Sample records for lotaria dos exames

  1. ANÁLISE DA QUALIDADE DOS REGISTROS NOS PRONTUÁRIOS DE GESTANTES COM EXAME DE VDRL REAGENTE

    Microsoft Academic Search

    Maria Alix Leite Araújo; Denise Mai; Alves da Silva; Raimunda Magalhães da Silva; Marcelo Luiz Carvalho Gonçalves

    ? RESUMO Este estudo tem por objetivo analisar a qualidade dos re- gistros nos prontuários de gestantes com Venereal Disease Research Laboratory- VDRL reagente, no período de 2000 a 2005, em uma unidade básica de saúde. Trata-se de um estudo descritivo retrospectivo, realizado em uma institui- ção escolar em Fortaleza, Ceará, nos meses de setembro e outubro de 2006. Foram

  2. Exam Anxiety Overcoming Exam Anxiety

    E-print Network

    to insufficient exam preparation. Exam anxiety can result in: Physical Indicators - Perspiration, sweaty palms, feeling too hot or cold - Headaches, upset stomach, nausea - Rapid heart beat, shallow/irregular breathing;3 Some things that can increase exam anxiety are: Insufficient Exam Preparation - Cramming the night

  3. Testicular Exams

    MedlinePLUS

    ... for Kids for Teens Teens Home Body Mind Sexual Health Food & Fitness Diseases & Conditions Infections Q&A School & ... Plan Dealing With Anger Testicular Exams KidsHealth > Teens > Sexual Health > For Guys > Testicular Exams Print A A A ...

  4. Exam Professor

    NSDL National Science Digital Library

    2006-01-01

    The average professor or lecturer in today's educational environment might be on the lookout for a helpful way to facilitate exams, and this application is just that type of application. With Exam Professor, users can create exams quickly, publish them online, and even mix up the questions. On their website, visitors can learn about all of the features of the program, and take a look at a demonstration exam. This version allows users to create one exam at no charge, and is compatible with computers running Windows 2000, XP and Mac OS X 10.4 and newer.

  5. Final Exam Review Final Exam

    E-print Network

    Kosecka, Jana

    5/7/14 1 Final Exam Review Final Exam · Coverage: second half of the semester you should have had on it the first time...cheat sheets is about identifying important concepts · Next review of more recent topics as well as earlier topics Graph Representa@on · Adjacency list

  6. Competency Patient Care Sub Domain Physical Exam

    E-print Network

    Leistikow, Bruce N.

    ) Cardiovascular exam Pulmonary exam Lymph node exam Primary Care: Musculoskeletal exam Skin exam Psychiatry Head, ear, eye and throat exam Cardiovascular exam Pulmonary exam Lymph node exam Musculoskeletal exam Skin exam Surgery Abdominal exam Wound exam Musculoskeletal exam Rectal exam #12;

  7. Exam Preparation Strategies for Essay Exams

    E-print Network

    Centre web site; and "Writing Tips ­ In-Class Essay Exams" and "Writing Tips ­ Standardized Test EssaySee over Exam Preparation Strategies for Essay Exams Essay exams test you on "the big picture "Listening & Note-taking" under "Learning & Studying" on the SLC web site for information on concept mapping

  8. Exam fairness

    E-print Network

    Mathieu Bouville

    2008-03-29

    It is widely agreed that exams must be fair; yet what this exactly means is not made clear. One may mean fairness of treatment, but this merely propagates the fairness or unfairness of pre-existing rules. Fairness of opportunity on the other hand necessarily leads to identical grades for everyone, which clearly makes it inapplicable. Neither view is helpful to make decisions on competing claims: fairness of treatment ignores the problem and fairness of opportunity holds all claims to be equally valid. To escape this deadlock one needs an external criterion to replace fairness viewed as student-student comparison. Keywords: assessment; bias; engineering education; examinations; grading; justice; tests

  9. The Neurological Exam

    NSDL National Science Digital Library

    Hohol, Marika

    This website features a complete neurological exam with the following elements: 1) cranial nerves, 2) motor exam, 3) sensory exam, 4) stance & gait. Video demonstrations are used for each part of the exam. Text describes the examination technique, expected normal findings and common abnormal findings. A helpful glossary of terms is available in a separate frame at the bottom of the page for reference. A high bandwidth is recommended and a QuickTime player is necessary.Annotated: false

  10. SCHOOL OF LAW Hall Split Exam Code Exam Name Day Exam date Time Exam Hall

    E-print Network

    Glasgow, University of

    _1 Law of the Sea Thu 01/05/2014 09:30 - 12:30 Gym St. Andrews Building LAW5150_1 International Tax LawSCHOOL OF LAW Hall Split Exam Code Exam Name Day Exam date Time Exam Hall LAW5006_1 Carriage of Goods By Sea Mon 28/04/2014 09:30 - 12:30 Gym St. Andrews Building LAW4052_1 Administrative Law Mon 28

  11. Exams: The Secret Ingredients

    ERIC Educational Resources Information Center

    DiJulio, Betsy

    2012-01-01

    This year, many high-school teachers in the district where the author teaches experienced exam anxiety because midterms--as they had come to know and love them--were no more. For a variety of reasons, the semester exam schedule looked very different. More to the point is the new philosophy about exam content and format that underpinned the…

  12. Challenges When Introducing Electronic Exam

    ERIC Educational Resources Information Center

    Kuikka, Matti; Kitola, Markus; Laakso, Mikko-Jussi

    2014-01-01

    Time pressures often necessitate the use of more efficient exam tools, such as electronic exams (e-exams), instead of traditional paper exams. However, teachers may face challenges when introducing e-exams in a higher education context. This paper describes what kinds of challenges teachers may face when introducing e-exams, based on experiences…

  13. Examining Exam Reviews: A Comparison of Exam Scores and Attitudes

    ERIC Educational Resources Information Center

    Hackathorn, Jana; Cornell, Kathryn; Garczynski, Amy M.; Solomon, Erin D.; Blankmeyer, Katheryn E.; Tennial, Rachel E.

    2012-01-01

    Instructors commonly use exam reviews to help students prepare for exams and to increase student success. The current study compared the effects of traditional, trivia, and practice test-based exam reviews on actual exam scores, as well as students' attitudes toward each review. Findings suggested that students' exam scores were significantly…

  14. Exam preparation learning

    NASA Astrophysics Data System (ADS)

    Fakcharoenphol, Witat

    This thesis investigates student learning through practice exams. A series of experiments were conducted using a web-based platform that provided students with an organized structure to study past exam problems. We establish the learning obtained from doing these practice exams (Chapter 1) and then manipulate the feedback mechanisms (Chapter 2 and 4) and duration of the treatment (Chapter 3). The results show that all students benefit from practice exams and worked out solution feedback. However, investing more resources in this learning tool might not result in better learning gains. A comparison between experiments suggests that, beyond the quality of the practice exams and solution feedback, motivation and learning goals may be crucial to enhancing student learning during exam preparation.

  15. Design Considerations for Exam Wrappers

    NSDL National Science Digital Library

    Marsha C. Lovett

    This Tomorrow's Professor posting looks at the use of exam wrappers as a way to help students improve their performance on exams. Exam wrappers are short activities that direct students to review their performance (and the instructor's feedback) on an exam with an eye toward adapting their future learning. It is from Chapter 2 - Make Exams Worth More Than the Grade: Using Exam Wrappers to Promote Metacognition, by Marsha C. Lovett, in the book, Using Reflection and Metacognition to Improve Student Learning Across the Disciplines, Across the Academy, edited by Matthew Kaplan, Naomi Silver, Danielle LaVaque-Manty, and Deborah Meizlish.

  16. Preparing Students for the AP Psychology Exam

    ERIC Educational Resources Information Center

    Whitlock, Kristin

    2013-01-01

    The Advanced Placement Psychology exam is one of the fastest growing exams offered by the College Board. The average percent of change in the number of students taking this exam over the past five years is 12.4%. With 238,962 students taking the exam in 2013, the AP Psychology exam is the sixth largest exam, surpassing AP Biology and AP World…

  17. Exam Question Exchange.

    ERIC Educational Resources Information Center

    Alexander, John J., Ed.

    1978-01-01

    Two exam questions are presented. One suitable for advanced undergraduate or beginning graduate courses in organic chemistry, is on equivalent expressions for the description of several pericyclic reactions. The second, for general chemistry students, asks for an estimation of the rate of decay of a million-year-old Uranium-238 sample. (BB)

  18. Fuel Cell Final Exam

    NSDL National Science Digital Library

    This final exam could be used at the end of a class or unit on fuel cell technology. The test consists of multiple choice, true/false, fill in the blank and short answer questions. This document may be downloaded in Microsoft Word DOC file format.

  19. Exam-studying tips

    E-print Network

    Oct 27, 2011 ... digestive system, he says, practice explaining how it ... series of nearly 30 practice SAT college-entrance exams. .... With practice, you'll ... If you are still feeling anxious, set aside 10 minutes beforehand to write down your ...

  20. Normal - Mental Status Exam - Orientation Sub-exam - Patient 1

    NSDL National Science Digital Library

    Pearson, John C.

    This video demonstrates a 'normal' mental status exam of a patient. The patient is a female with no known neurological health problems who volunteered to act as a simulated patient in order to demonstrate 'normal' responses to exam techniques. Viewing the video requires installation of the free QuickTime Plug-in.

  1. Normal - Mental Status Exam - Attention Sub-exam - Patient 1

    NSDL National Science Digital Library

    Pearson, John C.

    In this demonstration video, a patient is given a mental status exam. The patient is a female with no known neurological health problems who volunteered to act as a simulated patient in order to demonstrate 'normal' responses to exam techniques. Viewing the video requires installation of the free QuickTime Plug-in.

  2. Normal - Mental Status Exam - Memory Sub-exam - Patient 1

    NSDL National Science Digital Library

    John C. Pearson, PhD

    This video shows an example of a 'normal' mental status exam of a patient. Patient is a female with no known neurological health problems who volunteered to act as a simulated patient in order to demonstrate 'normal' responses to exam techniques. Viewing the video requires installation of the free QuickTime Plug-in.

  3. Construction and Evaluation of Actuarial Models Exam

    E-print Network

    SOA USER

    2012-10-10

    judge their effectiveness for future exams, but they will NOT be used in the scoring of this exam. ... Therefore, candidates should answer every question on the exam. ... Perform Bayesian analysis using both discrete and continuous models. 3.

  4. Exam corner--June 2013.

    PubMed

    Khanduja, V

    2013-06-01

    The FRCS (Tr & Orth) examination has three components: MCQs, Vivas and Clinical Examination. The Vivas are further divided into four sections comprising Basic Science, Adult Pathology, Hands and Children's Orthopaedics and Trauma. The Clinical Examination section is divided into Upper and Lower limb cases. The aim of this section in the Journal is to focus specifically on the trainees preparing for the exam and to cater to all the sections of the exam. The vision is to complete the cycle of all relevant exam topics (as per the syllabus) in four years. PMID:23723288

  5. Exam corner--August 2013.

    PubMed

    Khanduja, V

    2013-08-01

    The FRCS (Tr & Orth) examination has three components: MCQs, Vivas and Clinical Examination. The Vivas are further divided into four sections comprising Basic Science, Adult Pathology, Hands and Children's Orthopaedics and Trauma. The Clinical Examination section is divided into Upper and Lower limb cases. The aim of this section in the Journal is to focus specifically on the trainees preparing for the exam and to cater to all the sections of the exam. The vision is to complete the cycle of all relevant exam topics (as per the syllabus) in four years. PMID:23908437

  6. Exam corner--November 2013.

    PubMed

    Khanduja, V

    2013-11-01

    The FRCS (Tr & Orth) examination has three components: MCQs, Vivas and Clinical Examination. The Vivas are further divided into five sections comprising Basic Science, Adult Pathology, Hands, Children’s Orthopaedics and Trauma. The Clinical Examination section is divided into upper- and lower-limb cases. The aim of this section in the Journal is to focus specifically on the trainees preparing for the exam and to cater to all the sections of the exam every month. The vision is to complete the cycle of all relevant exam topics (as per the syllabus) in four years. PMID:24151285

  7. Student Exam Creation as a Learning Tool

    ERIC Educational Resources Information Center

    Brink, Jan; Capps, Emerson; Sutko, Al

    2004-01-01

    The purpose of this study was to determine if there is a relationship between: 1) comprehensiveness of student developed model tests and final exam score, 2) the quality of student developed model tests and answer keys combined, and final exam score, and 3) student developed model test similarity to instructor final exam and final exam score.…

  8. EXPOSURE ANALYSIS MODELING SYSTEM (EXAMS)

    EPA Science Inventory

    The Exposure Analysis Modeling System (EXAMS), first published in 1982 (EPA-600/3-82-023), provides interactive computer software for formulating aquatic ecosystem models and rapidly evaluating the fate, transport, and exposure concentrations of synthetic organic chemicals--pesti...

  9. Developing On-line Exams.

    ERIC Educational Resources Information Center

    Hartsell, Taralynn S.; Yuen, Steve Chi-Yin

    2003-01-01

    Discusses advantages and limitations of online exams, describes available software tools for creating computer-based tests (CGI, JavaScript, commercial programs, course authoring tools), and offers suggestions for implementation. (JOW)

  10. USEFUL: Ultrasound Exam for Underlying Lesions Incorporated into Physical Exam

    PubMed Central

    Steller, Jon; Russell, Bianca; Lotfipour, Shahram; Maldonado, Graciela; Siepel, Tim; Jakle, Halsey; Hata, Stacy; Chiem, Alan; Fox, John Christian

    2014-01-01

    Introduction: The Ultrasound Screening Exam for Underlying Lesions (USEFUL) was developed in an attempt to establish a role for bedside ultrasound in the primary and preventive care setting. It is the purpose of our pilot study to determine if students were first capable of performing all of the various scans required of our USEFUL while defining such an ultrasound-assisted physical exam that would supplement the standard hands-on physical exam in the same head-to-toe structure. We also aimed to assess the time needed for an adequate exam and analyze if times improved with repetition and previous ultrasound training. Methods: Medical students with ranging levels of ultrasound training received a 25-minute presentation on our USEFUL followed by a 30-minute hands-on session. Following the hands-on session, the students were asked to perform a timed USEFUL on 2–3 standardized subjects. All images were documented as normal or abnormal with the understanding that an official detailed exam would be performed if an abnormality were to be found. All images were read and deemed adequate by board eligible emergency medicine ultrasound fellows. Results: Twenty-six exams were performed by 9 students. The average time spent by all students per USEFUL was 11 minutes and 19 seconds. Students who had received the University of California, Irvine School of Medicine's integrated ultrasound curriculum performed the USEFUL significantly faster (p< 0.0025). The time it took to complete the USEFUL ranged from 6 minutes and 32 seconds to 17 minutes, and improvement was seen with each USEFUL performed. The average time to complete the USEFUL on the first standardized patient was 13 minutes and 20 seconds, while 11 minutes and 2 seconds, and 9 minutes and 20 seconds were spent performing the exam on the second and third patient, respectively. Conclusion: Students were able to effectively complete all scans required by the USEFUL in a timely manner. Students who have been a part of the integrated ultrasound in medicine curriculum performed the USEFUL significantly faster than students who had not. Students were able to significantly improve upon the time it took them to complete the USEFUL with successive attempts. Future endpoints are aimed at assessing the feasibility and outcomes of an ultrasound-assisted physical exam in a primary care setting and the exam's effect on doctor-patient satisfaction. [West J Emerg Med. 2014;15(3):260–266.] PMID:24868302

  11. UBC Biochemistry Comprehensive Exam Guidelines Biochemistry and Molecular Biology

    E-print Network

    Strynadka, Natalie

    UBC Biochemistry Comprehensive Exam Guidelines Biochemistry and Molecular Biology Comprehensive Examination Guidelines 20132014 #12;UBC Biochemistry Comprehensive Exam Guidelines Table #12;UBC Biochemistry Comprehensive Exam Guidelines

  12. Exit Exam as Academic Performance Indicator

    ERIC Educational Resources Information Center

    Al Ahmad, Mahmoud; Al Marzouqi, Ali H.; Hussien, Mousa

    2014-01-01

    This paper focuses on the impact of exit exams on different elements of the educational process, namely: curriculum development, students and instructors. A 50-question multiple-choice Exit Exam was prepared by Electrical Engineering (EE) faculty members covering a poll of questions from EE core courses. A copy of the Exit Exam applied during each…

  13. ELI Talent Show Final Exams

    E-print Network

    Pilyugin, Sergei S.

    Highlights ELI Talent Show Final Exams Scholarship Nominees Graduate Admissions Workshop Reminders from the Office Manners, Cultures, & Grammar TheELIWeekly ELI Talent Show It's going to be a blast! Come one, come all! The 2nd Annual ELI Talent Show will be on Tuesday, April 15th

  14. Econ 2 Practice First Exam

    NSDL National Science Digital Library

    James Hamilton

    Exam -- twenty questions of multiple choice and four free response -- for an introductory or intermediate undergraduate (or advanced AP) economics class. Covers topics such as supply and demand, taxes, subsidies and dead weight loss, marginal revenue/marginal cost, competition and imperfect competition.

  15. Exam Schools from the Inside

    ERIC Educational Resources Information Center

    Finn, Chester E., Jr.; Hockett, Jessica

    2012-01-01

    Sometimes called "exam schools," academically selective institutions have long been a part of the American secondary-education landscape. The schools are diverse in origin and purpose. No single catalyst describes why or how they began as or morphed into academically selective institutions. A number of them were products of the country's efforts…

  16. Neuropathy - Coordination Exam - Lower Extremities Sub-exam - Patient 7

    NSDL National Science Digital Library

    Pearson, John C.

    This video demonstrates a coordination exam of the lower extremities. This 61-year-old man has had slowly progressive gait disturbance and weakness of his legs for 14 years. He has developed a limp in both legs, and his feet trip on objects and on uneven floor surfaces resulting in falls. Weakness and numbness of the legs is limiting his ability to walk. Viewing the video requires installation of the free QuickTime Plug-in.

  17. University of South Carolina Student Exams

    NSDL National Science Digital Library

    What exactly did university students study in the 19th century? Better yet, what were their exams like? Both questions are answered in part by this digital collection offered up by the University of South Carolina's Digital Collections group. Drawing on their holdings, this collection features student exams in a variety of subjects from 1854 to 1917. The exams are indicative of the changing nature of the university's curriculum over this period, as visitors will note that after the 1870s there is a distinct movement towards more practical materials. Some of the exams are dated, and others can be linked to a certain professor or general time period. Visitors can look at a list of the exams, and then use the viewer to scrutinize the details. Along with the questions, some of the exams have hand-written answers, which are of great interest as well.

  18. CompTIA A+ Certifications and Exams

    NSDL National Science Digital Library

    A+ certification is one of the most widely recognized computer technician certification programs. Certification is granted by a non-profit trade organization CompTIA and is vendor neutral. This webpage (from CompTIA website) provides links to A+ certification exam preparation material). Links are given to sample test questions and pages providing information on exam objectives; finding training materials & providers; test taking tips; financial aid; and registering for the exam. Information, including a name and email address, are required.

  19. The art of a pediatric exam.

    PubMed

    Riley, Debra

    2014-06-15

    This article discusses incorporating "artistry" into a primary care pediatric exam, a technique that considers a child's cognitive developmental stage, previous medical experiences, and the family's general stressors and fears. Benefits of using the artistic exam technique include decreased fear and anxiety for both the child and parent and fewer unnecessary diagnostic tests. The artistic exam has also been shown to improve adherence to pre- and postcare instructions and improved quality outcomes. PMID:24841465

  20. Profile of State High School Exit Exam Policies. Nevada

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Nevada's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  1. Profile of State High School Exit Exam Policies. South Carolina

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on South Carolina's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam…

  2. State High School Exit Exams: A Baseline Report.

    ERIC Educational Resources Information Center

    Chudowsky, Naomi; Kober, Nancy; Gayler, Keith S.; Hamilton, Madlene

    This report presents baseline findings from a 3-year study of state exit exams. The study involved data from all states with current or planned exit exams; case studies of five states; and research review. Researchers examined: why so many states are adopting high school exit exams, impacts of exit exams on students, what the exams are like, and…

  3. CMPE101 Exam Information Spring, 2012 Cmpe 101 and its Challenge Exam

    E-print Network

    Barrett, William A.

    or its equivalent. Passing this exam is not a guarantee of passing CMPE 126, but failing this exam101 Exam Information Spring, 2012 2 CMPE 46 CMPE 101 test CMPE 101 course CMPE 126 pass fail pass fail is to assess a student's ability to succeed in CMPE 126, Data Structures and Algorithms, after taking CMPE 46

  4. From Exam Factories to Communities of Discovery

    ERIC Educational Resources Information Center

    Coffield, Frank; Williamson, Bill

    2011-01-01

    The British current model of education has turned schools into exam factories and further education colleges and universities into skills factories for British industry. In their book, "From Exam Factories to Communities of Discovery: the Democratic Route," the authors offer an alternative way of thinking and talking about education, as well as…

  5. X-Ray Exam: Cervical Spine

    MedlinePLUS

    KidsHealth > Parents > Doctors & Hospitals > Medical Tests & Exams > X-Ray Exam: Cervical Spine Print A A A Text Size What's in this article? What It Is Why It's Done Preparation Procedure What to Expect Getting the Results Risks Helping Your Child If ...

  6. Economics 201B - Final Exam -- 2001

    NSDL National Science Digital Library

    Final examination for an economics class at UCLA focusing on game theory. The exam provides some economic contextualization, but focuses mostly on theory. Solutions to the exam are available here: http://levine.sscnet.ucla.edu/econ201/final01a.pdf.

  7. Physics Exams that Promote Collaborative Learning

    NASA Astrophysics Data System (ADS)

    Wieman, Carl E.; Rieger, Georg W.; Heiner, Cynthia E.

    2014-01-01

    The two-stage exam is a relatively simple way to introduce collaborative learning and formative assessment into an exam. Their use is rapidly growing in the physics department at the University of British Columbia, as both students and faculty find them rewarding. In a two-stage exam students first complete and turn in the exam individually, and then, working in small groups, answer the exam questions again. During the second stage, the room is filled with spirited and effective debate with nearly every student participating. This provides students with immediate targeted feedback supplied by discussions with their peers. Furthermore, we see indications that the use of this exam format not only ensures consistency across interactive course components, but it also positively impacts how students approach the other collaborative course components. This is accomplished without losing the summative assessment of individual performance that is the expectation of exams for most instructors. In this paper we describe how to implement two-stage exams and provide arguments why they should be part of physics courses that use interactive engagement and social/collaborative learning methods.

  8. Exam Preparation Identifying Levels of Learning

    E-print Network

    , statistics, terms, persons, phenomenon, and places. Typical exam wording includes: choose, define, find into identifiable parts so that organizational structures, patterns and relationships between the parts can be made to recognize relationships between parts, combine and organize components, and create a new whole. Typical exam

  9. Dr. Campbell's Bio111 Exam #3 Spring 2007 Spring 2007 Biology 111 In-Class Exam #3 BioEnergetics

    E-print Network

    Campbell, A. Malcolm

    this exam take you to complete (excluding typing)? #12;Dr. Campbell's Bio111 Exam #3 ­ Spring 2007 2 Lab's Bio111 Exam #3 ­ Spring 2007 3 4 pts. 3) List two possible products of fermentation and how many

  10. Exam Frequency Comparison in Introductory Soil Science

    NSDL National Science Digital Library

    K. Barbarick

    This article describes a study in which the number of exams administered in a semester was examined to determine its impact on students' grades and on course evaluations regarding their recommendation of the course and the instructor to other students. The course was an introductory soil science course in which, over 3 semesters, 5 exams were given per semester. For the next 5 semesters, the number of exams was increased to 10 per semester. For the most recent semesters, students responded that they preferred more frequent exams. Grouping of the semesters into those with either 5 or 10 tests showed a higher overall class grade-point average for the semesters with more tests, and a Chi-square test showed that the higher grades were due to an increase in the proportion of A's. This grouping also showed that giving more exams did not significantly affect the students' response concerning recommendations of the course or the instructor to other students.

  11. Oral Exams as a Tool for Teaching and Assessment

    ERIC Educational Resources Information Center

    Sayre, Eleanor C.

    2014-01-01

    Oral exams are a fruitful and practical alternative to written exams in small-enrolment Science classes. In an oral exam, the instructor can assess conceptual understanding, problem-solving, scientific communication skills, and a student's philosophy of science. In contrast, a written exam gives a much poorer picture of how students learn and…

  12. Physics Exam Preparation: A Comparison of Three Methods

    ERIC Educational Resources Information Center

    Fakcharoenphol, Witat; Stelzer, Timothy

    2014-01-01

    In this clinical study on helping students prepare for an exam, we compared three different treatments. All students were asked to take a practice exam. One group was then given worked-out solutions for that exam, another group was given the solutions and targeted exercises to do as homework based on the result of their practice exam, and the…

  13. A New Comprehensive Final Exam

    NASA Astrophysics Data System (ADS)

    Bhavsar, Suketu P.

    2015-01-01

    Instructors aspire for students to master all the material covered. The final exam should assess the breadth and depth of their learning and be a significant basis for the final grade. I insist on a comprehensive final because I want students to review early material in light of later topics. I believe that this helps students create connections, integrate understanding, and retain knowledge for the long term. For non-science majors, reviewing and retaining the large amount of astronomy material is daunting. I experimented with a final exam format that calmed their fears and encouraged thorough review. It is only practical for a class of about twenty students or less. I provided a number of challenging conceptual and problem solving questions (at least as many as there were students), crafted to interconnect and span the entire range of topics. The order of the questions reflected the sequence in which the topics had been discussed. Students received these questions in ample time to prepare prior to the final. A student could bring up to 5 standard sheets of notes to the final. At the final, each student picked a number out of a hat. This was the question they had to answer in a 5-minute presentation. They were allowed 15 minutes for a final preparation during which they could use their 5 pages of notes. The presentations were given in order, 1- 20. Written comments on at least 10 other talks, explaining what was missed or correcting a mistake were required. They were graded both on their talk and on their comments. This format required students to be prepared for any question and encouraged interaction and communication while studying. Knowing the questions beforehand provided a guide to their studying as well as allayed their fears about what could be asked. The students also received guidance to what constituted a good answer, namely accuracy (correct scientific argument, appropriate facts, no irrelevant material), thoroughness (answered the complete questions, covered relevant material) and the quality of the presentation (polished, professional, use of demonstrations, graphs, pictures etc. and time appropriately to present a clear answer). I will describe this first attempt.

  14. Taking Exams (Black Box Software Testing classes)

    NSDL National Science Digital Library

    Cem Kaner

    2011-06-01

    This subset of the Black Box Software Testing collection includes lecture videos, slides, suggested readings, and study questions focusing on skills needed for Taking Exams - especially answering essay questions.

  15. Procedures for Comprehensive Exams 1. Students must pass a written comprehensive exam in each of two fields. Students

    E-print Network

    Hill, Wendell T.

    Procedures for Comprehensive Exams 1. Students must pass a written comprehensive exam in each of two fields. Students who fail either exam more than once will not be allowed to continue with the relevant field chair). If 2 or more members of the exam committee cast passing votes, the student is deemed

  16. Instructions of the NTU Health Exam for Incoming Exchange Students (Health Exam Time)

    E-print Network

    Wu, Yih-Min

    ) 2 () Department of Family Medicine, Health Exam Register, 2F of the older wing of the National) 3456 1 4. 6 5 #12;2Pay Pay at the counter next to the Department of Ophthalmology on 2F to the waiting area near the Department of Family Medicine for blood test. 6Exam items by doctor; submit

  17. Only requires 1 form sent back with exams Sends prepaid UPS label to return exams

    E-print Network

    score 75% Exam offered in: Eng, Spn, Chin, Japanese, Korean, French Canadian, Lg Print National Exam 5yr in a quarter (as long as not the same test form), Do not know of a rule on number of attempts per 12 month

  18. Normal - Station and Gait Exam - Station Sub-exam - Patient 1

    NSDL National Science Digital Library

    Pearson, John C.

    This video demonstrates a normal patient station and gait exam. The patient is a female with no known neurological health problems who volunteered to act as a simulated patient in order to demonstrate 'normal' responses to exam techniques. Viewing the video requires installation of the free QuickTime Plug-in.

  19. Normal - Cranial Nerves Exam - Vestibulocochlear (CN VIII) Nerve Sub-exam - Patient 1

    NSDL National Science Digital Library

    Pearson, John C.

    This video depicts the 'normal' patient responses that should occur during a cranial nerves exam. The patient in the video is a female with no known neurological health problems who volunteered to act as a simulated patient in order to demonstrate 'normal' responses to exam techniques. Viewing the video requires installation of the free QuickTime Plug-in.

  20. Relationship between Students' Formative Exam-Taking Strategies and Summative Exam Scores

    ERIC Educational Resources Information Center

    Klecker, Beverly M.; Klecker, Richard L.

    2010-01-01

    This study explored graduate students' formative exam-taking strategies in an online classroom. Research questions were: (1) What formative test-taking strategies did students use? (2) Were the strategies related to the students' final exam scores? Students (N=50) in a semester-long measurement class took weekly formative 20-item, multiple-choice…

  1. CLASSIFICAES DOS EXAMES, SRIES E CLASSIFICAO FINAL N Nome Exame 1 2 3 4 5 6 Mdia srie Mdia final

    E-print Network

    Instituto de Sistemas e Robotica

    .3 16 46555 JOÃ?O FILIPE NETO VIEGAS NUNES 16 18 16 16 18 17 16 16.8 16 46566 JOÃ?O PAULO TEN JUA GASPAR RODRIGUES 14 18 17 15 14 10.7 13 49455 PEDRO EMANUEL DIOGO AGOSTINHO 18 18 17 18 18 18 18 17.8 18 49465

  2. Can Students Predict Their Scores in Exams?

    NSDL National Science Digital Library

    H. Sharma

    This article describes a statistical study in which students were asked to predict their own exam scores. The actual and predicted scores of 61 students in 6 years of an advanced plant genetics course and the differences between their actual and predicted scores were analyzed by various statistical measures. An overall mean difference between actual and predicted scores showed that the students, on average, were able to predict their scores within 5 percent of the actual value. However, students were not able to predict their exam scores accurately or precisely; the difference between actual and predicted scores was statistically different from zero. In addition, student demographic types such as age, GPA, or level of education were not significant factors for accuracy in predicting marks on the exam.

  3. Informed Consent for PGP Entrance Exam [Version #1

    E-print Network

    Church, George M.

    Informed Consent for PGP Entrance Exam [Version #1] Title: Personal Genome Project Entrance Exam and therefore am providing informed consent for this questionnaire. Name: Email: HMS/HSDM Committee on Human

  4. EXPOSURE ANALYSIS MODELING SYSTEM: REFERENCE MANUAL FOR EXAMS 2

    EPA Science Inventory

    The Exposure Analysis Modeling System (EXAMS), published in 1982 (EPA-600/3-82-023), provides rapid evaluations of the behavior of synthetic organic chemicals in aquatic ecosystems. EXAMS combines laboratory data describing reactivity and thermodynamic properties of chemicals wit...

