesthesia PG teaching by assessing the student’s satisfaction with CBD and the suggested modifications if any to improve the current status of teaching. RESULTS AND CONCLUSIONS: The CBD as a part of PBL in anesthesia PG teaching in our set up lacks many important aspects of PBL such as formulation of objectives, facilitation skills, communication on direction of PBL and supplementation of inadequacies. A broader, strict and organized implementation of PBL incorporating the key elements of PBL needs emphasis in PG teaching curriculum. Facilitation skill development programs needs motivation and encouragement from the perspective of the academic administrators.

Aprender y enseñar inglés: cinco siglos de historia Language teaching methods: a 500 years ' journey

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Concepción Bueno Velazco

2002-04-01

Full Text Available Los métodos de enseñanza-aprendizaje constituyen una de las facetas más fascinantes en el estudio de una idioma extranjero. Este trabajo presenta un análisis documental donde se demuestra que la enseñanza del inglés como lengua extranjera y como segunda lengua dispone en el presente de un amplio mosaico de métodos que abarcan desde la gramática traducción hasta el enfoque comunicativo que compartimos hoy los docentes en varias latitudes. El análisis permite profundizar en el conocimiento de las corrientes lingüísticas, psicológicas y filosóficas que han influido en el surgimiento de los distintos métodos hasta llegar a la labor investigativa dentro del aula partiendo del criterio fundamental de que la praxis pedagógica es tan rica como imponderable y la flexibilidad y la creatividad deben constituir el fundamento del trabajo metodológico en el aulaThe study of methods in the process of teaching and learning a foreign language is one of the most fascinating issues in English language teaching (ELT. This review paper provides a description of methods showing that the history of both English as a foreign language (EFL and English as a second language (ESL contains a vast number of methods that date back to the grammar-translation and move up to the communicative approach used by many teachers worldwide. The analysis made leads to outstand the way in which linguistic, psychological and philosophical beliefs have contributed to the formation and development of these methods and how they have been realized at the level of pedagogical action. Particular emphasis is given to creativity and flexibility in the language lesson as the key to a successful classroom practice

Using Inquiry-Based Instruction to Teach Research Methods to 4th-Grade Students in an Urban Setting

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Hamm, Ellen M.; Cullen, Rebecca; Ciaravino, Melissa

2013-01-01

When a college professor who teaches research methods to graduate education students was approached by a local public urban elementary school to help them teach research skills to 4th-graders, it was thought that the process would be simple--take what we did at the college level and differentiate it for the childhood classroom. This article will…

Teaching English through Online Games for Junior High School Students

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Sastika Seli

2015-04-01

Full Text Available Teaching language is an attractive activity both for the teacher and for the acceptor. They can interact together in this act. Teaching English is a challenge for the teachers to make the students interest in English because as we know English is not the first language for some countries in this world including Indonesia. There are various ways and ideas to teach English so that it can be fun and interest to be taught and to be learnt. But those ways and ideas also should be an up date method and also use a modern technology to be implemented. Along with the development of modern technology, the teachers should involve with it and make it as a part of English teaching tools. Two of the famous and sophisticated tools are computer and the internet. These things have a close relation to be urgent equipment for people. In this article, the writer wants to purpose the use of online games as a way to teach English for junior high school. Te article aims to give another teaching alternative in attracting the junior high school students to learn English in funny and enjoyable way. Through online games they do not only can play the various games but also indirectly they do the exercises of English skills.

Evaluation of the Grammar Teaching Process by Using the Methods Used in Turkish Language Teaching as a Foreign Language: A Case Study

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Öztürk, Basak Karakoç

2018-01-01

The preferred methods for the success of foreign language teaching and the reflection of these methods on the teaching process are very important. Since approaches and methods in language teaching enable the teacher to use different techniques in his/her lectures, they provide a more effective teaching process. The methodology in teaching the…

Teaching Methods Influencing the Sustainability of the Teaching Process in Technology Education in General Education Schools

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Soobik, Mart

2014-01-01

The sustainability of technology education is related to a traditional understanding of craft and the methods used to teach it; however, the methods used in the teaching process have been influenced by the innovative changes accompanying the development of technology. In respect to social and economic development, it is important to prepare young…

TEACHING METHODS IN MBA AND LIFELONG LEARNING PROGRAMMES FOR MANAGERS

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Jarošová, Eva

2017-09-01

Full Text Available Teaching methods in MBA and Lifelong Learning Programmes (LLP for managers should be topically relevant in terms of content as well as the teaching methods used. In terms of the content, the integral part of MBA and Lifelong Learning Programmes for managers should be the development of participants’ leadership competencies and their understanding of current leadership concepts. The teaching methods in educational programmes for managers as adult learners should correspond to the strategy of learner-centred teaching that focuses on the participants’ learning process and their active involvement in class. The focus on the participants’ learning process also raises questions about whether the programme’s participants perceive the teaching methods used as useful and relevant for their development as leaders. The paper presents the results of the analysis of the responses to these questions in a sample of 54 Czech participants in the MBA programme and of lifelong learning programmes at the University of Economics, Prague. The data was acquired based on written or electronically submitted questionnaires. The data was analysed in relation to the usefulness of the teaching methods for understanding the concepts of leadership, leadership skills development as well as respondents’ personal growth. The results show that the respondents most valued the methods that enabled them to get feedback, activated them throughout the programme and got them involved in discussions with others in class. Implications for managerial education practices are discussed.

Bedside Teaching: Is it Effective Methods in Clinical Nursing Students Learning?

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Fatikhu Yatuni Asmara

2017-01-01

Full Text Available Introduction: Clinical learning is the centre of medical students education. Students not only learn about practical skills but also communication with patient and other health care givers which both competencies are useful for students when they come into working world (Spencer, 2003. There are variations of methods applied in clinical learning process; one of them is bedside teaching. The aim of this study was to observe the bedside teaching process which is held in group of students, teacher, and patient. Another aim was to know responses of students, teacher, and patients to the bedside teaching process. Method: The method which was applied in this study is observation in which bedside teaching process was observed related to the roles and function of each component of bedside teaching: students, teacher, and patient in each phase: preparation, process, and evaluation. Then it was continued by interview to know the responses of students, teacher, and patient related to bedside teaching process. Result: The result showed that both students and teacher felt that bedside teaching is an effective method since it helped students to achieve their competences in clinical setting and develop their communication skill. Furthermore teacher stated that bedside teaching facilitated her to be a good role model for students. As well as students and teacher, patient got advantage from the bedside teaching process that she got information related to her case; however the time to discuss was limited. During the observation, each component of bedside teaching did their roles and function, such as: during the preparation teacher asked inform consent from patient, and patient gave inform consent as well while students prepared the material. Discussions: Suggestion for next research is conducting a deeper study about perception of students, teacher, and patient about bedside teaching process and the strategies to develop it to be better method. Keywords: bedside

Teaching Personal and Social Responsibility to Juniors through Physical Education

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Severinsen, Graeme

2014-01-01

The teaching personal and social responsibility (TPSR) in physical education (PE) has a research base dating back some years. There is significant literature pertaining to senior students, the underserved, problem youth in America, teaching responsibility in gym settings, and through PE and in special projects. At the fore-front of this literature…

Improving reading comprehension through Reciprocal Teaching Method

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Endang Komariah

2015-10-01

Full Text Available This study is aimed at discovering the benefits of the Reciprocal Teaching Method (RTM in the reading classroom, finding out the achievements of students after four comprehension training sessions of using RTM, and exploring the perceptions of students on the use of RTM. This method uses four comprehension strategies: predicting, questioning, clarifying, and summarizing, to help learners monitor their development of reading comprehension by themselves. Students work in groups of four or five and the members are divided into five roles which are the leader, predictor, clarifier, questioner, and summarizer. The subjects were 24 students from the twelfth grade at a high school in Banda Aceh. Observations, tests, documents and interviews were collected to get the data. The results showed that the students were more active and productive in the reading classroom after RTM sessions and their reading proficiency improved. They learnt how to apply several of the strategies from RTM while reading. The results also showed that they preferred this method for teaching-learning reading compared to the conventional one. Therefore, teachers are suggested to consider using this method for teaching reading that instils the students on how to apply the four comprehension strategies used in reading.

Best teaching practices in anatomy education: A critical review.

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Estai, Mohamed; Bunt, Stuart

2016-11-01

In this report we review the range of teaching resources and strategies used in anatomy education with the aim of coming up with suggestions about the best teaching practices in this area. There is much debate about suitable methods of delivering anatomical knowledge. Competent clinicians, particularly surgeons, need a deep understanding of anatomy for safe clinical procedures. However, because students have had very limited exposure to anatomy during clinical training, there is a concern that medical students are ill-prepared in anatomy when entering clerkships and residency programs. Therefore, developing effective modalities for teaching anatomy is essential to safe medical practice. Cadaver-based instruction has survived as the main instructional tool for hundreds of years, however, there are differing views on whether full cadaver dissection is still appropriate for a modern undergraduate training. The limitations on curricular time, trained anatomy faculty and resources for gross anatomy courses in integrated or/and system-based curricula, have led many medical schools to abandon costly and time-consuming dissection-based instruction in favour of alternative methods of instruction including prosection, medical imaging, living anatomy and multimedia resources. To date, no single teaching tool has been found to meet curriculum requirements. The best way to teach modern anatomy is by combining multiple pedagogical resources to complement one another, students appear to learn more effectively when multimodal and system-based approaches are integrated. Our review suggests that certain professions would have more benefit from certain educational methods or strategies than others. Full body dissection would be best reserved for medical students, especially those with surgical career intentions, while teaching based on prosections and plastination is more suitable for dental, pharmacy and allied health science students. There is a need to direct future research

Perceptions of the use of critical thinking teaching methods.

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Kowalczyk, Nina; Hackworth, Ruth; Case-Smith, Jane

2012-01-01

To identify the perceived level of competence in teaching and assessing critical thinking skills and the difficulties facing radiologic science program directors in implementing student-centered teaching methods. A total of 692 program directors received an invitation to complete an electronic survey soliciting information regarding the importance of critical thinking skills, their confidence in applying teaching methods and assessing student performance, and perceived obstacles. Statistical analysis included descriptive data, correlation coefficients, and ANOVA. Responses were received from 317 participants indicating program directors perceive critical thinking to be an essential element in the education of the student; however, they identified several areas for improvement. A high correlation was identified between the program directors' perceived level of skill and their confidence in critical thinking, and between their perceived level of skill and ability to assess the students' critical thinking. Key barriers to implementing critical thinking teaching strategies were identified. Program directors value the importance of implementing critical thinking teaching methods and perceive a need for professional development in critical thinking educational methods. Regardless of the type of educational institution in which the academic program is located, the level of education held by the program director was a significant factor regarding perceived confidence in the ability to model critical thinking skills and the ability to assess student critical thinking skills.

A Preliminary Study of the Effectiveness of Different Recitation Teaching Methods

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Endorf, Robert J.; Koenig, Kathleen M.; Braun, Gregory A.

2006-02-01

We present preliminary results from a comparative study of student understanding for students who attended recitation classes which used different teaching methods. Student volunteers from our introductory calculus-based physics course attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were divided into approximately equal groups for each method. Students in each class were taught the same topic, "Changes in energy and momentum," from Tutorials in Introductory Physics. The different teaching methods varied in the amount of student and teacher engagement. Student understanding was evaluated through pretests and posttests given at the recitation class. Our results demonstrate the importance of the instructor's role in teaching recitation classes. The most effective teaching method was for students working in cooperative learning groups with the instructors questioning the groups using Socratic dialogue. These results provide guidance and evidence for the teaching methods which should be emphasized in training future teachers and faculty members.

The TEACH Method: An Interactive Approach for Teaching the Needs-Based Theories Of Motivation

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Moorer, Cleamon, Jr.

2014-01-01

This paper describes an interactive approach for explaining and teaching the Needs-Based Theories of Motivation. The acronym TEACH stands for Theory, Example, Application, Collaboration, and Having Discussion. This method can help business students to better understand and distinguish the implications of Maslow's Hierarchy of Needs,…

Up in the cloud: reflections on teaching translation technology using a cloud-based platform

DEFF Research Database (Denmark)

Flanagan, Marian

to teaching TT in the classroom. The approach was inspired by Pym (2006) and Doherty and Moorkens (2013), and it takes advantage of using cloud-based software. The aim was to evaluate the students’ experience in the TT workshops. Moreover, I wanted to investigate particular aspects of teaching that were...... with teaching translation technology in the classroom (e.g. Doherty et al. 2012, Kenny and Way 2001, O’Brien and Kenny 2001,2006), several unanswered questions still remain. Up until recently, the translation software often restricted the teaching approach. This paper reports on a new approach I took...... data via online questionnaires: pre-workshop (43 responses) and post-workshop (30 responses). The questionnaires consisted mainly of closed questions but both provided the students with the opportunity to discuss their expectations (pre-workshop) and reflections (post-workshop). Following...

A comparison of methods for teaching receptive labeling to children with autism spectrum disorders: a systematic replication.

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Grow, Laura L; Kodak, Tiffany; Carr, James E

2014-01-01

Previous research has demonstrated that the conditional-only method (starting with a multiple-stimulus array) is more efficient than the simple-conditional method (progressive incorporation of more stimuli into the array) for teaching receptive labeling to children with autism spectrum disorders (Grow, Carr, Kodak, Jostad, & Kisamore,). The current study systematically replicated the earlier study by comparing the 2 approaches using progressive prompting with 2 boys with autism. The results showed that the conditional-only method was a more efficient and reliable teaching procedure than the simple-conditional method. The results further call into question the practice of teaching simple discriminations to facilitate acquisition of conditional discriminations. © Society for the Experimental Analysis of Behavior.

METHODS OF TEACHING ENGLISH IN BUKOVYNA EDUCATIONAL ESTABLISHMENTS (1933 – 1939

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Olha Homeniuk

2016-05-01

Full Text Available The article investigates the peculiarities of the implementation of the mixed method of teaching English in Bukovyna in the 1930-s highlighting the prerequisites of its application. The analysis of such aspects of the language as phonetics, vocabulary, grammar and types of speaking activity (speaking, reading and writing is carried out based on curricula and textbooks. The paper presents the comparative characteristic of teaching methods of foreign languages in Bukovyna and Halychyna. The approaches and principles of teaching English have been singled out. The basic principles of implementing the mixed method of teaching English in the region have been proved. There have been discovered the interconnected teaching of speech abilities and skills along with, the use of the native language and the importance of teaching grammar and applying intuition and understanding in combination. Theprospects of further research on methods of teaching foreign languages in the territory of Bukovyna have been outlined.

ESR dating method and the age determination of Peking-Man

International Nuclear Information System (INIS)

Jin Sizhao; Liang Renyou; Huang Peihua

1991-01-01

ESR dating method and the age determination of the first skull of Zhoukoudian Beijing-Man have been introduced in this paper. Some animal fossil teeth, which are contemporaneous with the Beijing-Man, were used for determination of accumulative dose. The internal and environmental doses of the tooth samples were determined by neutron activation analysis and embeded thermoluminescence dosimeter at the site, respectively. The age of 578 ka of the first skull of Beijing-Man is calculated by the linear uranium accumulation model. According to the ESR dating results, author has given a chronological scale of the cave deposits Loc. 1, Beijing-man site and discussed the mean-life of trapped electron for dating

Teaching Time Investment: Does Online Really Take More Time than Face-to-Face?

Science.gov (United States)

Van de Vord, Rebecca; Pogue, Korolyn

2012-01-01

Enrollments in online programs are growing, increasing demand for online courses. The perception that teaching online takes more time than teaching face-to-face creates concerns related to faculty workload. To date, the research on teaching time does not provide a clear answer as to the accuracy of this perception. This study was designed to…

Development and application of a method for ivory dating by analyzing radioisotopes to distinguish legal from illegal ivory.

Science.gov (United States)

Schmidberger, Andreas; Durner, Bernhard; Gehrmeyer, David; Schupfner, Robert

2018-06-19

The age determination of elephant ivory provides necessary and crucial information for all criminal prosecution authorities enforcing the Convention on International Trade in Endangered Species of Wild Fauna and Flora. The knowledge of the age of ivory allows to distinguish between pre-convention, hence legal material and ivory deriving from recent, illegal poaching incidents. The commonly applied method to determine the age of ivory is radiocarbon dating in the form of bomb pulse dating, which however will fade out soon. This work provides an enhancement of the radiocarbon dating method by supplementary determination of the isotope profile of 90-Sr and the two thorium isotopes 228-Th and 232-Th. This combined analysis allows for a precise and unambiguous age determination of ivory. We provided calibration curves for all involved radionuclides by analyzing ivory samples with known age and investigated a new method for the extraction of strontium from ivory. Copyright © 2018 Elsevier B.V. All rights reserved.

Effective Teaching Methods--Project-based Learning in Physics

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Holubova, Renata

2008-01-01

The paper presents results of the research of new effective teaching methods in physics and science. It is found out that it is necessary to educate pre-service teachers in approaches stressing the importance of the own activity of students, in competences how to create an interdisciplinary project. Project-based physics teaching and learning…

Editors' Introduction to the Thematic Issue: Mad about Methods? Teaching Research Methods in Political Science

Science.gov (United States)

Adriaensen, Johan; Kerremans, Bart; Slootmaeckers, Koen

2015-01-01

The contributors to this special issue all seek to address the challenge of teaching research methods to political science students. This introduction aims to provide a concise framework for the various innovations presented throughout this issue, situating them in the wider literature. Particular emphasis is placed on the factors that distinguish…

Developing Teaching Material Software Assisted for Numerical Methods

Science.gov (United States)

Handayani, A. D.; Herman, T.; Fatimah, S.

2017-09-01

The NCTM vision shows the importance of two things in school mathematics, which is knowing the mathematics of the 21st century and the need to continue to improve mathematics education to answer the challenges of a changing world. One of the competencies associated with the great challenges of the 21st century is the use of help and tools (including IT), such as: knowing the existence of various tools for mathematical activity. One of the significant challenges in mathematical learning is how to teach students about abstract concepts. In this case, technology in the form of mathematics learning software can be used more widely to embed the abstract concept in mathematics. In mathematics learning, the use of mathematical software can make high level math activity become easier accepted by student. Technology can strengthen student learning by delivering numerical, graphic, and symbolic content without spending the time to calculate complex computing problems manually. The purpose of this research is to design and develop teaching materials software assisted for numerical method. The process of developing the teaching material starts from the defining step, the process of designing the learning material developed based on information obtained from the step of early analysis, learners, materials, tasks that support then done the design step or design, then the last step is the development step. The development of teaching materials software assisted for numerical methods is valid in content. While validator assessment for teaching material in numerical methods is good and can be used with little revision.

Instructional methods used by health sciences librarians to teach evidence-based practice (EBP: a systematic review

Directory of Open Access Journals (Sweden)

Stephanie M. Swanberg, MSI, AHIP

2016-09-01

Full Text Available Background: Librarians often teach evidence-based practice (EBP within health sciences curricula. It is not known what teaching methods are most effective. Methods: A systematic review of the literature was conducted searching CINAHL, EMBASE, ERIC, LISTA, PubMed, Scopus, and others. Searches were completed through December 2014. No limits were applied. Hand searching of Medical Library Association annual meeting abstracts from 2009–2014 was also completed. Studies must be about EBP instruction by a librarian within undergraduate or graduate health sciences curricula and include skills assessment. Studies with no assessment, letters and comments, and veterinary education studies were excluded. Data extraction and critical appraisal were performed to determine the risk of bias of each study. Results: Twenty-seven studies were included for analysis. Studies occurred in the United States (20, Canada (3, the United Kingdom (1, and Italy (1, with 22 in medicine and 5 in allied health. Teaching methods included lecture (20, small group or one-on-one instruction (16, computer lab practice (15, and online learning (6. Assessments were quizzes or tests, pretests and posttests, peer review, search strategy evaluations, clinical scenario assignments, or a hybrid. Due to large variability across studies, meta-analysis was not conducted. Discussion: Findings were weakly significant for positive change in search performance for most studies. Only one study compared teaching methods, and no one teaching method proved more effective. Future studies could conduct multisite interventions using randomized or quasi-randomized controlled trial study design and standardized assessment tools to measure outcomes.

Collaborating to Improve Inquiry-Based Teaching in Elementary Science and Mathematics Methods Courses

Science.gov (United States)

Magee, Paula A.; Flessner, Ryan

2012-01-01

This study examines the effect of promoting inquiry-based teaching (IBT) through collaboration between a science methods course and mathematics methods course in an elementary teacher education program. During the collaboration, preservice elementary teacher (PST) candidates experienced 3 different types of inquiry as a way to foster increased…

From themes to hypotheses: following up with quantitative methods.

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Morgan, David L

2015-06-01

One important category of mixed-methods research designs consists of quantitative studies that follow up on qualitative research. In this case, the themes that serve as the results from the qualitative methods generate hypotheses for testing through the quantitative methods. That process requires operationalization to translate the concepts from the qualitative themes into quantitative variables. This article illustrates these procedures with examples that range from simple operationalization to the evaluation of complex models. It concludes with an argument for not only following up qualitative work with quantitative studies but also the reverse, and doing so by going beyond integrating methods within single projects to include broader mutual attention from qualitative and quantitative researchers who work in the same field. © The Author(s) 2015.

Teaching numerical methods with IPython notebooks and inquiry-based learning

KAUST Repository

Ketcheson, David I.

2014-01-01

A course in numerical methods should teach both the mathematical theory of numerical analysis and the craft of implementing numerical algorithms. The IPython notebook provides a single medium in which mathematics, explanations, executable code, and visualizations can be combined, and with which the student can interact in order to learn both the theory and the craft of numerical methods. The use of notebooks also lends itself naturally to inquiry-based learning methods. I discuss the motivation and practice of teaching a course based on the use of IPython notebooks and inquiry-based learning, including some specific practical aspects. The discussion is based on my experience teaching a Masters-level course in numerical analysis at King Abdullah University of Science and Technology (KAUST), but is intended to be useful for those who teach at other levels or in industry.

A Mixed-Methods Investigation of Preservice Music Teaching Efficacy Beliefs and Commitment to Music Teaching

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Prichard, Stephanie

2017-01-01

The purpose of this study was to investigate the music teaching efficacy beliefs and commitment to teaching of preservice music teachers enrolled in an introductory music education course. Also explored was the impact of introductory music education course experiences on preservice music teachers' music teaching efficacy beliefs and commitment to…

Designing, Teaching, and Evaluating Two Complementary Mixed Methods Research Courses

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Christ, Thomas W.

2009-01-01

Teaching mixed methods research is difficult. This longitudinal explanatory study examined how two classes were designed, taught, and evaluated. Curriculum, Research, and Teaching (EDCS-606) and Mixed Methods Research (EDCS-780) used a research proposal generation process to highlight the importance of the purpose, research question and…

Teachers' Language on Scientific Inquiry: Methods of teaching or methods of inquiry?

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Gyllenpalm, Jakob; Wickman, Per-Olof; Holmgren, Sven-Olof

2010-06-01

With a focus on the use of language related to scientific inquiry, this paper explores how 12 secondary school science teachers describe instances of students' practical work in their science classes. The purpose of the study was to shed light on the culture and traditions of secondary school science teaching related to inquiry as expressed in the use of language. Data consisted of semi-structured interviews about actual inquiry units used by the teachers. These were used to situate the discussion of their teaching in a real context. The theoretical background is socio-cultural and pragmatist views on the role of language in science learning. The analysis focuses on two concepts of scientific inquiry: hypothesis and experiment. It is shown that the teachers tend to use these terms with a pedagogical function thus conflating methods of teaching with methods of inquiry as part of an emphasis on teaching the children the correct explanation. The teachers did not prioritise an understanding of scientific inquiry as a knowledge goal. It discusses how learners' possibilities to learn about the characteristics of scientific inquiry and the nature of science are affected by an unreflective use of everyday discourse.

Examining Primary Pre-Service Teachers' Difficulties of Mathematics Teaching with the Micro-Teaching Method

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Savas Basturk; Tastepe, Mehtap

2015-01-01

The purpose of the study was to examine primary pre-service teachers' difficulties of the teaching of mathematics with micro-teaching method. The participants of the study were 15 third grade pre-service teachers from the department of primary education in the faculty of education. In this grade which includes four sections, there were…

Student-Centered Teaching and Creative Teaching Methods as They Relate to Enhancing Student Creativity in Advertising Copywriting.

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Beaman, Ronda

The issue of whether teaching methods can influence creativity in the advertising copy writing classroom can best be examined by breaking it into three areas of knowledge access (perceptual, action, and conceptual). One of the perceptions of creativity is that creativity ceases to develop once a student is of college age, and that college itself…

Teaching portfolios and a competence framework aimed to build faculty teaching competencies

DEFF Research Database (Denmark)

Dolin, Jens; Kobayashi, Sofie

as a need for a common language and reference. Main barriers are scepticism towards the teaching portfolio for assessment of competencies, fear of extra work load, possible use as control measures, and fear that standards will narrow teaching development. In a research intensive university it is very......The University of Copenhagen has decided to introduce teaching portfolios and a competence framework as initiatives aimed to address the relatively low status of teaching compared to research. The two measures have been designed in a bottom-up process and are also backed by university leadership...

Pair Programming as a Modern Method of Teaching Computer Science

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Irena Nančovska Šerbec

2008-10-01

Full Text Available At the Faculty of Education, University of Ljubljana we educate future computer science teachers. Beside didactical, pedagogical, mathematical and other interdisciplinary knowledge, students gain knowledge and skills of programming that are crucial for computer science teachers. For all courses, the main emphasis is the absorption of professional competences, related to the teaching profession and the programming profile. The latter are selected according to the well-known document, the ACM Computing Curricula. The professional knowledge is therefore associated and combined with the teaching knowledge and skills. In the paper we present how to achieve competences related to programming by using different didactical models (semiotic ladder, cognitive objectives taxonomy, problem solving and modern teaching method “pair programming”. Pair programming differs from standard methods (individual work, seminars, projects etc.. It belongs to the extreme programming as a discipline of software development and is known to have positive effects on teaching first programming language. We have experimentally observed pair programming in the introductory programming course. The paper presents and analyzes the results of using this method: the aspects of satisfaction during programming and the level of gained knowledge. The results are in general positive and demonstrate the promising usage of this teaching method.

Deutsch Durch Audio-Visuelle Methode: An Audio-Lingual-Oral Approach to the Teaching of German.

Science.gov (United States)

Dickinson Public Schools, ND. Instructional Media Center.

This teaching guide, designed to accompany Chilton's "Deutsch Durch Audio-Visuelle Methode" for German 1 and 2 in a three-year secondary school program, focuses major attention on the operational plan of the program and a student orientation unit. A section on teaching a unit discusses four phases: (1) presentation, (2) explanation, (3)…

Musical Chairs: An Innovative Teaching and Learning Method

Science.gov (United States)

Kuo, Ya-Hui

2010-01-01

How teaching and learning takes place in classrooms can be easily seen by the way classrooms are set up: Students' desks and chairs are arranged in rolls while teachers' desks are up front. Yet, why must teachers be the ones who lecture, why can't it be students? Would it be better or worse when teachers are the receivers and the students are the…

Learning spinal manipulation: A best-evidence synthesis of teaching methods.

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Stainsby, Brynne E; Clarke, Michelle C S; Egonia, Jade R

2016-10-01

The purpose of this study was to evaluate the effectiveness of different reported methods used to teach spinal manipulative therapy to chiropractic students. For this best-evidence literature synthesis, 5 electronic databases were searched from 1900 to 2015. Eligible studies were critically appraised using the criteria of the Scottish Intercollegiate Guidelines Network. Scientifically admissible studies were synthesized following best-evidence synthesis principles. Twenty articles were critically appraised, including 9 randomized clinical trials, 9 cohort studies, and 2 systematic reviews/meta-analyses. Eleven articles were accepted as scientifically admissible. The type of teaching method aids included a Thrust in Motion cervical manikin, instrumented cardiopulmonary reanimation manikin, padded contact with a load cell, instrumented treatment table with force sensor/transducer, and Dynadjust instrument. Several different methods exist in the literature for teaching spinal manipulative therapy techniques; however, future research in this developing area of chiropractic education is proposed. It is suggested that various teaching methods be included in the regular curricula of chiropractic colleges to aid in developing manipulation skills, efficiency, and knowledge of performance.