  5. Physics 228 -Second Common Hour Exam March 26, 2006

    E-print Network

    Coleman, Piers

    sticker with exam code = Your signature Turn off and put away cell phones now! 1. The exam will last from of the following statements about the photoelectric ef- fect is FALSE: a) The photocurrent increases

  6. Profile of State College Entrance Exam Policies. Maine

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Maine's college entrance exam standards and polices. Some of the categories presented include: (1) College entrance exam policy; (2) Purpose; (3) Major changes in college entrance exam policy since the 2009-10 school year for financial reasons; (4) Preparation state offers to students taking college…

  7. The Effect of Announced Quizzes on Exam Performance: Quiz Content

    ERIC Educational Resources Information Center

    Azorlosa, Julian L.

    2012-01-01

    I administered quizzes to two sections of a course named "The Psychology of Learning." There were three multiple choice exams during the semester. Quizzes were given between exam 1 and exam 2. For one section, (lecture) quizzes occurred after the material had been covered in lecture. For the other section, quizzes were based on material not yet…

  8. EXAM NUMBER: MODULE 0230725: CELLULAR AND MOLECULAR NEUROSCIENCE

    E-print Network

    Elliott, Chris

    EXAM NUMBER: MODULE 0230725: CELLULAR AND MOLECULAR NEUROSCIENCE - turn over -1 Part i: Short be sufficient for your answer #12;EXAM NUMBER: MODULE 0230725: CELLULAR AND MOLECULAR NEUROSCIENCE - turn over and other relevant detail. (4 marks) #12;EXAM NUMBER: MODULE 0230725: CELLULAR AND MOLECULAR NEUROSCIENCE

  9. Profile of State College Entrance Exam Policies. Idaho

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on Idaho's college entrance exam standards and polices. Some of the categories presented include: (1) College entrance exam policy; (2) Purpose; (3) Major changes in college entrance exam policy since the 2009-10 school year for financial reasons; (4) Preparation state offers to students taking college…

  10. Effect of Paper Color and Question Order on Exam Performance

    ERIC Educational Resources Information Center

    Tal, Ilanit R.; Akers, Katherine G.; Hodge, Gordon K.

    2008-01-01

    To deter cheating, teachers commonly use exams printed on differently colored paper or with varied question orders. Previous studies, however, reported that paper color and question order affect exam performance and suggested that teachers should adjust students' scores accordingly and discontinue the use of alternate exam forms. We conducted 2…

  11. Enhanced Security for Online Exams Using Group Cryptography

    ERIC Educational Resources Information Center

    Jung, I. Y.; Yeom, H. Y.

    2009-01-01

    While development of the Internet has contributed to the spread of online education, online exams have not been widely adopted. An online exam is defined here as one that takes place over the insecure Internet, and where no proctor is in the same location as the examinees. This paper proposes an enhanced secure online exam management environment…

  12. Enhanced Security for Online Exams Using Group Cryptography

    Microsoft Academic Search

    Im Young Jung; Heon Young Yeom

    2009-01-01

    While development of the Internet has contributed to the spread of online education, online exams have not been widely adopted. An online exam is defined here as one that takes place over the insecure Internet, and where no proctor is in the same location as the examinees. This paper proposes an enhanced secure online exam management environment mediated by group

  13. Exit Exams: Decreases or Increases the Dropout Rate

    ERIC Educational Resources Information Center

    Barnes, Teresa A.

    2009-01-01

    The purpose of this paper was to examine the impact of exit exams on the dropout rate. Data was gathered from several research articles. The most impressionable research revealed exit exams have a negative effect on minorities, especially black males. Results indicate by 2012, that exit exams in 25 states will affect 81 percent of minority high…

  14. Profile of State College Entrance Exam Policies. North Dakota

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on North Dakota's college entrance exam standards and polices. Some of the categories presented include: (1) College entrance exam policy; (2) Purpose; (3) Major changes in college entrance exam policy since the 2009-10 school year for financial reasons; (4) Preparation state offers to students taking…

  15. The Effect of Announced Quizzes on Exam Performance: II

    ERIC Educational Resources Information Center

    Azorlosa, Julian L.

    2011-01-01

    I administered announced, multiple-choice quizzes to 1 of 2 sections of a Psychology of Learning class in each of 2 consecutive fall semesters. The quizzes were administered between the first and second exams which were also multiple-choice. Quizzes were discontinued after the second exam. After the second exam, students completed a questionnaire…

  16. Policy of Health Exams for Incoming Exchange Students to NTU

    E-print Network

    Wu, Yih-Min

    Policy of Health Exams for Incoming Exchange Students to NTU To meet the regulations of National Taiwan University and our government's requirements, all new students should receive a health exam on the NTU Incoming Exchange / Visiting Students Health Exam Form. Incoming exchange students should fulfill

  17. Policy of Health Exams for Incoming Exchange Students to NTU

    E-print Network

    Wu, Yih-Min

    Policy of Health Exams for Incoming Exchange Students to NTU To meet the regulations of National and February 1st for the spring semester. 2. Students can also choose to take the health exam in Taiwan for students in NTU, for related information please see the Instructions of Health Exams at NTU Hospital (see

  18. Writing About Testing Worries Boosts Exam Performance in the Classroom

    E-print Network

    Loudon, Catherine

    to improve students' scores on high-stakes exams and to increase our understanding of why pressure, significantly improved students' exam scores, especially for students habitually anxious about test taking. Simply writing about one's worries before a high-stakes exam can boost test scores. F or many students

  19. A Legal Overview and History of High School Exit Exams

    ERIC Educational Resources Information Center

    Sutton, Lenford

    2006-01-01

    State exit exams, also known as graduation tests, are tests that student must pass to graduate from high school. These tests are more influential than ever. Accordingly, in 2004, 20 states required students to pass an exit exam to graduate from high school, and six additional states will implement an exit exam by 2009. This affects more than half…

  20. Essentials for revision and exams Photocopiable resource

    E-print Network

    Bristol, University of

    balance so that you are working at your best without it taking over your life. Revision can be hard and for different styles of exams, so find what works best for you. Revision tips You are only expected to do your be a really good way of testing yourself on the topics you have just revised, and will get you used

  1. SATURDAY 10 NOVEMBER 2012 EXAM SCHOOLS, OXFORD

    E-print Network

    Melham, Tom

    at the fair, please find us at The Careers Service stand. Alternatively, please contact us in advance on 018653 THE CAREERS SERVICE SATURDAY 10 NOVEMBER 2012 EXAM SCHOOLS, OXFORD EXHIBITORS FROM 11 Service (GLS) Kaplan Law School Legal Aid Practitioners Group (LAPG) Northumbria Law School Nottingham Law

  2. Statistics 401E SECOND EXAM Name _______________________________

    E-print Network

    Roberts, Carl W.

    examined US magazine advertisements, and have found in them pervasive evidence of such gender-cues. HoweverStatistics 401E Fall 2010 SECOND EXAM Name _______________________________ 1 The Gay Liberation in the US. One strategy endorsed by both movements has been toward the reduction of stereotypical depictions

  3. Statistics 401E SECOND EXAM Name _______________________________

    E-print Network

    Roberts, Carl W.

    examined US magazine advertisements, and have found in them pervasive evidence of such gender-cues. HoweverStatistics 401E Fall 2010 SECOND EXAM Name _______________________________ 1 Solutions The Gay-related discrimination in the US. One strategy endorsed by both movements has been toward the reduction of stereotypical

  4. English-Spanish Verbatim Translation Exam.

    ERIC Educational Resources Information Center

    Stansfield, Charles W.; And Others

    The development and validation of the English-Spanish Verbatim Translation Exam (ESVTE) is described. The test is for use by the Federal Bureau of Investigation (FBI) in the selection of applicants for the positions of Language Specialist or Contract Linguist. The report is divided into eight sections. Section 1 describes the need for the test,…

  5. Scholars Probe Diverse Effects of Exit Exams

    ERIC Educational Resources Information Center

    Viadero, Debra

    2009-01-01

    The author reports on a study released in April 2009 that suggests that California's high school exit exams are affecting some student demographic groups more than others. The California study, which was released by the Institute for Research on Education Policy and Practice at Stanford University, is the latest in a small spate of studies…

  6. Network+ Certification Exam Prep 28 hours, $1495

    E-print Network

    Alabama in Huntsville, University of

    and configuration, media and topologies, management, and security. Revised exam content is addressed and includes Detection, Policy Creation, Social Engineering, DDoS Attacks, Buffer Overflows and Virus Creation and networking experience with an emphasis on security. Network+ and Security+ certifications are beneficial. Jul

  7. Automatic Assessment of 3D Modeling Exams

    ERIC Educational Resources Information Center

    Sanna, A.; Lamberti, F.; Paravati, G.; Demartini, C.

    2012-01-01

    Computer-based assessment of exams provides teachers and students with two main benefits: fairness and effectiveness in the evaluation process. This paper proposes a fully automatic evaluation tool for the Graphic and Virtual Design (GVD) curriculum at the First School of Architecture of the Politecnico di Torino, Italy. In particular, the tool is…

  8. REQUEST FOR CREDIT INTERNATIONAL DIPLOMA EXAMS

    E-print Network

    Dennett, Daniel

    REQUEST FOR CREDIT INTERNATIONAL DIPLOMA EXAMS Tufts does not automatically grant credit for international diploma examinations. Students must formally request credit using this form for each subject desired. Upon meeting university criteria, credits will be determined and transferred to your transcript

  9. High School Exit Exams and Hispanics

    ERIC Educational Resources Information Center

    Adam, Michelle

    2005-01-01

    This article deals with the report, entitled "State High School Exit Exams: A Maturing Reform", that addressed the achievement gaps that exist for minority and English language learner (ELL) populations. In this article, the author shows how Hispanics and ELLs lag behind Caucasians in terms of passing percentage in different subject areas. The…

  10. Introducing Standardized EFL/ESL Exams

    ERIC Educational Resources Information Center

    Laborda, Jesus Garcia

    2007-01-01

    This article presents the features, and a brief comparison, of some of the most well-known high-stakes exams. They are classified in the following fashion: tests that only include multiple-choice questions, tests that include writing and multiple-choice questions, and tests that include speaking questions. The tests reviewed are: BULATS, IELTS,…

  11. Physics 228 Exam II March 25, 2007

    E-print Network

    Coleman, Piers

    SIGNATURE: 1. Turn off your cell phone now! 2. The exam will last from 3:00 p.m. to 4:20 p.m. Use a #2 pen of the following statements about the photoelectric effect is false? a) The stopping potential increases linearly of the spectrum is still described by the Planck law. 6. The threshold wavelength for the photoelectric effect

  12. Stat 231 Exam 3 Spring 2010

    E-print Network

    Vardeman, Stephen B.

    _________________________________________________________ Name Printed #12;2 This exam concerns analyses of some data collected by ISU students Flood between ^andy y (based on Model 3)? 6 pts 6 pts 9 pts 7 pts #12;8 k) Consider the conditions 1 2300 and 950x x . As it turns out, JMP indicates that ^ .5187ySE for Model 3 and this set of conditions. What

  13. EXAM PLACES K Chemistry Dept. Building

    E-print Network

    Hasýrcý, Vasýf

    .30 Proctors will pick-up exam papers from G. ERTA, T. TNÃ?ER Surname Group Place Building Proctors Instructor AHBOZ- BAARAN (24) 01 U-1 G. ERTA BEGJANOV- DEMRDELEN (24) 01 U-2 G. ERTA DEMREL- YÃ?REKL (100) 01 U-3 G. ERTA ABALI-ELTA (40) 02 P-1 T. TNÃ?ER ERCAN-Ã?ZTÃ?RK (40) 02 P-2 T. TNÃ?ER Ã?ZYURT-TURGU (17) 02 P-3 T

  14. Diagnostic Accuracy of Secondary Ultrasound Exam in Blunt Abdominal Trauma

    PubMed Central

    Rajabzadeh Kanafi, Alireza; Giti, Masoumeh; Gharavi, Mohammad Hossein; Alizadeh, Ahmad; Pourghorban, Ramin; Shekarchi, Babak

    2014-01-01

    Background: In stable patients with blunt abdominal trauma, accurate diagnosis of visceral injuries is crucial. Objectives: To determine whether repeating ultrasound exam will increase the sensitivity of focused abdominal sonography for trauma (FAST) through revealing additional free intraperitoneal fluid in patients with blunt abdominal trauma. Patients and Methods: We performed a prospective observational study by performing primary and secondary ultrasound exams in blunt abdominal trauma patients. All ultrasound exams were performed by four radiology residents who had the experience of more than 400 FAST exams. Five routine intraperitoneal spaces as well as the interloop space were examined by ultrasound in order to find free fluid. All patients who expired or were transferred to the operating room before the second exam were excluded from the study. All positive ultrasound results were compared with intra-operative and computed tomography (CT) findings and/or the clinical status of the patients. Results: Primary ultrasound was performed in 372 patients; 61 of them did not undergo secondary ultrasound exam; thus, were excluded from the study.Three hundred eleven patients underwent both primary and secondary ultrasound exams. One hundred and two of all patients were evaluated by contrast enhanced CT scan and 31 underwent laparotomy. The sensitivity of ultrasound exam in detecting intraperitoneal fluid significantly increased from 70.7% for the primary exam to 92.7% for the secondary exam. Examining the interloop space significantly improved the sensitivity of ultrasonography in both primary (from 36.6% to 70.7%) and secondary (from 65.9% to 92.7%) exams. Conclusions: Performing a secondary ultrasound exam in stable blunt abdominal trauma patients and adding interloop space scan to the routine FAST exam significantly increases the sensitivity of ultrasound in detecting intraperitoneal free fluid.

  15. Proposing Questions for the Upcoming Midterm Exam

    NSDL National Science Digital Library

    Leslie Gertsch

    This in-class exercise is done during the last half of the class meeting prior to a midterm exam (which is held during a class period), to get the students to initiate their own review processes. To begin, a map of the lecture hall is shown, divided into a large number of seating areas (18, in the example used in the attached material). The exact number is not too important, it just needs to be enough to ensure not too much repetition yet sufficient variety among the teams. Each seating area is assigned a particular type of exam question (diagram, matching, ordering, multiple answer, short essay answer, or whatever other question types you use) and a topic that will be on the immediately upcoming midterm exam. The topics are currently taken from the textbook, divided relatively finely but not so finely that there is insufficient material for them to formulate an exam question from the material. Ten minutes is allotted for the students to form groups of 2-3 (more in a team is less productive for individual students), then for each team to review its assigned topic, and to create a reasonable question and answer set in the assigned format. Following this, another 10 minutes is allotted for the teams to evaluate one other team's set and to work out improvements with the originating team, if needed. (This last activity doesn't always happen.) At the end of this stage I collect a copy of the question, the answer, the names of the originators, and the names of the checkers for each Q&A set. I post all the question/answer sets on Blackboard as fast as I can enter them, so they can serve all the students as a review basis for the exam. Depending on my schedule, that can take from 2-6 hours. I try not to correct incorrect answers or other problems, preferring instead to post a warning (see attached examples) urging students to check the answers given. This is not generally successful, as many students merely memorize the list, right or wrong, without apparently checking it.

  16. Dr. Campbell's Bio111 Exam #2.5 Fall 2003 Fall 2003 Biology 111 Exam #2.5 -Molecular Genetics Half Exam

    E-print Network

    Campbell, A. Malcolm

    Dr. Campbell's Bio111 Exam #2.5 ­ Fall 2003 1 Fall 2003 Biology 111 Exam #2.5 - Molecular Genetics) The patient is a boy. His parents have no symptoms. He has a twin sister who does not have any symptoms. 2

  17. Do Open-Book Exams Impede Long-Term Learning in Introductory Biology Courses?

    ERIC Educational Resources Information Center

    Moore, Randy; Jensen, Philip A.

    2007-01-01

    Students in an introductory biology course who were given open-book exams during the semester earned significantly higher grades on these exams, but significantly lower grades on the closed-book final exam, than students who took in-class, closed-book exams throughout the semester. Exam format was also associated with changes in academic behavior;…

  18. Instructions of the NTU Health Exam for Incoming Exchange Students at NTU Hospital

    E-print Network

    Wu, Yih-Min

    Instructions of the NTU Health Exam for Incoming Exchange Students at NTU Hospital (Health Exam examinee. (Remarks) 1. I Please bring the "NTU International Students General Health Exam Formby Medical on Health Exam Form in advance, and bring your passport and two 2-inch photos. (Health Exam Place) 2 13

  19. Final Exams for Term 1148 2:02 pm /additional

    E-print Network

    Lozano-Robledo, Alvaro

    :30 am - 10:30 am12/9/14 - 12/9/14 HART 211BIOL 1107 H71 EXAM T Katherine Shaw 11:00 am - 1:00 pm12/12/14 - 12/12/14 HART 211BIOL 1107 H74 EXAM F Katherine Shaw BLAW 6:30 pm - 8:30 pm12/9/14 - 12/9/14 HART 330 EXAM T Stewart Rosenberg 11:00 am - 1:00 pm12/12/14 - 12/12/14 HART 302CHEM 1122 H72 EXAM F Stewart

  20. Dr. Campbell's Bio111 Exam #1 Fall 2001 Fall 2001 Biology 111 Exam #1 -Cellular Communications

    E-print Network

    Campbell, A. Malcolm

    will experience higher pressure. #12;Dr. Campbell's Bio111 Exam #1 ­ Fall 2001 4 8 pts. 6) Caffeine gives you a "buzz" because caffeine inactivates phosphodiesterase. Since you understand what role phosphodiesterase plays in your cells, explain why caffeine is a stimulan

  1. IODP EMPLOYEE PHYSICAL EXAM PACKET Attached is the physical exam package, which consists of the following

    E-print Network

    . Attachment 4: Additional Physical Exam Reimbursements for Participants with Depression/Mental Illness Expense, and Medical History Records Attachment 1: Medical History Questionnaire To be signed by the new is limited to those who need it to evaluate your physical/mental health. IODP is committed to using protected

  2. Dr. Campbell's Bio111 Exam #2 Fall 2003 Fall 2003 Biology 111 Exam #2 Classical Genetics

    E-print Network

    Campbell, A. Malcolm

    . 6 pts. 10) Why do red blood cells take on the sickle shape in people who suffer from sickle cell disease. #12;Dr. Campbell's Bio111 Exam #2 ­ Fall 2003 4 8 pts. 11) Pick one protein used during transcription that could lead to a recessive disease if a person inherited two recessive alleles at this locus

  3. Normal - Cranial Nerves Exam - Facial Nerve (CN VII) Sub-exam - Patient 1

    NSDL National Science Digital Library

    John C. Pearson, PhD

    This video provides a demonstration of a patient's facial nerve examination. The patient is a female with no known neurological health problems who volunteered to act as a simulated patient in order to demonstrate 'normal' responses to exam techniques. Viewing the video requires installation of the free QuickTime Plug-in.

  4. Engagement with Online Pre-Exam Formative Tests Improves Exam Performance and Feedback Satisfaction

    ERIC Educational Resources Information Center

    Hope, Sheila A.; Polwart, Anthony

    2012-01-01

    The National Union of Students (NUS) National Student Experience Report identified examination feedback as an area where students had particular concerns. This finding was echoed in the authors' institution and triggered an action research project to investigate ways of improving students' perceptions of pre- and post-exam feedback. We report the…

  5. Washington Readies for High School Exit Exam: State Already Enacted Various Alternatives to Passing Exams

    ERIC Educational Resources Information Center

    Trotter, Andrew

    2006-01-01

    In this article, the author reports that sophomores who take the Washington Assessment of Student Learning this week will be the first who must pass the state exam to graduate. The long-awaited testing has caused anxiety across the state, as hopes that Washington will enter a new era of educational accountability are balanced by fears of turmoil…

  6. CSU, FULLERTON CREDIT FOR EXTERNAL EXAMS (AP, IB, CLEP) ADVANCED PLACEMENT EXAMS (AP) SCORE UNITS COURSE CREDIT GEN EDUC BEGIN DATE END DATE

    E-print Network

    de Lijser, Peter

    CSU, FULLERTON CREDIT FOR EXTERNAL EXAMS (AP, IB, CLEP) ADVANCED PLACEMENT EXAMS (AP) SCORE UNITS ENGL 101 GE I.B 3 ENGL 105 GE III.B.2 Updated 11/30/10 #12;CSU, FULLERTON CREDIT FOR EXTERNAL EXAMS (AP, IB, CLEP) ADVANCED PLACEMENT EXAMS (AP) SCORE UNITS COURSE CREDIT GEN EDUC BEGIN DATE END DATE AP

  7. Student Guidelines What To Do If You Miss An Exam

    E-print Network

    Linder, Tamás

    In the event that you are unable to write the final exam because of incapacitating illness or other extenuating circumstances, you should be aware of the following: a) Incapacitating illness is defined as an illness final exam. d) You will need to provide official proof of incapacitating illness (a medical note from

  8. Should I Give the Exam before or after the Break?

    ERIC Educational Resources Information Center

    O'Connor, Kevin J.

    2014-01-01

    This study was designed to help faculty make decisions about when to administer an exam in relation to an in-semester break. Students in multiple sections of an undergraduate educational psychology class were assigned to take an exam either before or after a scheduled 5-day break (Thursday-Monday). A multiple regression analysis revealed the break…

  9. Problematizing High School Certificate Exam in Pakistan: A Washback Perspective

    ERIC Educational Resources Information Center

    Jilani, Raana

    2009-01-01

    This paper describes and evaluates the Higher-Secondary School Certificate (HSC) exam in Pakistan that has been in place in its present form for more than thirty years. The author recounts her experience as a teacher of English in a representative high school in Pakistan and, reflecting on the impact of high school public exam, she argues that the…

  10. Gender Differences in STEM Related Advanced Placement Exams

    ERIC Educational Resources Information Center

    Morris, Jill B.

    2013-01-01

    Purpose: The purpose of this study was to examine differences between boys and girls in their performance on STEM related AP exams. Specifically, gender differences were examined for the following STEM related AP exams: Calculus AB, Calculus BC, Physics B, Physics C: Electricity and Magnetism, Physics C: Mechanics, Chemistry, and Computer Science…

  11. Reaching for Dexterous Manipulation MIT EECS Area Exam

    E-print Network

    1 Reaching for Dexterous Manipulation MIT EECS Area Exam Exam Committee: Rodney Brooks (chair of dexterous manipulation by machines. These papers focus on different stages of the process of grasping. These three papers are good examples of mainstream work in dexterous manipulation. Following a brief review

  12. An Expanded Framework for Analyzing General Chemistry Exams

    ERIC Educational Resources Information Center

    Smith, K. Christopher; Nakhleh, Mary B.; Bretz, Stacey Lowery

    2010-01-01

    This paper describes an expanded framework to aid chemical educators in constructing exams for their courses. The framework has three primary levels: definition, algorithmic, and conceptual. These primary levels have often been used in chemical education research to analyze and describe exam questions, but in this study the definition,…

  13. The Red Effect, Anxiety, and Exam Performance: A Multistudy Examination

    ERIC Educational Resources Information Center

    Smajic, Adnan; Merritt, Stephanie; Banister, Christina; Blinebry, Amanda

    2014-01-01

    Laboratory studies have established a negative relationship between the color red and academic performance. This research examined whether this effect would generalize to classroom performance and whether anxiety and negative affect might mediate the effect. In two studies, students taking classroom exams were randomly assigned an exam color. We…

  14. High School Exit Exams and "Mis"measurement

    ERIC Educational Resources Information Center

    Tienken, Christopher H.

    2011-01-01

    Test score validity takes center stage in the debate over the use of high school exit exams. Scant literature addresses the amount of conditional standard error of measurement (CSEM) present in individual student results on high school exit exams. The purpose of this study is to fill a void in the literature and add a national review of the CSEM,…

  15. Preparing Students to Take SOA/CAS Exam FM/2

    ERIC Educational Resources Information Center

    Marchand, Richard J.

    2014-01-01

    This paper provides suggestions for preparing students to take the actuarial examination on financial mathematics, SOA/CAS Exam FM/2. It is based on current practices employed at Slippery Rock University, a small public liberal arts university. Detailed descriptions of our Theory of Interest course and subsequent Exam FM/2 prep course are provided…

  16. Restricted Access to Exam Grades on the Web by HIP

    Microsoft Academic Search

    Sajad Shirali-shahreza; Mohammad Shirali-shahreza; Ali Movaghar

    2007-01-01

    Virtual learning is a new idea that has attained a new form with the emergence of new technologies such as the Internet. One of the issues in the field of E-learning is the way of announcing exams' grades. In this paper, a new method is introduced for restricting public access to exams' grades on the web by using a new

  17. PRELIMINARY EXAM PROCEDURES AND GUIDELINES DUKE UNIVERSITY DIVINITY SCHOOL

    E-print Network

    Zhou, Pei

    AND FAILING EXAMS For a 3-person committee, passing requires at least 3 affirmative votes. For a 4- person; the chair must vote affirmatively in each case. A student may fail up to two components of the written exams and (if recommended by the examining committee) take these components again. Students who fail all

  18. Command-line usage in a programming exam

    Microsoft Academic Search

    Tony Greening

    1996-01-01

    Introductory computer science education has a strong emphasis on the teaching and learning of programming skills. In establishing that a desired level of proficiency in the use of these skills has been attained, many courses implement a practical exam where students must complete a program and get it to run correctly under supervision and unaided. This exam may, as in

  19. EXPOSURE ANALYSIS MODELING SYSTEM (EXAMS): USER MANUAL AND SYSTEM DOCUMENTATION

    EPA Science Inventory

    The Exposure Analysis Modeling System (EXAMS) was designed for rapid evaluation of the behavior of synthetic organic chemicals in aquatic ecosystems. From the chemistry of a compound and the relevant transport and physical/chemical characteristics of the ecosystem, EXAMS computes...

  20. Biochemistry and Molecular Biology PhD Comprehensive Exam

    E-print Network

    Strynadka, Natalie

    Biochemistry and Molecular Biology PhD Comprehensive Exam Form One Suggested Examination Topics Examination Topics: 1) 2) 3) 4) 5) Suggested Examiners: 1) Dr. 2) Dr. 3) Dr. 4) Dr. #12;Biochemistry. Dr. 3. Dr. 4. Dr. Exam Chair #12;Biochemistry

  1. Do Open-Book Exams Impede Long-Term Learning in Introductory Biology Courses?

    NSDL National Science Digital Library

    Philip A. Jensen

    2007-07-01

    Students in an introductory biology course who were given open-book exams during the semester earned significantly higher grades on these exams, but significantly lower grades on the closed-book final exam, than students who took in-class, closed-book exams throughout the semester. Exam format was also associated with changes in academic behavior; students who had upcoming open-book exams attended fewer lectures and help sessions and submitted fewer extra-credit assignments than students who had upcoming closed-book exams. These results suggest that open-book exams diminish long-term learning and promote academic behaviors that typify lower levels of academic achievement.

  2. The Impact of Statewide Exit Exams: A Descriptive Case Study of Three German States with Differing Low Stakes Exam Regimes

    ERIC Educational Resources Information Center

    van Ackeren, Isabell; Block, Rainer; Klein, E. Dominique; Kuhn, Svenja M.

    2012-01-01

    In this article we present results from a study investigating the impact of three state exit exam systems on teaching and learning in college-preparatory schools. The study compares one state with a traditionally more centralized exam regime, one state that is more de-centralized and one state that has recently switched to more centralized…

  3. Comparability of Semester and Exit Exam Grades: Long-Term Effect of the Implementation of State-Wide Exit Exams

    ERIC Educational Resources Information Center

    Maag Merki, Katharina; Holmeier, Monika

    2015-01-01

    A goal in many countries is to institute state-wide exams to base student assessment more firmly on norms for all classes. This raises the question as to the extent to which greater standardization of grading practice can be reached by implementing state-wide exit exams. Since there is a lack of longitudinal studies, we analyzed the effect of the…

  4. 1 FE Exam Instructions To graduate, you must take the FE Exam your senior year during your last semester*.

    E-print Network

    Dyer, Bill

    , Times, and Places The FE Exam will now be taken on computer at any Pearson Vue Test Center ­ MSU are available for purchase online and at the MSU library #12;3 FE Exam Instructions #12; the scheduled windows at any testing center. You will choose a test center and schedule a time when you

  5. Silviculture Survey Accreditation Exam The 2 day exam is regional in nature and includes written questions, case studies and field

    E-print Network

    Northern British Columbia, University of

    questions, case studies and field exercises. The accreditation exams will include a one-day written examination, focusing on field-based case studies. Appropriate reference materials will be used and slides and/or video footage may be used to clarify case study issues. The second day of the exam will include

  6. FLEX: A Modular Software Architecture for Flight License Exam

    NASA Astrophysics Data System (ADS)

    Arsan, Taner; Saka, Hamit Emre; Sahin, Ceyhun

    This paper is about the design and implementation of an examination system based on World Wide Web. It is called FLEX-Flight License Exam Software. We designed and implemented flexible and modular software architecture. The implemented system has basic specifications such as appending questions in system, building exams with these appended questions and making students to take these exams. There are three different types of users with different authorizations. These are system administrator, operators and students. System administrator operates and maintains the system, and also audits the system integrity. The system administrator can not be able to change the result of exams and can not take an exam. Operator module includes instructors. Operators have some privileges such as preparing exams, entering questions, changing the existing questions and etc. Students can log on the system and can be accessed to exams by a certain URL. The other characteristic of our system is that operators and system administrator are not able to delete questions due to the security problems. Exam questions can be inserted on their topics and lectures in the database. Thus; operators and system administrator can easily choose questions. When all these are taken into consideration, FLEX software provides opportunities to many students to take exams at the same time in safe, reliable and user friendly conditions. It is also reliable examination system for the authorized aviation administration companies. Web development platform - LAMP; Linux, Apache web server, MySQL, Object-oriented scripting Language - PHP are used for developing the system and page structures are developed by Content Management System - CMS.

  7. Experiences of psychiatry board exam casualties: a survey report.

    PubMed

    Lipp, M R

    1976-03-01

    The author collected completed questionnaires from 52 psychiatrists who had failed to pass the examinations of the American Board of Psychiatry and Neurology (ABPN) on their first try. He quotes from the responses of 6 of these psychiatrists, showing the profound emotional impact of their failure. He recommends that the ABPN explain its low pass rate, supply feedback on the exam results, provide the specific criteria by which competence is judged, allow candidates to take the written exam on a trial basis, and drop the oral exams if their reliability cannot be documented. He also recommends that the profession of psychiatry take responsibility for the certification procedure. PMID:943954

  8. Contribuição dos fatores de risco psicossociais para o transtorno de déficit de atenção\\/hiperatividade

    Microsoft Academic Search

    Marcio M. Vasconcelos; Ana Flávia de A. Malheiros; Jairo Werner Jr.; Adriana R. Brito; Jane Bardawil Barbosa; Ítalo S. Oliveira Santos; Daniel Fampa N. Lima

    2005-01-01

    RESUMO - Objetivo: Analisar a contribuição dos fatores psicossociais para a ocorrência do transtorno de déficit de atenção\\/hiperatividade (TDAH).M é t o d o:Este é um estudo retrospectivo de casos-controles que analisou 403 alunos de uma escola pública primária. Preencheram-se o questionário de sintomas do DSM- IV e um questionário psicossocial específico e realizaram-se anamnese e exames físico e neurológico

  9. Going Green and Using Less Paper to Print Exams: Student Performance, Completion Time, and Preference

    ERIC Educational Resources Information Center

    O'Connor, Kevin J.