Located historical cognition: syllabus expectations and teaching method

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Geyso Germinari

2012-03-01

Full Text Available This research of qualitative nature has as objective to analyze how a group of elementary school’s teachers formulates its teaching method, under the perspective of located historical cognition. The theoretical and methodological presuppositions of the Historical Education are present in the teaching and learning conception of the State Syllabus Guidelines of History, referring to a located historical cognition. The syllabus affirms that the teachers’ pedagogic work has as purpose the formation of the students’ historical thought, through the historical conscience. In order to do that, it suggests the use of the historical investigation method in classroom, articulated by the historical narratives of the subjects. Based in the theoretical and methodological referential of the “methodological structuralism”, the investigation used standardized questionnaire and semi-structured interview applied to four teachers. The results indicate that the teachers use in their teaching method elements of the historical investigation, which is a practice that potentiates in the student the development of a cognition located in the science of history.

Adopting a blended learning approach to teaching evidence based medicine: a mixed methods study

Science.gov (United States)

2013-01-01

Background Evidence Based Medicine (EBM) is a core unit delivered across many medical schools. Few studies have investigated the most effective method of teaching a course in EBM to medical students. The objective of this study was to identify whether a blended-learning approach to teaching EBM is more effective a didactic-based approach at increasing medical student competency in EBM. Methods A mixed-methods study was conducted consisting of a controlled trial and focus groups with second year graduate medical students. Students received the EBM course delivered using either a didactic approach (DID) to learning EBM or a blended-learning approach (BL). Student competency in EBM was assessed using the Berlin tool and a criterion-based assessment task, with student perceptions on the interventions assessed qualitatively. Results A total of 61 students (85.9%) participated in the study. Competency in EBM did not differ between the groups when assessed using the Berlin tool (p = 0.29). Students using the BL approach performed significantly better in one of the criterion-based assessment tasks (p = 0.01) and reported significantly higher self-perceived competence in critical appraisal skills. Qualitative analysis identified that students had a preference for the EBM course to be delivered using the BL approach. Conclusions Implementing a blended-learning approach to EBM teaching promotes greater student appreciation of EBM principles within the clinical setting. Integrating a variety of teaching modalities and approaches can increase student self-confidence and assist in bridging the gap between the theory and practice of EBM. PMID:24341502

The Continuing Search to Find a More Effective and Less Intimidating Way to Teach Research Methods in Higher Education

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Bell, Robin

2016-01-01

Existing literature examining the teaching of research methods highlights difficulties students face when developing research competencies. Studies of student-centred teaching approaches have found increased student performance and improved confidence in undertaking research projects. To develop a student-centred approach, it could be beneficial…

A method for dating small amounts of uranium

International Nuclear Information System (INIS)

Fabien Pointurier; Amelie Hubert; Gaelle Roger

2013-01-01

In this study we describe a method for uranium dating (i.e. determination of the date of the last chemical purification undergone by the material) by measurement of the 230 Th/ 234 U ratio, applicable to sub-microgram quantities. The chosen protocol (AG1x8 resin in hydrochloric acid medium) has been tested on separation microcolumns (100 μl). This 'microchemistry' technique considerably limits the risks of contamination by reagents or the environment. Thorium extraction efficiencies were greater than 90 % and reproducible. The quantities of 230 Th introduced by the chemical purification procedure were negligible. Using an ultra-sensitive inductively coupled plasma mass spectrometry measurement technique, detection limits of the order of femtograms (10 -15 g) of 230 Th were obtained. The complete procedure, chemical separation and isotope measurement, was successfully tested and validated on a few micrograms of uranium. (author)

Teaching methods in community health nursing clerkships: experiences of healthcare staff in Iran

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Eshagh Ildarabadi

2014-09-01

Full Text Available Purpose: Healthcare staff educate nursing students during their clerkships at community health nursing programs. Their teaching methods play an important role in nursing students’ acquisition of competencies; however, these methods have not been studied thoroughly. Thus, this study aims to describe, interpret, and understand the experiences of healthcare staff’s teaching methods in clerkships at a community health nursing program. Methods: This study was conducted using purposeful sampling and semi-structured interviews with 13 members of the staff of three urban healthcare centers in Iran. The data were analyzed through qualitative content analysis and thematic analysis. Results: Multiplicity of teaching was identified as the main category of teaching method, and the five subcategories were teaching through lecture, demonstration, doing, visits and field trips, and readiness. The most common method used by the healthcare staff was lecturing. Conclusion: The healthcare staff used multiple methods to teach students in the nursing clerkship of the community health program, which was the strength of the course. However, they should be familiar with, and utilize additional methods, such as discussion rather than lecture.

How to teach mathematics

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Krantz, Steven G

2015-01-01

This third edition is a lively and provocative tract on how to teach mathematics in today's new world of online learning tools and innovative teaching devices. The author guides the reader through the joys and pitfalls of interacting with modern undergraduates-telling you very explicitly what to do and what not to do. This third edition has been streamlined from the second edition, but still includes the nuts and bolts of good teaching, discussing material related to new developments in teaching methodology and technique, as well as adding an entire new chapter on online teaching methods.

Creative Approaches to Teaching Graduate Research Methods Workshops

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Peter Reilly

2017-06-01

Full Text Available Engagement and deeper learning were enhanced by developing several innovative teaching strategies delivered in Research Methods workshops to Graduate Business Students.  Focusing primarily on students adopting a creative approach to formulating a valid research question for undertaking a dissertation successfully. These techniques are applicable to most subject domains to ensure student engagement.  Addressing the various multiple intelligences and learning styles existing within groups while ensuring these sessions are student centred and conducive to a collaborative learning environment.  Blogs, interactive tutorials, online videos, games and posters, are used to develop student’s cognitive and metacognitive abilities.  Using novelty images appeals to a groups’ intellectual curiosity, acting as an interpretive device to explain  the value of adopting a holistic rather than analytic approach towards a topic.

Radioisotope dating beyond 50,000 years BP

International Nuclear Information System (INIS)

Beukens, R.P.

1980-01-01

A counting method for radiocarbon dating has been developed by the Toronto-Rochester-General Ionex group over the past two years using electrostatic tandem-accelerators as part of a mass spectrometer. The method uses very small samples of 1 mg or less and reaches high accuracy after counting for only a few hours. In principle this 14 C method can be used to date samples up to 100,000 years old but severe problems are anticipated with respect to sample contamination, particularly beyond 70,000 years BP. The counting method can also be applied to the detection of longer lived radioisotopes created in the upper atmosphere by the interaction of cosmic radiation, such as 36 Cl, 26 Al and 10 Be. (author)

Instructors' Growth in TPACK: Teaching Technology-Infused Methods Courses to Preservice Teachers

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Foulger, Teresa S.; Buss, Ray R.; Wetzel, Keith; Lindsey, LeeAnn

2015-01-01

We were concerned about teaching a stand-alone technology integration course while advocating that teachers employ full integration. Our college moved to a tech-infusion model whereby our educational technology curriculum would be incorporated in methods courses. Using a qualitative approach, we documented experiences of teacher educators who were…

Which peer teaching methods do medical students prefer?

Science.gov (United States)

Jayakumar, Nithish; Srirathan, Danushan; Shah, Rishita; Jakubowska, Agnieszka; Clarke, Andrew; Annan, David; Albasha, Dekan

2016-01-01

The beneficial effects of peer teaching in medical education have been well-described in the literature. However, it is unclear whether students prefer to be taught by peers in small or large group settings. This study's aim was to identify differences in medical students' preferences and perceptions of small-group versus large-group peer teaching. Questionnaires were administered to medical students in Year 3 and Year 4 (first 2 years of clinical training) at one institution in the United Kingdom to identify their experiences and perceptions of small-and large-group peer teaching. For this study, small-group peer teaching was defined as a tutorial, or similar, taught by peer tutor to a group of 5 students or less. Large-group peer teaching was defined as a lecture, or similar, taught by peer tutors to a group of more than 20 students. Seventy-three students (81% response rate) completed the questionnaires (54% males; median age of 23). Nearly 55% of respondents reported prior exposure to small-group peer teaching but a larger proportion of respondents (86%) had previously attended large-group peer teaching. Of all valid responses, 49% did not have a preference of peer teaching method while 47% preferred small-group peer teaching. The majority of Year 3 students preferred small-group peer teaching to no preference (62.5% vs 37.5%, Fisher's exact test; P = 0.035) whereas most Year 4 students did not report a particular preference. Likert-scale responses showed that the majority of students held negative perceptions about large-group peer teaching, in comparison with small-group peer teaching, with respect to (1) interactivity, (2) a comfortable environment to ask questions, and (3) feedback received. Most respondents in this study did not report a preference for small-versus large-group settings when taught by peers. More Year 3 respondents were likely to prefer small-group peer teaching as opposed to Year 4 respondents.

EFFECTIVENESS OF ACTIVE TEACHING METHODS FOR THE RESIDENTS OF PHYSICAL MEDICINE AND REHABILITATION

OpenAIRE

Mohan Raj Manjalavil; Reeba Mary Mani; Shehadad Kammili; Sreejith Kalathummarthu; Hemalta Viswan; Sooraj Rajagopal; Shervin Sheriff; Sreedevi Menon Parappil

2017-01-01

BACKGROUND Lecture is the most common teaching aid not only for medical undergraduates, but also specialty residents. There are many disadvantages for this type of teaching. Active teaching methods include didactic lectures followed by interactive sessions, problem-based teaching and hands on demonstration apart from the traditional didactic lecture. The aim of this project was to compare the effectiveness of active teaching method over the didactic lecture to the first year re...

Effective physiology teaching methods: from the perspective of first year MBBS students.

Science.gov (United States)

Nagothu, Rajani Santhakumari; Reddy Indla, Yogananda; Paluru, Rajesh

2016-01-01

Students who took admission in first year MBBS course used to study physiology, anatomy and biochemistry for one and half years. Since a decade the first year course duration was reduced to one year unaltering the syllabus in the three basic subjects. So students are focusing on the easy ways to clear the university exams by accepting the concise books, which is dampening the real quality of the subject knowledge. This study is aimed at understanding the best methods of physiology teaching in the lecture gallery, from the student's perspective. The present study was undertaken at a private medical college in southern part of India in Telangana state, on 100 students who took admission in first year MBBS course, in the academic year 2015-2016. Out of 100, 36 are boys and 64 are girl students. Distributed a question paper which is having 2 sets of questions. First question is having three statements regarding the teaching methods namely; chalk and blackboard teaching, over head projection teaching and power point teaching. Students were asked to choose the best statement which they prefer. Second question is consisting of combination of teaching methods and they are; chalk and blackboard with over head projection teaching method, chalk and blackboard with power point presentation. Again the students were asked to choose one of the 2 statements in 2 nd question. Students preference of teaching methods for understanding of physiology in percentage; chalk and blackboard-54, over head projection teaching-4, power point presentation-32, chalk and blackboard with over head projection-26, chalk and blackboard with power point presentation-64. Majority of the students are in favor of a combination of chalk and blackboard with power point presentation for better understanding of physiology, next is chalk and blackboard teaching alone.

New Perspectives on Teaching and Working with Languages in the Digital Era

Science.gov (United States)

Pareja-Lora, Antonio, Ed.; Calle-Martínez, Cristina, Ed.; Rodríguez-Arancón, Pilar, Ed.

2016-01-01

This volume offers a comprehensive, up-to-date, empirical and methodological view over the new scenarios and environments for language teaching and learning recently emerged (e.g. blended learning, e-learning, ubiquitous learning, social learning, autonomous learning or lifelong learning), and also over some of the new approaches to language…

Low-Threshold Active Teaching Methods for Mathematic Instruction

Science.gov (United States)

Marotta, Sebastian M.; Hargis, Jace

2011-01-01

In this article, we present a large list of low-threshold active teaching methods categorized so the instructor can efficiently access and target the deployment of conceptually based lessons. The categories include teaching strategies for lecture on large and small class sizes; student action individually, in pairs, and groups; games; interaction…

Experimental research on application of mutual-aid teaching method in technique teaching of university’s football elective course

Directory of Open Access Journals (Sweden)

Wu Jiarong

2016-01-01

Full Text Available With the social development and reform of education system, the quality-oriented education and lifelong education gradually become education reform goals of colleges and universities, the physical education of the higher education and university are also developed. This research adopts the literature data method, ques-tionnaire method, experimental method, mathematical statistics or other methods to do experiments for the stu-dents who take the football elective course (a total of 36 class hours per semester in Zhuhai College of Jilin University with the mutual-aid teaching method. The experimental results show that: First, there is a significant difference between achievements of the specific football technique of the students in the experimental group and the students in the control group (P <0.05; second, in the teaching evaluation, the failure rate of the students in the experimental group significantly reduces, and the pass rate and good rate significantly increases after experi-ment; third, the majority of students accept the mutual-aid teaching method; fourth, the mutual-aid teaching method can be used to significantly improve the learning motivation level of the students.

The Application of the Socratic Method in Teaching General Education Law Courses

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Ling-Shuang Shih

2013-06-01

Full Text Available The Socratic Method emphasizes that students obtain knowledge and test their beliefs in the process of engaging in dialogues. As general education emphasizes critical thinking, this method has much applied value, specifically in teaching law courses in general education programs. In light of different perspectives, the Socratic Method could be classified into three models: the test model, the Meno model, and the Theaetetus model. Besides, it could be classified into two approaches: the non-autocratic approach and the authoritarian approach. The Socratic Method is often adopted in the teaching at law schools in the United States. In their different experiences of studying and teaching, scholars’ views over the use of the Socratic Method in teaching the law is controversial. The approvers consider that the method is effective in teaching basic legal principles. The dissenters consider that the classroom experience is humiliating to all students. However, most scholars would agree that it depends on how well teachers implement the Socratic Method so that students may benefit from the process. Comparatively, there is also possibility that these models or approaches of the Socratic Method might be properly applied in the teaching of different law courses. In United States, the Meno model is mainly applied. Besides, for students’ understanding the application of law, teachers may adopt the authoritarian approach. For students to understand the amending of law, teachers may use the non-autocratic approach. In this article, the author introduced and analyzed his teaching of law using the Socratic Method and demonstrated how useful it has been for educating students to have deliberation ability.

Dating Saharan dust deposits on Lanzarote (Canary Islands) by luminescence dating techniques and their implication for palaeoclimate reconstruction of NW Africa

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von Suchodoletz, H.; Fuchs, M.; ZöLler, L.

2008-02-01

Lava flow dammed valleys (Vegas) on Lanzarote (Canary Islands) represent unique sediment traps, filled with autochthonous volcanic material and allochthonous Saharan dust. These sediments and the intercalated palaeosoil sediments document past environmental change of the last glacial-interglacial cycles, both on Lanzarote and in NW Africa. A reliable chronology must be established to use these sediment archives for palaeoclimate reconstructions. Owing to the lack of organic material and the limiting time range of the 14C-dating method, luminescence dating is the most promising method for these sediments. However, the fluvio-eolian character of these sediments is a major problem for luminescence dating, because these sediments are prone to insufficient resetting of the parent luminescence signal (bleaching) prior to sedimentation. To check for the best age estimates, we compare the bleaching behavior of (1) different grain sizes (coarse- versus fine-grain quartz OSL) and (2) different minerals (fine-grain feldspar IRSL versus fine-grain quartz OSL). The results show that owing to its bleaching characteristics, quartz is the preferable mineral for luminescence dating. On the basis of the fine- and coarse-grain quartz OSL age estimates, a chronostratigraphy up to 100 ka could be established. Beyond this age limit for OSL quartz, the chronostratigraphy could be extended up to 180 ka by correlating the vega sediments with dated marine sediment archives.

Investigating the efficacy of practical skill teaching: a pilot-study comparing three educational methods.

Science.gov (United States)

Maloney, Stephen; Storr, Michael; Paynter, Sophie; Morgan, Prue; Ilic, Dragan

2013-03-01

Effective education of practical skills can alter clinician behaviour, positively influence patient outcomes, and reduce the risk of patient harm. This study compares the efficacy of two innovative practical skill teaching methods, against a traditional teaching method. Year three pre-clinical physiotherapy students consented to participate in a randomised controlled trial, with concealed allocation and blinded participants and outcome assessment. Each of the three randomly allocated groups were exposed to a different practical skills teaching method (traditional, pre-recorded video tutorial or student self-video) for two specific practical skills during the semester. Clinical performance was assessed using an objective structured clinical examination (OSCE). The students were also administered a questionnaire to gain the participants level of satisfaction with the teaching method, and their perceptions of the teaching methods educational value. There were no significant differences in clinical performance between the three practical skill teaching methods as measured in the OSCE, or for student ratings of satisfaction. A significant difference existed between the methods for the student ratings of perceived educational value, with the teaching approaches of pre-recorded video tutorial and student self-video being rated higher than 'traditional' live tutoring. Alternative teaching methods to traditional live tutoring can produce equivalent learning outcomes when applied to the practical skill development of undergraduate health professional students. The use of alternative practical skill teaching methods may allow for greater flexibility for both staff and infrastructure resource allocation.

Effective Methods for Teaching Information Literacy Skills to Undergraduate Students: A Systematic Review and Meta-Analysis

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Denise Koufogiannakis

2006-09-01

Full Text Available Objective The objective of this systematic review was to assess which library instruction methods are most effective for improving the information skills of students at an introductory, undergraduate level, using cognitive outcomes (measuring changes in knowledge. The study sought to address the following questions: 1 What is the overall state of research on this topic? 2 Which teaching methods are more effective? Methods This project utilised systematic review methodology. Researchers searched fifteen databases and retrieved 4,356 potentially relevant citations. They reviewed the titles and abstracts for relevance, and of those, 257 complete articles were considered in-depth using a predetermined inclusion/exclusion form. There were 122 unique studies that met the inclusion criteria and were subjected to an extensive data extraction and critical appraisal process. Of these studies, 55 met author‐defined quality criteria to provide information on the effectiveness of different teaching methods. From this review there was a final group of 16 studies with sufficient information to enable meta-analyses and calculations of standardized mean differences. Results The overwhelming majority of studies were conducted in the United States (88%. Experimental or quasi-experimental research methods were used in 79 studies (65%. Teaching methods used in the studies varied, with the majority focused on traditional methods of teaching, followed by computer assisted instruction (CAI, and self‐directed independent learning (SDIL. Studies measured outcomes that correlated with Bloom’s lower levels of learning (‘Remember’, ‘Understand’, ‘Apply’. Sixteen studies compared traditional instruction (TI with no instruction, and twelve of those found a positive outcome. Meta-analysis of the data from 4 of these studies agreed with the positive conclusions favouring TI. Fourteen studies compared CAI with traditional instruction (TI, and 9 of these showed

A comparison of currency crisis dating methods : East Asia 1970-2002

NARCIS (Netherlands)

Lestano, [No Value; Jacobs, Jan P.A.M.

2004-01-01

Generally, a currency crisis is defined to occur if an index of currency pressure exceeds a threshold. This paper compares several currency crisis dating methods adopting different definitions of currency pressure indexes and ad-hoc and extreme value based thresholds. We illustrate the methods with

Drama as a Cross-Curricula teaching method | Amooti R | Rwandan ...

African Journals Online (AJOL)

On the basis of the available literature, dramatic techniques like role-play, impersonation, miming and dramatization are very effective teaching methods. Various scholars have acknowledged the fact that these dramatic techniques are appropriate teaching methods across the curriculum. The practical elements of drama, as ...

Methods Matter: Teacher-Trainee Perspectives on Language Teaching Methods in a South Korean TESOL Certificate Program

Science.gov (United States)

Jobbitt, Todd

2014-01-01

The purpose of this survey was to ascertain Korean teacher-trainees' perspectives on the awareness, likability, perceived usefulness and prospective application of varied language teaching methods that they had been taught in a sixteen-week language teaching methodology course. What did the students think about these methods? Will students…

Undergraduate prosthetics and orthotics teaching methods: A baseline for international comparison.

Science.gov (United States)

Aminian, Gholamreza; O'Toole, John M; Mehraban, Afsoon Hassani

2015-08-01

Education of Prosthetics and Orthotics is a relatively recent professional program. While there has been some work on various teaching methods and strategies in international medical education, limited publication exists within prosthetics and orthotics. To identify the teaching and learning methods that are used in Bachelor-level prosthetics and orthotics programs that are given highest priority by expert prosthetics and orthotics instructors from regions enjoying a range of economic development. Mixed method. The study partly documented by this article utilized a mixed method approach (qualitative and quantitative methods) within which each phase provided data for other phases. It began with analysis of prosthetics and orthotics curricula documents, which was followed by a broad survey of instructors in this field and then a modified Delphi process. The expert instructors who participated in this study gave high priority to student-centered, small group methods that encourage critical thinking and may lead to lifelong learning. Instructors from more developed nations placed higher priority on student's independent acquisition of prosthetics and orthotics knowledge, particularly in clinical training. Application of student-centered approaches to prosthetics and orthotics programs may be preferred by many experts, but there appeared to be regional differences in the priority given to different teaching methods. The results of this study identify the methods of teaching that are preferred by expert prosthetics and orthotics instructors from a variety of regions. This treatment of current instructional techniques may inform instructor choice of teaching methods that impact the quality of education and improve the professional skills of students. © The International Society for Prosthetics and Orthotics 2014.

The role of classical and modern teaching methods in business education

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Conțu Eleonora Gabriela

2017-07-01

Full Text Available Nowadays the training-educational process is a dynamic and complex process which uses both classical and modern teaching methods in order to obtain performance in education. Even though traditional teaching methods have a formal character interaction between teacher and students, this is face-to-face and therefore students can give an immediate feedback. From this point of view classical teaching methods are important from time to time. In Romania, in the European context the role of effective learning strategies represents the key point for the education process. The role of teachers in developing creativity to those students who want to learn in an interactive way is very important because they should imply that students directly in the training -educational process. In this context the educational process must be student centered because only in this way their critical thinking and creativity is developed. We can say that when non-formal and informal learning is combined with formal learning the scope of pedagogy is accomplish. In contemporary context education is regarded as an innovative concept which is used to produce performance at the individual level and also, at institutional level, education provides support in order to build strategies according to the challenges from the labour market. The paper is based on a qualitative research, conducted on a sample of 100 people aged between 19 and 23 years old (students at a Business School. The key question raised at this point is: What is the role of classical and modern teaching methods in training-educational process? The objectives of this study are the following: 1. highlighting the context of higher education in Romania; 2. presenting the role of university strategy in contemporary context; 3. highlighting the importance of using classical/modern teaching methods in business education; 4. presenting the role of innovation and creativity in business education; 5. presenting the analysis

Using Blended Teaching to Teach Blended Learning: Lessons Learned from Pre-Service Teachers in an Instructional Methods Course

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Shand, Kristen; Farrelly, Susan Glassett

2017-01-01

In this study, we explore the design and delivery of a blended social studies teaching methods course to examine the elements of the blended design that pre-service teachers found most constructive. In focus groups at the completion of the course, pre-service teachers were asked to reflect on their experience in the blended course, identify the…

A Bottom-Up Approach to Teaching Robotics and Mechatronics to Mechanical Engineers

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Shiller, Z.

2013-01-01

This paper describes a multidisciplinary teaching program, designed to provide students with the broad knowledge and skills required to practice product development in robotics and mechatronics. The curriculum was designed to prepare students for the senior capstone design project, in which they design and build a working mechatronic/robotic…

Entrepreneurship education: A systematic literature review of curricula contents and teaching methods

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Fatima Sirelkhatim

2015-12-01

Full Text Available Entrepreneurship education (EE is one of the fastest growing fields of education globally, yet the areas of “what” should be taught in these programmes and “how” to teach them have been mentioned by many researchers as ones that lack both consensus and devoted attention. The present paper aims to provide a detailed map of common and best practices in terms of curriculum content and methods of teaching entrepreneurship on the tertiary level, and to explore how they correlate with practices recommended by the entrepreneurial learning field of research, in order to contribute to extracting best practice. This paper uses a systematic literature review (SLR to help review the literature in a transparent and unbiased way. The review is undertaken through six stages using NVivo computer software. In each stage, the literature on EE is screened and filtered to reduce the size and try to reach the more relevant and useful papers. This process end up with 129 articles divided between EE and entrepreneurship learning. The result of the reviewing process reveals that the curricula content and teaching methods vary depending on the programme’s objectives—from theoretical courses aiming to increase entrepreneurial awareness to practical-oriented ones that aim to produce graduates ready to start a business. Practical-oriented courses correlate with entrepreneurial learning suggestions for practices to engage students in acquiring entrepreneurial competencies. However, to better extract best practice, it would be useful if future research could explore what, exactly, it is that we mean when we use the term “entrepreneurial course” and link it to the entrepreneurship process. Also, it would be useful to explore what are the results of EE programmes in terms of the actual graduates who start or grow a business, and link the findings to the teaching process.

A Game-based Intervention – a technical tool for social workers to combat Adolescent Dating-Violence

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Emma Sorbring

2015-07-01

Full Text Available Dating violence prevalence is increasing and effective prevention and intervention methods are needed in order to adress this growing social problem. The use of on-line game-based intervention programmes open ups new possibilities for social worker practice of interventions on a large scale. The purpose of this study was to examine young people´s experiences of a on line game-based intervention programme designed to adress dating-violence among youths. Swedish youths that took part in the intervention programme were interviewed in focus-groups. Results indicate that the use of a game as an intervention method for this socially sensitive topic was perceived as positive by the young people, seeing it as a new, engaging and interesting method. The findings from the study indicate that on-line game-based programme addressing dating violence between young people has the potential to be used as a technical tool in social work practice.

Effectiveness of different tutorial recitation teaching methods and its implications for TA training

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Endorf, Robert

2008-04-01

We present results from a comparative study of student understanding for students who attended recitation classes that used different teaching methods. The purpose of the study was to evaluate which teaching methods would be the most effective for recitation classes associated with large lectures in introductory physics courses. Student volunteers from our introductory calculus-based physics course at the University of Cincinnati attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were divided into approximately equal groups for each method. Students in each class were taught the same topic, ``Changes in Energy and Momentum,'' from ``Tutorials in Introductory Physics'' by Lillian McDermott, Peter Shaffer and the Physics Education Group at the University of Washington. The different teaching methods varied in the amount of student and teacher engagement. Student understanding was evaluated through pretests and posttests. Our results demonstrate the importance of the instructor's role in teaching recitation classes. The most effective teaching method was for students working in cooperative learning groups with the instructors questioning the groups using Socratic dialogue. In addition, we investigated student preferences of modes of instruction through an open-ended survey. Our results provide guidance and evidence for the teaching methods which should be emphasized in training course instructors.

THE PRINCIPLES OF METHODICAL SYSTEM OF TEACHING GEOMETRY

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Svetlana Feodosevna Miteneva

2016-01-01

Full Text Available The article deals with the main components of methodical system of teaching geometry, including the developing spatial thinking, the process of creating images, the conditions for the organization of students cognitive activity. The author describes the scheme of formation of spatial understanding of geometric objects, marks the conditions of students activities organization aimed at creating a spatial image of the studied object, lists research skills to address geometric problems and ways to implement these skills into practice, gives a summary of methods of teaching geometry, including the principle of holistic approach priority, the principle of an open multi-valuedness, the principle of subjective experience accounting.

Application of reactivity method to MTR fuel burn-up measurement

International Nuclear Information System (INIS)

Zuniga, A.; Ravnik, M.; Cuya, R.