    2014-01-01

    Two studies measured the impact on student exam performance and exam completion time of strategies aimed to reduce the amount of paper used for printing multiple-choice course exams. Study 1 compared single-sided to double-sided printed exams. Study 2 compared a single-column arrangement of multiple-choice answer options to a space (and paper)…

  10. The Coordinators of Psychiatric Education (COPE) Residency In-Training Exam: A Preliminary Psychometric Assessment

    ERIC Educational Resources Information Center

    Montgomery, Gregory P. J.; Crockford, David N.; Hecker, Kent

    2010-01-01

    Objective: The Coordinators of Psychiatric Education (COPE) Residency In-Training Exam is a formative exam for Canadian psychiatric residents that was reconstructed using assessment best practices. An assessment of psychometric properties was subsequently performed on the exam to ensure preliminary validity and reliability. Methods: An exam…

  11. Will students pass a competitive exam that they failed in their dreams?

    PubMed

    Arnulf, Isabelle; Grosliere, Laure; Le Corvec, Thibault; Golmard, Jean-Louis; Lascols, Olivier; Duguet, Alexandre

    2014-10-01

    We tested whether dreams can anticipate a stressful exam and how failure/success in dreams affect next-day performance. We collected information on students' dreams during the night preceding the medical school entrance exam. Demographic, academic, sleep and dream characteristics were compared to the students' grades on the exam. Of the 719 respondents to the questionnaire (of 2324 total students), 60.4% dreamt of the exam during the night preceding it. Problems with the exam appeared in 78% of dreams and primarily involved being late and forgetting answers. Reporting a dream about the exam on the pre-exam night was associated with better performance on the exam (p=.01). The frequency of dreams concerning the exam during the first term predicted proportionally higher performance on the exam (R=0.1, p=.01). These results suggest that the negative anticipation of a stressful event in dreams is common and that this episodic simulation provides a cognitive gain. PMID:25108280

  12. Policy of Health Exams for Incoming Exchange Students to NTU

    E-print Network

    Wu, Yih-Min

    ( ) Department of Family Medicine, examine room No.13, 2F of the older wing of the National Taiwan University at the counter next to the Department of Ophthalmology on 2F with the invoice. 3General exam Complete the general

  13. NTU Health Exam Policy for Incoming Exchange/Visiting Students

    E-print Network

    Wu, Yih-Min

    Place) 2 () Department of Family Medicine, 2F of the older wing of the National Taiwan University at the counter next to the Department of Ophthalmology on 2F with the invoice. 3General exam Complete the general

  14. Expedition 35/36 Final Exams - Duration: 4:50.

    NASA Video Gallery

    Three Expedition 35/36 crew members prepare for their final exams in their Sokol launch and entry suits at the Gagarin Cosmonaut Training Center in Star City, Russia. NASA astronaut Chris Cassidy a...

  15. 46 CFR 10.304 - General medical exam.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ...sudden incapacitation or debilitating complication. This exam must also document any condition requiring medication that impairs cognitive ability, judgment, or reaction time. The Coast Guard will provide guidance on the conduct of general medical...

  16. Again, Maryland Ranks #1 in Advanced Placement (AP) Exam Performance

    ERIC Educational Resources Information Center

    Maryland State Department of Education, 2010

    2010-01-01

    For a second year in a row, Maryland ranked first nationwide in the percentage of public school students scoring 3 or higher on at least one AP (Advanced Placement) exam. A score of 3 or higher on the 5-point scale is considered mastery of college-level work. Maryland also continues to show strong gains in the number of students taking an AP exam

  17. Are study strategies related to medical licensing exam performance?

    PubMed Central

    West, Courtney; Kurz, Terri; Smith, Sherry; Graham, Lori

    2014-01-01

    Objectives: To examine the relationship between study strategies and performance on a high stakes medical licensing exam entitled the United States Medical Licensing Examination Step 1. Methods: The action research project included seventy nine student participants at the Texas A&M Health Science Center College of Medicine during their pre-clinical education. Data collection included pre-matriculation and matriculation academic performance data, standardized exam data, and the Learning and Study Strategies Instrument. Multiple regression analyses were conducted. For both models, the dependent variable was the Step 1 score, and the independent variables included Medical College Admission Test, Undergraduate Grade Point Average, Year 1 Average, Year 2 Average, Customized National Board of Medical Examiners Average, Comprehensive Basic Science Exam score, and Learning and Study Strategy Instrument sub-scores. Model 2 added Comprehensive Basic Science Self-Assessment average. Results: Concentration (Model 1 - ? = .264; Model 2 - ? = .254) was the only study strategy correlated with Step 1 performance. The other statistically significant predictors were Customized National Board of Medical Examiners Average (? = .315) and Year 2 Average (? = .280) in Model 1 and Comprehensive Basic Science Self-Assessment Average (? = .338) in Model 2. Conclusions: There does appear to be a relationship between the study strategy concentration and Step 1 licensing exam performance. Teaching students to practice and utilize certain techniques to improve concentration skills when preparing for and taking exams may help improve licensing exam scores. PMID:25362627

  18. Cultural Barriers to Mammography, Clinical Breast Exam, and Breast Self-Exam among Chinese-American Women 60 and Older

    Microsoft Academic Search

    Tricia S. Tang; Laura J. Solomon; Lance M. McCracken

    2000-01-01

    Background: This study examined screening utilization at least once and regular adherence to mammography, clinical breast exam, and breast self-exam among older Chinese-American women.Method: One hundred women were recruited from senior centers in two metropolitan cities. Participants completed a questionnaire that included sections on demographics, health history, health insurance coverage, breast cancer screening, common and cultural barriers to screening, and

  19. Using IB/AP exams to meet Honors College requirements Students who pass IB and AP exams will receive credit through the College of Charleston for the

    E-print Network

    Mitchener, W. Garrett

    Using IB/AP exams to meet Honors College requirements Students who pass IB and AP exams to discuss IB/AP transfer credit and the courses that must be completed prior to graduation. The full list of IB and AP exams accepted by CofC can be found at http

  20. Student Health Plan Vision Coverage 2012 2013 Policy Year Student only may use the Vision Benefit to cover routine vision exam(s),

    E-print Network

    Stuart, Steven J.

    Student Health Plan Vision Coverage 2012 ­ 2013 Policy Year Student only may use the Vision Benefit to cover routine vision exam(s), eyeglasses, and/or contact lens up to $300 per policy year. Vision Exams and prescription eyewear are subject to $15 co-pay. Present insurance card at the time of visit Clemson Area Vision

  1. Application for admission to exam Please register online! Use this form only if registering online is not possible.

    E-print Network

    Pfeifer, Holger

    Application for admission to exam Please register online! Use this form only if registering online is not possible. Matrikelnummer: Name, first name: Study programme: Final degree: Phone: E-mail: Date, Signature: Exam no./exam name: Exam date: Time: Examiner: Signature of examiner: (with oral exams only) yes no

  2. Measuring the Learning from Two-Stage Collaborative Group Exams

    E-print Network

    Ives, Joss

    2014-01-01

    A two-stage collaborative exam is one in which students first complete the exam individually, and then complete the same or similar exam in collaborative groups immediately afterward. To quantify the learning effect from the group component of these two-stage exams in an introductory Physics course, a randomized crossover design was used where each student participated in both the treatment and control groups. For each of the two two-stage collaborative group midterm exams, questions were designed to form matched near-transfer pairs with questions on an end-of-term diagnostic which was used as a learning test. For learning test questions paired with questions from the first midterm, which took place six to seven weeks before the learning test, an analysis using a mixed-effects logistic regression found no significant differences in learning-test performance between the control and treatment group. For learning test questions paired with questions from the second midterm, which took place one to two weeks prio...

  3. 76 FR 2196 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-01-12

    ...Employed Correspondence Exam Toll Free AGENCY: Internal Revenue Service...Employed Correspondence Exam Toll Free will be conducted. The Taxpayer Advocacy...Employed Correspondence Exam Toll Free will be held Tuesday, February 22,...

  4. 76 FR 37196 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-06-24

    ...Employed Correspondence Exam Toll Free Project Committee AGENCY...Employed Correspondence Exam Toll Free Project Committee will be conducted. The Taxpayer...Employed Correspondence Exam Toll Free Project Committee will be held Tuesday, August...

  5. 76 FR 2193 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-01-12

    ...Self Employed Correspondence Exam Practitioner Engagement AGENCY: Internal Revenue...Self Employed Correspondence Exam Practitioner Engagement will be conducted. The...Self Employed Correspondence Exam Practitioner Engagement will be held...

  6. Investigating the Effects of Exam Length on Performance and Cognitive Fatigue

    PubMed Central

    Jensen, Jamie L.; Berry, Dane A.; Kummer, Tyler A.

    2013-01-01

    This study examined the effects of exam length on student performance and cognitive fatigue in an undergraduate biology classroom. Exams tested higher order thinking skills. To test our hypothesis, we administered standard- and extended-length high-level exams to two populations of non-majors biology students. We gathered exam performance data between conditions as well as performance on the first and second half of exams within conditions. We showed that lengthier exams led to better performance on assessment items shared between conditions, possibly lending support to the spreading activation theory. It also led to greater performance on the final exam, lending support to the testing effect in creative problem solving. Lengthier exams did not result in lower performance due to fatiguing conditions, although students perceived subjective fatigue. Implications of these findings are discussed with respect to assessment practices. PMID:23950918

  7. Submit completed forms to: Wemple, Room W160. SSD-King's Exam Request Form

    E-print Network

    Sinnamon, Gordon J.

    Submit completed forms to: Wemple, Room W160. SSD-King's Exam Request Form Student Number: Student an explanation in the space provided below. Requirements to write exams with Examination Services: https://ssl.sdc.uwo.ca/students/login_ssd start time and location by selecting the Exam Schedule Login Page link at https://ssl.sdc.uwo.ca/students/login_ssd

  8. How Does Student Performance on Formative Assessments Relate to Learning Assessed by Exams?

    ERIC Educational Resources Information Center

    Smith, Gary

    2007-01-01

    A retrospective analysis examines the relationships between formative assessments and exam grades in two undergraduate geoscience courses. Pair and group-work grades correlate weakly with individual exam grades. Exam performance correlates to individual, weekly online assessments. Student attendance and use of assessment feedback are also…

  9. Effects of the Implementation of State-Wide Exit Exams on Students' Self-Regulated Learning

    ERIC Educational Resources Information Center

    Merki, Katharina Maag

    2011-01-01

    Whereas several studies investigated the effects of implementation of state-wide exit exams on student achievement, there is still little known about the impacts of the exams on students' self-regulated learning. This paper examines the question as to whether the implementation of state-wide high school exit exams is associated with a change in…

  10. Combined Online and In-Class Pretesting Improves Exam Performance in General Psychology

    ERIC Educational Resources Information Center

    Glass, Arnold Lewis; Brill, Gary; Ingate, Margaret

    2008-01-01

    This study examined the effect of distributed questioning on learning and retention in a college lecture course. A total of 48 question pairs were presented over four exams. The 16 question pairs associated with each of the three blocks of the course appeared on the block exams, and all 48 appeared on the final exam. The two questions in each pair…

  11. How Does Student Performance on Formative Assessments Relate to Learning Assessed by Exams?

    NSDL National Science Digital Library

    Gary Smith

    2007-07-01

    A retrospective analysis examines the relationships between formative assessments and exam grades in two undergraduate geoscience courses. Pair and group-work grades correlate weakly with individual exam grades. Exam performance correlates to individual, weekly online assessments. Student attendance and use of assessment feedback are also essential factors.

  12. Hispanic Student Performance on Advanced Placement Exams: A Multiyear, National Investigation

    ERIC Educational Resources Information Center

    Jara, Teresa Dianne

    2013-01-01

    Purpose: The purpose of this study was to analyze the Advanced Placement exams that Hispanic students complete and to compare their overall performance with the performance of White students from 2000 to 2012. A second purpose was to determine which Advanced Placement exams were the most difficult exams for Hispanic students and which Advanced…

  13. Exam Review WFS 340: Wetlands Ecology and Management

    E-print Network

    Gray, Matthew

    Exam Review WFS 340: Wetlands Ecology and Management Definition of a Wetland 1) Know the 3 USACE criteria that are necessary for an area to be classified as a jurisdictional wetland. 2) Know low jurisdictional wetland criteria. 6) Know the 3 types of histosols, and what makes them different with respect

  14. Exam Review WFS 340: Wetlands Ecology and Management

    E-print Network

    Gray, Matthew

    Exam Review WFS 340: Wetlands Ecology and Management What is a Jurisdictional Wetland? 1) Know the 3 USACE criteria that are necessary for an area to be classified as a jurisdictional wetland. 2 to meet USACE jurisdictional wetland criteria, and how to calculate percent dominance using the 50

  15. The CPA Exam as a Postcurriculum Accreditation Assessment

    ERIC Educational Resources Information Center

    Barilla, Anthony G.; Jackson, Robert E.; Mooney, J. Lowell

    2008-01-01

    Business schools often attain accreditation to demonstrate program efficacy. J. A. Marts, J. D. Baker, and J. M. Garris (1988) hypothesized that candidates from Association to Advance Collegiate Schools of Business International (AACSB)-accredited accounting programs perform better on the CPA exam than do candidates from non-AACSB-accredited…

  16. Exam Optimal Control of Economic Systems, code 156066 Date : 29062001

    E-print Network

    Vellekoop, Michel

    Exam Optimal Control of Economic Systems, code 156066 Date : 29­06­2001 Location : BB1 Time : 9 stable? 3. A new light railway needs to be constructed between Enschede and Hengelo. To save material model the problem of constructing the railway of minimal length as follows. In the x­y plane we design

  17. Stability Theory and Algebraic Geometry Oral Qualifying Exam Syllabus

    E-print Network

    Algebraic Geometry . Construction of A#ne and Projective Schemes [Har77, II §2] . Construction of a SheafStability Theory and Algebraic Geometry Oral Qualifying Exam Syllabus Je#rey Burdges October 4 of Cech and Normal Cohomology [Har77, III §4] . Cohomology of Projective Space [Har77, III §5] References

  18. Stability Theory and Algebraic Geometry Oral Qualifying Exam Syllabus

    E-print Network

    Geometry · Construction of Affine and Projective Schemes [Har77, II §2] · Construction of a SheafStability Theory and Algebraic Geometry Oral Qualifying Exam Syllabus Jeffrey Burdges October 4] · Equivalence of Cech and Normal Cohomology [Har77, III §4] · Cohomology of Projective Space [Har77, III §5

  19. Spanish-English Verbatim Translation Exam. Final Report.

    ERIC Educational Resources Information Center

    Stansfield, Charles W.; And Others

    The development and validation of the Spanish-English Verbatim Translation Exam (SEVTE) is described. The test is for use by the Federal Bureau of Investigation (FBI) in the selection of applicants for the positions of Language Specialist or Contract Linguist. The report is divided into eight sections. Section 1 describes the need for the test,…

  20. The New AP Chemistry Exam: Its Rationale, Content, and Scoring

    ERIC Educational Resources Information Center

    Price, Paul D.; Kugel, Roger W.

    2014-01-01

    The 2013-2014 academic year marks the rollout of the redesigned advanced placement (AP) chemistry course and exam. There have been many questions as to why the course was redesigned and how the new examination will differ from its legacy version. In this article we give a brief overview of the legacy course and examine why a redesign occurred in…

  1. Undergraduate range management exam (URME): 1999-2014

    Technology Transfer Automated Retrieval System (TEKTRAN)

    The Undergraduate Range Management Exam (URME) has been administered to undergraduate students at the Annual Meeting of the Society for Range Management since 1983, with students demonstrating their higher order learning skills and synthesis knowledge of the art and science of rangeland management. ...

  2. Residency Applicants Misinterpret Their United States Medical Licensing Exam Scores

    ERIC Educational Resources Information Center

    Jones, Roger C.; Desbiens, Norman A.

    2009-01-01

    Proper interpretation of the results of the United States Medical Licensing Exam (USMLE) is important for program directors, residents, and faculty who advise applicants about applying for residency positions. We suspected that applicants often misinterpreted their performance in relationship to others who took the same examination. In 2005, 54…

  3. Protocols for Regionalized Administration of Master Beekeeper Exams Certified Level

    E-print Network

    Delaplane, Keith S.

    Protocols for Regionalized Administration of Master Beekeeper Exams Certified Level Adopted 31 January 2012; revised: 5 March 2012 Since 2002 the Georgia Master Beekeeper Program has certified over 260 individuals as competent ambassadors of the craft of beekeeping, drawing participants from 11 states and two

  4. Class Attendance and Exam Performance: A Randomized Experiment

    ERIC Educational Resources Information Center

    Chen, Jennjou; Lin, Tsui-Fang

    2008-01-01

    The determination of college students' academic performance is an important issue in higher education. Whether students' attendance at lectures affects students' exam performance has received considerable attention. The authors conduct a randomized experiment to study the average attendance effect for students who choose to attend lectures, which…

  5. Cheating on Exams: The Case of Israeli Students

    ERIC Educational Resources Information Center

    Siniver, Erez

    2013-01-01

    The phenomenon of cheating on exams, which harms both the reputation of an academic institution and the students who don't cheat, is becoming increasingly common. We attempt to shed light on this phenomenon using data from a survey of graduates of the College of Management Academic Studies in Israel. Three aspects of the problem are examined:…

  6. Examination of the Factors Influencing the Exam Results

    ERIC Educational Resources Information Center

    Sitku-Görömbei, Cecília

    2009-01-01

    The defectiveness of the effectiveness of the Hungarian general education revealed in the PISA survey appears in the higher education as well. The "Introduction to Informatics" subject has one of the lowest exam results among the students of the College of Nyíregyháza majoring in Computer Program Designer and Teacher of Computer Science.…

  7. From Exam Factories to Communities of Discovery: The Democratic Route

    ERIC Educational Resources Information Center

    Coffield, Frank; Williamson, Bill

    2011-01-01

    "From Exam Factories to Communities of Discovery" passionately calls for educators to challenge the dominant market-led model of education and instead build a more democratic one, better able to face threats such as environmental damage; intensified global competition; corrosive social inequalities in and between nations in the world; and the need…

  8. www.kent.ac.uk/learning Exam Preparation and Planning

    E-print Network

    Banaji,. Murad

    change. And locate venues; don't rely on being able to find the right room on the morning of the exam're sick? Immediately Before (1 week 10 minutes) If you've revised properly, there will be no need to cram

  9. MA 23100 and MA23200 – FINAL EXAM INFORMATION Fall 2009 ...

    E-print Network

    Tsak

    2009-12-08

    For MA 23100, there's a link (“Seating Arrangement”) in the official course ... You will need to code your PUID and Section No. on the scantron (to make ... special ADA cases, (d) documented personal illness or (e) documented family emergency. In ... You must obtain an alternate exam form (blue slip) from either (a

  10. Master's Comprehensive Exam For Special Education and Early Childhood Education

    E-print Network

    Hemmers, Oliver

    Master's Comprehensive Exam For Special Education and Early Childhood Education Student Application of Educational and Clinical Studies University of Nevada Las Vegas Please read directions thoroughly of Concentration: Prefix & Number Course Title Office Use Only ex. ESP 701 Introduction to Special Education BOTH

  11. Advisory Council for Clinical Research Clinical Research Coordinator Certification Exam

    E-print Network

    Chisholm, Rex L.

    professionals referred to as research nurses, trial nurses, site coordinators, etc., perform tasks such as the eligibility requirements and pass the exam will be certified as having met the ACRP standards for becoming a Certified Clinical Research Coordinator (CCRC® ). Qualifications Employees of NU, NMFF, NMH, RIC

  12. Advisory Council for Clinical Research Clinical Research Coordinator Certification Exam

    E-print Network

    Chisholm, Rex L.

    professionals referred to as research nurses, trial nurses, site coordinators, etc., perform tasks such as effectively. Candidates who meet the eligibility requirements and pass the exam will be certified as having met the ACRP standards for becoming a Certified Clinical Research Coordinator (CCRC® ). Qualifications

  13. Psychosocial Factors Associated with Skin Self-Exam Performance

    ERIC Educational Resources Information Center

    Jensen, Jakob D.; Moriarty, Cortney M.

    2008-01-01

    Objective: The authors examined psychosocial factors associated with skin self-exam (SSE) performance by young adults. Participants and Methods: The authors administered surveys to 218 US college students (aged 18-26 years) attending a large midwestern university. Results: Contrary to prior research, men (44%) and women (49%) were relatively…

  14. Thermo Exam 1 pg 1 Fall 2010 RED barcode here

    E-print Network

    Hart, Gus

    no viscosity). Scores: (for grader to fill in) Problem 1 __________ Problem 2 __________ Problem 3 not get this test booklet back. #12;Thermo Exam 1 ­ pg 2 (15 pts) Problem 1: Multiple choice conceptual. Neither (Qadded = 0) 1.5. For C to A: does the internal energy increase, decrease, or stay the same? a

  15. Using Oral Exams to Assess Communication Skills in Business Courses

    ERIC Educational Resources Information Center

    Burke-Smalley, Lisa A.

    2014-01-01

    Business, like many other fields in higher education, continues to rely largely on conventional testing methods for assessing student learning. In the current article, another evaluation approach--the oral exam--is examined as a means for building and evaluating the professional communication and oral dialogue skills needed and utilized by…

  16. FINAL EXAM LEARNING OBJECTIVES Chapter 14 PNI, AIDS, cancer, & arthritis

    E-print Network

    Meagher, Mary

    and course of cancer. Discuss the immune surveillance theory of cancer. Summarize the results of studiesFINAL EXAM LEARNING OBJECTIVES Chapter 14 PNI, AIDS, cancer, & arthritis 1) Describe the nature. Then compare and contrast innate (natural) and specific (acquired) immunity as well as humoral and cell

  17. Immunology Review Topics for 2nd Exam February 27, 2008

    E-print Network

    Murphy, Robert F.

    Immunology Review Topics for 2nd Exam February 27, 2008 Molecular and Cellular Immunology Review, but you will not be expected to memorize the order of the genes nor their numbers. #12;Immunology Review discussion of their role in immunology, or to compare and contrast two or more terms. · Allelic Exclusion

  18. Exam Card Procedure Guide Duke University Graduate School

    E-print Network

    Ferrari, Silvia

    information is found online under `Academics' at the Graduate school website. Students should be mindful the Graduate School website for Graduation deadline dates. 4. Defense announcements and advisor letters mustExam Card Procedure Guide Duke University Graduate School 2127 Campus Drive, Box 90068 Durham

  19. Doppler ultrasound exam of an arm or leg

    MedlinePLUS

    This test uses ultrasound to look at the blood flow in the large arteries and veins in the arms and legs. ... The test is done in the ultrasound or radiology department or in a ... the exam: A water-soluble gel is placed on a handheld device ...

  20. Fundamentals of Engineering (FE) Exam Fluid Mechanics Review

    E-print Network

    Provancher, William

    Fundamentals of Engineering (FE) Exam Fluid Mechanics Review Steven Burian Civil & Environmental Engineering March 22, 2013 #12;Morning (Fluid Mechanics) A. Flow measurement B. Fluid properties C. Fluid and mechanical energy balance B. Hydrostatic pressure C. Dimensionless numbers (e.g., Reynolds Number) D. Laminar

  1. Physics 171 MIDTERM EXAM Fall 2014 INSTRUCTIONS: This is a takehome exam. The point value of each problem is in

    E-print Network

    California at Santa Cruz, University of

    at the end of the day on Friday November 14. While working on the exam, you are permitted to consult of the Earth. Each holds an accurate atomic clock. At time t = 0 all the clocks are synchronized. At t = 0­ imum height h is much smaller than the radius of the earth. In your calculation, you may use eq. (1

  2. Dr. Campbell's Bio111 Exam #2 Spring 2007 Spring 2007 Biology 111 In-Class Exam #2 Classical Genetics

    E-print Network

    Campbell, A. Malcolm

    Genetics The in-class portion of this exam is designed so that you can complete it in 20 minutes, but you. The female has a brown nose and the male has a brown tail. All their babies are white with brown tails

  3. Dr. Campbell's Bio111 Exam #1 Answer Key Fall 2003 Fall 2003 Biology 111 Exam #1 Answer Key -Cellular Communications

    E-print Network

    Campbell, A. Malcolm

    finished with the exam. Name (please print): Write out the full pledge and sign: On my honor I have neither with teleological language why you jumped in your chair on the first day when I scared you. I jumped because my linkage but not the beta linkage. I accepted short text with similar information. 11 pts. 5) a. Define

  4. The Role of End-of-Course Exams and Minimum Competency Exams in Standards-Based Reforms

    ERIC Educational Resources Information Center

    Bishop, John H.; Mane, Ferran; Bishop, Michael; Moriarty, Joan Y.

    2001-01-01

    In this article, the authors looked at the effects of one old-style educational reform--higher course graduation requirements--and five standard-based reforms--(1) school report cards; (2) rewards for school improvement; (3) sanctions for failing schools; (4) minimum competency examinations; and (5) hybrid minimum competency exam…

  5. Dr. Campbell's Bio111 Exam #3 Fall 2002 Fall 2002 Biology 111 Exam #3 BioEnergetics

    E-print Network

    Campbell, A. Malcolm

    the X and Y axes and provide real numbers and units. Extend your graph for 3 hours of regeneration the regrowth of Chalmydomonas flagella under control conditions. b) Using a pencil, draw triangles to graph's Bio111 Exam #3 ­ Fall 2002 3 Mg2+ chlorophyll a thylakoid membrane antenna complex chlorophyll

  6. Dr. Campbell's Bio111 Exam #3 Fall 2001 Fall 2001 Biology 111 Exam #3 BioEnergetics

    E-print Network

    Campbell, A. Malcolm

    to the web to take this exam. -3 pts if you do not follow this direction. Please do not write or type your interpretations. Make fresh conclusions based on the data in this web figure. Lecture Questions: 8 pts. 2) What, but use very neat writing. 10 pts. 5) Diagram the dark reaction. In your diagram, make sure you tell me

  7. COM M-2 Discipline & Exam Weight Grade Report Outline AY 2014-2015 Discipline (Semester) Course Director Course

    E-print Network

    Alford, Simon

    .09 M2 605 (PRCL 630) Psychiatry (Spring) Sean Blitzstein, MD Sean.blitzstein@med.va.gov iRAT tRAT FinalCOM M-2 Discipline & Exam Weight Grade Report Outline AY 2014-2015 COM Rubric Discipline (Semester) Course Director Course Informatio n Course/Exam Name Exam Weight Credi t Hours Retake Exams Year Weight M

  8. COM M-2 Discipline & Exam Weight Grade Report Outline AY 2014-2015 Discipline (Semester) Course Director Course

    E-print Network

    Alford, Simon

    iRAT tRAT 49% 49% 1% 1% 4 One 9.09 M2 605 (PRCL 630) Psychiatry (Spring) Sean Blitzstein, MD SeanCOM M-2 Discipline & Exam Weight Grade Report Outline AY 2014-2015 COM Rubric Discipline (Semester) Course Director Course Informatio n Course/Exam Name Exam Weigh t Credit Hours Retake Exams Year Weight M

  9. COM M-2 Discipline & Exam Weight Grade Report Outline AY 2013-2014 Discipline (Semester) Course Director Course

    E-print Network

    Alford, Simon

    RAT 49% 49% 1% 1% 4 One 9.09 M2 605 (PRCL 630) Psychiatry (Spring) Sean Blitzstein, MD SeanCOM M-2 Discipline & Exam Weight Grade Report Outline AY 2013-2014 COM Rubric Discipline (Semester) Course Director Course Information Course/Exam Name Exam Weight Credit Hours Retake Exams Year Weight M2

  10. The Effect of Using Water-based Gel Lubricant During a Speculum Exam On Pap Smear Results

    Microsoft Academic Search

    Jessica L. Wright

    2010-01-01

    Background: Cervical cancer is a pervasive yet preventable killer. Although routine screening exams are available to aid in the early detection of cervical cancer, women often avoid getting their routine annual screening exams. One explanation of this could be due to the discomfort of speculum exams. One way to minimize the discomfort of the speculum exam is to use gel-lubricant.

  11. Written Preliminary Exam for MCDB Students A subcommittee of the Graduate Studies Committee called the Graduate Studies Implementation

    E-print Network

    Crews, Stephen

    to complete the exams by the specified deadline will result in a failing grade. Exams will be graded on a high-pass (HP), pass (P), low-pass (L), fail (F) basis. Possible results of the exams are described in Table 1 on a module in the first year they take the exam, the examination committee will contingently pass the student

  12. Does the Number of Hours Studied Affect Exam Performance?

    NSDL National Science Digital Library

    K. Barbarick

    This article describes a study in which the number of hours that students studied (determined by askng them) was examined to see how it affected exam performance. The study covered two courses at different institutions over a total of six semesters. Using the overall exam averages and regression analysis, the researchers calculated that students needed to invest from 3.0 to 4.4 hours to earn an average score and from 4.5 to 6.4 hours to earn an A (90 percent or 45 points out of 50) on average. In addition, they determined that the ratio of hours studied to lecture hours needed to earn a score of 90 percent ranged from 1.5 to 2.1 hours with a mean of 1.7, less than the "Carnegie Rule" of 2 hours of outside study time per week for each course credit (where a course credit is equivalent to 1 hour of lecture).

  13. Uncovering an Existential Barrier to Breast Self-exam Behavior

    PubMed Central

    Goldenberg, Jamie L.; Arndt, Jamie; Hart, Joshua; Routledge, Clay

    2008-01-01

    The present research applies an analysis derived from terror management theory to the health domain of breast examination, and in doing so uncovers previously unrecognized factors that may contribute to women’s reluctance to perform breast self-examinations (BSEs). In Study 1, when concerns about mortality were primed, reminders of human beings’ physical nature (i.e., creatureliness) reduced intentions to conduct BSEs compared to reminders of humans’ uniqueness. In Study 2, women conducted shorter exams on a breast model (an experience found to increase death-thought accessibility) when creatureliness was primed compared to a uniqueness and no essay condition. In Study 3, after a creatureliness prime, women performed shorter BSEs when a placebo did not provide an alternative explanation for their discomfort compared to when it did. Advances for theory and breast self-exam promotion are discussed. PMID:19255593

  14. Effects of number of study environments on exam performance

    E-print Network

    Chen, Mei-Ling

    1985-01-01

    Subject: Psychology EFFECTS OF NUMBER OF STUDY ENVIRONMENTS ON EXAM PERFORMANCE A Thesis by MEI-LINC. CHEN Approved as to style and content by: Steven M. Smith (Chairman of Committee) Thomas B. Ward (M em r) William R. Nash (Member) Stephen... orchel (Head of Department) May 1985 ABSTRACT Effects of &Number of Study Environments on Exarr& Performance. (May 1&185) Mei-Ling Chen. B. S. , National Chengchi University Chairman of Advisory Committee: Dr. Steven M, Smith Contextual...

  15. Can formative quizzes predict or improve summative exam performance?*

    PubMed Central

    Zhang, Niu; Henderson, Charles N.R.

    2015-01-01

    Objective Despite wide use, the value of formative exams remains unclear. We evaluated the possible benefits of formative assessments in a physical examination course at our chiropractic college. Methods Three hypotheses were examined: (1) Receiving formative quizzes (FQs) will increase summative exam (SX) scores, (2) writing FQ questions will further increase SE scores, and (3) FQs can predict SX scores. Hypotheses were tested across three separate iterations of the class. Results The SX scores for the control group (Class 3) were significantly less than those of Classes 1 and 2, but writing quiz questions and taking FQs (Class 1) did not produce significantly higher SX scores than only taking FQs (Class 2). The FQ scores were significant predictors of SX scores, accounting for 52% of the SX score. Sex, age, academic degrees, and ethnicity were not significant copredictors. Conclusion Our results support the assertion that FQs can improve written SX performance, but students producing quiz questions didn't further increase SX scores. We concluded that nonthreatening FQs may be used to enhance student learning and suggest that they also may serve to identify students who, without additional remediation, will perform poorly on subsequent summative written exams. PMID:25517737

  16. Emergency medicine residents’ attitudes and opinions of in-training exam preparation

    PubMed Central

    Eastin, Travis R; Bernard, Aaron W

    2013-01-01

    Purpose Emergency Medicine (EM) residents take the American Board of Emergency Medicine (ABEM) in-training exam, and performance on this exam has been shown to correlate to performance on the ABEM qualifying exam. Though many residencies have in-training exam preparation activities, there is little data on the effectiveness of these efforts. This study aimed to elicit resident perspectives about the exam and exam preparation in order to generate hypotheses and better inform future preparation efforts. Methods Second- and third-year EM residents at a single institution were interviewed using a semi-structured format. Qualitative methodology was used to analyze the data. Results Thirteen EM residents participated in the study. Eight major themes and 18 sub-themes were identified. These were further characterized as relating to the exam itself or to exam preparation. Residents generally value the in-training exam. Sixty-nine percent noted that it provided an assessment of their current knowledge and deficiencies. Thirty-eight percent noted that it improved familiarity with the qualifying exam. Regarding exam preparation, residents stated that a question format was preferred, especially when accompanying explanations were of high quality. Additionally, practical considerations, such as portability, impacted resident selection of study tools. Conclusion Residents value the in-training exam as a marker of their academic progress and for their ability to gain familiarity with the qualifying exam. They prefer question-based preparation over text-based learning, as long as there is a detailed explanation of each answer. Educators creating structured in-training review may want to focus on question-based material with detailed explanations. PMID:24062620

  17. Opening up in the classroom: effects of expressive writing on graduate school entrance exam performance.

    PubMed

    Frattaroli, Joanne; Thomas, Michael; Lyubomirsky, Sonja

    2011-06-01

    Our study sought to determine whether experimental disclosure could improve exam performance and psychological health in students taking a graduate school entrance exam. Students preparing for the GRE, MCAT, LSAT, or PCAT were randomly assigned to write expressively about their upcoming exam or to a neutral writing condition. Participants completed measures of depressive symptoms and test anxiety before and after writing, and exam scores were collected. The experimental disclosure group had significantly higher test scores and significantly lower pre-exam depressive symptoms than the neutral writing group. Although benefits for depressive symptoms were found in expressive writers regardless of exam type, the advantage of expressive writing for test performance was only observed in students taking the MCAT or LSAT. PMID:21517162

  18. An investigation of the issues involved in creating a bank of exam questions

    E-print Network

    Truscott, Harriet

    2010-01-01

    the student has logged into Raven, the exam paper browser is displayed, and the exam papers that the student is registered for in CamSIS are automatically displayed. (Note that this functionality is awaiting further liaison with MISD, owners of Cam... for uploading by the DSpace team (for multiple resources). It would simplify the process of submission if senior examiners could use a customised web tool to submit exam papers. Ideally, this would recognise the examiners' Raven ID and automatically give each...

  19. TESTING FORM Please deliver exams with envelope & testing form at least 24 hours in advance to

    E-print Network

    Selmic, Sandra

    TESTING FORM Please deliver exams with envelope & testing form at least 24 hours in advance to Name (print): __________________________________________________________________ Course: _________________________________ Class Time: __________ - __________ _________ Test Date: _______________________________ Time allotted

  20. Teaching about substance abuse with objective structured clinical exams

    Microsoft Academic Search

    Sharon J. Parish; Megha Ramaswamy; Melissa R. Stein; Elizabeth K. Kachur; Julia H. Arnsten

    2006-01-01

    BACKGROUND: Although residents commonly manage substance abuse disorders, optimal approaches to teaching these specialized interviewing\\u000a and intervention skills are unknown.\\u000a \\u000a \\u000a OBJECTIVE: We developed a Substance Abuse Objective Structured Clinical Exam (OSCE) to teach addiction medicine competencies using immediate\\u000a feedback. In this study we evaluated OSCE performance, examined associations between performance and self-assessed interest\\u000a and competence in substance abuse, and assessed

  1. Correlation of the NBME Advanced Clinical Examination in EM and the National EM M4 exams

    PubMed Central

    Hiller, Katherine; Miller, Emily S.; Lawson, Luan; Wald, David; Beeson, Michael; Heitz, Corey; Morrissey, Thomas; House, Joseph; Poznanski, Stacey

    2015-01-01

    Introduction Since 2011 two online, validated exams for fourth-year emergency medicine (EM) students have been available (National EM M4 Exams). In 2013 the National Board of Medical Examiners offered the Advanced Clinical Examination in Emergency Medicine (EM-ACE). All of these exams are now in widespread use; however, there are no data on how they correlate. This study evaluated the correlation between the EM-ACE exam and the National EM M4 Exams. Methods From May 2013 to April 2014 the EM-ACE and one version of the EM M4 exam were administered sequentially to fourth-year EM students at five U.S. medical schools. Data collected included institution, gross and scaled scores and version of the EM M4 exam. We performed Pearson’s correlation and random effects linear regression. Results 303 students took the EM-ACE and versions 1 (V1) or 2 (V2) of the EM M4 exams (279 and 24, respectively). The mean percent correct for the exams were as follows: EM-ACE 74.8 (SD-8.83), V1 83.0 (SD-6.41), V2 78.5 (SD-7.70). Pearson’s correlation coefficient for the V1/EM-ACE was 0.51 (0.42 scaled) and for the V2/EM-ACE was 0.59 (0.41 scaled). The coefficient of determination for V1/EM-ACE was 0.72 and for V2/EM-ACE = 0.71 (0.86 and 0.49 for scaled scores). The R-squared values were 0.25 and 0.30 (0.18 and 0.13, scaled), respectively. There was significant cluster effect by institution. Conclusion There was moderate positive correlation of student scores on the EM-ACE exam and the National EM M4 Exams. PMID:25671023

  2. Question-writing as a learning tool for students – outcomes from curricular exams

    PubMed Central

    2013-01-01

    Background Writing exam questions can be a valuable learning tool. We asked students to construct multiple choice questions for curricular exams in Internal Medicine. The questions for the particular exams were chosen from a pool of at least 300 student-written questions. The uncorrected pool was accessible to all students. We studied the influence of this approach on the students’ learning habits and their test results. We hypothesized that creating a pool of their own questions for the exams could encourage students to discuss the learning material. Methods All students had to pass 4 exams in 7 fields of Internal Medicine. Three exams were comprised of 20 questions, and we applied the new method in one of these exams. The fourth exam was comprised of 30 questions, 15 of which were chosen from a students’ pool. After all exams had been completed we asked the students to fill in a web-based questionnaire on their learning habits and their views on the new approach. The test-results were compared to the results of the lecturers’ questions that defined high and low performing students. Results A total of 102 students completed all four exams in a row, 68 of whom filled in the questionnaire. Low performing students achieved significantly better results in the students’ questions. There was no difference in the number of constructed questions between both groups of students. The new method did not promote group work significantly. However, high performing students stated a stronger wish to be rewarded by good performance. Conclusions Creating a curricular exam by choosing questions from a pool constructed by students did not influence the learning habits significantly and favored low performing students. Since the high performing students sought to be rewarded for their efforts, we do not consider the approach applied in our study to be appropriate. PMID:23787038

  3. Advanced Ultrasonic Diagnosis of Extremity Trauma: The Faster Exam

    NASA Technical Reports Server (NTRS)

    Dulchavsky, S. A.; Henry, S. E.; Moed, B. R.; Diebel, L. N.; Marshburn, T.; Hamilton, D. R.; Logan, J.; Kirkpatrick, A. W.; Williams, D. R.

    2002-01-01

    Ultrasound is of prO)len accuracy in abdominal and thoracic trauma and may be useful to diagnose extremity injury in situations where radiography is not available such as military and space applications. We prospectively evaluated the utility of extremity , ultrasound performed by trained, non-physician personnel in patients with extremity trauma, to simulate remote aerospace or military applications . Methods: Patients with extremity trauma were identified by history, physical examination, and radiographic studies. Ultrasound examination was performed bilaterally by nonphysician personnel with a portable ultrasound device using a 10-5 MHz linear probe, Images were video-recorded for later analysis against radiography by Fisher's exact test. The average time of examination was 4 minutes. Ultrasound accurately diagnosed extremity, injury in 94% of patients with no false positive exams; accuracy was greater in mid-shaft locations and least in the metacarpa/metatarsals. Soft tissue/tendon injury was readily visualized . Extremity ultrasound can be performed quickly and accurately by nonphysician personnel with excellent accuracy. Blinded verification of the utility of ultrasound in patients with extremity injury should be done to determine if Extremity and Respiratory evaluation should be added to the FAST examination (the FASTER exam) and verify the technique in remote locations such as military and aerospace applications.

  4. Verbal Final Exam in Introductory Biology Yields Gains in Student Content Knowledge and Longitudinal Performance

    ERIC Educational Resources Information Center

    Luckie, Douglas B.; Rivkin, Aaron M.; Aubry, Jacob R.; Marengo, Benjamin J.; Creech, Leah R.; Sweeder, Ryan D.

    2013-01-01

    We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge,…

  5. A Study of the Relationship between Student Final Exam Performance and Simulation Game Participation.

    ERIC Educational Resources Information Center

    Whiteley, T. R.; Faria, A. J.

    1989-01-01

    Describes study that investigated the relationship between participation in a business simulation game and performance on a final exam in a principles of marketing course. Past research on business games is reviewed; the use of midterm exam performance level as a pretest variable is explained; and question classification is described. (44…

  6. Service Learning in Life-Span Developmental Psychology: Higher Exam Scores and Increased Empathy

    ERIC Educational Resources Information Center

    Lundy, Brenda L.

    2007-01-01

    This article describes research conducted to evaluate the impact of service learning on exam scores and emotional empathy in a life-span development course. Service learning was 1 of 3 project options offered in the course; others included an interview project and a research paper. With the exception of the first exam, scores were significantly…

  7. Using Inquiry To Improve Students' Critical Thinking and Writing Skills on Essay Exams.

    ERIC Educational Resources Information Center

    Friend, Christina M.

    A study compared the effectiveness of 2 approaches for teaching students exam-writing skills. One approach--the study tips/models approach typical of existing textbook materials and study guides--used written study tips, along with sample exam questions and responses, to give students knowledge about what to do, and provide a model they could…

  8. Copyright 2012 The City University of New York CUNY Elementary Algebra Final Exam

    E-print Network

    Qiu, Weigang

    on a computer. Test Taking Tips/Strategies: Read each question completely and carefully before you begin any answered all the questions. Don't leave any questions blank! Take Sample Final Exams online at http://www.cuny.edu/testing Take Sample Final Exams online at http://www.cuny.edu/testing 1. Simplify. ( ) A) B) C) D) 2

  9. The ACT of Enrollment: The College Enrollment Effects of State-Required College Entrance Exam Testing

    ERIC Educational Resources Information Center

    Klasik, Daniel

    2013-01-01

    Since 2001 Colorado, Illinois, and Maine have all enacted policies that require high school juniors to take college entrance exams--the SAT or the ACT. One goal of these policies was to increase college enrollment based on the belief that requiring students to take these exams would make students more likely to consider college as a viable option.…

  10. Microsoft Word - App 9-18 Exam Results Report.doc

    Cancer.gov

    Lung Screening Study Version 3.0 Manual of Operations and Procedures 11/15/00 Appendix 9-18 Lung Screening Study SCREENING EXAM RESULTS REPORT BY SC Report as of Date: ____________________________ Part 1: Exam pending or letters not sent PID Rand.

  11. The Effects of High School Exit Exam Performance: New Evidence from Florida

    ERIC Educational Resources Information Center

    Clark, Damon; Martorell, Paco; Yang, Muzhe

    2009-01-01

    This paper presents new evidence on the effects of exit exam performance on high school persistence and completion as well as on college attendance using data on students from Florida. Specifically, they examine whether initial exit exam performance causes students to drop out of school, changes the likelihood of graduating from high school, and…

  12. Democracy in the Israeli Education System: The Case of the English Matriculation Exam

    ERIC Educational Resources Information Center

    Zaher, Rana

    2012-01-01

    This research investigates the extent to which indices of social justice and democratic rights are expressed in Israel in the crucial national English matriculation exam, as perceived by Palestinian Arab high school pupils studying for these exams and their English teachers. The research employed Critical Theory as a paradigm, case study as a…

  13. International Baccalaureate Program e International Baccalaureate (IB) exams are evaluated in much

    E-print Network

    International Baccalaureate Program e International Baccalaureate (IB) exams are evaluated in much the same way as Advanced Placement exams. Submit an official IB transcript directly from I.B. North America, will be requested. IB transcripts may also be requested on-line at transcripts.ibna@ibo.org. Credit Awarded

  14. Assessment Drives Learning: The Effect of Central Exit Exams on Curricular Knowledge and Mathematical Literacy

    ERIC Educational Resources Information Center

    Jurges, Hendrik; Schneider, Kerstin; Senkbeil, Martin; Carstensen, Claus H.

    2012-01-01

    In this paper, we use data from the German PISA 2003 sample to study the effects of central exit examinations on student performance and student attitudes. Unlike earlier studies we use (i) a value-added measure to pin down the effect of central exit exams on learning in the last year before the exam and (ii) separate test scores for mathematical…

  15. Does Eating Breakfast Affect the Performance of College Students on Biology Exams?

    ERIC Educational Resources Information Center

    Phillips, Gregory W.

    2005-01-01

    This study examined the breakfast eating habits of 1,259 college students over an eleven year period to determine if eating breakfast had an impact upon their grade on a General Biology exam. The study determined that there was a significant difference in the performance on the exam with a higher percent of the participants, who had eaten…

  16. Hybrid Variable Neighborhood Approaches to Exam Timetabling Edmund K. Burke1

    E-print Network

    McCollum, Barry

    a whole timeslot, swap two timeslots, etc, with and without the Kempe chain move. A Kempe chain move. This exam is then used to define a move using the Kempe chain neighborhood. That is, those exams that clash-4 Kempe chain moves and Kemp

  17. Use of a Consumer-Grade Digital Camera to Archive Written Exams

    NSDL National Science Digital Library

    Morris Maduro

    2006-01-01

    The use of a photocopier to archive exams consumes photocopier resources and generates a large amount of waste. As an alternative, one instructor uses a consumer-grade digital camera to document exams in an upper-division biology course. The approach is inexpensive and offers a number of advantages over photocopies.

  18. Relationships between Self-Regulating Behaviors and Predictor Exam Scores for Senior Nursing Students

    ERIC Educational Resources Information Center

    Gillespie, Maria

    2012-01-01

    Low pass rates on the National Council Licensure Exam for Registered Nurses have directed nursing faculty to examine how to predict the readiness of the nursing student. Exit exam testing that predicts readiness has become one way to assess the nursing student's readiness. Nursing students at the research site's school of nursing are…

  19. What Does a Student Know Who Earns a Top Score on the Advanced Placement Chemistry Exam?

    ERIC Educational Resources Information Center

    Claesgens, Jennifer; Daubenmire, Paul L.; Scalise, Kathleen M.; Balicki, Scott; Gochyyev, Perman; Stacy, Angelica M.

    2014-01-01

    This paper compares the performance of students at a high-performing U.S. public school (n = 64) on the advanced placement (AP) chemistry exam to their performance on the ChemQuery assessment system. The AP chemistry exam was chosen because, as the National Research Council acknowledges, it is the "perceived standard of excellence and school…

  20. High School Exit Exams and Dropout in an Era of Increased Accountability

    ERIC Educational Resources Information Center

    Hemelt, Steven W.; Marcotte, Dave E.

    2013-01-01

    A key form of student-level accountability is the requirement for students to pass high school exit exams (HSEEs) in order to receive a diploma. In this paper, we examine the impact of HSEEs on dropout during a period when these exams became more common and rigorous. Further, we study whether offering alternate pathways to graduation for students…

  1. Does Failing a Placement Exam Discourage Underprepared Students from Going to College?

    ERIC Educational Resources Information Center

    Martorell, Paco; McFarlin, Isaac, Jr.; Xue, Yu

    2015-01-01

    About one third of college students are required to take remedial courses. Assignment to remediation is generally made on the basis of performance on a placement exam. When students are required to take a placement exam "prior" to enrolling in college-level courses, assignment to remediation may dissuade students from actually going to…

  2. Scholars Probe Diverse Effects of Exit Exams: State Graduation Tests Found to Hit Certain Groups Harder

    ERIC Educational Resources Information Center

    Viadero, Debra

    2009-01-01

    A study released last week suggesting that California's high school exit exams are affecting some student demographic groups more than others is the latest in a small spate of studies pointing to trade-offs from policies that require high school students to pass state tests to graduate. Twenty-six states have exit exams in place or will by 2012,…

  3. Certified Professional in Supply Management (CPSM) Review Series: Exam 2: Effective Supply Management Performance

    E-print Network

    Certified Professional in Supply Management (CPSM) Review Series: Exam 2: Effective Supply Management Performance Dates: October 28, 2011 Location: Rutgers University­ Livingston Campus, Tillett Hall in understanding both the content and organization of Exam 2: Effective Supply Management Performance

  4. Knowledge Assessment of Food Safety Managers in Utah and Its Implications on the Exam and Instruction

    ERIC Educational Resources Information Center

    Nummer, Brian A.; Guy, Stanley M.; Bentley, Joanne P. H.

    2010-01-01

    Food Safety Manager's Certification is offered through a state-local Extension partnership in Utah using an online course management system. Exams and course materials were created by an Extension Specialist at Utah State Univ. Extension Agents provide exam and curriculum facilitation in each county. This form of distance education enables access…

  5. Does Missing Classes Decelerate Student Exam Performance Progress? Empirical Evidence and Policy Implications

    ERIC Educational Resources Information Center

    Lin, Tin-Chun

    2014-01-01

    A total of 389 business students in undergraduate introductory microeconomics classes in spring 2007, 2009, and 2011, and fall 2012 participated in an exam performance progress study. Empirical evidence suggested that missing classes decelerates and hampers high-performing students' exam performance progress. Nevertheless, the evidence does…

  6. Skipping Class in College and Exam Performance: Evidence from a Regression Discontinuity Classroom Experiment

    ERIC Educational Resources Information Center

    Dobkin, Carlos; Gil, Ricard; Marion, Justin

    2010-01-01

    In this paper we estimate the effect of class attendance on exam performance by implementing a policy in three large economics classes that required students scoring below the median on the midterm exam to attend class. This policy generated a large discontinuity in the rate of post-midterm attendance at the median of the midterm score. We…

  7. Maryland Ranks #1 in the Nation on Advanced Placement Exams for Participation and Performance

    ERIC Educational Resources Information Center

    Maryland State Department of Education, 2009

    2009-01-01

    Maryland public high school students outperformed all others in the nation on the rigorous Advanced Placement (AP) exams, according to the College Board's fifth annual analysis of the AP program. Maryland ranked first nationwide in the percentage of public school students scoring 3 or higher on at least one AP exam. A score of 3 or higher on the…

  8. An Exploration of the Effects of Mentoring on Post-16 Chemistry Students' Exam Performance

    ERIC Educational Resources Information Center

    Essex, Jane

    2011-01-01

    In response to a concern about the persistent underachievement in exams of Chemistry students in one school, a pilot study was carried out to see if mentoring-style intervention could improve exam performance. Individual personalised interviews were offered to a class, during which support for the development of the skills and subject knowledge…

  9. A Study of the Technological, Instructional, and Motivational Factors Affecting PHR Certification Exam Outcomes

    ERIC Educational Resources Information Center

    Bonner, David M.

    2012-01-01

    Although previous studies have considered the factors affecting other certification exam outcomes, they have not examined those that are related to performance on the Professional in Human Resources (PHR) exam. In response to that need, this study specifically investigates technology and training factors that affect self-efficacy and self-set…

  10. Re-Examining Exit Exams: New Findings from the Education Longitudinal Study of 2002

    ERIC Educational Resources Information Center

    Shuster, Kate

    2012-01-01

    Using the nationally representative, cohort-based data of the Education Longitudinal Study of 2002 (ELS:02), this study employs multiple regression to examine the effects of exit exams on student achievement and school completion. This study finds that exit exams as a whole do not have substantial effects on student achievement in mathematics,…

  11. The Effect of Tutoring on Math Scores for the Praxis I Exam

    ERIC Educational Resources Information Center

    Longwell-Grice, Robert; McIlheran, Janine; Schroeder, Mark; Scheele, Steve

    2013-01-01

    The Praxis test is one of a series of national teacher certification exams written and administered by the Education Testing Service (ETS) since 1947. Currently, forty states now require some form of the Praxis Series (Educational Testing Service, 2011). Using pre- and post-tests similar to the Praxis I math exam, this study examined the affect…

  12. UW Law School: Academic Enhancement Program (AEP) Source: www.barbri.com Alabama Bar Exam Information

    E-print Network

    Sheridan, Jennifer

    UW Law School: Academic Enhancement Program (AEP) Source: www.barbri.com Alabama Bar Exam Information Alabama Board of Law Examiners State Bar Admissions Office P.O. Box 671 Montgomery, AL 36101-question multiple-choice exam Subjects Tested MBE Subjects: Constitutional Law, Contracts/Sales, Criminal

  13. The ACS Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map I: General Chemistry

    ERIC Educational Resources Information Center

    Holme, Thomas; Murphy, Kristen

    2012-01-01

    To provide tools for programmatic assessment related to the use of ACS Exams in undergraduate chemistry courses, the ACS Exams Institute has built a content map that applies to the entire undergraduate curriculum. At the top two levels, the grain size of the content classification is large and spans the entire undergraduate curriculum. At the…

  14. High-Stakes, Minimum-Competency Exams: How Competent Are They for Evaluating Teacher Competence?

    ERIC Educational Resources Information Center

    Goodman, Gay; Arbona, Consuelo; Dominguez de Rameriz, Romilia

    2008-01-01

    Increasingly, teacher educators recommend authentic, performance-related measures for evaluating teacher candidates. Nevertheless, more states are requiring teachers to pass high-stakes, minimum-competency exams. This study examined the relation between teacher candidate scores on authentic measures and their scores on certification exams required…

  15. Providing the Answers Does Not Improve Performance on a College Final Exam

    ERIC Educational Resources Information Center

    Glass, Arnold Lewis; Sinha, Neha

    2013-01-01

    In the context of an upper-level psychology course, even when students were given an opportunity to refer to text containing the answers and change their exam responses in order to improve their exam scores, their performance on these questions improved slightly or not at all. Four experiments evaluated competing explanations for the students'…

  16. Pick-N Multiple Choice-Exams: A Comparison of Scoring Algorithms

    ERIC Educational Resources Information Center

    Bauer, Daniel; Holzer, Matthias; Kopp, Veronika; Fischer, Martin R.

    2011-01-01

    To compare different scoring algorithms for Pick-N multiple correct answer multiple-choice (MC) exams regarding test reliability, student performance, total item discrimination and item difficulty. Data from six 3rd year medical students' end of term exams in internal medicine from 2005 to 2008 at Munich University were analysed (1,255 students,…

  17. A Multi-Year Analysis of Asian Gender Differences on Advanced Placement Exams

    ERIC Educational Resources Information Center

    Moore, George; Slate, John R.

    2011-01-01

    The performance of Asian boys and girls on Advanced Placement (AP) exam overall scores across the United States for the past 14 years was analyzed. For each of the 14 years of data analyzed, Asian boys had statistically significant higher percentages of overall AP exam scores of 5 than did Asian girls. In addition, the gap between the mean…

  18. Including an Exam P/1 Prep Course in a Growing Actuarial Science Program

    ERIC Educational Resources Information Center

    Wakefield, Thomas P.

    2014-01-01

    The purpose of this article is to describe the actuarial science program at our university and the development of a course to enhance students' problem solving skills while preparing them for Exam P/1 of the Society of Actuaries (SOA) and the Casualty Actuary Society (CAS). The Exam P/1 prep course, formally titled Mathematical Foundations of…

  19. A Valid and Reliable Instrument for Cognitive Complexity Rating Assignment of Chemistry Exam Items

    ERIC Educational Resources Information Center

    Knaus, Karen; Murphy, Kristen; Blecking, Anja; Holme, Thomas

    2011-01-01

    The design and use of a valid and reliable instrument for the assignment of cognitive complexity ratings to chemistry exam items is described in this paper. Use of such an instrument provides a simple method to quantify the cognitive demands of chemistry exam items. Instrument validity was established in two different ways: statistically…

  20. Training Metacognition in the Classroom: The Influence of Incentives and Feedback on Exam Predictions

    ERIC Educational Resources Information Center

    Miller, Tyler M.; Geraci, Lisa

    2011-01-01

    In two semester-long studies, we examined whether college students could improve their ability to accurately predict their own exam performance across multiple exams. We tested whether providing concrete feedback and incentives (i.e., extra credit) for accuracy would improve predictions by improving students' metacognition, or awareness of their…

  1. Use of a Consumer-Grade Digital Camera to Archive Written Exams

    ERIC Educational Resources Information Center

    Maduro, Morris

    2006-01-01

    The use of a photocopier to archive exams consumes photocopier resources and generates a large amount of waste. As an alternative, I have been using a consumer-grade digital camera to document exams in an upper-division biology course. The approach is inexpensive and offers a number of advantages over photocopies. (Contains 2 figures.)

  2. CPS 536: Exam 1 Name: Instructor: Dr. Clark March 25, 1996

    E-print Network

    Clark, Russell J.

    #12; CPS 536: Exam 1 Name: Part 3 (30 points) Consider the following page access sequence on a pageCPS 536: Exam 1 Name: Instructor: Dr. Clark March 25, 1996 This test is closed book and closed final answer by circling it. Part 1 (30 points) 1. (25) Compare the contiguous allocation and paging

  3. AK State Profile. Alaska: Alaska High School Graduation Qualifying Exam (HSGOE)

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper provides information about Alaska High School Graduation Qualifying Exam (HSGQE), a comprehensive standards-based exam. Its purpose is to meet a state mandate. A bill to remove the HSGQE as a graduation requirement by July 1, 2011 was presented to the state legislature as SB 109. However, it did not pass both houses of the legislature.…

  4. Exam High Schools and Academic Achievement: Evidence from New York City. NBER Working Paper No. 17286

    ERIC Educational Resources Information Center

    Dobbie, Will; Fryer, Roland G., Jr.

    2011-01-01

    Publicly funded exam schools educate many of the world's most talented students. These schools typically contain higher achieving peers, more rigorous instruction, and additional resources compared to regular public schools. This paper uses a sharp discontinuity in the admissions process at three prominent exam schools in New York City to provide…

  5. Effects of Failing a High School Exit Exam on Course Taking, Achievement, Persistence, and Graduation

    ERIC Educational Resources Information Center

    Reardon, Sean F.; Arshan, Nicole; Atteberry, Allison; Kurlaender, Michal

    2010-01-01

    The increasing use of state-mandated public high school exit exams is one manifestation of the current movement in U.S. public schooling toward more explicit standards of instruction and accountability. Exit exam requirements implicitly argue that raising the bar for graduation creates incentives both for students to work harder in school and for…

  6. Ethnic and Gender Differences in Advanced Placement Exam Performance: A Multiyear National Analysis

    ERIC Educational Resources Information Center

    Holmes, Maria Alexander

    2013-01-01

    Purpose: The purpose of this study was to analyze ethnic and gender differences in Advanced Placement (AP) exam performance of U.S. high school students. Specifically, the extent to which differences exist in overall AP exam performance scores within and between four ethnic groups (i.e., Asian, Black, Hispanic, and White) was investigated. Within…

  7. The Use of a Comprehensive Multiple Choice Final Exam in the Macroeconomics Principles Course: An Assessment.

    ERIC Educational Resources Information Center

    Petrowsky, Michael C.

    This paper analyzes the results of a pilot study at Glendale Community College (Arizona) to assess the effectiveness of a comprehensive multiple choice final exam in the macroeconomic principles course. The "pilot project" involved the administration of a 50-question multiple choice exam to 71 students in three macroeconomics sections. The…

  8. 46 CFR 71.50-3 - Drydock examination, internal structural examination, underwater survey, and alternate hull exam...

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ...completes a satisfactory alternate hull exam, with the underwater survey portion conducted predominantly by an approved underwater ROV, the vessel must undergo one alternate hull and one internal structural exam, within any five-year period. The vessel...

  9. 46 CFR 71.50-3 - Drydock examination, internal structural examination, underwater survey, and alternate hull exam...

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ...completes a satisfactory alternate hull exam, with the underwater survey portion conducted predominantly by an approved underwater ROV, the vessel must undergo one alternate hull and one internal structural exam, within any five-year period. The vessel...

  10. 46 CFR 71.50-3 - Drydock examination, internal structural examination, underwater survey, and alternate hull exam...

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ...completes a satisfactory alternate hull exam, with the underwater survey portion conducted predominantly by an approved underwater ROV, the vessel must undergo one alternate hull and one internal structural exam, within any five-year period. The vessel...

  11. 46 CFR 71.50-3 - Drydock examination, internal structural examination, underwater survey, and alternate hull exam...

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ...completes a satisfactory alternate hull exam, with the underwater survey portion conducted predominantly by an approved underwater ROV, the vessel must undergo one alternate hull and one internal structural exam, within any five-year period. The vessel...

  12. 46 CFR 71.50-3 - Drydock examination, internal structural examination, underwater survey, and alternate hull exam...

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ...completes a satisfactory alternate hull exam, with the underwater survey portion conducted predominantly by an approved underwater ROV, the vessel must undergo one alternate hull and one internal structural exam, within any five-year period. The vessel...

  13. SUBJECT EXAM TESTING DATES BY CLERKSHIP -2012-2013 FAMILY MEDICINE NEUROLOGY PEDIATRICS PSYCHIATRY SURGERY INTERNAL MED. OB/GYN

    E-print Network

    Berdichevsky, Victor

    SUBJECT EXAM TESTING DATES BY CLERKSHIP -2012-2013 FAMILY MEDICINE NEUROLOGY PEDIATRICS PSYCHIATRY SUBJECT EXAM SCHEDULE 8:00 AM ­ Pediatrics, Family Medicine, Psychiatry and Surgery 11:00 AM ­ Medicine

  14. Will I Do as Well on the Final Exam as I Expect? An Examination of Students' Expectations

    ERIC Educational Resources Information Center

    Burns, David J.