2001-01-01

Fuel element burn-up has been measured for the first time by reactivity method in a MTR reactor. The measurement was performed in RP-10 reactor of Peruvian Institute for Nuclear Energy (IPEN) in Lima. It is a pool type 10MW material testing reactor using standard 20% enriched uranium plate type fuel elements. A fresh element and an element with well defined burn-up were selected as reference elements. Several elements in the core were selected for burn-up measurement. Each of them was replaced in its original position by both reference elements. Change in excess reactivity was measured using control rod calibration curve. The burn-up reactivity worth of fuel elements was plotted as a function of their calculated burnup. Corrected burn-up values of the measured fuel elements were calculated using the fitting function at experimental reactivity for all elements. Good agreement between measured and calculated burn-up values was observed indicating that the reactivity method can be successfully applied also to MTR fuel element burn-up determination.(author)

A comparison of methods for teaching receptive language to toddlers with autism.

Science.gov (United States)

Vedora, Joseph; Grandelski, Katrina

2015-01-01

The use of a simple-conditional discrimination training procedure, in which stimuli are initially taught in isolation with no other comparison stimuli, is common in early intensive behavioral intervention programs. Researchers have suggested that this procedure may encourage the development of faulty stimulus control during training. The current study replicated previous work that compared the simple-conditional and the conditional-only methods to teach receptive labeling of pictures to young children with autism spectrum disorder. Both methods were effective, but the conditional-only method required fewer sessions to mastery. © Society for the Experimental Analysis of Behavior.

ESR Dating Research of Glacial Tills in Tibetan Plateau

Science.gov (United States)

Bi, W.; Yi, C.

2016-12-01

In recent years, Quaternary Glacial-chronology has been made remarkable progress in the Tibetan Platean(TP) with the development of several numeric dating techniques, such as cosmogenic nuclides(NC), optically stimulated luminescence(OSL) and 14C. In constrast, the dating of Quaternary glacial tills in 100,000 years even more than million-year has been a challenge, just because the techniques has defects themselves and the sediments were stransformed during the geological and geomorphology progress later. Electron Spin Resonance(ESR) has been becoming one of the key methods of Quaternary Glacial-chronology with wide range of dating, expecially for the sample older than 100,000 years up to million-year scale. The accurate measurement of equivalent dose significantly impacts on accuracy and reliability of ESR dating method. Therefore, the study of the mechanisms of resetting processes is fundamental for accurate and reliable ESR dating. To understand the mechanism and characteristics of quartz ESR signal resetting of different samples, a series of laboratory simulation and field observation studies were carried out, which made lots of important breakthrough. But the research in quartz ESR signal of moraines is less and the test of ESR dating method is still in the qualitative investigation. Therefor, we use ESR dating and study on the mechanism and characteristics of quartz ESR signals in tills in the Tibetan Platean. In the adjust method of Modern, the quartz ESR signals in Modern glacial tills represent residual values which can be adjusted signals in the older glacial tills. As a consequence, ESR dating of the quartz in moraines needs to be explored in deep with building models to adjust ages which are measured by ESR dating. Therefore, ESR dating will become the trusted one of the cross dating methods in Quaternary Glacial-chronology with the adjust mothod improving the accuracy of ESR dating ages.

An Investigation into the Methods of Teaching Creative English Writing

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Anastasiia Riabokrys

2016-08-01

Full Text Available The article is devoted to the actual problem of teaching creative writing at the English lessons. The value of writing in the process of teaching English language is revealed. The principles and peculiarities of evaluation of creative writing are analyzed. The strategy of choosing methods in teaching creative writing is identified. The benefits of creative writing for learner and teachers are considered.

Thermoluminescence dating of chinese porcelain using a regression method of saturating exponential in pre-dose technique

International Nuclear Information System (INIS)

Wang Weida; Xia Junding; Zhou Zhixin; Leung, P.L.

2001-01-01

Thermoluminescence (TL) dating using a regression method of saturating exponential in pre-dose technique was described. 23 porcelain samples from past dynasties of China were dated by this method. The results show that the TL ages are in reasonable agreement with archaeological dates within a standard deviation of 27%. Such error can be accepted in porcelain dating

Aboriginal Students' Achievement in Science Education: The Effect of Teaching Methods

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Bourque, Jimmy; Bouchamma, Yamina; Larose, Francois

2010-01-01

Some authors assume that the academic difficulties encountered by Aboriginal students can be partly explained by the discrepancy between teaching methods and Aboriginal learning styles. However, this hypothesis lacks empirical foundations. Using pan-Canadian data, we tried to identify the most efficient teaching methods for Aboriginal students and…

Lyme Disease: A Sourcebook for Teaching about a Major Environmental Problem.

Science.gov (United States)

Anderson, Norman D.; Stubbs, Harriett S.

This book and others in the Changes in the Environment Series were produced as part of the GLOBE-NET Project, a partnership of science teachers and research scientists working on various aspects of global change. This book contains up-to-date information about Lyme disease, activities for the classroom, and other resources useful in teaching about…

Undergraduate psychiatry students' attitudes towards teaching methods at an Irish university.

Science.gov (United States)

Jabbar, F; Casey, P; Kelly, B D

2016-11-01

At University College Dublin, teaching in psychiatry includes clinical electives, lectures, small-group and problem-based teaching, consistent with international trends. To determine final-year psychiatry students' attitudes towards teaching methods. We distributed questionnaires to all final-year medical students in two classes (2008 and 2009), after final psychiatry examination (before results) and all of them participated (n = 111). Students' interest in psychiatry as a career increased during psychiatry teaching. Students rated objective structured clinical examination (OSCE) as the most useful element of teaching and examination. The most common learning style was "reflector"; the least common was "pragmatist". Two thirds believed teaching could be improved (increased patient contact) and 89 % reported that experience of psychiatry changed attitudes towards mental illness (increased understanding). Students' preference for OSCEs may reflect the closeness of OSCE as a form of learning to OSCE as a form of assessment: OSCEs both focus on specific clinical skills and help prepare for examinations. Future research could usefully examine the extent to which these findings are university-specific or instructor-dependent. Information on the consistency of various teaching, examination and modularisation methods would also be useful.

Mapping of Primary Instructional Methods and Teaching Techniques for Regularly Scheduled, Formal Teaching Sessions in an Anesthesia Residency Program.

Science.gov (United States)

Vested Madsen, Matias; Macario, Alex; Yamamoto, Satoshi; Tanaka, Pedro

2016-06-01

In this study, we examined the regularly scheduled, formal teaching sessions in a single anesthesiology residency program to (1) map the most common primary instructional methods, (2) map the use of 10 known teaching techniques, and (3) assess if residents scored sessions that incorporated active learning as higher quality than sessions with little or no verbal interaction between teacher and learner. A modified Delphi process was used to identify useful teaching techniques. A representative sample of each of the formal teaching session types was mapped, and residents anonymously completed a 5-question written survey rating the session. The most common primary instructional methods were computer slides-based classroom lectures (66%), workshops (15%), simulations (5%), and journal club (5%). The number of teaching techniques used per formal teaching session averaged 5.31 (SD, 1.92; median, 5; range, 0-9). Clinical applicability (85%) and attention grabbers (85%) were the 2 most common teaching techniques. Thirty-eight percent of the sessions defined learning objectives, and one-third of sessions engaged in active learning. The overall survey response rate equaled 42%, and passive sessions had a mean score of 8.44 (range, 5-10; median, 9; SD, 1.2) compared with a mean score of 8.63 (range, 5-10; median, 9; SD, 1.1) for active sessions (P = 0.63). Slides-based classroom lectures were the most common instructional method, and faculty used an average of 5 known teaching techniques per formal teaching session. The overall education scores of the sessions as rated by the residents were high.

Problematic Methods in teaching Modern History. An alternative or a necessity?

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Yohany Peralta Pérez

2012-06-01

Full Text Available The article presents the results of the analysis from the study of the theoretical research on the use of problematic methods in Teaching Learning Process of Modern H istory course in Rafael Maria de Mendive University of Pinar del Rio. An anal ysis o f the use of problematic methods in the Process of Teaching Modern History course from the definition of method taking into account the theoretical assumptions of scholars of the subject matter and the advantages and disadvantages provided by the use of these methods in the Teaching Learning Process of Modern History course.

How Learning Designs, Teaching Methods and Activities Differ by Discipline in Australian Universities

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Cameron, Leanne

2017-01-01

This paper reports on the learning designs, teaching methods and activities most commonly employed within the disciplines in six universities in Australia. The study sought to establish if there were significant differences between the disciplines in learning designs, teaching methods and teaching activities in the current Australian context, as…

The Development of Counting Cards: A New Maths Aid for Teaching Place Value, Addition and Subtraction up to 1 Million

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Taylor, Christian

2004-01-01

In this article, the author presents a new maths aid for teaching place value, addition and subtraction up to 1 million. The need for a resource to help his wife understand place value motivated the author to create "Counting Cards". Here, he shares his invention, in the hope that it will help others. (Contains 4 figures.)

Research Methods Teaching in Vocational Environments: Developing Critical Engagement with Knowledge?

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Gray, C.; Turner, R.; Sutton, C.; Petersen, C.; Stevens, S.; Swain, J.; Esmond, B.; Schofield, C.; Thackeray, D.

2015-01-01

Knowledge of research methods is regarded as crucial for the UK economy and workforce. However, research methods teaching is viewed as a challenging area for lecturers and students. The pedagogy of research methods teaching within universities has been noted as underdeveloped, with undergraduate students regularly expressing negative dispositions…

Impact of Teaching in Communication Sciences and Disorders

Science.gov (United States)

Albustan, Sana Ahmad

2010-01-01

Living in today's world requires that one be up to date on the technological advances that have made knowledge more accessible; and being up to date on knowledge is crucial. However, what are the optimal methods for conveying knowledge, and is there one method that will work best for each individual? This study centers on comparing two teaching…

Thermoluminescence, a method for determining the date at which a ceramic object was fired

International Nuclear Information System (INIS)

Sayre, E.V.

The theory on which thermoluminescence dating of archeological ceramic objects is based and the measurement methods used are outlined. Separation of fine grain particles and quartz particles permits the determination of the thermoluminescence of each and often a more accurate age determination. The application of the method to the dating of a bronze horse from the Metropolitan Museum is described

How to Write Geography Teaching Paper

Science.gov (United States)

Liu, Hua; Li, Lu

2011-01-01

Geography teaching paper is the paper especially to describe geography teaching reform and research achievement, its main purpose is to find solution to handle questions encountered in teaching through personal teaching practice, constant trying and exploration, and to scientifically summarize the procedure and methods to deal with the problem,…

Keeping Up-to-Date

Directory of Open Access Journals (Sweden)

Norman L Jones

2000-01-01

Full Text Available As a senior (read older practising respirologist, I have come to appreciate my position as editor, which keeps me current with present practice standards. Everyone talks about the volume and flow of new knowledge, and not a week goes by in which I feel that I know enough to treat my patients optimally. This is particularly the case when it comes to antibiotic usage: the number of antibiotics and the confident way that junior colleagues bandy them about leaves me distinctly depressed because most of the names mean little to me; even the families and generations of antibiotics seem beyond my grasp. That is why I welcomed the request from Dr Lionel Mandell to publish a summary statement on the use of antibiotics in community-acquired pneumonia (CAP, which appears on pages 371-382 of the current issue of the Canadian Respiratory Journal.

Comparison of the Impact of Wikipedia, UpToDate, and a Digital Textbook on Short-Term Knowledge Acquisition Among Medical Students: Randomized Controlled Trial of Three Web-Based Resources.

Science.gov (United States)

Scaffidi, Michael A; Khan, Rishad; Wang, Christopher; Keren, Daniela; Tsui, Cindy; Garg, Ankit; Brar, Simarjeet; Valoo, Kamesha; Bonert, Michael; de Wolff, Jacob F; Heilman, James; Grover, Samir C

2017-10-31

Web-based resources are commonly used by medical students to supplement curricular material. Three commonly used resources are UpToDate (Wolters Kluwer Inc), digital textbooks, and Wikipedia; there are concerns, however, regarding Wikipedia's reliability and accuracy. The aim of this study was to evaluate the impact of Wikipedia use on medical students' short-term knowledge acquisition compared with UpToDate and a digital textbook. This was a prospective, nonblinded, three-arm randomized trial. The study was conducted from April 2014 to December 2016. Preclerkship medical students were recruited from four Canadian medical schools. Convenience sampling was used to recruit participants through word of mouth, social media, and email. Participants must have been enrolled in their first or second year of medical school at a Canadian medical school. After recruitment, participants were randomized to one of the three Web-based resources: Wikipedia, UpToDate, or a digital textbook. During testing, participants first completed a multiple-choice questionnaire (MCQ) of 25 questions emulating a Canadian medical licensing examination. During the MCQ, participants took notes on topics to research. Then, participants researched topics and took written notes using their assigned resource. They completed the same MCQ again while referencing their notes. Participants also rated the importance and availability of five factors pertinent to Web-based resources. The primary outcome measure was knowledge acquisition as measured by posttest scores. The secondary outcome measures were participants' perceptions of importance and availability of each resource factor. A total of 116 medical students were recruited. Analysis of variance of the MCQ scores demonstrated a significant interaction between time and group effects (P<.001, η g 2 =0.03), with the Wikipedia group scoring higher on the MCQ posttest compared with the textbook group (P<.001, d=0.86). Access to hyperlinks, search

Comparison of four teaching methods on Evidence-based Practice skills of postgraduate nursing students.

Science.gov (United States)

Fernandez, Ritin S; Tran, Duong Thuy; Ramjan, Lucie; Ho, Carey; Gill, Betty

2014-01-01

The aim of this study was to compare four teaching methods on the evidence-based practice knowledge and skills of postgraduate nursing students. Students enrolled in the Evidence-based Nursing (EBN) unit in Australia and Hong Kong in 2010 and 2011 received education via either the standard distance teaching method, computer laboratory teaching method, Evidence-based Practice-Digital Video Disc (EBP-DVD) teaching method or the didactic classroom teaching method. Evidence-based Practice (EBP) knowledge and skills were evaluated using student assignments that comprised validated instruments. One-way analysis of covariance was implemented to assess group differences on outcomes after controlling for the effects of age and grade point average (GPA). Data were obtained from 187 students. The crude mean score among students receiving the standard+DVD method of instruction was higher for developing a precise clinical question (8.1±0.8) and identifying the level of evidence (4.6±0.7) compared to those receiving other teaching methods. These differences were statistically significant after controlling for age and grade point average. Significant improvement in cognitive and technical EBP skills can be achieved for postgraduate nursing students by integrating a DVD as part of the EBP teaching resources. The EBP-DVD is an easy teaching method to improve student learning outcomes and ensure that external students receive equivalent and quality learning experiences. Copyright © 2012 Elsevier Ltd. All rights reserved.

Application of smart phone on interactive teaching methods in ophthalmology

Directory of Open Access Journals (Sweden)

Xiao-Li Ma

2016-06-01

Full Text Available Smart phones as a symbol of the mobile Internet appears in college classroom, which is not only a challenge, but also a great opportunities of education information. This paper applied smart phones as the carrier of the "Internet" into ophthalmology classroom. Smart phones has a lot of features, such as rich teaching resources, diverse learning methods, flexible learning time, collating and recording capabilities and the timely, comprehensive and accurate teaching feedback so on, and could be used in case teaching and interactive teaching. The implementation of smart phones into ophthalmology classroom could inspire the learning enthusiasm of the students, enhance the quality of teaching, eventually improve teaching effects.

The Relationship Among Teaching Methods, Student Characteristics, and Student Involvement in Learning

Science.gov (United States)

Anderson, Lorin W.; Soctt, Corinne C.

1978-01-01

Individual students tend to benefit differently from different teaching methods; however, when little or nothing is known of the entering students' characteristics regarding learning involvement, the high school teacher would be wise to use the classroom discourse method of teaching. (JD)

Teaching with iPads

Science.gov (United States)

Maj, Hubert

2015-04-01

Bilingual students in high school with bilingual units in Boguchwała have received iPads for learning English and a few subjects using CLIL (biology, basics of entrepreneurship, geography, IT and mathematics). Lessons with iPads are interesting for students for several reasons. First of all, teenagers like new technologies and using iPads for teaching helps students to learn by fun. Secondly, iPads give new possibilities of looking for knowledge about each theme. Moreover, teaching with iPads develops students' engagement. They have a chance to choose a few among over 65 000 applications for gathering and then presenting information about the lesson topic. They can easily prepare presentations, movies, cartoons, mind maps or whatever they like. Teaching students, thanks to the iPads, makes it their initiative, and the teacher can inspire them to look for the knowledge rather than disciplining pupils. But teaching with iPads is connected with many problems. For instance, there are not any examples on how to teach using these tools. It is very up-to-date technology and teachers firstly must learn the possibilities of iPads and look for new applications. It takes much time, especially at the beginning, and is difficult especially for inexperienced teachers. In addition, it is almost impossible to maintain control of the iPads for all of the students during the lesson. They can use their iPads for something unconnected with the topic of the lesson. Thirdly is lack of time - active methods (with iPads as well) are more time-consuming and it could be that they do not finish the whole program. And of course the last, but not at least, is the problem of money. Some of the applications must be paid for, and it is usually obligatory to possess a credit card. Fortunately, it is not expensive - applications usually cost a few euros and many of them are free and really good.

Impact of up-to-date evaluated nuclear data files on the Monte-Carlo analysis results of metallic fueled BFS critical assemblies

International Nuclear Information System (INIS)

Yoo, Jaewoon; Kim, Do-Heon; Kim, Sang-Ji; Kim, Yeong-Il

2009-01-01

Three metallic fueled BFS critical assemblies, BFS-73-1, BFS-75-1, and BFS-55-1 were analyzed by using the Monte-Carlo analysis code MCNP4C with five different evaluated data files, ENDF/B-VII.0, JEFF-3.1, JENDL-3.3, JENDL-AC and ENDF/B-VI.6. The impacts of microscopic cross sections in the up-to-date evaluated nuclear data files were clarified by the analyses. The update of Zr cross section leads to the calculated k-effective lower than that of ENDF/B-VI.6. The revision of U-238 inelastic scattering cross section makes large difference in the predicted k-effectives between the libraries, which depends on the amount of the contribution of the inelastic cross sections change and the compensation of other reaction types. The results of the spectral indices and reaction rate ratios shows the improvement of the up-to-date evaluated nuclear data files for the U-238, Np-237, Pu-240 fission reactions, however, there are still need of further improvement for other minor actinide cross sections. The heterogeneity effects involved on the k-effective and relative fission rate distribution were evaluated in this study, which can be used as the correction factor for constructing the homogeneous benchmark configuration while keeping the consistency with the actual critical experiment. (author)

Hybrid teaching method for undergraduate student in Marine Geology class in Indonesia

Science.gov (United States)

Yusuf Awaluddin, M.; Yuliadi, Lintang

2016-04-01

Bridging Geosciences to the future generations in interesting and interactive ways are challenging for lecturers and teachers. In the past, one-way 'classic' face-to-face teaching method has been used as the only alternative for undergraduate's Marine Geology class in Padjadjaran University, Indonesia. Currently, internet users in Indonesia have been increased significantly, among of them are young generations and students. The advantage of the internet as a teaching method in Geosciences topic in Indonesia is still limited. Here we have combined between the classic and the online method for undergraduate teaching. The case study was in Marine Geology class, Padjadjaran University, with 70 students as participants and 2 instructors. We used Edmodo platform as a primary tool in our teaching and Dropbox as cloud storage. All online teaching activities such as assignment, quiz, discussion and examination were done in concert with the classic one with proportion 60% and 40% respectively. We found that the students had the different experience in this hybrid teaching method as shown in their feedback through this platform. This hybrid method offers interactive ways not only between the lecturers and the students but also among students. Classroom meeting is still needed to expose their work and for general discussion.Nevertheless, the only problem was the lack of internet access in the campus when all our students accessing the platform at the same time.

Teaching for Conceptual Change in Elementary and Secondary Science Methods Courses.

Science.gov (United States)

Marion, Robin; Hewson, Peter W.; Tabachnick, B. Robert; Blomker, Kathryn B.

1999-01-01

Describes and analyzes two science methods courses at the elementary and secondary levels for how they addressed four ideas: (1) how students learn science; (2) how teachers teach science to students; (3) how prospective science teachers learn about the first two ideas; and (4) how methods instructors teach prospective science teachers about the…

COMPARATIVE ANALYSIS OF EXISTING INTENSIVE METHODS OF TEACHING FOREIGN LANGUAGES

Directory of Open Access Journals (Sweden)

Maria Mytnyk

2016-12-01

Full Text Available The article deals with the study and analysis of comparable existing intensive methods of teaching foreign languages. This work is carried out to identify the positive and negative aspects of intensive methods of teaching foreign languages. The author traces the idea of rational organization and intensification of teaching foreign languages from their inception to the moment of their preparation in an integrated system. advantages and disadvantages of the most popular methods of intensive training also analyzed the characteristic of different historical periods, namely cugestopedichny method G. Lozanov method activation of reserve possibilities of students G. Kitaygorodskoy, emotional-semantic method I. Schechter, an intensive course of learning a foreign language L. Gegechkori , sugestokibernetichny integral method of accelerated learning a foreign language B. Petrusinskogo, a crash course in the study of spoken language by immersion A. Plesnevich. Analyzed the principles of learning and the role of each method in the development of methods of intensive foreign language training. The author identified a number of advantages and disadvantages of intensive methods of teaching foreign languages: 1 the assimilation of a large number of linguistic, lexical and grammatical units; 2 active use of acquired knowledge, skills and abilities in the practice of oral speech communication in a foreign language; 3 the ability to use language material resulting not only in his speech, but also in understanding the interlocutor; 4 overcoming psychological barriers, including fear of the possibility of making a mistake; 5 high efficiency and fast learning; 6 too much new language material that is presented; 7 training of oral forms of communication; 8 decline of grammatical units and models.

The quest for an absolute chronology in human prehistory: anthropologists, chemists and the fluorine dating method in palaeoanthropology.

Science.gov (United States)

Goodrum, Matthew R; Olson, Cora

2009-03-01

By the early twentieth century there was a growing need within palaeoanthropology and prehistoric archaeology to find a way of dating fossils and artefacts in order to know the age of specific specimens, but more importantly to establish an absolute chronology for human prehistory. The radiocarbon and potassium-argon dating methods revolutionized palaeoanthropology during the last half of the twentieth century. However, prior to the invention of these methods there were attempts to devise chemical means of dating fossil bone. Collaborations between Emile Rivière and Adolphe Carnot in the 1890s led to the development of the fluorine dating method, but it was not until the 1940s that this method was improved and widely implemented by Kenneth Oakley to resolve a number of problems in palaeoanthropology, including the Piltdown Man controversy. The invention of the fluorine dating method marked a significant advance in the quest for absolute dating in palaeoanthropology, but it also highlights interesting problems and issues relating to the ability of palaeoanthropologists and chemists to bring together different skills and bodies of knowledge in order successfully to develop and apply the fluorine dating method.

Research with School Students: Four Innovative Methods Used to Explore Effective Teaching

Directory of Open Access Journals (Sweden)

Jessica Faye Heal

2015-03-01

Full Text Available This article outlines four research methods we’ve employed to enhance how students from low-income backgrounds engage in research exploring effective teaching. It firstly outlines the need to be innovative, drawing Article 12 of the United Nations Convention on the Rights of the Child, and then moves on to explain two methods that scaffold a semi-structured interview, one child-led classroom tour and finally a creative ‘draw and tell’ approach. It argues that these methods are successful because they disrupt the researcher-participant power imbalance using the following techniques: Familiarity to the student, empowering the student to be an expert, and giving the student choice.

The Economics of Online Dating: A Course in Economic Modeling

Science.gov (United States)

Monaco, Andrew J.

2018-01-01

The author discusses the development of a unique course, The Economics of Online Dating. The course is an upper-level undergraduate course that combines intensive discussion, peer review, and economic theory to teach modeling skills to undergraduates. The course uses the framework of "online dating," interpreted broadly, as a point of…

Using the Debate Method for Teaching Argumentation to 10-12 Year-Old Children

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Y. V. Rybka

2012-01-01

Full Text Available The paper is devoted to peculiarities of using the debate method in teaching argumentation to 10–12 year-old children. The research is aimed at identifying the most effective ways and means of applying the given method. According to the author’s hypothesis, regular integration of discussions into the training course of rhetoric should promote learners’ argumentation, changing it from a mere fantasy through egocentric attitudes to the objective position expressed in a conclusive argumentative way. To achieve the research objectives, the experimental training method was developed applying the debate technique in the form of role plays adapted to peculiarities of children’s age. The experimental results indicated the decentration dynamics in the training process and, therefore, the effectiveness of the experimental training course. The presented training program can be used in teaching rhetoric to 10–12 year- olds, as well as in the optional argumentation course based on the debate technique. In addition, the analysis of children’s argumentation position in the context of socio-cognitive approach can give an impetus for further studies of children’s speech and thinking. 

Methods for teaching geometric modelling and computer graphics

Energy Technology Data Exchange (ETDEWEB)

Rotkov, S.I.; Faitel`son, Yu. Ts.

1992-05-01

This paper considers methods for teaching the methods and algorithms of geometric modelling and computer graphics to programmers, designers and users of CAD and computer-aided research systems. There is a bibliography that can be used to prepare lectures and practical classes. 37 refs., 1 tab.

Teaching Game Programming using Video Tutorials

DEFF Research Database (Denmark)

Majgaard, Gunver

. & Squire K. (2004). Design-Based Research: Putting a Stake in the Ground. Journal of Learning Sciences Vol. 13-1. Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation, Cambridge: Cambridge Univ. Majgaard, G. (2014). Teaching Design of Emerging Embodied Technologies......Background. What are the learning potentials of using online video tutorials as educational tools in game programming of Mixed Reality? The paper reports on the first experiences of teaching third semester engineering students design of Mixed Reality using online step-by-step programming video...... production makes video tutorials a promising alternative to paper tutorials. Software and game engine companies such as Unity has already switched to video and other online materials as the primary medium for their tutorials. It is often hard to find up to date thoroughly worked through textbooks on new...

Teaching the Scientific Method in the Social Sciences

Science.gov (United States)

Keyes, Grace

2010-01-01

Many undergraduates can tell you what the scientific method means but just a little probing reveals a rather shallow understanding as well as a number of misconceptions about the method. The purpose of this paper is to indicate why such misconceptions occur and to point out some implications and suggestions for teaching the scientific method in…

Discourses and Practices in Teaching Methods and Assessment

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Deepak Gopinath

2015-02-01

Full Text Available Translating the purposes of education into practice is particularly challenging for those who are new or have recently entered academia. By reflecting on my first years of teaching in higher education, I discuss two key aspects of my teaching practice: shifts in choice of teaching methods and a critique of different forms of assessment. Through the discussion, I argue that a teacher needs to be reflective on both these aspects and that such reflection needs to be carried out so that the student develops into a “self-directing,” “self-monitoring,” and “self-correcting” individual. At the end of the discussion, the relevance of a “project-based learning” approach starts to become significant in taking my pedagogical practice forward.

Adopting a blended learning approach to teaching evidence based medicine: a mixed methods study.

Science.gov (United States)

Ilic, Dragan; Hart, William; Fiddes, Patrick; Misso, Marie; Villanueva, Elmer

2013-12-17

Evidence Based Medicine (EBM) is a core unit delivered across many medical schools. Few studies have investigated the most effective method of teaching a course in EBM to medical students. The objective of this study was to identify whether a blended-learning approach to teaching EBM is more effective a didactic-based approach at increasing medical student competency in EBM. A mixed-methods study was conducted consisting of a controlled trial and focus groups with second year graduate medical students. Students received the EBM course delivered using either a didactic approach (DID) to learning EBM or a blended-learning approach (BL). Student competency in EBM was assessed using the Berlin tool and a criterion-based assessment task, with student perceptions on the interventions assessed qualitatively. A total of 61 students (85.9%) participated in the study. Competency in EBM did not differ between the groups when assessed using the Berlin tool (p = 0.29). Students using the BL approach performed significantly better in one of the criterion-based assessment tasks (p = 0.01) and reported significantly higher self-perceived competence in critical appraisal skills. Qualitative analysis identified that students had a preference for the EBM course to be delivered using the BL approach. Implementing a blended-learning approach to EBM teaching promotes greater student appreciation of EBM principles within the clinical setting. Integrating a variety of teaching modalities and approaches can increase student self-confidence and assist in bridging the gap between the theory and practice of EBM.