    2008-01-01

    Immediately prior to an exam, it is common to hear students commenting on whether they anticipate doing as well on the exam as they expect (or, in other words, whether they anticipate performing as well on the exam as the standard at which they believe they should be performing). These anticipations have received little past research attention. In…

  15. 2014-15 M-1 Exam Blueprint August 25 -September 19 Anatomy Biochemistry CTB Embryology IHD Med Genetics Microbiology Physiology

    E-print Network

    Jain, Kanti

    Embryology IHD Med Genetics Microbiology Physiology EXAMS September 22 - 26 5 hours 14 hours Microbiology Physiology EXAMS November 3 - 7 4 hours 14 hours 8 hours 4 hours 4 - December 12 Anatomy Biochemistry CTB Embryology IHD Med Genetics Microbiology Physiology EXAMS

  16. California High School Exit Exam Gets Real: Implications for the Class of 2006 and Beyond. EdSource Report

    ERIC Educational Resources Information Center

    Studier, Carol; Frey, Susan; Perry, Mary

    2006-01-01

    This EdSource report maps out the history and status of the California High School Exit Exam (CAHSEE) and addresses key issues surrounding the exam. It explains, for example, that the state superintendent has rejected postponing the exam or offering alternatives--a stance shared by many state leaders. But several lawsuits have been filed claiming…

  17. The Relationship between AP[R] Exam Performance and College Outcomes. Research Report No. 2009-4

    ERIC Educational Resources Information Center

    Mattern, Krista D.; Shaw, Emily J.; Xiong, Xinhui

    2009-01-01

    This study focused on the relationship between students' Advanced Placement Program[R] (AP[R]) performance in AP English Language, Biology, Calculus, and U.S. History, and their subsequent college success. For each AP Exam studied, students were divided into three groups according to their AP Exam performance (no AP Exam taken, score of 1 or 2,…

  18. 76 FR 37893 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-06-28

    ...Advocacy Panel Small Business/Self Employed...Correspondence Exam Toll Free Project Committee AGENCY...Advocacy Panel Small Business/ Self Employed...Correspondence Exam Toll Free Project Committee will be...Advocacy Panel Small Business/Self Employed...Correspondence Exam Toll Free Project Committee will...

  19. 76 FR 63716 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-10-13

    ...Advocacy Panel Small Business/Self Employed...Correspondence Exam Toll Free Project Committee AGENCY...Advocacy Panel Small Business/ Self Employed...Correspondence Exam Toll Free Project Committee will be...Advocacy Panel Small Business/Self Employed...Correspondence Exam Toll Free Project Committee will...

  20. 76 FR 46897 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-08-03

    ...Advocacy Panel Small Business/Self Employed...Correspondence Exam Toll Free Project Committee AGENCY...Advocacy Panel Small Business/ Self Employed...Correspondence Exam Toll Free Project Committee will be...Advocacy Panel Small Business/Self Employed...Correspondence Exam Toll Free Project Committee will...

  1. 76 FR 22170 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-04-20

    ...Advocacy Panel Small Business/Self Employed...Correspondence Exam Toll Free Project Committee AGENCY...Advocacy Panel Small Business/ Self Employed...Correspondence Exam Toll Free Project Committee will be...Advocacy Panel Small Business/Self Employed...Correspondence Exam Toll Free Project Committee will...

  2. 76 FR 17996 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-03-31

    ...Advocacy Panel Small Business/Self Employed...Correspondence Exam Toll Free Project Committee AGENCY...Advocacy Panel Small Business/ Self Employed...Correspondence Exam Toll Free Project Committee will be...Advocacy Panel Small Business/Self Employed...Correspondence Exam Toll Free Project Committee will...

  3. 76 FR 56880 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-09-14

    ...Advocacy Panel Small Business/Self Employed...Correspondence Exam Toll Free Project Committee AGENCY...Advocacy Panel Small Business/ Self Employed...Correspondence Exam Toll Free Project Committee will be...Advocacy Panel Small Business/Self Employed...Correspondence Exam Toll Free Project Committee will...

  4. 76 FR 6190 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-02-03

    ...Advocacy Panel Small Business/Self Employed...Correspondence Exam Toll Free Project Committee AGENCY...Advocacy Panel Small Business/ Self Employed...Correspondence Exam Toll Free Project Committee will be...Advocacy Panel Small Business/Self Employed...Correspondence Exam Toll Free Project Committee will...

  5. 76 FR 10942 - Open Meeting of the Taxpayer Advocacy Panel Small Business/Self Employed Correspondence Exam Toll...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-02-28

    ...Advocacy Panel Small Business/Self Employed...Correspondence Exam Toll Free Project Committee AGENCY...Advocacy Panel Small Business/ Self Employed...Correspondence Exam Toll Free Project Committee will be...Advocacy Panel Small Business/Self Employed...Correspondence Exam Toll Free Project Committee will...

  6. Predictors of Academic Success for the National Board Dental Hygiene Examination and the Southern Regional Testing Agency Clinical Exam

    ERIC Educational Resources Information Center

    Efurd, Melissa G.

    2012-01-01

    The purpose for conducting this study was to investigate and describe the relationship between applicant criteria for a dental hygiene program and subsequent outcomes on credentialing exams: the National Board Dental Hygiene Exam and the Southern Regional Testing Agency clinical exam. Because admission criteria play a crucial role in applicant…

  7. Multiple-Choice Exams: An Obstacle for Higher-Level Thinking in Introductory Science Classes

    PubMed Central

    Stanger-Hall, Kathrin F.

    2012-01-01

    Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not see the need to modify their study strategies for critical thinking, because the MC exam format has not changed. To test the effect of exam format, I used two sections of an introductory biology class. One section was assessed with exams in the traditional MC format, the other section was assessed with both MC and constructed-response (CR) questions. The mixed exam format was correlated with significantly more cognitively active study behaviors and a significantly better performance on the cumulative final exam (after accounting for grade point average and gender). There was also less gender-bias in the CR answers. This suggests that the MC-only exam format indeed hinders critical thinking in introductory science classes. Introducing CR questions encouraged students to learn more and to be better critical thinkers and reduced gender bias. However, student resistance increased as students adjusted their perceptions of their own critical-thinking abilities. PMID:22949426

  8. The Effect of Online Chapter Quizzes on Exam Performance in an Undergraduate Social Psychology Course.

    PubMed

    Johnson, Bethany C; Kiviniemi, Marc T

    2009-01-01

    Assigned textbook readings are a common requirement in undergraduate courses, but students often do not complete reading assignments or do not do so until immediately before an exam. This may have detrimental effects on learning and course performance. Regularly scheduled quizzes on reading material may increase completion of reading assignments and therefore course performance. This study examined the effectiveness of compulsory, mastery-based, weekly reading quizzes as a means of improving exam and course performance. Completion of reading quizzes was related to both better exam and course performance. The discussion includes recommendations for the use of quizzes in undergraduate courses. PMID:20046908

  9. The Effect of Online Chapter Quizzes on Exam Performance in an Undergraduate Social Psychology Course

    PubMed Central

    Johnson, Bethany C.; Kiviniemi, Marc T.

    2009-01-01

    Assigned textbook readings are a common requirement in undergraduate courses, but students often do not complete reading assignments or do not do so until immediately before an exam. This may have detrimental effects on learning and course performance. Regularly scheduled quizzes on reading material may increase completion of reading assignments and therefore course performance. This study examined the effectiveness of compulsory, mastery-based, weekly reading quizzes as a means of improving exam and course performance. Completion of reading quizzes was related to both better exam and course performance. The discussion includes recommendations for the use of quizzes in undergraduate courses. PMID:20046908

  10. Oral Exam Syllabus Committee: Paul Feehan, Daniel Ocone, Richard Gundy and Zheng-Chao

    E-print Network

    Oral Exam Syllabus Jawon Koo 2006 Committee: Paul Feehan, Daniel Ocone, Richard Gundy and Zheng Processes iv. Applebaum, David Levy Processes and Stochastic Calculus v. Evans, Lawrence C., Partial Di#11

  11. ECE MS Comprehensive Exam April 17, 2010 Depth/Topic: Computer Engineering (GRAD)

    E-print Network

    Wang, Deli

    ) This is a totally closedbook exam: No notes, books or magic genie are allowed. #12;CE: Question 1 (a) Consider shown below, where the delay td mentioned in each combinational logic block is the worst case

  12. Duke study finds rectal exams may benefit obese men more than normal-weight peers:

    Cancer.gov

    Researchers at the Duke Cancer Institute and elsewhere have found that the doctors' office exam may be better at detecting advanced prostate tumors in heavy men than in their normal-weight counterparts.

  13. June 2011 PURDUE UNIVERSITY Study Guide for the Credit Exam in

    E-print Network

    2011-05-29

    Jun 1, 2011 ... Study Guide for the Credit Exam in (MA 266) ... Using the method of undetermined coefficients for systems to solve nonhomogeneous systems .... is guaranteed by the Existence and Uniqueness Theorem to exist is. A. ??. 2.

  14. Expedition 32 Final Soyuz Qualification Exams - Duration: 4 minutes, 35 seconds.

    NASA Video Gallery

    Expedition 32 Flight Engineers Suni Williams, Yuri Malenchenko and Aki Hoshide take their final Soyuz systems qualification exams at the Gagarin Cosmonaut Training Center in Star City, Russia. The ...

  15. Testing the test: an examination of the Freshman English Equivalency Exam

    E-print Network

    Ashe, Diana Lynne

    1994-01-01

    This study evaluates the validity, reliability, fairness, and effects of the Freshman English Equivalency Exam at Texas A&M University after one year of use. Consistency of scores across test administrations, raters, and social groups is examined...

  16. Relationship of the Gesell Developmental Exam and the Bracken Basic Concept Scale to Academic Achievement.

    ERIC Educational Resources Information Center

    Sterner, Anne G.; McCallum, R. Steve

    1988-01-01

    Administered the Gesell Development Exam and the Bracken Basic Concept Scale (BBCS) to kindergarten graduates (N=80). Found the BBCS may be a better predictor of achievement from a current state of readiness. (Author/ABL)

  17. 1/17/2012 Day Date Course Room/Exam Type

    E-print Network

    Wed-Fri 2/15 5pm ­ 2/17 11pm: Exam #1 VM726 RamCT Digestive & Abdominal Ultrasound 20-26 Fri-Tue 2 In Class ­ Path 101 April 2-8 Wed-Fri 4/4 5pm ­ 4/6 11pm: Exam #2 VM726 RamCT Respiratory System 9-15 Tue 4

  18. Test Anxiety Levels of Board Exam Going Students in Tamil Nadu, India

    PubMed Central

    Ann Mary, Revina; Marslin, Gregory; Franklin, Gregory; Sheeba, Caroline J.

    2014-01-01

    The latest report by the National Crime Records Bureau has positioned Tamil Nadu as the Indian state with highest suicide rate. At least in part, this is happening due to exam pressure among adolescents, emphasizing the imperative need to understand the pattern of anxiety and various factors contributing to it among students. The present study was conducted to analyze the level of state anxiety among board exam attending school students in Tamil Nadu, India. A group of 100 students containing 50 boys and 50 girls from 10th and 12th grades participated in the study and their state anxiety before board exams was measured by Westside Test Anxiety Scale. We found that all board exam going students had increased level of anxiety, which was particularly higher among boys and 12th standard board exam going students. Analysis of various demographic variables showed that students from nuclear families presented higher anxiety levels compared to their desired competitive group. Overall, our results showing the prevalence of state anxiety among board exam going students in Tamil Nadu, India, support the recent attempt taken by Tamil Nadu government to improve student's academic performance in a healthier manner by appointing psychologists in all government schools. PMID:25143938

  19. Sleep Quality during Exam Stress: The Role of Alcohol, Caffeine and Nicotine

    PubMed Central

    Zunhammer, Matthias; Eichhammer, Peter; Busch, Volker

    2014-01-01

    Academic exam stress is known to compromise sleep quality and alter drug consumption in university students. Here we evaluated if sleeping problems and changes in legal drug consumption during exam stress are interrelated. We used the Pittsburgh Sleep Quality Index (PSQI) to survey sleep quality before, during, and after an academic exam period in 150 university students in a longitudinal questionnaire study. Self-reports of alcohol, caffeine, and nicotine consumption were obtained. The Perceived Stress Questionnaire (PSQ-20) was used as a measure of stress. Sleep quality and alcohol consumption significantly decreased, while perceived stress and caffeine consumption significantly increased during the exam period. No significant change in nicotine consumption was observed. In particular, students shortened their time in bed and showed symptoms of insomnia. Mixed model analysis indicated that sex, age, health status, as well as the amounts of alcohol and caffeine consumed had no significant influence on global sleep quality. The amount of nicotine consumed and perceived stress were identified as significant predictors of diminished sleep quality. Nicotine consumption had a small-to-very-small effect on sleep quality; perceived stress had a small-to-moderate effect. In conclusion, diminished sleep quality during exam periods was mainly predicted by perceived stress, while legal drug consumption played a minor role. Exam periods may pose an interesting model for the study of stress-induced sleeping problems and their mechanisms. PMID:25279939

  20. Seamless insertion of real pulmonary nodules in chest CT exams

    NASA Astrophysics Data System (ADS)

    Pezeshk, Aria; Sahiner, Berkman; Zeng, Rongping; Wunderlich, Adam; Chen, Weijie; Petrick, Nicholas

    2014-03-01

    The availability of large medical image datasets is critical in many applications such as training and testing of computer aided diagnosis (CAD) systems, evaluation of segmentation algorithms, and conducting perceptual studies. However, collection of large repositories of clinical images is hindered by the high cost and difficulties associated with both the accumulation of data and establishment of the ground truth. To address this problem, we are developing an image blending tool that allows users to modify or supplement existing datasets by seamlessly inserting a real lesion extracted from a source image into a different location on a target image. In this study we focus on the application of this tool to pulmonary nodules in chest CT exams. We minimize the impact of user skill on the perceived quality of the blended image by limiting user involvement to two simple steps: the user first draws a casual boundary around the nodule of interest in the source, and then selects the center of desired insertion area in the target. We demonstrate examples of the performance of the proposed system on samples taken from the Lung Image Database Consortium (LIDC) dataset, and compare the noise power spectrum (NPS) of blended nodules versus that of native nodules in simulated phantoms.

  1. A comparison of student performance on discipline-specific versus integrated exams in a medical school course.

    PubMed

    Thompson, Andrew R; Braun, Mark W; O'Loughlin, Valerie D

    2013-12-01

    Curricular reform is a widespread trend among medical schools. Assessing the impact that pedagogical changes have on students is a vital step in review process. This study examined how a shift from discipline-focused instruction and assessment to integrated instruction and assessment affected student performance in a second-year medical school pathology course. We investigated this by comparing pathology exam scores between students exposed to traditional discipline-specific instruction and exams (DSE) versus integrated instruction and exams (IE). Exam content was controlled, and individual questions were evaluated using a modified version of Bloom's taxonomy. Additionally, we compared United States Medical Licensing Examination (USMLE) step 1 scores between DSE and IE groups. Our findings indicate that DSE students performed better than IE students on complete pathology exams. However, when exam content was controlled, exam scores were equivalent between groups. We also discovered that the integrated exams were composed of a significantly greater proportion of questions classified on the higher levels of Bloom's taxonomy and that IE students performed better on these questions overall. USMLE step 1 exam scores were similar between groups. The finding of a significant difference in content complexity between discipline-specific and integrated exams adds to recent literature indicating that there are a number of potential biases related to curricular comparison studies that must be considered. Future investigation involving larger sample sizes and multiple disciplines should be performed to explore this matter further. PMID:24292915

  2. A TIME-EFFECTIVE STRATEGY FOR TAKING EXAMS Although college exams are designed to measure how much you have learned in a particular class over a particular

    E-print Network

    Offutt, Jeff

    the question immediately. Rationale: Seeing every question gives you an idea of the length of the exam and how well prepared you are, allowing you to organize your time e ectively. Seeing the hard" questions before related, and seeing or answering one question may prompt an answer to another question. 1.B: Take a break

  3. Physics 171 MIDTERM EXAM Fall 2014 INSTRUCTIONS: This is a take-home exam. The point value of each problem is in-

    E-print Network

    California at Santa Cruz, University of

    at the end of the day on Friday November 14. While working on the exam, you are permitted to consult near each other on the surface of the Earth. Each holds an accurate atomic clock. At time t = 0 all on each clock, assuming that the max- imum height h is much smaller than the radius of the earth. In your

  4. Dr. Campbell's Bio111 Exam #2 KEY Spring 2007 Spring 2007 Biology 111 In-Class Exam #2 KEY Classical Genetics

    E-print Network

    Campbell, A. Malcolm

    ­ Classical Genetics The in-class portion of this exam is designed so that you can complete it in 20 minutes and the male has a brown tail. All their babies are white with brown tails and brown noses. All

  5. The University of Aberdeen is a charity registered in Scotland, No SC013683 Exam Papers how do I find past exam papers?

    E-print Network

    Levi, Ran

    's Digital Asset Management System. From the Library web page link you can search for specific papers DigiTool ­ digital asset management system. #12; do I find past exam papers? Emma Francis, July 2013 QG DBS007 [https://www.abdn.ac.uk/library

  6. Accuracy of early stand exam age estimates in the Swan Valley of Western Montana. Forest Service research note

    SciTech Connect

    Hart, M.; Lesica, P.

    1994-04-01

    The stand exams conducted in western Montana over 50 years ago provide a valuable source of information on prefire suppression and preharvest condition of the region's forests. Of the early exam estimates of stand origin, 52 percent were within 20 years of estimates taken from stand exams conducted in the 1980's, and 73 percent were within 60 years. There was no significant bias toward either higher or lower age estimates. The early stand exam data can give an accurate estimate of stand age distributions over large areas.

  7. Do You Prefer to Have the Text or a Sheet with Your Physics Exams?

    NASA Astrophysics Data System (ADS)

    Hamed, Kastro M.

    2008-05-01

    Many high school and introductory college physics instructors ponder the choice between "open text" exams versus "facts and formulae sheet" exams. Other alternatives are closed book/closed notes exams or an instructor-prepared sheet of facts and relevant formulas. There is no agreement on merit. Rehfuss strongly opposes allowing students to use formula sheets while taking physics exams despite acknowledging that such use is common practice. Cone2 responded to Rehfuss by defending the use of such sheets and outlining the benefits of a "cheat sheet." Debate over the use of a "cheat sheet" or other resources during exams is not limited to the physics community. Skidmore and Aagaard3 studied the relationship between testing conditions and student test scores for students in teacher education. Two decades earlier Boniface,4 Dorsal and Cundiff,5 and Hindman6 published papers on the use of texts and/or sheets during examinations in psychology and education. Others, such as Pullen et al.7 focused on studying the discarded cheat sheets themselves. Humorously, in October 2005 The New York Times8 reported an unusual museum exhibit of "cheat sheets" and the different ways students had cheated at a particular university.

  8. Integrity of Disposable Nitrile Exam Gloves Exposed to Simulated Movement

    PubMed Central

    Phalen, Robert N.; Wong, Weng Kee

    2011-01-01

    Every year, millions of health care, first responder, and industry workers are exposed to chemical and biological hazards. Disposable nitrile gloves are a common choice as both a chemical and physical barrier to these hazards, especially as an alternative to natural latex gloves. However, glove selection is complicated by the availability of several types or formulations of nitrile gloves, such as low-modulus, medical-grade, low-filler, and cleanroom products. This study evaluated the influence of simulated movement on the physical integrity (i.e., holes) of different nitrile exam glove brands and types. Thirty glove products were evaluated out-of-box and after exposure to simulated whole-glove movement for 2 hr. In lieu of the traditional 1-L water-leak test, a modified water-leak test, standardized to detect a 0.15 ± 0.05 mm hole in different regions of the glove, was developed. A specialized air inflation method simulated bidirectional stretching and whole-glove movement. A worst-case scenario with maximum stretching was evaluated. On average, movement did not have a significant effect on glove integrity (chi-square; p=0.068). The average effect was less than 1% between no movement (1.5%) and movement (2.1%) exposures. However, there was significant variability in glove integrity between different glove types (p ? 0.05). Cleanroom gloves, on average, had the highest percentage of leaks, and 50% failed the water-leak test. Low-modulus and medical-grade gloves had the lowest percentages of leaks, and no products failed the water-leak test. Variability in polymer formulation was suspected to account for the observed discrepancies, as well as the inability of the traditional 1-L water-leak test to detect holes in finger/thumb regions. Unexpectedly, greater than 80% of the glove defects were observed in the finger and thumb regions. It is recommended that existing water-leak tests be re-evaluated and standardized to account for product variability. PMID:21476169

  9. Integrity of disposable nitrile exam gloves exposed to simulated movement.

    PubMed

    Phalen, Robert N; Wong, Weng Kee

    2011-05-01

    Every year, millions of health care, first responder, and industry workers are exposed to chemical and biological hazards. Disposable nitrile gloves are a common choice as both a chemical and physical barrier to these hazards, especially as an alternative to natural latex gloves. However, glove selection is complicated by the availability of several types or formulations of nitrile gloves, such as low-modulus, medical grade, low filler, and cleanroom products. This study evaluated the influence of simulated movement on the physical integrity (i.e., holes) of different nitrile exam glove brands and types. Thirty glove products were evaluated out-of-box and after exposure to simulated whole-glove movement for 2 hr. In lieu of the traditional 1 L water-leak test, a modified water-leak test, standardized to detect a 0.15 ± 0.05 mm hole in different regions of the glove, was developed. A specialized air inflation method simulated bidirectional stretching and whole-glove movement. A worst-case scenario with maximum stretching was evaluated. On average, movement did not have a significant effect on glove integrity (chi-square; p=0.068). The average effect was less than 1% between no movement (1.5%) and movement (2.1%) exposures. However, there was significant variability in glove integrity between different glove types (p?0.05). Cleanroom gloves, on average, had the highest percentage of leaks, and 50% failed the water-leak test. Low-modulus and medical grade gloves had the lowest percentages of leaks, and no products failed the water-leak test. Variability in polymer formulation was suspected to account for the observed discrepancies, as well as the inability of the traditional 1 L water-leak test to detect holes in finger/thumb regions. Unexpectedly, greater than 80% of the glove defects were observed in the finger and thumb regions. It is recommended that existing water-leak tests be re-evaluated and standardized to account for product variability. PMID:21476169

  10. Sex-role, self-esteem and cheating on college exams

    E-print Network

    Kramer, Jeffrey Todd

    1981-01-01

    SEX-ROLE, SELF-ESTEEM AND CHEATING ON COLLEGE EXAMS A Thesis by JEFFREY TODD KRAMER Submitted to the Graduate College of Texas A&M University in partial fulfillment of the requirement for the degree of MASTER OF SCIENCE August 1981 Major... Subject: Psychology SEX-ROLE, SELF-ESTEEM AND CHEATING ON COLLEGE EXAMS A Thesis by JEFFREY TODD KRAMER Approved as to style and content by: C 'rman of Committee) (Member) (Member) /PQ K (Head of Depart ent) August 1981 ABSTRACT Sex-Role, Self...

  11. Cheat Sheet or Open-Book? A Comparison of the Effects of Exam Types on Performance, Retention, and Anxiety

    ERIC Educational Resources Information Center

    Gharib, Afshin; Phillips, William; Mathew, Noelle

    2012-01-01

    The differences between open-book, cheat sheet, and closed-book exams were examined in two different types of psychology courses. A total of 297 students enrolled in eight sections of Introductory Psychology and 99 students enrolled in four sections of Statistics participated in this study. Exam types were counterbalanced across sections of the…

  12. Read before Exam Script and Instructions for the ServSafe Food Safety Manager Certification Examination -Print version

    E-print Network

    Examination - Print version THIS SCRIPT IS REQUIRED TO BE READ BY PROCTORS PRIOR TO THE ADMINISTRATION OF A PRINT BASED EXAM. Good _________ (morning/afternoon). On behalf of the National Restaurant Association is to organize and administer all exam location activities and procedures, as well as to report any form

  13. Analysis of Factors that Affect the Teacher Certification Exam Results in a University System in Puerto Rico

    ERIC Educational Resources Information Center

    Garofalo, Jorge H.

    2009-01-01

    The purpose of this study was to analyze the factors that affect a teacher preparation exam results within a University System in Puerto Rico. Using Bertalanffy's System Theory as theoretical framework, this mixed methods study examined factors in the university system that could have affected student's preparation for a teacher exam (PCMAS by its…

  14. Teaching to the Test…or Testing to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding

    ERIC Educational Resources Information Center

    Jensen, Jamie L.; McDaniel, Mark A.; Woodard, Steven M.; Kummer, Tyler A.

    2014-01-01

    In order to test the effect of exam-question level on fostering student conceptual understanding, low-level and high-level quizzes and exams were administered in two sections of an introductory biology course. Each section was taught in a high-level inquiry based style but was assigned either low-level questions (memory oriented) on the quizzes…

  15. Payment of Advanced Placement Exam Fees by Virginia Public School Divisions and Its Impact on Advanced Placement Enrollment and Scores

    ERIC Educational Resources Information Center

    Cirillo, Mary Grupe

    2010-01-01

    The purpose of this study was to determine the impact of Virginia school divisions' policy of paying the fee for students to take Advanced Placement exams on Advanced Placement course enrollment, the number of Advanced Placement exams taken by students, the average scores earned and the percent of students earning qualifying scores of 3, 4, or 5…

  16. Awarding Credit Where Credit Is Due: Effective Practices for the Implementation of Credit by Exam. Adopted Spring 2014

    ERIC Educational Resources Information Center

    Academic Senate for California Community Colleges, 2014

    2014-01-01

    Credit by Exam is a mechanism employed in the California community colleges as a means of granting credit for student learning outside of the traditional classroom. In some instances, credit by exam is the means used to award college credit for structured learning experiences in a secondary educational setting, while in other instances knowledge…

  17. Individual Accountability in Cooperative Learning Groups at the College Level: Differential Effects on High, Average, and Low Exam Performers

    ERIC Educational Resources Information Center

    Williams, Robert L.; Carroll, Erin; Hautau, Briana

    2005-01-01

    Over a three-semester period in a large undergraduate human development course, students were assigned to 5-7 member groups to work together in preparing for an exam in one of the five content units in the course. Their exam performance was tracked over three units: a baseline unit in which students worked only individually, a unit in which they…

  18. So Many Choices, So Little Time: Strategies for Understanding and Taking Multiple-Choice Exams in History

    ERIC Educational Resources Information Center

    Blackey, Robert

    2009-01-01

    Learning as much as possible about what to expect and how best to select among response choices enables students to improve their scores so as to reflect more fully their knowledge and abilities, whether taking the SAT, ACT, AP history exams, multiple-choice exams in college courses, the GRE, or any other standardized examinations that include…

  19. Aegrotats as a result of weather conditions: If a student might be late for an exam as a result of weather conditions, s/he must contact

    E-print Network

    Hickman, Mark

    Aegrotats as a result of weather conditions: If a student might be late for an exam as a result of weather conditions, s/he must contact the University as soon as possible. If a student misses an exam as a result of weather conditions, s/he must inform the University before 5 pm on the day of the exam. Please

  20. Using College Placement Exams as Early Signals of College Readiness: An Examination of California's Early Assessment Program and New York's At Home in College Program

    ERIC Educational Resources Information Center

    Venezia, Andrea; Voloch, Daniel

    2012-01-01

    A promising strategy for promoting successful college transition and increasing college completion rates is to help students avoid developmental coursework by preparing them for placement exams before they enroll in college. A lack of content alignment between high school exit exams and college entrance exams is one of many troubling disconnects…

  1. Individual Oral Exams in Mathematics Courses: 10 Years of Experience at the Air Force Academy

    ERIC Educational Resources Information Center

    Boedigheimer, Ralph; Ghrist, Michelle; Peterson, Dale; Kallemyn, Benjamin

    2015-01-01

    Over the last 10 years faculty members in the Department of Mathematical Sciences at the United States Air Force Academy have incorporated individual oral exams into mathematics courses. We have experimented with various approaches, shared results and ideas with other department members, and refined our techniques. We have found that this…

  2. Hour Exam #1 Questions submitted by students State Newton's 3 laws of motion.

    E-print Network

    Lowenthal, James D.

    . · State Kepler's 3 laws of planetary orbits. · What is Newton's version of Kepler's 3rd law? · What is Kepler's 2nd Law of planetary motion? At what point in a planet's orbit does it move most quickly? · WhatAST 111 Fall 2010 Hour Exam #1 Questions submitted by students · State Newton's 3 laws of motion

  3. Redes Neuronais e Aprendizagem Automtica Exame de 5/2/04

    E-print Network

    Almeida, Luis B.

    Redes Neuronais e Aprendizagem Automática Exame de 5/2/04 Resolução do Problema 4 Enunciado: Considere uma rede neuronal com uma única saída [1,0]o . Esta rede é utilizada num problema de classificação optimizada for o erro quadrático, a saída da rede, após o treino, é um estimador da probabilidade

  4. Validity of the UKCAT in applicant selection and predicting exam performance in UK dental students.

    PubMed

    Lala, Rizwana; Wood, Duncan; Baker, Sarah

    2013-09-01

    The United Kingdom's Clinical Aptitude Test (UKCAT) aims to assess candidates' "natural talent" for dentistry. The aim of this study was to determine the validity of the UKCAT for dental school applicant selection. The relationship of the UKCAT with demographic and academic variables was examined, assessing if the likelihood of being offered a place at a UK dental school was predicted by demographic factors and academic selection tools (predicted grades and existing school results). Finally, the validity of these selection tools in predicting first-year dental exam performance was assessed. Correlational and regression analyses showed that females and poorer students were more likely to have lower UKCAT scores. Gender and social class did not, however, predict first-year dental exam performance. UKCAT scores predicted the likelihood of the candidate being offered a place in the dental course; however, they did not predict exam performance during the first year of the course. Indeed, the only predictor of dental exam performance was existing school results. These findings argue against the use of the UKCAT as the sole determinant in dental applicant selection, instead highlighting the value of using existing school results. PMID:24002854

  5. Physics 111 PRACTICE COMMON Exam 3 Name (Print): _______________________________ 4 Digit ID:________ Section: ______

    E-print Network

    Gary, Dale E.