Introducing legal method when teaching stakeholder theory

DEFF Research Database (Denmark)

Buhmann, Karin

2015-01-01

: the Business & Human Rights regime from a UN Global Compact perspective; and mandatory CSR reporting. Supplying integrated teaching notes and generalising on the examples, we explain how legal method may help students of business ethics, organisation and management – future managers – in their analysis...... to the business ethics literature by explaining how legal method complements stakeholder theory for organisational practice....

Gender preference between traditional and PowerPoint methods of teaching gross anatomy.

Science.gov (United States)

Nuhu, Saleh; Adamu, Lawan Hassan; Buba, Mohammed Alhaji; Garba, Sani Hyedima; Dalori, Babagana Mohammed; Yusuf, Ashiru Hassan

2018-01-01

Teaching and learning process is increasingly metamorphosing from the traditional chalk and talk to the modern dynamism in the information and communication technology. Medical education is no exception to this dynamism more especially in the teaching of gross anatomy, which serves as one of the bases of understanding the human structure. This study was conducted to determine the gender preference of preclinical medical students on the use of traditional (chalk and talk) and PowerPoint presentation in the teaching of gross anatomy. This was cross-sectional and prospective study, which was conducted among preclinical medical students in the University of Maiduguri, Nigeria. Using simple random techniques, a questionnaire was circulated among 280 medical students, where 247 students filled the questionnaire appropriately. The data obtained was analyzed using SPSS version 20 (IBM Corporation, Armonk, NY, USA) to find the method preferred by the students among other things. Majority of the preclinical medical students in the University of Maiduguri preferred PowerPoint method in the teaching of gross anatomy over the conventional methods. The Cronbach alpha value of 0.76 was obtained which is an acceptable level of internal consistency. A statistically significant association was found between gender and preferred method of lecture delivery on the clarity of lecture content where females prefer the conventional method of lecture delivery whereas males prefer the PowerPoint method, On the reproducibility of text and diagram, females prefer PowerPoint method of teaching gross anatomy while males prefer the conventional method of teaching gross anatomy. There are gender preferences with regard to clarity of lecture contents and reproducibility of text and diagram. It was also revealed from this study that majority of the preclinical medical students in the University of Maiduguri prefer PowerPoint presentation over the traditional chalk and talk method in most of the

Up-to-date probabilistic temperature climatologies

International Nuclear Information System (INIS)

Krakauer, Nir Y; Devineni, Naresh

2015-01-01

With ongoing global warming, climatologies based on average past temperatures are increasingly recognized as imperfect guides for current conditions, yet there is no consensus on alternatives. Here, we compare several approaches to deriving updated expected values of monthly mean temperatures, including moving average, exponentially weighted moving average, and piecewise linear regression. We go beyond most previous work by presenting updated climate normals as probability distributions rather than only point estimates, enabling estimation of the changing likelihood of hot and cold extremes. We show that there is a trade-off between bias and variance in these approaches, but that bias can be mitigated by an additive correction based on a global average temperature series, which has much less interannual variability than a single-station series. Using thousands of monthly temperature time series from the Global Historical Climatology Network (GHCN), we find that the exponentially weighted moving average with a timescale of 15 years and global bias correction has good overall performance in hindcasting temperatures over the last 30 years (1984–2013) compared with the other methods tested. Our results suggest that over the last 30 years, the likelihood of extremely hot months (above the 99th percentile of the temperature probability distribution as of the early 1980s) has increased more than fourfold across the GHCN stations, whereas the likelihood of very cold months (under the 1st percentile) has decreased by over two-thirds. (letter)

Using Replication Projects in Teaching Research Methods

Science.gov (United States)

Standing, Lionel G.; Grenier, Manuel; Lane, Erica A.; Roberts, Meigan S.; Sykes, Sarah J.

2014-01-01

It is suggested that replication projects may be valuable in teaching research methods, and also address the current need in psychology for more independent verification of published studies. Their use in an undergraduate methods course is described, involving student teams who performed direct replications of four well-known experiments, yielding…

Perceptions of Teaching Methods for Preclinical Oral Surgery: A Comparison with Learning Styles

Science.gov (United States)

Omar, Esam

2017-01-01

Purpose: Dental extraction is a routine part of clinical dental practice. For this reason, understanding the way how students’ extraction knowledge and skills development are important. Problem Statement and Objectives: To date, there is no accredited statement about the most effective method for the teaching of exodontia to dental students. Students have different abilities and preferences regarding how they learn and process information. This is defined as learning style. In this study, the effectiveness of active learning in the teaching of preclinical oral surgery was examined. The personality type of the groups involved in this study was determined, and the possible effect of personality type on learning style was investigated. Method: This study was undertaken over five years from 2011 to 2015. The sample consisted of 115 students and eight staff members. Questionnaires were submitted by 68 students and all eight staff members involved. Three measures were used in the study: The Index of Learning Styles (Felder and Soloman, 1991), the Myers-Briggs Type Indicator (MBTI), and the styles of learning typology (Grasha and Hruska-Riechmann). Results and Discussion: Findings indicated that demonstration and minimal clinical exposure give students personal validation. Frequent feedback on their work is strongly indicated to build the cognitive, psychomotor, and interpersonal skills needed from preclinical oral surgery courses. Conclusion: Small group cooperative active learning in the form of demonstration and minimal clinical exposure that gives frequent feedback and students’ personal validation on their work is strongly indicated to build the skills needed for preclinical oral surgery courses. PMID:28357004

Using movies to teach professionalism to medical students

OpenAIRE

Klemenc-Ketiš, Zalika; Kersnik, Janko

2017-01-01

Abstract Background Professionalism topics are usually not covered as a separate lesson within formal curriculum, but in subtler and less officially recognized educational activities, which makes them difficult to teach and assess. Interactive methods (e.g. movies) could be efficient teaching methods but are rarely studied. The aims of this study were: 1) to test the relevance and usefulness of movies in teaching professionalism to fourth year medical students and, 2) to assess the impact of ...

The Integrated Multi-Level Bilingual Teaching of "Social Research Methods"

Science.gov (United States)

Zhu, Yanhan; Ye, Jian

2012-01-01

"Social Research Methods," as a methodology course, combines theories and practices closely. Based on the synergy theory, this paper tries to establish an integrated multi-level bilingual teaching mode. Starting from the transformation of teaching concepts, we should integrate interactions, experiences, and researches together and focus…

A Comparison of Didactic and Inquiry Teaching Methods in a Rural Community College Earth Science Course

Science.gov (United States)

Beam, Margery Elizabeth

The combination of increasing enrollment and the importance of providing transfer students a solid foundation in science calls for science faculty to evaluate teaching methods in rural community colleges. The purpose of this study was to examine and compare the effectiveness of two teaching methods, inquiry teaching methods and didactic teaching methods, applied in a rural community college earth science course. Two groups of students were taught the same content via inquiry and didactic teaching methods. Analysis of quantitative data included a non-parametric ranking statistical testing method in which the difference between the rankings and the median of the post-test scores was analyzed for significance. Results indicated there was not a significant statistical difference between the teaching methods for the group of students participating in the research. The practical and educational significance of this study provides valuable perspectives on teaching methods and student learning styles in rural community colleges.

Using movies to teach professionalism to medical students

Directory of Open Access Journals (Sweden)

Klemenc-Ketis Zalika

2011-08-01

Full Text Available Abstract Background Professionalism topics are usually not covered as a separate lesson within formal curriculum, but in subtler and less officially recognized educational activities, which makes them difficult to teach and assess. Interactive methods (e.g. movies could be efficient teaching methods but are rarely studied. The aims of this study were: 1 to test the relevance and usefulness of movies in teaching professionalism to fourth year medical students and, 2 to assess the impact of this teaching method on students' attitudes towards some professionalism topics. Method This was an education study with qualitative data analysis in a group of eleven fourth year medical students from the Medical School of University Maribor who attended an elective four month course on professionalism. There were 8 (66.7% female students in the group. The mean age of the students was 21.9 ± 0.9 years. The authors used students' written reports and oral presentations as the basis for qualitative analysis using thematic codes. Results Students recognised the following dimensions in the movie: communication, empathy, doctors' personal interests and palliative care. It also made them think about their attitudes towards life, death and dying. Conclusions The controlled environment of movies successfully enables students to explore their values, beliefs, and attitudes towards features of professionalism without feeling that their personal integrity had been threatened. Interactive teaching methods could become an indispensible aid in teaching professionalism to new generations.

Effectiveness of different tutorial recitation teaching methods and its implications for TA training

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Kathleen M. Koenig

2007-05-01

Full Text Available We present results from a comparative study of student understanding for students who attended recitation classes that used different teaching methods. Student volunteers from our introductory calculus-based physics course attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were divided into approximately equal groups for each method. Students in each class were taught the same topic, “Changes in Energy and Momentum,” from Tutorials in Introductory Physics. The different teaching methods varied in the amount of student and teacher engagement. Student understanding was evaluated through pre- and post-tests. Our results demonstrate the importance of the instructor’s role in teaching recitation classes. The most effective teaching method was for students working in cooperative learning groups with the instructors questioning the groups using Socratic dialogue. In addition, we investigated student preferences for modes of instruction through an open-ended survey. Our results provide guidance and evidence for the teaching methods that should be emphasized in training course instructors.

Teaching English to Immigrant Students in the United States: A Brief Summary of Programs and Methods

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Francisco Ramos Calvo

2003-11-01

Full Text Available Nearly ten per cent of the students currently attending public schools in the United States are classified as English Language Learners (ELL; that is to say, students who are learning English. The most important challenge this population brings to the educational authorities of their school districts and the schools they attend, is to find the most effective ways to teach them both English and the academic content pertaining to their grade. Since the methods traditionally used did not teach them either the vocabulary or the content needed for subjects such as Math or Science, they fell behind their English-speaking peers. It was necessary, then, to evolve toward a better integration of the language and the lesson content. The present article summarizes the objectives of the traditional methods, details the changes that have taken place in the last decades to improve the simultaneous teaching of English and academic content, and concludes with an explanation of the techniques most used today.

Transitions of Care in Medical Education: A Compilation of Effective Teaching Methods.

Science.gov (United States)

McBryde, Meagan; Vandiver, Jeremy W; Onysko, Mary

2016-04-01

Transitioning patients safely from the inpatient environment back to an outpatient environment is an important component of health care, and multidisciplinary cooperation and formal processes are necessary to accomplish this task. This Transitions of Care (TOC) process is constantly being shaped in health care systems to improve patient safety, outcomes, and satisfaction. While there are many models that have been published on methods to improve the TOC process systematically, there is no clear roadmap for educators to teach TOC concepts to providers in training. This article reviews published data to highlight specific methods shown to effectively instill these concepts and values into medical students and residents. Formal, evidence-based, TOC curriculum should be developed within medical schools and residency programs. TOC education should ideally begin early in the education process, and its importance should be reiterated throughout the curriculum longitudinally. Curriculum should have a specific focus on recognition of common causes of hospital readmissions, such as medication errors, lack of adequate follow-up visits, and social/economic barriers. Use of didactic lectures, case-based workshops, role-playing activities, home visits, interprofessional activities, and resident-led quality improvement projects have all be shown to be effective ways to teach TOC concepts.

Towards a Comprehensive and Up-To-Date Institutional Repository: Development of a Publications Tracking Process

KAUST Repository

Baessa, Mohamed

2016-06-15

As our repository matured we found that a concerted effort was needed to establish it as a resource that institutional stakeholders knew they could turn to for reliable information about the research outputs produced by researchers affiliated with or funded by our institution. The initial impetus for this project was the adoption of an institutional open access policy, which necessitated a process to track the publications of institutional authors, deposit items with applicable open access licenses, and notify authors when an accepted manuscript was needed. To support this process we developed a local publications tracking system independent of our hosted DSpace repository that regularly queries publisher and indexer APIs for new publications, checks for relevant permissions policies, identifies institutional authors and helps us send manuscript request emails. We also harvested records for past items and modified our repository to accommodate metadata-only records. The success of these tracking and harvesting services in making our repository comprehensive and up-to-date has allowed us to rely on our repository as the key source of publications information for additional integrations that update ORCID records with publication information, populate a PlumX metrics dashboard and, most recently, support the implementation of a current research information system (CRIS).

Towards a Comprehensive and Up-To-Date Institutional Repository: Development of a Publications Tracking Process

KAUST Repository

Baessa, Mohamed A.; Grenz, Daryl M.; Wang, Han

2016-01-01

As our repository matured we found that a concerted effort was needed to establish it as a resource that institutional stakeholders knew they could turn to for reliable information about the research outputs produced by researchers affiliated with or funded by our institution. The initial impetus for this project was the adoption of an institutional open access policy, which necessitated a process to track the publications of institutional authors, deposit items with applicable open access licenses, and notify authors when an accepted manuscript was needed. To support this process we developed a local publications tracking system independent of our hosted DSpace repository that regularly queries publisher and indexer APIs for new publications, checks for relevant permissions policies, identifies institutional authors and helps us send manuscript request emails. We also harvested records for past items and modified our repository to accommodate metadata-only records. The success of these tracking and harvesting services in making our repository comprehensive and up-to-date has allowed us to rely on our repository as the key source of publications information for additional integrations that update ORCID records with publication information, populate a PlumX metrics dashboard and, most recently, support the implementation of a current research information system (CRIS).

Learning outcomes in two different teaching approach in nursing education in Iran: e-learning versus lecture.

Science.gov (United States)

Mehrdad, Neda; Zolfaghari, Mitra; Bahrani, Naser; Eybpoosh, Sana

2011-01-01

Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students.