    Page of 71 Physics 111 PRACTICE COMMON Exam 3 Name (Print): _______________________________ 4 Digit.09 kgm/s b. 1.5 kgm/s c. 4.3 kgm/s d. 5.7 kgm/s e. 126 kgm/s 2. Lonnie pitches a baseball of mass 0.20 kg

  6. A history and overview of the certification exam for medical dosimetrists

    SciTech Connect

    Pusey, Damien [Department of Radiation Oncology, UNC Hospitals, 101 Manning Drive, Chapel Hill, NC 27514 (United States); Smith, Lisette [Department of Radiation Oncology, UNC Hospitals, 101 Manning Drive, Chapel Hill, NC 27514 (United States); Zeman, Elaine M. [UNC School of Medicine, Chapel Hill, NC 27599-7512 (United States); Adams, Robert [Department of Radiation Oncology, UNC Hospitals, 101 Manning Drive, Chapel Hill, NC 27514 (United States)]. E-mail: Robert_Adams@med.unc.edu

    2005-06-30

    During the last century, the creation and implementation of board certification has had a powerful impact on the medical community. Board certification has helped to shape the scope and practice of medical professionals and the care they provide, as well as to influence the way the health insurance industry sets standards for reimbursement. One profession that offers board certification to its members is medical dosimetry. The Medical Dosimetrist Certification Board exam has been administered since 1988 and its content covers a broad spectrum of information from the radiation therapy sciences. The exam has strict application requirements and is rather difficult to pass. Those who pass the exam can then call themselves Certified Medical Dosimetrists. For data purposes of this study, several members of the dosimetry community were solicited to participate in a survey regarding the exam's content and history, and to provide relevant statistical data. Currently 2,177 medical dosimetrists are board certified, with an additional 1,500 estimated to be working without certification. Although board certification is not currently required to practice medical dosimetry, new legislation known as the CARE Bill could change this. The CARE Bill, if passed, would mandate nationwide compulsory licensure and/or certification for medical dosimetrists and other medical professionals who want to work in radiation-related health care. Health maintenance organizations and other insurance carriers may likewise require certification for reimbursement purposes.

  7. Student Learning with Performance-Based, In-Class and Learner-Centered, Online Exams

    ERIC Educational Resources Information Center

    Greenberg, Katherine; Lester, Jessica N.; Evans, Kathy; Williams, Michele; Hacker, Carolyn; Halic, Olivia

    2009-01-01

    The purpose of this study was to explore the experience of students with performance-based, in-class and learner-centered, online assessment and the effects of these formats on comprehensive exam scores in an educational psychology course required of participants in a teacher education program. In our quantitative analysis, we investigated the…

  8. The TRIPSE: A Process-Oriented Exam for Large Undergraduate Classes

    ERIC Educational Resources Information Center

    Nastos, Stash; Rangachari, P. K.

    2013-01-01

    The TRIPSE (tri-partite problem solving exercise), a process-oriented exam that mimics the scientific process, was used previously in small classes (15-25). Provided limited data, students frame explanations and design experimental tests that they later revise with additional information. Our 6-year experience using it with larger numbers…

  9. Indiana Teachers' Perspectives on Testing Accommodations for Limited English Proficient Students Taking the Graduation Qualifying Exam

    ERIC Educational Resources Information Center

    Hetler, Angela Dawn

    2010-01-01

    This qualitative case study examines teachers' perspectives on testing accommodations for Limited English Proficient (LEP) students taking Indiana's Graduation Qualifying Exam (GQE). The Indiana Department of Education (IDOE) states that the purpose of testing accommodations is to "level the playing field" between LEP students and their non-LEP…

  10. An Analysis of Item Exposure and Item Parameter Drift on a Take-Home Recertification Exam

    ERIC Educational Resources Information Center

    Giordano, Carolyn; Subhiyah, Raja; Hess, Brian

    2005-01-01

    There are few certifying or recertifying examinations in the medical field that are given in a take-home format. This stems from a concern that examinees may discuss items with peers, or save copies of items on the exam and then pass them on to others. This study examined if item exposure on take-home examinations influences the difficulty of the…

  11. Grading Multiple Choice Exams with Low-Cost and Portable Computer-Vision Techniques

    ERIC Educational Resources Information Center

    Fisteus, Jesus Arias; Pardo, Abelardo; García, Norberto Fernández

    2013-01-01

    Although technology for automatic grading of multiple choice exams has existed for several decades, it is not yet as widely available or affordable as it should be. The main reasons preventing this adoption are the cost and the complexity of the setup procedures. In this paper, "Eyegrade," a system for automatic grading of multiple…

  12. TWO EXAMS TAKEN BY RAMANUJAN IN INDIA BRUCE C. BERNDT1

    E-print Network

    Berndt, Bruce C.

    with a score of 38 out of 200; a minimum of 70 was needed to pass. In Sanskrit, he obtained a score of 34 out. It is curious that Ramanujan chose Sanskrit over his mother tongue, Tamil. For further details (but not the exam

  13. TWO EXAMS TAKEN BY RAMANUJAN IN INDIA BRUCE C. BERNDT 1 and C. A. REDDI 2

    E-print Network

    Berndt, Bruce C.

    with a score of 38 out of 200; a minimum of 70 was needed to pass. In Sanskrit, he obtained a score of 34 out. It is curious that Ramanujan chose Sanskrit over his mother tongue, Tamil. For further details (but not the exam

  14. Exam Optimal Control of Economic Systems, code 156066 Date : 29-06-2001

    E-print Network

    Vellekoop, Michel

    Exam Optimal Control of Economic Systems, code 156066 Date : 29-06-2001 Location : BB1 Time : 9 asymptotically stable? 3. A new light railway needs to be constructed between Enschede and Hengelo. To save Driener Mountains. We model the problem of constructing the railway of minimal length as follows. In the x

  15. Alabama High School Graduation Exam Outcomes: Agricultural Education and Its Impact

    ERIC Educational Resources Information Center

    Nolin, Joshua Brock

    2011-01-01

    This study sought to determine if there is possible a relationship between agricultural education class credits obtained by students and their subsequent outcome on the Alabama High School Graduation Exam (AHSGE). Also, the perceptions of Alabama agricultural educators regarding 1) student test taking preparation 2) academic standard integration…

  16. NC State Profile. North Carolina: North Carolina End-of-Course Exams

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper provides information about North Carolina End-of-Course Exams. The North Carolina End-of-Course Assessments were developed for two purposes: (1) To provide accurate measurement of individual student knowledge and skills specified in the North Carolina Standard Course of Study; and (2) To provide accurate measurement of the knowledge and…

  17. From Napoleon to Sarkozy: Two Hundred Years of the Baccalauréat Exam

    Microsoft Academic Search

    Samira El Atia

    2008-01-01

    In March 17th, 2008, the Baccalauréat exam in France celebrates 200 years since its establishment. The Baccalauréat is the French national examination to complete secondary education and determine admission to higher education. A byproduct of several factors: the strict educational philosophy of the Jesuits, the radical reforms of the French Revolution, and the mania for quantification of the Napoleonic administration,

  18. GREEN CHICKEN EXAM -NOVEMBER 2012 GREEN CHICKEN AND STEVEN J. MILLER

    E-print Network

    Stoiciu, Mihai

    are the problems and solutions. Question 1: The Green Chicken is planning a surprise party for his grandfatherGREEN CHICKEN EXAM - NOVEMBER 2012 GREEN CHICKEN AND STEVEN J. MILLER Question 1: The Green Chicken is planning a surprise party for his grandfather and grandmother. The sum of the ages of the grandmother

  19. Effect of Curriculum Change on Exam Performance in a 4-Week Psychiatry Clerkship

    ERIC Educational Resources Information Center

    Niedermier, Julie; Way, David; Kasick, David; Kuperschmidt, Rada

    2010-01-01

    Objective: The authors investigated whether curriculum change could produce improved performance, despite a reduction in clerkship length from 8 to 4 weeks. Methods: The exam performance of medical students completing a 4-week clerkship in psychiatry was compared to national data from the National Board of Medical Examiners' Psychiatry Subject…

  20. Comparing Intentions to Use University-Provided vs Vendor-Provided Multibiometric Authentication in Online Exams

    ERIC Educational Resources Information Center

    Levy, Yair; Ramim, Michelle M.; Furnell, Steven M.; Clarke, Nathan L.

    2011-01-01

    Purpose: Concerns for information security in e-learning systems have been raised previously. In the pursuit for better authentication approaches, few schools have implemented students' authentication during online exams beyond passwords. This paper aims to assess e-learners' intention to provide multibiometric data and use of multibiometrics…

  1. The Scare Tactic: Do Fear Appeals Predict Motivation and Exam Scores?

    ERIC Educational Resources Information Center

    Putwain, David; Remedios, Richard

    2014-01-01

    Prior to high-stakes exams, teachers use persuasive messages that highlight to students the possible consequences of failure. Such messages are known as fear appeals. This study examined whether fear appeals relate to self- and non-self-determined motivation and academic performance. Data were collected in 3 waves. Self-report data pertaining to…

  2. fr-1 fr-1Spring 2014 Final Exam Review When / Where

    E-print Network

    Koppelman, David M.

    . Formatted 9:12, 2 May 2014 from lslifr. fr-5 #12;fr-6 fr-6Topics Introductory Material ISA v. Implementationfr-1 fr-1Spring 2014 Final Exam Review When / Where Saturday, 10 May 2014 10:00­12:00 CDT. 1112 P communication devices. Format Two or three or maybe four medium to long problems. Short-answer questions. fr-1

  3. fr-1 fr-1Fall 2011 Final Exam Review This Summary

    E-print Network

    Koppelman, David M.

    . Formatted 15:54, 30 November 2011 from lslifr. fr-3 #12;fr-4 fr-4 Number Representation Skills B&V Sectionsfr-1 fr-1Fall 2011 Final Exam Review This Summary When / Where Monday, 5 December 2011, 15 No use of communication devices, even for accessing Facebook :-). Format Lots of short-answer questions

  4. Retrieving Essential Material at the End of Lectures Improves Performance on Statistics Exams

    ERIC Educational Resources Information Center

    Lyle, Keith B.; Crawford, Nicole A.

    2011-01-01

    At the end of each lecture in a statistics for psychology course, students answered a small set of questions that required them to retrieve information from the same day's lecture. These exercises constituted retrieval practice for lecture material subsequently tested on four exams throughout the course. This technique is called the PUREMEM…

  5. VA State Profile. Virginia: Standards of Learning (SOL) End-of-Course Exams

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper provides information about Virginia's Standards of Learning (SOL) End-of-Course Exams. The purpose of the end-of-course assessments is to measure the achievement of students on the Standards of Learning adopted by the Virginia Board of Education for specific high school courses, and to ensure that students graduating from Virginia…

  6. The Grass Isn't Always Greener: Perceptions of and Performance on Open-Note Exams.

    PubMed

    Sato, Brian K; He, Wenliang; Warschauer, Mark; Kadandale, Pavan

    2015-06-01

    Undergraduate biology education is often viewed as being focused on memorization rather than development of students' critical-thinking abilities. We speculated that open-note testing would be an easily implemented change that would emphasize higher-order thinking. As open-note testing is not commonly used in the biological sciences and the literature on its effects in biology education is sparse, we performed a comprehensive analysis of this intervention on a primary literature-based exam across three large-enrollment laboratory courses. Although students believed open-note testing would impact exam scores, we found no effect on performance, either overall or on questions of nearly all Bloom's levels. Open-note testing also produced no advantage when examined under a variety of parameters, including research experience, grade point average, course grade, prior exposure to primary literature-focused laboratory courses, or gender. Interestingly, we did observe small differences in open- and closed-note exam performance and perception for students who experienced open-note exams for an entire quarter. This implies that student preparation or in-test behavior can be altered by exposure to open-note testing conditions in a single course and that -increased experience may be necessary to truly understand the impact of this intervention. PMID:25828402

  7. Analysis of Effects of Placement Exam Scores on Grading Practices: A Thwarted Esoteric Study.

    ERIC Educational Resources Information Center

    Roberts, Frank C.

    The purpose of this study was to analyze the effects of entrance examination scores, used for placement, on grading practices of teachers at Antelope Valley College (California). Correlations between students' GPA and their entrance exam scores were calculated. These were compared with correlations between grades given by 10 instructors and the…

  8. Estimated Student Score Gain on the ACT COMP Exam: Valid Tool for Institutional Assessment?

    ERIC Educational Resources Information Center

    Banta, Trudy W.; And Others

    The higher education community needs measures of the value added to student development by the college experience. The American College Testing Program (ACT) provides a quick, easy method for estimating the extent of student growth in general education. An institution can test seniors with the ACT College Outcome Measures Project (COMP) exam, then…

  9. Be a Professional - Be Licensed! - Take the agricultural engineering professional engineering exam

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Between October 2005 and October 2007, only 78 Agricultural Engineers took the professional engineering (PE) exam in the field of Agricultural Engineering, while the other 406 registered Agricultural Engineering Examinees took tests offer by other engineering disciplines. With the decline in partic...

  10. A Working Model for Assessing Spanish Heritage Language Learners' Language Proficiency through a Placement Exam

    ERIC Educational Resources Information Center

    Fairclough, Marta

    2012-01-01

    Having a clear idea of the knowledge in the heritage language that a student brings to the classroom is essential for a successful language-learning experience; for that reason, research in heritage language education has been focusing increasingly on assessment issues, especially language placement exams. Professionals debate whether assessment…

  11. S.I.D. # Major: Proposed exam date: Designated Emphasis (if applicable): 1. 2.

    E-print Network

    Jacobs, Lucia

    S.I.D. # Major: Proposed exam date: Designated Emphasis (if applicable): 1. 2. Name: Email address the department Proposed faculty member primarily in charge of the dissertation research: Designated Emphasis this application at least three weeks prior to the proposed date for the examination. Students must be registered

  12. The Effects of the California High School Exit Exam Requirement on Student Achievement, Persistence, and Graduation

    ERIC Educational Resources Information Center

    Reardon, Sean F.; Atteberry, Allison; Arshan, Nicole; Kurlaender, Michal

    2009-01-01

    In this paper, the authors estimate the effect of a high school exit exam requirement (relative to no requirement) on students' academic achievement, persistence in high school, and graduation rates. They are particularly interested in the effects of the policy on the students who have low initial skill levels in high school. The study is based on…

  13. Physics and Astronomy Department San Francisco State University Physics Readiness Exam

    E-print Network

    Golterman, Maarten

    Physics and Astronomy Department San Francisco State University Physics Readiness Exam Math Qualification Test for Introductory Physics ­ Physics 111 or Physics 220 In addition to meeting course prerequisites, students wishing to enroll in Physics 111 or Physics 220 must demonstrate adequate competence

  14. "It's Different Now:" How Exit Exams Are Affecting Teaching and Learning in Jackson and Austin

    ERIC Educational Resources Information Center

    Zabala, Dalia; Minnici, Angela; Kober, Nancy, Ed.

    2007-01-01

    Since much of the previous research on exit exams, including CEP's own work, has looked at national patterns of implementation and passing rates, this study aimed to benefit policy and practice by focusing on the local level. Specifically, case studies were conducted in Jackson, MS and Austin, TX that examined how classroom instruction and other…

  15. Foundations of Geometry Exam 1 Study Guide Spring 2014 1. Notes about the examination

    E-print Network

    Hein, Derek

    geometry, Four­Point Geometry, Fano's Geometry, Young's Geometry, Incidence Geometry, Euclidean parallel Postulates, non­Euclidean geometries, {Hyperbolic, Elliptic} Parallel Postulate 3. Write a brief biographicalFoundations of Geometry Exam 1 Study Guide Spring 2014 1. Notes about the examination

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

    ERIC Educational Resources Information Center

    Parent, D. W.

    2011-01-01

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

  17. Gender Gap Trends on Mathematics Exams Position Girls and Young Women for STEM Careers

    ERIC Educational Resources Information Center

    Beekman, John A.; Ober, David

    2015-01-01

    Nine years of results on 4.2 million of Indiana's Indiana Statewide Testing for Educational Progress (ISTEP) mathematics (math) exams (grades 3-10) taken after the implementation of No Child Left Behind have been used to determine gender gaps and their associated trends. Sociocultural factors were investigated by comparing math gender gaps…

  18. Latino Students and College Entrance Exams: How Much Do They Really Matter?

    Microsoft Academic Search

    Patricia Gandara; Elias Lopez

    1998-01-01

    Because many colleges and universities reduce the weight of college entrance exam (e.g., Scholastic Aptitude Test [SAT]) scores for otherwise high-achieving minority students, the common wisdom has been that low SAT scores are relatively benign for Latino students with high grade point averages (GPAs). This study questioned that assumption and asked whether test scores affect other opportunities, such as scholarships;

  19. Protocols for Regionalized Administration of the Master Beekeeper Exams Certified Level

    E-print Network

    Delaplane, Keith S.

    Protocols for Regionalized Administration of the Master Beekeeper Exams Certified Level Adopted 31 Jan 2012; revised 5 Mar 2012, 24 Mar 2014 Since 2002 the Georgia Master Beekeeper Program has certified over 360 individuals as competent representatives of the craft of beekeeping ­ a pool of expertise

  20. Outcomes Assessment: An Examination of the ETS Major Field Test and the Comprehensive Business Exam

    ERIC Educational Resources Information Center

    Hahn, William; Bowlin, Lyle L.; Welch, Timothy

    2012-01-01

    This study is the first to examine student performance differences between the major field test in business (MFTB) and the comprehensive business exam (CBE). Results reveal students performed at a statistically significant 50.8 percentile ranking on the CBE compared to a 38.0 percentile ranking on the MFTB. Additionally, this study finds that…

  1. Attitudes toward Statistics and Their Relationship with Short- and Long-Term Exam Results

    ERIC Educational Resources Information Center

    Vanhoof, Stijn; Sotos, Ana Elisa Castro; Onghena, Patrick; Vershaffel, Lieven; Van Dooren, Wim; Van den Noortgate, Wim; Leuven, Katholieke Universiteit

    2006-01-01

    This study uses the Attitudes Toward Statistics (ATS) scale (Wise 1985) to investigate the attitudes toward statistics and the relationship of those attitudes with short- and long-term statistics exam results for university students taking statistics courses in a five year Educational Sciences curriculum. Compared to the findings from previous…

  2. Parent-Child Conversations Before, During and After a Dental Exam: Links to Remembering

    E-print Network

    Beyer, Alisa

    2007-12-18

    as well as during a reminiscing assessment in which parents and children discussed two past events of their choice. Twenty-eight 3- to 5-year-olds who were having their first dental exam, and their parent, participated in the study. Car ride conversations...

  3. Facilitating Self-Regulated Learning with Technology: Evidence for Student Motivation and Exam Improvement

    ERIC Educational Resources Information Center

    Barber, Larissa K.; Bagsby, Patricia G.; Grawitch, Matthew J.; Buerck, John P.

    2011-01-01

    The authors examined the extent to which student access to the MyGrade application in Blackboard may facilitate motivation and exam improvement via grade monitoring. In support of self-regulated learning and feedback principles, students indicated that the MyGrade application helped them better monitor their course performance and increased their…

  4. An Examination of the Correlates to Achievement on the California High School Exit Exam.

    ERIC Educational Resources Information Center

    Garcia, Paul; Calhoun, David O.

    The California High School Exit Exam (CAHSEE), established in 1999, requires all high school students beginning with the class of 2004 to pass the CAHSEE to earn a high school diploma. A study was conducted in a large urban school district in central California of the first year of implementation of CAHSEE. The study gathered evidence about…

  5. Teacher-Generated Final Exams in High School Science: Content, Rigor, and Assessment Literacy

    NASA Astrophysics Data System (ADS)

    Lach, Michael

    This study investigates a large collection of teacher-generated end-of-semester final exams from Chicago Public School high school science classrooms in order to explore the depth and breadth of content that students learn in science classrooms. Teachers focus on a specific set of scientific content that is driven by district guidelines and popular textbooks but not particularly aligned to standards. To most teachers, rigor means coverage instead of intellectual press. The assessments, while unsophisticated, seem to be delivering what is expected of them---a way to mimic the most basic format of the ACT exam quickly. There was little variation among high poverty and low poverty schools, matching national data and indicating issues that are more due to a particular culture of science teaching and learning than driven by particular contexts. The study identifies implications for the observed homogeneity of final exam rigor and content, identifies gaps between how the routine of final exams are design and implemented in schools, and discusses similar methodological efforts that could enhance the ability of schools and districts to access useful information about the technical core of instruction.

  6. Hidden Norms in Assessment of Students' Exam Essays in Norwegian Upper Secondary Schools

    ERIC Educational Resources Information Center

    Berge, Kjell Lars

    2002-01-01

    The article presents the cultural background, methodological design, theory, and results of a comprehensive research project where the doxa and textual norms of the judges at the national writing exam in Norway were studied. The background of the study is the quite comprehensive reforms in Norway of the way writing is taught in the upper secondary…

  7. A Self-Correcting Approach to Multiple-Choice Exams Improves Students' Learning

    ERIC Educational Resources Information Center

    Grühn, Daniel; Cheng, Yanhua

    2014-01-01

    Montepare suggested the use of a self-correcting approach to multiple-choice tests: Students first take the exam as usual, but are allowed to hand in a self-corrected version afterwards. The idea of this approach is that the additional interaction with the material may foster further learning. To examine whether such an approach actually improves…

  8. Rethinking Exams and Letter Grades: How Much Can Teachers Delegate to Students?

    ERIC Educational Resources Information Center

    Kitchen, Elizabeth; King, Summer H.; Robison, Diane F.; Sudweeks, Richard R.; Bradshaw, William S.; Bell, John D.

    2006-01-01

    In this article we report a 3-yr study of a large-enrollment Cell Biology course focused on developing student skill in scientific reasoning and data interpretation. Specifically, the study tested the hypothesis that converting the role of exams from summative grading devices to formative tools would increase student success in acquiring those…

  9. Sample Exam Questions 1) The following provides an example of primary

    E-print Network

    Meagher, Mary

    Sample Exam Questions 1) The following provides an example of primary prevention: a) Promoting diseases. d) Prescribing a statin drug to a young adult with high cholerstrol and a family history of heart disease. 2) _______ refers to the number of new cases of a disease or health condition that exists at some

  10. M121 Fall 95 Exam I Sept. 15, 1995 Name (Print) SSN

    E-print Network

    Baldwin, John T.

    in the following order: 1. stretch VERTICALLY by a factor of 3 2. shift RIGHT by 0.8 units 3. shift UP by 1.3 units Exam I Sept. 15, 1995 Part II : (Partial credit) Write complete solutions and indicate your answers­ intercepts and all y­intercepts. Draw and label all vertical asymptotes using a dotted line. Clearly indicate

  11. From Napoleon to Sarkozy: Two Hundred Years of the "Baccalaureat" Exam

    ERIC Educational Resources Information Center

    El Atia, Samira

    2008-01-01

    In March 17th, 2008, the Baccalaureat exam in France celebrates 200 years since its establishment. The Baccalaureat is the French national examination to complete secondary education and determine admission to higher education. A byproduct of several factors: the strict educational philosophy of the Jesuits, the radical reforms of the French…

  12. Assessment of Learning Gains Associated with Independent Exam Analysis in Introductory Biology

    PubMed Central

    William, Adrienne E.; Aguilar-Roca, Nancy M.; Tsai, Michelle; Wong, Matthew; Beaupré, Marin Moravec; O’Dowd, Diane K.

    2011-01-01

    This study evaluates the impact of an independent postmidterm question analysis exercise on the ability of students to answer subsequent exam questions on the same topics. It was conducted in three sections (?400 students/section) of introductory biology. Graded midterms were returned electronically, and each student was assigned a subset of questions answered incorrectly by more than 40% of the class to analyze as homework. The majority of questions were at Bloom's application/analysis level; this exercise therefore emphasized learning at these higher levels of cognition. Students in each section answered final exam questions matched by topic to all homework questions, providing a within-class control group for each question. The percentage of students who correctly answered the matched final exam question was significantly higher (p < 0.05) in the Topic Analysis versus Control Analysis group for seven of 19 questions. We identified two factors that influenced activity effectiveness: 1) similarity in topic emphasis of the midterm–final exam question pair and 2) quality of the completed analysis homework. Our data suggest that this easy-to-implement exercise will be useful in large-enrollment classes to help students develop self-regulated learning skills. Additional strategies to help introductory students gain a broader understanding of topic areas are discussed. PMID:22135369

  13. Candidate Performance on the Business Environment and Concepts Section of the CPA Exam

    ERIC Educational Resources Information Center

    Lindsay, D. H.; Tan, K. B.; Campbell, Annhenrie

    2009-01-01

    This paper examines how differences in curricular design of undergraduate accounting programs influence pass rates on the Business Environment and Concepts Section of the CPA Exam. The association of the pass rate of a school's accounting graduates to the design of the schools accounting program and to other school characteristics was…

  14. Sample Exam Questions 1. An advertising campaign tries to increase condom use by

    E-print Network

    Meagher, Mary

    chemotherapy c) Classically condition a competing emotional response d) All of the above #12;Sample exam Swimming #12;Exercise: Benefits 1) Physical Health Benefits: Increases in cardiovascular fitness, hormone levels, blood lipids, & clotting factors. 2) Psychological Health Benefits: well-being, self

  15. Can a Picture Ruin a Thousand Words? The Effects of Visual Resources in Exam Questions

    ERIC Educational Resources Information Center

    Crisp, Victoria; Sweiry, Ezekiel

    2006-01-01

    Background: When an exam question is read, a mental representation of the task is formed in each student's mind. This processing can be affected by features such as visual resources (e.g. pictures, diagrams, photographs, tables), which can come to dominate the mental representation due to their salience. Purpose: The aim of this research was to…

  16. Spanish Teachers' Sense of Humor and Student Performance on the National Spanish Exams

    ERIC Educational Resources Information Center

    Swanson, Peter B.

    2013-01-01

    Research suggests that second/foreign language teachers' sense of humor is directly related to many outcomes for teachers and their students. This research investigates the relationship between the perceived sense of humor of in-service Spanish teachers' (n?=?102) and their students' (n?=?5,419) score on the National Spanish Exams…

  17. Today's Students, Tomorrow's Citizens: Pathways for Learning, Mathematics. Alabama High School Graduation Exam.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Education, Montgomery. Div. of Instructional Services.

    This document is designed to assist classroom teachers in preparing students to successfully complete the Alabama High School Graduation Exam (AHSGE). It consists of activities that are correlated with the Alabama Course of Study: Mathematics, Bulletin 1997, No. 4, and Standards and Objectives (Reading Comprehension, Language, Mathematics, and…

  18. Predictors of the Elementary School Proficiency Exams and Issues of Equality in Educational Facilities

    ERIC Educational Resources Information Center

    Erdogan, Irfan; Meseci Giorgetti, Filiz; Cifcili, Vakur

    2011-01-01

    The main purpose of this study is to determine whether school/student, classroom/student, teacher/student ratio, and the Human Development Index (I.G.E.) rates by province predict a province's total 6th and 7th grade Elementary School Proficiency Exam (SBS) scores. To determine the relationships between the province's total 6th and 7th grade SBS…

  19. Where to Begin? The Evolving Role of Placement Exams for Students Starting College. Executive Summary

    ERIC Educational Resources Information Center

    Burdman, Pamela

    2012-01-01

    For years, colleges have used placement exams to determine whether to deem incoming students "college ready" or assign them to developmental education. Emerging information reveals the tests have little correlation to students' future success, casting doubt on their use even as the high stakes for students of taking remedial courses become clear.…

  20. An Analysis of How Proctoring Exams in Online Mathematics Offerings Affects Student Learning and Course Integrity

    ERIC Educational Resources Information Center

    Flesch, Michael; Ostler, Elliott

    2011-01-01

    This paper presents the results of a study focused on the issue of how proctored testing affects the learning outcomes and integrity in an Intermediate Algebra course setting. The study follows a model of assessment where students in one group have taken two of their five unit exams as proctored tests along with a proctored Comprehensive Final…

  1. Where to Begin? The Evolving Role of Placement Exams for Students Starting College

    ERIC Educational Resources Information Center

    Burdman, Pamela

    2012-01-01

    For years, colleges have used placement exams to determine whether to deem incoming students "college ready" or assign them to developmental education. But emerging information reveals the tests have little correlation to students' future success, casting doubt on their use even as the high stakes for students of taking remedial courses become…

  2. Passing the California High School Exit Exam: Have Recent Policies Improved Student Performance?

    ERIC Educational Resources Information Center

    Betts, Julian R.; Zau, Andrew C.; Zieleniak, Yendrick; Bachofer, Karen Volz

    2012-01-01

    The California High School Exit Examination (CAHSEE) plays an important role in California's public school accountability program. Beginning in grade 10, students have multiple chances to pass the mathematics and English Language Arts components of this exam. If they do not pass both components by the end of grade 12, they will not receive a high…

  3. Students' Engagement with a Collaborative Wiki Tool Predicts Enhanced Written Exam Performance

    ERIC Educational Resources Information Center

    Stafford, Tom; Elgueta, Herman; Cameron, Harriet

    2014-01-01

    We introduced voluntary wiki-based exercises to a long-running cognitive psychology course, part of the core curriculum for an undergraduate degree in psychology. Over 2 yearly cohorts, students who used the wiki more also scored higher on the final written exam. Using regression analysis, it is possible to account for students' tendency to…

  4. The Timing of Online Lecture Slide Availability and Its Effect on Attendance, Participation, and Exam Performance

    ERIC Educational Resources Information Center

    Babb, Kimberley A.; Ross, Craig

    2009-01-01

    The use of PowerPoint slides has become an almost ubiquitous practice in university classrooms, however little research has examined whether the timing of lecture slide availability to students (either before or after lecture) affects classroom behaviour or exam performance. Using a 2 (slide availability condition) x 2 (course type)…

  5. An Innovative Excel Application to Improve Exam Reliability in Marketing Courses

    ERIC Educational Resources Information Center

    Keller, Christopher M.; Kros, John F.

    2011-01-01

    Measures of survey reliability are commonly addressed in marketing courses. One statistic of reliability is "Cronbach's alpha." This paper presents an application of survey reliability as a reflexive application of multiple-choice exam validation. The application provides an interactive decision support system that incorporates survey item…

  6. Big Business and School-Exams: "Catching Johnny before He Falls"

    ERIC Educational Resources Information Center

    Yarker, Patrick

    2005-01-01

    In this paper the author discusses the involvement of private corporations in administering educational exams. Specifically described are the company, Pearson Plc, a multi-national publishing and media conglomerate, and owner of Edexcel, one of England's three remaining "unitary awarding bodies." The intensification of the involvement of…

  7. The Relationship of Academic Self-Efficacy to Class Participation and Exam Performance

    ERIC Educational Resources Information Center

    Galyon, Charles E.; Blondin, Carolyn A.; Yaw, Jared S.; Nalls, Meagan L.; Williams, Robert L.