Learning Outcomes in Two Different Teaching Approach in Nursing Education in Iran: E-Learning versus Lecture

Directory of Open Access Journals (Sweden)

Neda Mehrdad

2011-05-01

Full Text Available Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students

Middle School Students' Aggressive Reactions to Dating Situations

Science.gov (United States)

Prospero, Moises

2006-01-01

The present study investigated age differences in reactions to the perceptions of dating violence using both qualitative and quantitative research methods. Focus groups were conducted to develop age and culturally appropriate questionnaires for each age group (college and middle school). The questionnaires consisted of common dating scenarios that…

Comparison of Methods of Teaching Children Proper Lifting ...

African Journals Online (AJOL)

Objective: This study was designed to determine the effects of three teaching methods on children\\'s ability to demonstrate and recall their mastery of proper lifting techniques. Method: Ninety-three primary five and six public school children who had no knowledge of proper lifting technique were assigned into three equal ...

Research and Teaching: Implementation of Interactive Engagement Teaching Methods in a Physical Oceanography Course

Science.gov (United States)

Keiner, Louis E.; Gilman, Craig

2015-01-01

This study measures the effects of increased faculty-student engagement on student learning, success rates, and perceptions in a Physical Oceanography course. The study separately implemented two teaching methods that had been shown to be successful in a different discipline, introductory physics. These methods were the use of interactive…

Cancer incidence predictions in the North of Portugal: keeping population-based cancer registration up to date.

Science.gov (United States)

Castro, Clara; Antunes, Luís; Lunet, Nuno; Bento, Maria José

2016-09-01

Decision making towards cancer prevention and control requires monitoring of trends in cancer incidence and accurate estimation of its burden in different settings. We aimed to estimate the number of incident cases in northern Portugal for 2015 and 2020 (all cancers except nonmelanoma skin and for the 15 most frequent tumours). Cancer cases diagnosed in 1994-2009 were collected by the North Region Cancer Registry of Portugal (RORENO) and corresponding population figures were obtained from Statistics Portugal. JoinPoint regression was used to analyse incidence trends. Population projections until 2020 were derived by RORENO. Predictions were performed using the Poisson regression models proposed by Dyba and Hakulinen. The number of incident cases is expected to increase by 18.7% in 2015 and by 37.6% in 2020, with lower increments among men than among women. For most cancers considered, the number of cases will keep rising up to 2020, although decreasing trends of age-standardized rates are expected for some tumours. Cervix was the only cancer with a decreasing number of incident cases in the entire period. Thyroid and lung cancers were among those with the steepest increases in the number of incident cases expected for 2020, especially among women. In 2020, the top five cancers are expected to account for 82 and 62% of all cases diagnosed in men and women, respectively. This study contributes to a broader understanding of cancer burden in the north of Portugal and provides the basis for keeping population-based incidence estimates up to date.

Using movies to teach professionalism to medical students.

Science.gov (United States)

Klemenc-Ketis, Zalika; Kersnik, Janko

2011-08-23

Professionalism topics are usually not covered as a separate lesson within formal curriculum, but in subtler and less officially recognized educational activities, which makes them difficult to teach and assess. Interactive methods (e.g. movies) could be efficient teaching methods but are rarely studied. The aims of this study were: 1) to test the relevance and usefulness of movies in teaching professionalism to fourth year medical students and, 2) to assess the impact of this teaching method on students' attitudes towards some professionalism topics. This was an education study with qualitative data analysis in a group of eleven fourth year medical students from the Medical School of University Maribor who attended an elective four month course on professionalism. There were 8 (66.7%) female students in the group. The mean age of the students was 21.9 ± 0.9 years. The authors used students' written reports and oral presentations as the basis for qualitative analysis using thematic codes. Students recognised the following dimensions in the movie: communication, empathy, doctors' personal interests and palliative care. It also made them think about their attitudes towards life, death and dying. The controlled environment of movies successfully enables students to explore their values, beliefs, and attitudes towards features of professionalism without feeling that their personal integrity had been threatened. Interactive teaching methods could become an indispensible aid in teaching professionalism to new generations.

A broadly applicable surgical teaching method: evaluation of a stepwise introduction to cataract surgery.

Science.gov (United States)

Kloek, Carolyn E; Borboli-Gerogiannis, Sheila; Chang, Kenneth; Kuperwaser, Mark; Newman, Lori R; Lane, Anne Marie; Loewenstein, John I

2014-01-01

Although cataract surgery is one of the most commonly performed surgeries in the country, it is a microsurgical procedure that is difficult to learn and to teach. This study aims to assess the effectiveness of a new method for introducing postgraduate year (PGY)-3 ophthalmology residents to cataract surgery. Hospital-based ophthalmology residency program. Retrospective cohort study. PGY-3 and PGY-4 residents of the Harvard Medical School Ophthalmology Residency from graduating years 2010 to 2012. In July 2009, a new method of teaching PGY-3 ophthalmology residents cataract surgery was introduced, which was termed "the stepwise introduction to cataract surgery." This curriculum aimed to train residents to perform steps of cataract surgery by deliberately practicing each of the steps of surgery under a structured curriculum with faculty feedback. Assessment methods included surveys administered to the PGY-4 residents who graduated before the implementation of these measures (n = 7), the residents who participated in the first and second years of the new curriculum (n = 16), faculty who teach PGY-4 residents cataract surgery (n = 8), and review of resident Accreditation Council for Graduate Medical Education surgical logs. Resident survey response rate was 100%. Residents who participated in the new curriculum performed more of each step of cataract surgery in the operating room, spent more time practicing each step of cataract surgery on a cataract surgery simulator during the PGY-3 year, and performed more primary cataract surgeries during the PGY-3 year than those who did not. Faculty survey response rate was 63%. Faculty noted an increase in resident preparedness following implementation of the new curriculum. There was no statistical difference between the precurriculum and postcurriculum groups in the percentage turnover of cataracts for the first 2 cataract surgery rotations of the PGY-4 year of training. The introduction of cataract surgery to PGY-3 residents

The application of isotopic dating methods for prospection and exploration of nuclear raw material

International Nuclear Information System (INIS)

Komlev, L.V.; Anderson, E.B.

1977-01-01

Among the geological and geochemical methods for prospecting and searching the nuclear raw material, the isotope-dating methods determine the most important search criterion - the time of the ore-forming. The elaboration and use of these methods in uranium-ore regions reveal a series of geochemical epochs of uranium and thorium accumulation connected naturally with the history of geological evolution of the earth crust. The isotope-dating methods enable with confidence to establish the stages of tectono-magmatic activity resulting in the redistribution and the local concentration of uranium. The wide use of isotopic methods is a necessary condition for reasonable trends of the modern geological exploration [ru

Developing Critical Understanding in HRM Students: Using Innovative Teaching Methods to Encourage Deep Approaches to Study

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Butler, Michael J. R.; Reddy, Peter

2010-01-01

Purpose: This paper aims to focus on developing critical understanding in human resource management (HRM) students in Aston Business School, UK. The paper reveals that innovative teaching methods encourage deep approaches to study, an indicator of students reaching their own understanding of material and ideas. This improves student employability…

Evaluation of medical students of teacher-based and student-based teaching methods in Infectious diseases course.

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Ghasemzadeh, I; Aghamolaei, T; Hosseini-Parandar, F

2015-01-01

Introduction: In recent years, medical education has changed dramatically and many medical schools in the world have been trying for expand modern training methods. Purpose of the research is to appraise the medical students of teacher-based and student-based teaching methods in Infectious diseases course, in the Medical School of Hormozgan Medical Sciences University. Methods: In this interventional study, a total of 52 medical scholars that used Section in this Infectious diseases course were included. About 50% of this course was presented by a teacher-based teaching method (lecture) and 50% by a student-based teaching method (problem-based learning). The satisfaction of students regarding these methods was assessed by a questionnaire and a test was used to measure their learning. information are examined with using SPSS 19 and paired t-test. Results: The satisfaction of students of student-based teaching method (problem-based learning) was more positive than their satisfaction of teacher-based teaching method (lecture).The mean score of students in teacher-based teaching method was 12.03 (SD=4.08) and in the student-based teaching method it was 15.50 (SD=4.26) and where is a considerable variation among them (p<0.001). Conclusion: The use of the student-based teaching method (problem-based learning) in comparison with the teacher-based teaching method (lecture) to present the Infectious diseases course led to the student satisfaction and provided additional learning opportunities.

Teaching About Women in Hispanic Literature: Current Methods and Materials.

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Maier, Carol

Awareness of a new and altered method of teaching literature, similar to that described by Adrienne Rich, grew from the experience of teaching a small introductory course in twentieth century Hispanic women writers to students with diverse language, cultural, and economic backgrounds. Although about half the students were native Spanish speakers,…

Shared Journaling as Peer Support in Teaching Qualitative Research Methods

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Humble, Aine M.; Sharp, Elizabeth

2012-01-01

Teaching qualitative research methods (QRM), particularly early on in one's academic career, can be challenging. This paper describes shared peer journaling as one way in which to cope with challenges such as complex debates in the field and student resistance to interpretive paradigms. Literature on teaching QRM and the pedagogical value of…

Strong impacts of daily minimum temperature on the green-up date and summer greenness of the Tibetan Plateau.

Science.gov (United States)

Shen, Miaogen; Piao, Shilong; Chen, Xiaoqiu; An, Shuai; Fu, Yongshuo H; Wang, Shiping; Cong, Nan; Janssens, Ivan A

2016-09-01

Understanding vegetation responses to climate change on the Tibetan Plateau (TP) helps in elucidating the land-atmosphere energy exchange, which affects air mass movement over and around the TP. Although the TP is one of the world's most sensitive regions in terms of climatic warming, little is known about how the vegetation responds. Here, we focus on how spring phenology and summertime greenness respond to the asymmetric warming, that is, stronger warming during nighttime than during daytime. Using both in situ and satellite observations, we found that vegetation green-up date showed a stronger negative partial correlation with daily minimum temperature (Tmin ) than with maximum temperature (Tmax ) before the growing season ('preseason' henceforth). Summer vegetation greenness was strongly positively correlated with summer Tmin , but negatively with Tmax . A 1-K increase in preseason Tmin advanced green-up date by 4 days (P greenness by 3.6% relative to the mean greenness during 2000-2004 (P green-up date (P > 0.10) and higher summer Tmax even reduced greenness by 2.6% K(-1) (P greenness were probably due to the accompanying decline in water availability. The dominant enhancing effect of nighttime warming indicates that climatic warming will probably have stronger impact on TP ecosystems than on apparently similar Arctic ecosystems where vegetation is controlled mainly by Tmax . Our results are crucial for future improvements of dynamic vegetation models embedded in the Earth System Models which are being used to describe the behavior of the Asian monsoon. The results are significant because the state of the vegetation on the TP plays an important role in steering the monsoon. © 2016 John Wiley & Sons Ltd.

Similarities and differences between Turkic languages and comparative methods in teaching them

Directory of Open Access Journals (Sweden)

Gyulzura Zhumakunova

2018-03-01

Full Text Available Turkic languages are cognate language which stem back to the single ancestor – Proto-Turkic language. In the course of long and convoluted history of Turkic-speaking peoples, all of their languages suffered various degrees of change on every level of its structure – in phonemes, morphemes, vocabulary and syntax. At the same time, all of these languages have preserved some of their common features which link them to their ancestor tongue. In this article, the author, from her long experience of teaching Kyrgyz at Ankara University, explains her vision of teaching Turkic languages in general and describes the methods and approaches which she deems helpful in successful teaching on university level. In teaching a Turkic language, the main objective is not to focus on language study as such, but take a breathtaking journey along the hidden paths of one’s mother tongue and get to understand it in a more profound way, in its historical retrospective. Turkic languages have always attracted linguists and were in the focus of their studies. Getting acquainted with various linguistic theories and the works of prominent Turkologists, as seen from teaching practice, is also very helpful to shape an enduring interest in learning both the target language and first language more profoundly. We also have to take into account such extralinguistic factors as the objective of language study, friendliness of the environment and the demand for language in a given environment. The article examines these issues through the alphabets and their various uses among Turkic peoples. When setting up a language study program, it is also important to take into account how familiar students are with the target language. Overall, this new type of work required a fundamental study of methodological foundations of language teaching. New types of academic and learners’ dictionaries have to be prepared, as well as new textbooks to help students of a specific Turkic language.

[Cancer nursing care education programs: the effectiveness of different teaching methods].

Science.gov (United States)

Cheng, Yun-Ju; Kao, Yu-Hsiu

2012-10-01

In-service education affects the quality of cancer care directly. Using classroom teaching to deliver in-service education is often ineffective due to participants' large workload and shift requirements. This study evaluated the learning effectiveness of different teaching methods in the dimensions of knowledge, attitude, and learning satisfaction. This study used a quasi-experimental study design. Participants were cancer ward nurses working at one medical center in northern Taiwan. Participants were divided into an experimental group and control group. The experimental group took an e-learning course and the control group took a standard classroom course using the same basic course material. Researchers evaluated the learning efficacy of each group using a questionnaire based on the quality of cancer nursing care learning effectiveness scale. All participants answered the questionnaire once before and once after completing the course. (1) Post-test "knowledge" scores for both groups were significantly higher than pre-test scores for both groups. Post-test "attitude" scores were significantly higher for the control group, while the experimental group reported no significant change. (2) after a covariance analysis of the pre-test scores for both groups, the post-test score for the experimental group was significantly lower than the control group in the knowledge dimension. Post-test scores did not differ significantly from pre-test scores for either group in the attitude dimension. (3) Post-test satisfaction scores between the two groups did not differ significantly with regard to teaching methods. The e-learning method, however, was demonstrated as more flexible than the classroom teaching method. Study results demonstrate the importance of employing a variety of teaching methods to instruct clinical nursing staff. We suggest that both classroom teaching and e-learning instruction methods be used to enhance the quality of cancer nursing care education programs. We

Identifying Teaching Methods that Engage Entrepreneurship Students

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Balan, Peter; Metcalfe, Mike

2012-01-01

Purpose: Entrepreneurship education particularly requires student engagement because of the complexity of the entrepreneurship process. The purpose of this paper is to describe how an established measure of engagement can be used to identify relevant teaching methods that could be used to engage any group of entrepreneurship students.…