    2012-01-01

    This study examined the relationship of academic self-efficacy to engagement in class discussion and performance on major course exams among students (N = 165) in an undergraduate human development course. Cluster analysis was used to identify three levels of academic self-efficacy: high (n = 34), medium (n = 91), and low (n = 40). Results…

  8. Rethinking Exams and Letter Grades: How Much Can Teachers Delegate to Students?

    Microsoft Academic Search

    Elizabeth Kitchen; Summer H. King; Diane F. Robison; Richard R. Sudweeks; William S. Bradshaw; John D. Bell

    2006-01-01

    In this article we report a 3-yr study of a large-enrollment Cell Biology course focused on developing student skill in scientific reasoning and data interpretation. Specifically, the study tested the hypothesis that converting the role of exams from summative grading devices to formative tools would increase student success in acquiring those skills. Traditional midterm examinations were replaced by weekly assessments

  9. Passing the Leadership Test: Strategies for Success on the Leadership Licensure Exam. Second Edition

    ERIC Educational Resources Information Center

    Jones, Leslie; Kennedy, Eugene

    2012-01-01

    "Passing the Leadership Test: Strategies for Success on the Leadership Licensure Exam" is a study guide for the School Leaders Licensure Examination (SLLA.) The book presents a comprehensive, practical guide for preparing for the SLLA. It is divided into two sections: basic principles of test preparation and the ISLLC standards with implications…

  10. Proposals for Standardizing and Improving the Policy of Adding Points on the Entrance Exam

    ERIC Educational Resources Information Center

    Yuhong, Deng

    2013-01-01

    This article reviews policies for adding points on the College Entrance Examination. It analyzes the rationales and specific implementation strategies of various policies for adding points on the entrance exam, as well as their advantages and pitfalls. Based on these observations and analysis, the author also offers policy recommendations on the…

  11. Instituto Nacional de Pesquisas Espaciais Av. dos Astronautas, 1758 So Jos dos Campos, SP.

    E-print Network

    Instituto Nacional de Pesquisas Espaciais Av. dos Astronautas, 1758 ­ São José dos Campos, SP? #12;8) Num experimento de espalhamento de partículas de altas energias, verifica- se que as partículas

  12. E-Learning Asynchronous Participatory Exams Internet Innovation for Engaging Students The Asynchronous Learning Networks Participatory Examination (APE) is a

    E-print Network

    Dezhi Wu; Michael Bieber; Starr Roxanne Hiltz

    constructivist approach that fully engages students in the entire exam life cycle. Students design and solve exam questions while evaluating their peers ’ solutions using an anonymous, structured process enabled by Internet technologies. APE achieves higher-level learning by encouraging students to tap into all levels of cognitive skills. Compared to the traditional exam experiences in most classes, most students prefer APE, enjoy its process, and recommend its use. APE liberates both students and instructors by reengineering the examination process and deepening learning throughout.

  13. Examination appeals If you encounter any difficulty either before taking an exam, during or after it, the most

    E-print Network

    Goldschmidt, Christina

    into account (but not in language exams) colour blindness/other serious visual disability - special of prejudice, bias or inadequate assessment. The Committee has the power to ask the Examiners to reconsider

  14. Algebra Prelim Written Exam Spring 2013 Questions are equally weighted. Give essential explanations and justifications: a large

    E-print Network

    Weinberger, Hans

    writing is essential: your paper should not be a puzzle for the grader. Write your codename, not actualAlgebra Prelim Written Exam Spring 2013 Questions are equally weighted. Give essential explanations

  15. 68 FR 53177 - National Heart, Lung, and Blood Institute Proposed Collection; Comment Request Exam 2-The Jackson...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2003-09-09

    ...National Institutes of Health National Heart, Lung, and Blood Institute Proposed Collection...Comment Request Exam 2--The Jackson Heart Study, Annual Follow-Up Component SUMMARY...data collection projects, the National Heart, Lung, and Blood Institute...

  16. 69 FR 5553 - National Heart, Lung, and Blood Institute Proposed Collection; Comment Request Exam 2-The Jackson...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2004-02-05

    ...National Institutes of Health National Heart, Lung, and Blood Institute Proposed Collection...Comment Request Exam 2--The Jackson Heart Study, Annual Follow-Up Component Summary...Paperwork Reduction Act of 1995, the National Heart, Lung, and Blood Institute...

  17. An analysis of the DuPage County Regional Office of Education physics exam

    NASA Astrophysics Data System (ADS)

    Muehsler, Hans

    In 2009, the DuPage County Regional Office of Education (ROE) tasked volunteer physics teachers with creating a basic skills physics exam reflecting what the participants valued and shared in common across curricula. Mechanics, electricity & magnetism (E&M), and wave phenomena emerged as the primary constructs. The resulting exam was intended for first-exposure physics students. The most recently completed version was psychometrically assessed for unidimensionality within the constructs using a robust WLS structural equation model and for reliability. An item analysis using a 3-PL IRT model was performed on the mechanics items and a 2-PL IRT model was performed on the E&M and waves items; a distractor analysis was also performed on all items. Lastly, differential item functioning (DIF) and differential test functioning (DTF) analyses, using the Mantel-Haenszel procedure, were performed using gender, ethnicity, year in school, ELL, physics level, and math level as groupings.

  18. Bilateral vocal cord injury following anterior cervical discectomy: could a better preoperative exam have prevented it?

    PubMed Central

    Hachwa, Bachar; Halim-Armanios, Mona

    2006-01-01

    We present a rare case of bilateral vocal cord injury (BVCI) following anterior cervical discectomy with fusion (ACD/F) in a 47 year old man. The patient experienced post-extubation stridor and whispering voice in the recovery room. Clinical assessment led to the diagnosis of BVCI. The patient was treated by tracheostomy and made a full recovery. What is unique about this case is that the patient had no reason for a preexisting unilateral vocal cord injury (UVCI) prior to this surgery. There have been only two similar cases in the English literature in which the patients had a preexisting unilateral vocal cord paralysis (UVCI). We recommend a more detailed preoperative airway exam to include a voice exam with specific voice fatigue questioning on all patients coming for ACD/F. Such detailed assessment may uncover hidden UVCI and allow a safer perioperative period. PMID:21526013

  19. Update of the European Association of Cardiovascular Imaging (EACVI) Core Syllabus for the European Cardiovascular Magnetic Resonance Certification Exam.

    PubMed

    Petersen, Steffen E; Almeida, Ana G; Alpendurada, Francisco; Boubertakh, Redha; Bucciarelli-Ducci, Chiara; Cosyns, Bernard; Greil, Gerald F; Karamitsos, Theodoros D; Lancellotti, Patrizio; Stefanidis, Alexandros S; Tann, Oliver; Westwood, Mark; Plein, Sven

    2014-07-01

    An updated version of the European Association of Cardiovascular Imaging (EACVI) Core Syllabus for the European Cardiovascular Magnetic Resonance (CMR) Certification Exam is now available online. The syllabus lists key elements of knowledge in CMR. It represents a framework for the development of training curricula and provides expected knowledge-based learning outcomes to the CMR trainees, in particular those intending to demonstrate CMR knowledge in the European CMR exam, a core requirement in the CMR certification process. PMID:24855220

  20. Exam scores by range Copyright 2007 Pearson Education, Inc. Publishing as Pearson Addison-Wesley 3-1

    E-print Network

    Allan, Vicki H.

    . However, some of you made huge increases or decreases in your scores. Copyright © 2007 Pearson Education1 Exam scores by range 15 20 25 Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-Wesley 3-1 0 5 10 85-92 80-85 75-80 70-75 65-70 60-65 55-60 50-55 45-50 0-45 Exam Scores by Grade

  1. Students’ attitude toward use of over the counter medicines during exams in Saudi Arabia

    PubMed Central

    Almalak, Haya; Albluwi, Ala’a Ibrahim; Alkhelb, Dalal Ahmed; Alsaleh, Hajar Mohmmed; Khan, Tahir Mehmood; Hassali, Mohamed Azmi Ahmad; Aljadhey, Hisham

    2013-01-01

    Purpose To explore the use of over the counter (OTC) medicines among students during exams in Riyadh City, Kingdom of Saudi Arabia. Method A cross-sectional study was designed; using a self-administered twenty-two item online questionnaire for the students’ convenience and easy response disclosure. Data were analyzed using Statistical Package for Social Science (SPSS) version 13®. Results A total of N = 1596 students participated in this survey, of whom 829 (51.9%) were university students and 767 (48.1%) were high school students. Overall, 80.0% of the respondents disclosed the use of OTC non-steroidal anti-inflammatory drugs for headache and pain relief. In addition, other substances used during the exams were Energy Drinks (5.0%), Flu Medication (5.0%), Vitamins (5.0%) and Antibiotics (5.0%). Female students were found to be more knowledgeable about safety issues concerning the use of OTC medicines (5.11 ± 1.27, p = <0.001) than male students. Ease in access to OTC medicine, availability of pharmacist consultation and advertisement in print and electronic media were the main factors disclosed by the respondents that may result in an increase in the use of OTC products. The use of OTC medicines was generally higher among female students (p = 0.001). Conclusion The use of OTC medication during exams was more among high school and university students. Gender, age and educational institution were found significantly affecting the use of OTC medicines during exams. PMID:24648821

  2. Exam Object-Oriented Programming, 3 July 2002 Name: Studienkz. Matrikelnummer

    E-print Network

    is an abstract class, you can not instantiate an object of type X, but you can have variables of type X. Explain is hooked up to various devices: a valve that it can open to let in water, and close to stop the ow a given amount of time. #12; 2 Exam Object-Oriented Programming, 3 July 2002 The user can set a program

  3. PTG exam Dec. 1, 2010 short answers 71. a. Z = 0.958

    E-print Network

    Zevenhoven, Ron

    PTG exam Dec. 1, 2010 short answers 71. a. Z = 0.958 b. U = H ­ (pV) = 1210.2 kJ; H = TS SA = 0.369 kJ/(kgK) 72. a. Re = 636662: turbulent method 1: Nu = 920 = 230 W/(m2 K) b. tc sphere: Re = 6367, Nu = 45.1 htc = 1128 W((m2 K) ebalance htc (Tg

  4. CHE112 EXAM 2 1.Write formula of the conjugate acid for following Broensted bases

    E-print Network

    Nazarenko, Alexander

    CHE112 EXAM 2 1.Write formula of the conjugate acid for following Broensted bases: HPO4 2- HCO3 ­ 2.Write formula of the conjugate base for following Broensted acids: HClO4 HCO3 ­ 3. Draw the Lewis formula of H-O-Cl=O Is it base or acid or both? Strong or weak? Why? A weak acid 4. What is the pH of 1 M

  5. 1/17/2012 Day Date Course Room/Exam Type

    E-print Network

    VM773 RamCT 12-18 SPRING BREAK! 19-25 Fri-Wed 3/9 11pm-3/21 11pm: Ophthalmology VM773 RamCT 26-Apr 1 5/4 5pm­5/7 5pm: Exam #4 - Ophthalmology, Neuromuscular, and Endocrine VM763 RamCT Tue 5/1 11pm­5

  6. Predicting Student Success in Passing the Exit Exam for Writing Proficiency

    ERIC Educational Resources Information Center

    Latko, Cheryl Ann

    2011-01-01

    The purpose of this study was to examine the Exit Exam of Writing Proficiency (EEWP) and the variables that may impact the probability of a student passing the EEWP. The EEWP is one of the graduation requirements for all undergraduate students at a mid-sized four-year university in the mid-Atlantic region. The purpose of the EEWP is to ensure that…

  7. Cognitive and physiological components of test anxiety in real-life exams

    Microsoft Academic Search

    Jerry L. Deffenbacher

    1986-01-01

    In two experiments, students completed indices of worry, emotionality, and task-generated interference immediately after a midterm exam. Pulse rate was also assessed in the second experiment. Worry, emotionality, and task-generated interference correlated positively with each other and negatively with performance. Heart rate correlated positively with worry and emotionality but was unrelated to task-generated interference and performance. In both experiments, two-way

  8. Foreign exam management in practice: seamless access to foreign images and results in a regional environment.

    PubMed

    Nagels, Jason; MacDonald, David; Parker, David

    2015-04-01

    A challenge for many clinical users is that a patient may receive a diagnostic imaging (DI) service at a number of hospitals or private imaging clinics. The DI services that patients receive at other locations could be clinically relevant to current treatments, but typically, there is no seamless method for a clinical user to access longitudinal DI results for their patient. Radiologists, and other specialists that are intensive users of image data, require seamless ingestion of foreign exams into the picture archiving and communication system (PACS) to achieve full clinical value. Most commonly, a clinical user will depend on the patient to bring in a CD that contains imaging from another location. However, a number of issues can arise when using this type of solution. Firstly, a CD will not provide the clinical user with the full longitudinal record of the patient. Secondly, a CD often will not contain the report associated with the images. Finally, a CD is not seamless, due to the need to manually import the contents of the CD into the local PACS. In order to overcome these limitations, and provide clinical users with a greater benefit related to a patient's longitudinal DI history, the implementation of foreign exam management (FEM) at the local site level is required. This paper presents the experiences of FEM in practice. By leveraging industry standards and edge devices to support FEM, multiple sites with disparate PACS and radiology information system (RIS) vendors are able to seamlessly ingest foreign exams within their local PACS as if they are local exams. PMID:25273504

  9. Assessing high-level scientific reasoning in a physics exam: Pipe-dream or reality?

    NASA Astrophysics Data System (ADS)

    Brookes, David

    2012-02-01

    What do we want students to be able to do when they have finished their introductory physics course? In addition to learning the physics content, we want students to learn to think like physicists. We want students to develop specific scientific reasoning abilities that are the hall-mark of scientific thinking. These include, analyzing and interpreting experimental data, designing an experiment to test different hypotheses, identifying assumptions in a physical model amongst many others. Physics courses such as the Investigative Science Learning Environment (ISLE) have been developed to focus specifically on developing students' scientific reasoning abilities. Research has shown that ISLE is successful in achieving its goal. We would like our assessments to directly reflect our learning goals for our students. In order to measure higher-level scientific reasoning, we can, for example, require students to participate in a laboratory practical exam in which they have to engage in experimental design and analysis. However, this assessment method could become very difficult to administer and grade in a large-enrollment class. Is it possible to assess scientific thinking abilities of students using traditional formats such as paper and pencil exams? In this talk I will present some of our latest ideas about how to re-design traditional exam questions to measure a range of scientific reasoning abilities.

  10. DOS: the discrete-ordinates system. [LMFBR

    SciTech Connect

    Rhoades, W. A.; Emmett, M. B.

    1982-09-01

    The Discrete Ordinates System determines the flux of neutrons or photons due either to fixed sources specified by the user or to sources generated by particle interaction with the problem materials. It also determines numerous secondary results which depend upon flux. Criticality searches can be performed. Numerous input, output, and file manipulation facilities are provided. The DOS driver program reads the problem specification from an input file and calls various program modules into execution as specified by the input file.

  11. NOVAS REGRAS CONSTRUO REABILITAO URBANAAMEAASEGURANA DOS MORADORES

    E-print Network

    Instituto de Sistemas e Robotica

    NOVAS REGRAS Lei ignora risco sísmico PÁG.I6 #12;CONSTRU��O ¦ REABILITA��O URBANAAMEA�ASEGURAN�A DOS MORADORES Nova lei esquece regras antissismo ¦Arquitetos e engenheiros acusam Ministério do 30 anos recuperados sob as novas regras. Quem o diz são as ordens de ar- quitetos e engenheiros, que

  12. Ocular examination for laser users Note to Patient: If you have had a laser exam in the past year, it may satisfy Berkeley/LBL

    E-print Network

    Cohen, Ronald C.

    19 Ocular examination for laser users ____________________________________________________ Note requirements. Have your eyecare practitioner complete this form, which summarizes the results of your eye eye exam________ History Chief complaint

  13. SU-E-I-95: Personalized Radiography Technical Parameters for Each Patient and Exam

    SciTech Connect

    Soares, F; Camozzato, T; Kahl, G; Soares, A; Zottis, A [Instituto Federal de Santa Catarina, Florianopolis (Brazil)

    2014-06-01

    Purpose: To determine exact electrical parameters (kV, mAs) a radiological technologist shall use taking account the exam and patient's structure, with guarantee of minimum dose and adequate quality image. Methods: A patient's absorbed dose equation was developed by means of Entrance Skin Dose (ESD), irradiated area and patient width for specific anatomy. ESD is calculated from a developed equation, where entrance surface air-KERMA and backscatter factor are included, with air-to-skin coefficient conversion. We developed specific Lambert-Beer attenuation equations derived from mass energy-absorption coefficients data for skin, fat, and muscle and bone as one tissue. Anatomy tissue thickness distribution at central X-ray location in anteroposterior incidence for hand and chest, was estimate by discounting constant skin and bone thickness from patient measured width, assuming the result as muscle and fat. A clinical research at a big hospital were executed when real parameters (kV, mAs, filtration, ripple) used by technologists were combined with the image quality and patient's data: anatomy width, height and weight. A correlation among the best images acquired and electrical parameters used were confronted with patient's data and dose estimation. The best combinations were used as gold standards. Results: For each anatomy, two equations were developed to calculate voltage (kV) and exposure (mAs) to reproduce and interpolate the gold standards. Patient is measured and data are input into equations, giving radiological technologists the right set of electrical parameters for that specific exam. Conclusion: This work indicates that radiological technologist can personalize the exact electrical parameters for each patient exam, instead of using standard values. It also guarantee that patients under or over-sized measures will receive the right dose for the best image. It will stop wrong empiric adjusts technologists do when examining a non-standard patient and reduce probability of radiography retaken because of over or under exposition.

  14. MFST exam A 424302 30-012013 Short answers 443. Gr ~L3

    E-print Network

    Zevenhoven, Ron

    M�FST exam �A 424302 30-012013 Short answers 443. Gr ~L3 , Sc ~1/Ð k = (Ð/L)·0.55·(Gr·Sc)0.25 ~ L-0.25 and Ð0.75 . L *2 k *0.841; Ð *2 k *1.68 444 a t = 20 s. Penetration theory: = (Ðt) = 305 µm: absorber for St, not-separated f = 0.15, S = L/(K·V), K = 1/ S = 1.37 Kremser Ntop ~3 (L/V = R/(1+R) = 0

  15. Deranged Exams

    ERIC Educational Resources Information Center

    Spivey, Michael Z.

    2010-01-01

    This article discusses a triangle of numbers that are related to the derangement numbers. These numbers satisfy a Pascal-like recurrence relation with subtraction instead of addition. We describe how they relate to numbers studied by other authors and use them to generalize Euler's famous recurrence relation for the derangement numbers.

  16. The UCSF screening exam effectively screens cognitive and behavioral impairment in patients with ALS.

    PubMed

    Murphy, Jennifer; Ahmed, Fizaa; Lomen-Hoerth, Catherine

    2015-03-01

    The University of California San Francisco (UCSF) Screening Battery provides clinicians with a uniquely tailored tool to measure ALS patients' cognitive and behavioral changes, adjusting for dysarthria and hand weakness. The battery consists of the ALS-CBS ( 1 ), Written Fluency Test ( 2 ), and a new revision of the Frontal Behavior Inventory (FBI-ALS) ( 3 ). The validity of each component was tested by comparing results with a gold standard neuropsychological exam (GNE). Consensus criteria-based GNE diagnoses ( 4 ) were assigned (n = 24) and concurrent validity was tested for each screening exam component. Results showed that each of the four cognitive and behavioral screening test components were significantly associated with diagnoses confirmed by GNE. GNE diagnoses were significantly associated with FBI-ALS negative score, written S-words score, and ALS-CBS cognitive score. The total FBI-ALS score and C-words tests were less predictive of GNE-diagnosed impairment. In conclusion, the UCSF Cognitive Screening Battery demonstrates good external validity compared with GNE in this modest sample, encouraging its use in larger investigations. These data suggest that this battery may provide an effective screen to identify ALS patients who will then benefit from a full examination to confirm their diagnosis. PMID:25301548

  17. The scare tactic: do fear appeals predict motivation and exam scores?

    PubMed

    Putwain, David; Remedios, Richard

    2014-12-01

    Prior to high-stakes exams, teachers use persuasive messages that highlight to students the possible consequences of failure. Such messages are known as fear appeals. This study examined whether fear appeals relate to self- and non-self-determined motivation and academic performance. Data were collected in 3 waves. Self-report data pertaining to perceived fear appeals were collected in the first wave, self-report data pertaining to self-determined motivation were collected in the second wave, and exam scores were collected in the third wave. An increased frequency of fear appeals and the appraisal of fear appeals as threatening predicted lower self-determined motivation but were largely unrelated to non-self-determined motivation. An increased frequency of fear appeals and the appraisal of fear appeals as threatening predicted lower examination performance that was partly mediated by lower self-determined motivation. These findings support a position derived from self-worth theory that the negative consequences of fear appeals arise from their focus on avoiding failure rather than their focus on extrinsic consequences. We suggest that teachers and instructors need to be aware how seemingly motivational statements can unwittingly promote lower self-determined motivation. PMID:24730693

  18. Blooms' separation of the final exam of Engineering Mathematics II: Item reliability using Rasch measurement model

    NASA Astrophysics Data System (ADS)

    Fuaad, Norain Farhana Ahmad; Nopiah, Zulkifli Mohd; Tawil, Norgainy Mohd; Othman, Haliza; Asshaari, Izamarlina; Osman, Mohd Hanif; Ismail, Nur Arzilah

    2014-06-01

    In engineering studies and researches, Mathematics is one of the main elements which express physical, chemical and engineering laws. Therefore, it is essential for engineering students to have a strong knowledge in the fundamental of mathematics in order to apply the knowledge to real life issues. However, based on the previous results of Mathematics Pre-Test, it shows that the engineering students lack the fundamental knowledge in certain topics in mathematics. Due to this, apart from making improvements in the methods of teaching and learning, studies on the construction of questions (items) should also be emphasized. The purpose of this study is to assist lecturers in the process of item development and to monitor the separation of items based on Blooms' Taxonomy and to measure the reliability of the items itself usingRasch Measurement Model as a tool. By using Rasch Measurement Model, the final exam questions of Engineering Mathematics II (Linear Algebra) for semester 2 sessions 2012/2013 were analysed and the results will provide the details onthe extent to which the content of the item providesuseful information about students' ability. This study reveals that the items used in Engineering Mathematics II (Linear Algebra) final exam are well constructed but the separation of the items raises concern as it is argued that it needs further attention, as there is abig gap between items at several levels of Blooms' cognitive skill.

  19. Intermittent quizzing enhances learning in a middle school classroom 1 Both Multiple-Choice and Short-Answer Quizzes Enhance Later Exam

    E-print Network

    McDermott, Kathleen

    of information on classroom exams taken for a grade. In 7th grade science and high school history classesIntermittent quizzing enhances learning in a middle school classroom 1 Both Multiple-Choice and Short-Answer Quizzes Enhance Later Exam Performance in Middle and High School Classes Kathleen B. Mc

  20. To Leave or Not to Leave? A Regression Discontinuity Analysis of the Impact of Failing High School Exit Exam. CEE DP 107

    ERIC Educational Resources Information Center

    Ou, Dongshu

    2009-01-01

    This paper presents new empirical evidence on whether failing the high school exit exam increases the chance of exiting from high school "prior to high school completion". More importantly, the author discusses the potentially different impacts of failing the High School Exit Exams (HSEE) on students with limited English proficiency, racial…

  1. Locus of Control & Motivation Strategies for Learning Questionnaire: Predictors of Student Success on the ATI Comprehensive Predictor Exam & NCLEX-RN Examination

    ERIC Educational Resources Information Center

    Carpenter, Jane H.

    2011-01-01

    The two purposes of this study were to determine whether locus of control (LOC) was predictive of how a student would perform on the ATI Comprehensive Predictor Exam and the NCLEX-RN, and if the Motivated Strategies for Learning Questionnaire (MSLQ) provided information that would help determine predictors of success on these two exams. The study…

  2. IF YOU ARE PLAYING SPORTS A PHYSICAL EXAM IS REQUIRED YOU WILL NOT BE CLEARED TO PARTICIPATE WITHOUT SUBMITTING THIS COMPLETED

    E-print Network

    Bystroff, Chris

    IF YOU ARE PLAYING SPORTS A PHYSICAL EXAM IS REQUIRED YOU WILL NOT BE CLEARED TO PARTICIPATE: _________________________________ Student ID: __________ ______ Date of Birth ___/_____/_ Sport:________________________ Date of Exam__________________________________________________________________________________ Are there any special braces or pads to be worn for sports? Yes No If yes, please describe

  3. The Impact of Communication and Collaboration between Test Developers and Teachers on a High-Stakes ESL Exam: Aligning External Assessment and Classroom Practices

    ERIC Educational Resources Information Center

    Tan, May; Turner, Carolyn E.

    2015-01-01

    In Quebec the high-stakes Secondary Five ESL exit writing exam developed by the Education Ministry (MELS) is administered and corrected by classroom teachers. In this distinctive situation, the MELS works toward aligning classroom-based assessment (CBA) and the writing exam by making ongoing teacher involvement part of its development and…

  4. NTU Health Exam Requirement for Incoming Exchange / Visiting Students In order to understand the general health condition of coming students, and to meet the

    E-print Network

    Wu, Yih-Min

    1 NTU Health Exam Requirement for Incoming Exchange / Visiting Students In order to understand the general health condition of coming students, and to meet the regulations of National Taiwan University, all students should receive a health exam by a qualified physician. The registration procedure

  5. Sweetwater District January 14, 2012 EPT/ELM Exams San Diego State University is pleased to offer a special administration of the

    E-print Network

    Ponce, V. Miguel

    Sweetwater District January 14, 2012 EPT/ELM Exams San Diego State University is pleased to offer. Examinee parking will be available in Parking Structure One only for $2 cash, payable on the day of the exam. This parking fee is not valid for any other campus parking facility. Parking Structure One (PS1

  6. I will send the key shortly. I don't want to waste time going over the exam in class as

    E-print Network

    Allan, Vicki H.

    2/12/2009 1 Exam · I will send the key shortly. · I don't want to waste time going over the exam questions ­ user expected a "magic pill" ­ dump the data in and out comes the answer. ­ How many horses

  7. Instituto Nacional de Pesquisas Espaciais Exame para o curso de ps-graduao em Astrofsica

    E-print Network

    for Extraterrestrial Intelligence), afirmava que o grande radiotelescópio de Arecibo, em Porto Rico, "pode detectar um magnético? b) A que aceleração ele é submetido? #12;6. Frank Drake, um dos criadores do projeto SETI (Search

  8. 07/24/09 Q1 Autumn Quarter Year One 2009-10 ** Exam Week: Final Exams are scheduled from 8:30 to 11:30am, unless otherwise noted.

    E-print Network

    Kay, Mark A.

    Lunch SC Lunch 1:15 Human Anatomy [Surg 203A] Cells to Tissues Molecular Biology Anatomy Anatomy Mol Bio Anatomy Anatomy Cells to Tissues 2:15 Cells to Tissues 3:15 Cells to Tissues4:15 Week 4 Week 5 Week 6 M Tu Anatomy Anatomy Cells to Tissues Practice of Medicine [Inde 201] Anatomy Cells to Tissues Final Exam

  9. Please read this page carefully BEFORE using the link below to schedule your exam Request to Schedule Graduate Exam (M.S. Final, Ph.D. Qualifying, Preliminary, or Final)

    E-print Network

    for scheduling of a location, approval of the announcement by the student's adviser, and publication of the announcement. Note that no announcement will be posted until it has been approved, in writing (by email: transcripts, copies of publications and any other material the adviser or committee requests. 6. Exam

  10. Office of Admissions in conjunction with Committee on Educational Policy and academic departments Page 1 Advanced Placement Exams (AP) and International Baccalaureate Higher Level Exams (IBH) 2013-2014

    E-print Network

    California at Santa Cruz, University of

    for the History of Art and Visual Culture major. AP Art, Studio 2-D Design ___________ 3-D Design ---------------------------------------------------------------------------------- Contact the School of Engineering. AP Computer Science AB 3,4,5 -------- 4,5 4 IN MF History exams may be taken for credit but satisfies one IH. AP Language and Culture Chinese

  11. Improving the National Board of Medical Examiners Internal Medicine Subject Exam for Use in Clerkship Evaluation

    PubMed Central

    Elnicki, D Michael; Lescisin, Dianne A; Case, Susan

    2002-01-01

    OBJECTIVE To provide a consensus opinion on modifying the National Board of Medical Examiners (NBME) Medicine Subject Exam (Shelf) to: 1) reflect the internal medicine clerkship curriculum, developed by the Society of General Internal Medicine (SGIM) and the Clerkship Directors in Internal Medicine (CDIM); 2) emphasize knowledge important for a clerkship student; and 3) obtain feedback about students' performances on the Shelf. DESIGN Two-round Delphi technique. PARTICIPANTS The CDIM Research and Evaluation Committee and CDIM members on NBME Step 2 Committees. MEASUREMENTS Using 1–5 Likert scales (5 = highest ratings), the group rated test question content for relevance to the SGIM–CDIM Curriculum Guide and importance for clerkship students' knowledge. The Shelf content is organized into 4 physician tasks and into 11 sections that are generally organ system based. Each iteration of the Shelf has 100 questions. Participants indicated a desired distribution of questions by physician task and section, topics critical for inclusion on each exam, and new topics to include. They specified the types of feedback clerkship directors desired on students' performances. Following the first round, participants viewed pooled results prior to submitting their second-round responses. RESULTS Of 15 individuals contacted, 12 (80%) participated in each round. The desired distribution by physician task was: diagnosis (43), treatment (23), mechanism of disease (20), and health maintenance (15). The sections with the most questions requested were the cardiovascular (17), respiratory (15), and gastroenterology (12) sections. The fewest were requested in aging/ethics (4) and neurology, dermatology, and immunology (5 each). Examples of low-rated content were Wilson's Disease, chancroid and tracheal rupture (all <2.0). Health maintenance in type 2 diabetes, hypertension, and cardiovascular disease all received 5.0 ratings. Participants desired feedback by: section (4.6) and physician task (3.9), on performances of the entire class (4.0), and for individual students (3.8). CONCLUSION Clerkship directors identified test content that was relevant to the curricular content and important for clerkship students to know, and they indicated a desired question distribution. They would most like feedback on their students' performance by organ system–based sections for the complete academic year. This collaborative effort could serve as a model for aligning national exams with course goals. PMID:12133157

  12. 2014-15 M-2 Exam Blueprint August 19 -September 12 Pharm Path HxPxDx Epi Patho Micro

    E-print Network

    Jain, Kanti

    2014-15 M-2 Exam Blueprint August 19 - September 12 Pharm Path HxPxDx Epi Patho Micro lecture hour 40 57 10 16 0 16 September 16 - October 17 Pharm Path HxPxDx Epi Patho Micro items per lecture hour 64 28 15 20 42 0 October 21 - November 18 Pharm Path HxPxDx Epi

  13. Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes.

    PubMed

    McDermott, Kathleen B; Agarwal, Pooja K; D'Antonio, Laura; Roediger, Henry L; McDaniel, Mark A

    2014-03-01

    Practicing retrieval of recently studied information enhances the likelihood of the learner retrieving that information in the future. We examined whether short-answer and multiple-choice classroom quizzing could enhance retention of information on classroom exams taken for a grade. In seventh-grade science and high school history classes, students took intermittent quizzes (short-answer or multiple-choice, both with correct-answer feedback) on some information, whereas other information was not initially quizzed but received equivalent coverage in all other classroom activities. On the unit exams and on an end-of-semester exam, students performed better for information that had been quizzed than that not quizzed. An unanticipated and key finding is that the format of the quiz (multiple-choice or short-answer) did not need to match the format of the criterial test (e.g., unit exam) for this benefit to emerge. Further, intermittent quizzing cannot be attributed to intermittent reexposure to the target facts: A restudy condition produced less enhancement of later test performance than did quizzing with feedback. Frequent classroom quizzing with feedback improves student learning and retention, and multiple-choice quizzing is as effective as short-answer quizzing for this purpose. PMID:24274234

  14. To Leave or Not to Leave? A Regression Discontinuity Analysis of the Impact of Failing the High School Exit Exam

    ERIC Educational Resources Information Center

    Ou, Dongshu

    2010-01-01

    The high school exit exam (HSEE) is rapidly becoming a standardized assessment procedure for educational accountability in the United States. I use a unique, state-specific dataset to identify the effects of failing the HSEE on the likelihood of dropping out of high school based on a regression discontinuity design. The analysis shows that…

  15. The Autism Mental Status Exam: Sensitivity and Specificity Using DSM-5 Criteria for Autism Spectrum Disorder in Verbally Fluent Adults

    ERIC Educational Resources Information Center

    Grodberg, David; Weinger, Paige M.; Halpern, Danielle; Parides, Michael; Kolevzon, Alexander; Buxbaum, Joseph D.

    2014-01-01

    The phenotypic heterogeneity of adults suspected of autism spectrum disorder (ASD) requires a standardized diagnostic approach that is feasible in all clinical settings. The autism mental status exam (AMSE) is an eight-item observational assessment that structures the observation and documentation of social, communicative and behavioral signs and…

  16. Correlation among High School Senior Students' Test Anxiety, Academic Performance and Points of University Entrance Exam

    ERIC Educational Resources Information Center

    Karatas, Hakan; Alci, Bulent; Aydin, Hasan

    2013-01-01

    Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure. The aim of this study is to define the correlation among high school senior students' test anxiety, academic performance (GPA) and points of university entrance exam (UEE). The study group…

  17. Second Exam All atoms, chemical bonding and structures must be complete and correct for full credit. Please print and sign

    E-print Network

    Summers, Max D.

    1 BIOL 213 Second Exam All atoms, chemical bonding and structures must be complete and correct. Explain the GU/AG rule in Group III intron removal, and the role of the spliceosome. #12;4 (10 pt) 7 can be processed in several ways. Identify five (5) co-translational or post-translational protein

  18. Some of the Reasons Why Preparing for Exams Is So Hard: What Can Be Done to Make It Easier?

    Microsoft Academic Search

    Michael Pressley; Linda Yokoi; Peggy van Meter; Shawn Van Etten; Geoffrey Freebern

    1997-01-01

    Why it is so difficult to prepare for academic exams is reviewed with respect to recent research. Textbooks, teaching, and information processing characteristics of students all contribute to undermining effective learning and review. Recommendations are made about how instructors can make it easier for students to review and appraise their test readiness, as well as about how students can make

  19. A Framework for Process Reengineering in Higher Education: A Case Study of Distance Learning Exam Scheduling and Distribution

    ERIC Educational Resources Information Center

    Abdous, M'hammed; He, Wu

    2008-01-01

    In this paper, we propose a conceptual and operational framework for process reengineering (PR) in higher education (HE) institutions. Using a case study aimed at streamlining exam scheduling and distribution in a distance learning (DL) unit, we outline a sequential and non-linear four-step framework designed to reengineer processes. The first two…

  20. The Effects of Intervention and Retention in High School Mathematics Courses on Passing the California High School Exit Exam

    ERIC Educational Resources Information Center

    Green, Ellen Yvonne

    2010-01-01

    Students who make adequate yearly progress in grade-level mathematics courses should expect to pass the mathematics portion of their high school exit exam on the first attempt. Expectation theory states that teachers' beliefs about their own students are an important factor in students' success. The purpose of this nonexperimental study was to…

  1. Effect of Paper Color on Students' Physics Exam Performan David R. Schmidt, Todd G. Ruskell, and Patrick B. Kohl

    E-print Network

    Effect of Paper Color on Students' Physics Exam Performan David R. Schmidt, Todd G. Ruskell. Prior work has established the existence of a color-performance relationship in achievement contexts course during which the paper color used in examinations was varied. In this report, we analyze three

  2. Algebra Prelim Written Exam Fall 2012 Questions are equally weighted. Give essential explanations and justifications: a large

    E-print Network

    Weinberger, Hans

    is essential: your paper should not be a puzzle for the grader. Write your codename, not actual name, on eachAlgebra Prelim Written Exam Fall 2012 Questions are equally weighted. Give essential explanations are primary. Do not choose assumptions or contexts making the problems silly. Coherent, legible writing

  3. Special exam arrangements Present this letter and form to your doctor/consultant (3 pages including form).

    E-print Network

    Johansen, Tom Henning

    of allergy. Students cannot expect extended exam time if the season for the allergy is over. Dyslexia Students with dyslexia or other reading and writing problems must document this by presenting a dyslexia information on the effects of dyslexia can be enclosed with the answer papers so that the external examiner

  4. PTG exam 9 April 2014 short answers 123. Heat given off = surface * heat transfer coefficient * temperature = A * h * T

    E-print Network

    Zevenhoven, Ron

    PTG exam 9 April 2014 short answers 123. Heat given off = surface * heat transfer coefficient * temperature = A * h * T Heat transfer coefficient from Nunumber, which for natural convection,78109 > 108 . Nu (average for surface) = 0,13(GrPr)1/3 = 119 gives h (average for surface) = 4,14 W/m2

  5. ULO Course Learning Outcome Assessment Method Pedagogy 09-01 Unit Exams and quizzes. Assign reading skills sufficient to com-

    E-print Network

    Barrash, Warren

    aesthetic sensibilities and value judgments relative to a live, jazz performance and make distinc- tionsMUS102 ULO Course Learning Outcome Assessment Method Pedagogy 09-01 Unit Exams and quizzes. Assign style periods of jazz and all related artists ; Introduce listening/ aural techniques sufficient

  6. End of Semester Stress With final exams approaching, the workload for many UF students is steadily increasing. Stress,

    E-print Network

    Kane, Andrew S.

    increasing. Stress, anxiety and pressure frequently accompany this final round of exams, papers such as taking a break after a jump, allowing your muscles to learn from the previous jumps and then adjust. If English is not your first language, go to your instructors early and seek possible accommodations

  7. General Physics II Exam 1 -Chs. 16,17 -Electric Fields & Potential Feb. 2, 2009 Name Rec. Instr. Rec. Time

    E-print Network

    Wysin, Gary

    General Physics II Exam 1 - Chs. 16,17 - Electric Fields & Potential Feb. 2, 2009 Name Rec. Instr produce an electric field in the surrounding region. a) (6) Find the electric field that Q1 produces at point A. Draw and label it it as an arrow E1 on the diagram. b) (6) Find the electric field that Q2

  8. Math 138 Exam 2A Directions: Read each problem carefully. Remember to show all work in a logical and legible

    E-print Network

    Hubbard, Keith

    Math 138 ­ Exam 2A Directions: Read each problem carefully. Remember to show all work in a logical. The Royal Gorge Bridge near Canon City, Colorado is the highest suspension bridge in the world. The bridge is 1053 feet above the Arkansas river. A rock is dropped from the bridge. How long does it take the rock

  9. General Physics II Exam 5 -Chs. 30, 31 -Nuclear Physics May 11, 2010 Name Rec. Instr. Rec. Time

    E-print Network

    Wysin, Gary

    ) For a nuclear decay to take place spontaneously (like alpha, beta or gamma decays), a. the massesGeneral Physics II Exam 5 - Chs. 30, 31 - Nuclear Physics May 11, 2010 Name Rec. Instr. Rec. Time. d. neutrons. e. muons. f. -particles. 2. (2) Nuclear isotopes are a. nuclei with the same number

  10. General Physics II Exam 3 -Chs. 18B,21,22 -Electromagnetism Mar. 23, 2009 Name Rec. Instr. Rec. Time

    E-print Network

    Wysin, Gary

    by permanent magnets. a) (4) What is the frequency of AC voltage being generated, in hertz? b) (4) WhatGeneral Physics II Exam 3 - Chs. 18B,21,22 - Electromagnetism Mar. 23, 2009 Name Rec. Instr. Rec- tial position near a bar magnet, the induced current in the loop is a. zero b. clockwise. c

  11. How emotions affect logical reasoning: evidence from experiments with mood-manipulated participants, spider phobics, and people with exam anxiety

    PubMed Central

    Jung, Nadine; Wranke, Christina; Hamburger, Kai; Knauff, Markus

    2014-01-01

    Recent experimental studies show that emotions can have a significant effect on the way we think, decide, and solve problems. This paper presents a series of four experiments on how emotions affect logical reasoning. In two experiments different groups of participants first had to pass a manipulated intelligence test. Their emotional state was altered by giving them feedback, that they performed excellent, poor or on average. Then they completed a set of logical inference problems (with if p, then q statements) either in a Wason selection task paradigm or problems from the logical propositional calculus. Problem content also had either a positive, negative or neutral emotional value. Results showed a clear effect of emotions on reasoning performance. Participants in negative mood performed worse than participants in positive mood, but both groups were outperformed by the neutral mood reasoners. Problem content also had an effect on reasoning performance. In a second set of experiments, participants with exam or spider phobia solved logical problems with contents that were related to their anxiety disorder (spiders or exams). Spider phobic participants' performance was lowered by the spider-content, while exam anxious participants were not affected by the exam-related problem content. Overall, unlike some previous studies, no evidence was found that performance is improved when emotion and content are congruent. These results have consequences for cognitive reasoning research and also for cognitively oriented psychotherapy and the treatment of disorders like depression and anxiety. PMID:24959160

  12. An Prediction of Hopelessness and State-Trait Anxiety Levels among Teacher Candidates before the KPSS Exam

    ERIC Educational Resources Information Center

    Tumkaya, Songul; Aybek, Birsel; Celik, Metehan

    2007-01-01

    In this study, the levels of hopelessness and state-trait anxiety among teacher candidates before taking the State Employees Selection Exam (KPSS) were investigated. The research was carried out with 403 volunteer teacher candidates. Of them, 271 seniors who were attending classes at Cukurova University in 2005-2006 Spring and 132 were…

  13. One goal of examing satellite images is to derive maps of earth Digital Image Classification Has Two Components

    E-print Network

    Frank, Thomas D.

    One goal of examing satellite images is to derive maps of earth #12;Digital Image Classification Image Classification The objective of digital image classification is to partition feature space into decision regions, then to assign pixels in an image to the most likely feature category. #12;By selecting

  14. Exam Preparation: The Influence of Action Control, Procrastination and Examination Experience on Students' Goal Intention and Implementation Intention

    ERIC Educational Resources Information Center

    Sommer, Lutz

    2013-01-01

    Introduction: In the framework of the intention-behavior-gap analysis in relation to exam preparation I examined whether intention--subdivided into goal and implementation intention--is influenced directly by the determinants action control, procrastination and examination experience which is consistent with the Theory of Planned Behavior and…

  15. Implementation of the Ph D Qualifying Exams Policy of the Department of Geological and Mining Engineering and Sciences

    E-print Network

    . Possible results: Pass/Fail. A student failing the written exam may be allowed, at the discretion to provide some framework in which to implement those policies. Transition period: Students who have been ­ this decision is up to the students and their committees. All other students must comply with the policies

  16. The Devil's in the Details: Evidence from the GED on Large Effects of Small Differences in High Stakes Exams

    ERIC Educational Resources Information Center

    Tyler, John H.; Murnane, Richard J.; Willett, John B.

    2004-01-01

    As part of standards-based educational reform efforts, more than 40 states will soon require students to achieve passing scores on standardized exams in order to obtain a high school diploma. Currently, many states are struggling with the design of their examination systems, debating such questions as which subjects should be tested, what should…

  17. ST280/380: Template Exam 1. The following output is based on a regression of Y on independent vari-

    E-print Network

    Ravishanker, Nalini

    . Based on n observations generated from simple ARMA time series with given coefficients, and givenST280/380: Template Exam 1. The following output is based on a regression of Y on independent vari autocorrelations at lag k. Write down the predicted Y assuming the simple linear regression model with independent

  18. Sinais e Sistemas -2013/2014 -1 semestre Classificaes do exame e das repeties de testes

    E-print Network

    Almeida, Luis B.

    Sinais e Sistemas - 2013/2014 - 1º semestre Classificações do exame e das repetições de testes.2 0.8 0.5 0.5 0.5 0.8 0.8 0.7 0.7 0.7 1.2 Classificação P1 P2a P2b P2c P2d P2e P3 P4 P9 P10 P11 P12 P1 P2a P2b P2c P2d P2e P3 P4 P5.1 P5.2 P5.3 P5.4 P6 P7.1 P7.2 P7.3 P8 P9 P10 P11 P12 P13.1 P13.2 P14

  19. Sinais e Sistemas -2013/2014 -2 semestre Classificaes do exame e das repeties de testes

    E-print Network

    Almeida, Luis B.

    Teixeira 65096 Flávio Leal Jovchelevitch 65326 Catarina José Afonso Dias A g c v v v v e f v f v v c d b eSinais e Sistemas - 2013/2014 - 2º semestre Classificações do exame e das repetições de testes9c P9d P9e P10.1 P10.2 P10.3 P10.4 P11.1 P11.2 P1 P2 P3a P3b P3c P3d P4 P5 P6.1 P6.2 P7.1 P7.2 P7

  20. Going beyond standardized exam scores in graduate admissions: Enhancing diversity and predicting success

    NASA Astrophysics Data System (ADS)

    Stassun, Keivan

    2014-01-01

    We present the approach to graduate admissions developed by the Fisk-Vanderbilt Masters-to-PhD Bridge Program. The approach emphasizes a careful examination of applicants' basic academic preparedness together with noncognitive tracers of future success -- so-called "grit" or "performance character" -- and does not rely upon standardized exam scores such as GREs. This approach has enabled the Fisk-Vanderbilt program to identify and select large numbers of underrepresented minority students who are succeeding at the PhD level, making the program the nation's top producer of underrepresented minority PhDs in astronomy. We highlight outcomes of the program utilizing this "enlightened approach" to admissions, and share tools developed by the program for use by others.

  1. Evaluation of undergraduate geologists' problem solving and cognition during field exams using a mixed methods approach

    NASA Astrophysics Data System (ADS)

    Balliet, Russell N.

    Understanding how geologists conduct fieldwork through analysis of problem solving has significant potential impact on field instruction methods. Recent progress has been made in this area but the problem solving behaviors displayed by geologists during fieldwork and the associated underlying cognition remains poorly understood. We present research showing how geology students initiate and develop geologic models as part of the problem solving process. We qualitatively analyzed field notes and interview data from 36 undergraduate geoscientists engaged in field exams while enrolled in a six-week advanced field camp. Eight cognitive frameworks grouped in two broad categories emerged from the data that show how students develop geologic models. Students employ both single and multiple model approaches with varying degrees of success and frequency. The success of any given approach is dependent on the level of students' geologic situational awareness. The development of multiple geologic models leads to a higher rate of success in general, because of the inherent flexibility to accommodate newly collected data. Instructors should continue to teach a multiple model approach until students have the proper geologic skills to ensure a high level of situational awareness and exhibit expert characteristics in the field. In addition, we collected GPS navigation data from students during these field exams in order to understand the relationship between navigation, cognition, and performance. From the analysis of this data we found that over half of all stops are 1-4 minutes long, while very few of students' stops are longer than 9 minutes as the frequency of stops decreases as the duration increases. Regardless of performance or framework, there is an increase in shorter stops and decrease in longer stops from exam one to three, indicating that students changed the way they investigated as the field course progressed. Temporal signatures categorized by performance only show slight differences, but do indicate that there is an increase in very short and longer stops with declining performance. In contrast, higher performance is linked to an increase in short and medium length stops, suggesting that stops 4-14 minutes long are a "sweet spot" for investigation. We speculate that a high percentage of very short stops involve basic field tasks such as locating or data collection and that the decreasing frequency of long stops indicates that there is a relationship between the length of the stop and the complexity of the activities performed during that stop. Students increased experience leads to more efficient stops as they become more competent with field tasks and more versed in the regional geology. The GPS data we collected from these students while they took these notes allowing us to connect the duration of a stop to the types of notes produced during that stop. Note taking species occurred in various frequencies with the most common type being those that focused on lithologic, or lithologic & structural data collection. Stops that produced geologic models, specifically structural models, were much less frequent. The more frequent data collection stops are very short in length (typically 1-4 minutes), while the more complex stops tend to be longer in duration as the note taking gets more complex. Poor performing students had a high proportion of stops where they only collect lithologic data or stops where they don't generate any hypotheses. In contrast, successful students have more structural data and hypothesis generation in their notes. From this analysis we conclude that too much effort spent on stops with only basic data collection leaves less time for the cognitive effort required for model development, eventually leading to poor exam performance. Specifically, a higher frequency of lithologic data stops and lack of structural data leads to the development of incomplete geologic models or lack of comprehensive models altogether. Field instructors often educate their students on good note taking practices and cr

  2. The evaluation of physical exam findings in patients assessed for suspected burn inhalation injury.

    PubMed

    Ching, Jessica A; Shah, Jehan L; Doran, Cody J; Chen, Henian; Payne, Wyatt G; Smith, David J

    2015-01-01

    The purpose of this investigation was to evaluate the utility of singed nasal hair (SN), carbonaceous sputum (CS), and facial burns (FB) as indicators of burn inhalation injury, when compared to the accepted standard of bronchoscopic diagnosis of inhalation injury. An institutional review board approved, retrospective review was conducted. All patients were suspected to have burn inhalation injury and subsequently underwent bronchoscopic evaluation. Data collected included: percent burn TBSA, burn injury mechanism, admission physical exam findings (SN, CS, FB), and bronchoscopy findings. Thirty-five males and twelve females met inclusion criteria (n = 47). Bronchoscopy was normal in 31 patients (66%). Data were analyzed as all patients and in subgroups according to burn TBSA and an enclosed space mechanism of injury. Physical exam findings (SN, CS, FB) were evaluated individually and in combination. Overall, the sensitivities, specificities, positive predictive values, and negative predictive values calculated were poor and inconsistent, and they did not improve within subgroup analysis or when physical findings were combined. Further statistical analysis suggested the physical findings, whether in isolation or in combination, have poor discrimination between patients that have and do not have inhalation injury (AUC < 0.7, P > .05) and poor agreement with the diagnosis made by bronchoscopy (? < 0.4, P > .05). This remained true in the subgroup analysis as well. Our data demonstrated the findings of SN, CS, and FB are unreliable evidence for inhalation injury, even in the context of an enclosed space mechanism of injury. Thus, these physical findings are not absolute indicators for intubation and should be interpreted as one component of the history and physical. PMID:25423438

  3. Accuracy of Rapid Ultrasound in Shock (RUSH) Exam for Diagnosis of Shock in Critically Ill Patients

    PubMed Central

    Ghane, Mohammad Reza; Gharib, Mohammad Hadi; Ebrahimi, Ali; Samimi, Kaveh; Rezaee, Maryam; Rasouli, Hamid Reza; Kazemi, Hossein Mohammad

    2015-01-01

    Background: Rapid ultrasound in shock (RUSH) is the most recent emergency ultrasound protocol, designed to help clinicians better recognize distinctive shock etiologies in a shorter time frame. Objectives: In this study, we evaluated the accuracy of the RUSH protocol, performed by an emergency physician or radiologist, in predicting the type of shock in critical patients. Patients and Methods: An emergency physician or radiologist performed the RUSH protocol for all patients with shock status at the emergency department. All patients were closely followed to determine their final clinical diagnosis. The agreement between the initial impression provided by RUSH and the final diagnosis was investigated by calculating the Kappa index. Sensitivity, specificity, positive predictive value (PPV) and negative predictive value (NPV) of RUSH for diagnosis of each case. Results: We performed RUSH on 77 patients. Kappa index was 0.71 (P Value = 0.000), reflecting acceptable general agreement between initial impression and final diagnosis. For hypovolemic, cardiogenic and obstructive shock, the protocol had an NPV above 97% yet it had a lower PPV. For shock with distributive or mixed etiology, RUSH showed a PPV of 100% but it had low sensitivity. Subgroup analysis showed a similar Kappa index for the emergency physician and radiologist (0.70 and 0.73, respectively) in performing rush. Conclusions: This study highlights the role of the RUSH exam performed by an emergency physician, to make a rapid and reliable diagnosis of shock etiology, especially in order to rule out obstructive, cardiogenic and hypovolemic shock types in initial exam of shock patients. PMID:25825696

  4. Subgap DOS in Pb/Ag Bilayers Brown University

    E-print Network

    Fominov, Yakov

    /Ag Bilayers Brown University Mike, Zhenyi, Por, TJ #12;Subgap DOS in Pb/Ag Bilayers Brown University LiquidSubgap DOS in Pb/Ag Bilayers Brown University Subgap Density of States in Ultrathin Superconductor-Normal Metal Bilayers Zhenyi Long, Michael Stewart, Taejoon Kouh, and Jim Valles Brown University #12;Subgap

  5. The Heme-Based Oxygen-Sensor Phosphodiesterase Ec DOS (DosP): Structure-Function Relationships

    PubMed Central

    Shimizu, Toru

    2013-01-01

    Escherichia coli Direct Oxygen Sensor (Ec DOS, also known as Ec DosP) is a heme-based O2-sensing phosphodiesterase from Escherichia coli that catalyzes the conversion of cyclic-di-GMP to linear di-GMP. Cyclic-di-GMP is an important second messenger in bacteria, highlighting the importance of understanding structure-function relationships of Ec DOS. Ec DOS is composed of an N-terminal heme-bound O2-sensing PAS domain and a C-terminal phosphodiesterase catalytic domain. Notably, its activity is markedly enhanced by O2 binding to the heme Fe(II) complex in the PAS sensor domain. X-ray crystal structures and spectroscopic and catalytic characterization of the wild-type and mutant proteins have provided important structural and functional clues to understanding the molecular mechanism of intramolecular catalytic regulation by O2 binding. This review summarizes the intriguing findings that have obtained for Ec DOS. PMID:25586128

  6. The Effect of Enrollment in Middle School Challenge Courses on Advanced Placement Exams in Social Studies and Science

    NASA Astrophysics Data System (ADS)

    Glaude-Bolte, Katherine

    Educators seek to guide students through appropriate programs and courses that prepare them for future success, in more advanced coursework and in other challenges of life. Some middle schools offer Challenge, or honors, courses for students who have demonstrated high ability. High schools often offer Advanced Placement (AP) courses, which are taught at the college level. This study examined the correlation between enrollment in middle school Challenge courses and subsequent AP exam category scores in social studies and science in a suburban school district. The independent variables were the number of years of enrollment in middle school social studies or science Challenge courses. The dependent variables were the AP exam category scores in the eight social studies AP courses or the six science AP courses. The sample sizes were limited to the number of students who took an AP social studies or science exam and also attended the middle school of study. The null hypothesis was that there was no relationship between the two variables. This study included eight social studies AP courses and six science AP courses. A significant positive correlation was indicated in only two of the courses, U.S. Government and Comparative Government, supporting the claim that enrollment in middle school Challenge social studies was correlated with success, at least on these two AP exams. In the remaining 12 courses, there was not enough evidence to reject the null hypothesis. Therefore, enrollment in middle school Challenge science and social studies courses generally did not seem to correlate with AP exam category scores. Results of this study call into question the validity of the claim by the district that enrollment in Challenge courses helps prepare students for rigorous coursework in high school. Several factors, including student readiness, teacher training, familiarity with course content, and previous AP experience may contribute more to a student's AP exam category score. Results also suggest that the district may need to revisit the effectiveness of the Challenge curriculum and the policy of limiting enrollment in Challenge courses.

  7. Estimating radiation dose to organs of patients undergoing conventional and novel multidetector CT exams using Monte Carlo simulations

    NASA Astrophysics Data System (ADS)

    Angel, Erin

    Advances in Computed Tomography (CT) technology have led to an increase in the modality's diagnostic capabilities and therefore its utilization, which has in turn led to an increase in radiation exposure to the patient population. As a result, CT imaging currently constitutes approximately half of the collective exposure to ionizing radiation from medical procedures. In order to understand the radiation risk, it is necessary to estimate the radiation doses absorbed by patients undergoing CT imaging. The most widely accepted risk models are based on radiosensitive organ dose as opposed to whole body dose. In this research, radiosensitive organ dose was estimated using Monte Carlo based simulations incorporating detailed multidetector CT (MDCT) scanner models, specific scan protocols, and using patient models based on accurate patient anatomy and representing a range of patient sizes. Organ dose estimates were estimated for clinical MDCT exam protocols which pose a specific concern for radiosensitive organs or regions. These dose estimates include estimation of fetal dose for pregnant patients undergoing abdomen pelvis CT exams or undergoing exams to diagnose pulmonary embolism and venous thromboembolism. Breast and lung dose were estimated for patients undergoing coronary CTA imaging, conventional fixed tube current chest CT, and conventional tube current modulated (TCM) chest CT exams. The correlation of organ dose with patient size was quantified for pregnant patients undergoing abdomen/pelvis exams and for all breast and lung dose estimates presented. Novel dose reduction techniques were developed that incorporate organ location and are specifically designed to reduce close to radiosensitive organs during CT acquisition. A generalizable model was created for simulating conventional and novel attenuation-based TCM algorithms which can be used in simulations estimating organ dose for any patient model. The generalizable model is a significant contribution of this work as it lays the foundation for the future of simulating TCM using Monte Carlo methods. As a result of this research organ dose can be estimated for individual patients undergoing specific conventional MDCT exams. This research also brings understanding to conventional and novel close reduction techniques in CT and their effect on organ dose.

  8. The feasibility of a regional CTDIvol to estimate organ dose from tube current modulated CT exams

    PubMed Central

    Khatonabadi, Maryam; Kim, Hyun J.; Lu, Peiyun; McMillan, Kyle L.; Cagnon, Chris H.; DeMarco, John J.; McNitt-Gray, Michael F.

    2013-01-01

    Purpose: In AAPM Task Group 204, the size-specific dose estimate (SSDE) was developed by providing size adjustment factors which are applied to the Computed Tomography (CT) standardized dose metric, CTDIvol. However, that work focused on fixed tube current scans and did not specifically address tube current modulation (TCM) scans, which are currently the majority of clinical scans performed. The purpose of this study was to extend the SSDE concept to account for TCM by investigating the feasibility of using anatomic and organ specific regions of scanner output to improve accuracy of dose estimates. Methods: Thirty-nine adult abdomen/pelvis and 32 chest scans from clinically indicated CT exams acquired on a multidetector CT using TCM were obtained with Institutional Review Board approval for generating voxelized models. Along with image data, raw projection data were obtained to extract TCM functions for use in Monte Carlo simulations. Patient size was calculated using the effective diameter described in TG 204. In addition, the scanner-reported CTDIvol (CTDIvol,global) was obtained for each patient, which is based on the average tube current across the entire scan. For the abdomen/pelvis scans, liver, spleen, and kidneys were manually segmented from the patient datasets; for the chest scans, lungs and for female models only, glandular breast tissue were segmented. For each patient organ doses were estimated using Monte Carlo Methods. To investigate the utility of regional measures of scanner output, regional and organ anatomic boundaries were identified from image data and used to calculate regional and organ-specific average tube current values. From these regional and organ-specific averages, CTDIvol values, referred to as regional and organ-specific CTDIvol, were calculated for each patient. Using an approach similar to TG 204, all CTDIvol values were used to normalize simulated organ doses; and the ability of each normalized dose to correlate with patient size was investigated. Results: For all five organs, the correlations with patient size increased when organ doses were normalized by regional and organ-specific CTDIvol values. For example, when estimating dose to the liver, CTDIvol,global yielded a R2 value of 0.26, which improved to 0.77 and 0.86, when using the regional and organ-specific CTDIvol for abdomen and liver, respectively. For breast dose, the global CTDIvol yielded a R2 value of 0.08, which improved to 0.58 and 0.83, when using the regional and organ-specific CTDIvol for chest and breasts, respectively. The R2 values also increased once the thoracic models were separated for the analysis into females and males, indicating differences between genders in this region not explained by a simple measure of effective diameter. Conclusions: This work demonstrated the utility of regional and organ-specific CTDIvol as normalization factors when using TCM. It was demonstrated that CTDIvol,global is not an effective normalization factor in TCM exams where attenuation (and therefore tube current) varies considerably throughout the scan, such as abdomen/pelvis and even thorax. These exams can be more accurately assessed for dose using regional CTDIvol descriptors that account for local variations in scanner output present when TCM is employed. PMID:23635273

  9. An integrator final exam at the end of the engineering degrees to evaluate the acquired competences

    NASA Astrophysics Data System (ADS)

    Perdigones, A.; Sánchez, E.; Valiño, V.; Tarquis, A. M.

    2010-05-01

    In the last decade strong changes in the design of university degrees have occurred in Spain, affecting real competences acquired by graduates. The new degrees often provide students greater freedom in shaping their curriculum which results in many cases in a problem for their training. In engineering degrees of Spain, the final project, that allows to know the integrated skills of the students in engineering subjects, is not compulsory anymore; it can be substituted for other specific types of work that often do not involve skills valued by the companies of the industrial sector. This situation may create doubts about the real competences of the graduates. In the present study, a final exam (voluntary) has been carried out during three years to assess competences in engineering students in the last course of the degree in agricultural engineering (diploma of five years) and agricultural technical engineering (diploma of three years) at the Polytechnic University of Madrid (Spain). They took part 132 students in the years 2006, 2007 and 2008. The exam had a common format, with three parts assessing skills in construction, machinery and electrical installations. The results showed the evolution in the training of students, and the relationship between skills acquired and late differences in the learning process. The most important conclusions were that the attainment levels was lower than expected, but generally consistent with the training received by each group of students. In particular, the low number of hours of subjects in electrical installations in certain groups of students was evident when evaluating the skills acquired. The results indicated that they aim to increase the number of hours in certain subjects and groups of students, if a graduate is to get qualified. The authors recommend an examination similar to the raised, integrator type, in all programs that do not have any overall final assessment in order to conduct a quality control of graduates; this approach has the advantage that graduates may also obtain an additional final certificate with their level of competences towards their future professional work.

  10. NTU Health Exam Requirement for Incoming Exchange / Visiting Students In order to understand the general health condition of coming students, and to meet the

    E-print Network

    Wu, Yih-Min

    is indicated for laboratory tests. #12;2 NTU Incoming Exchange / Visiting Students Health Exam Form Name Sex Corrected R L Color Differentiation: Normal Abnormal Hearing: Right Pass Fail / Left Pass Fail

  11. Locus of Control & Motivation Strategies for Learning Questionnaire: Predictors of Student Success on the ATI Comprehensive Predictor Exam & NCLEX-RN Examination

    E-print Network

    Carpenter, Jane H.

    2011-01-31

    Questionnaire (MSLQ) provided information that would help determine predictors of success on these two exams. The study examined additional variables prominent in the literature including but not limited to, the number of Cs a person earned while in nursing...

  12. Genesis of the Angra dos Reis and other achondritic meteorites

    NASA Technical Reports Server (NTRS)

    Ma, M.-S.; Murali, A. V.; Schmitt, R. A.

    1977-01-01

    Major, minor, and trace element abundances were determined in seven Angra dos Reis samples, which included whole rocks, fassaite (clinopyroxene), olivine, and whitlockite separates, via sequential instrumental neutron activation analysis. The rare earth element abundance patterns and the trace element abundance patterns of this achondritic meteorite are discussed. A two-stage crystal-liquid fractionation model with source material containing olivine, orthopyroxene, and clinopyroxine is presented for the genesis of Angra dos Reis. Multilinear regression analysis was used to estimate possible composition and properties of the parent magmas. Angra dos Reis was compared with other achondrites, cumulate eucrites and nakhlites in particular. It is thought that the unique Angra dos Reis could not be related to those achondrites by crystal-liquid fractionation of the same parent body.

  13. Beaver on IPSec -Protection from DoS Attacks

    E-print Network

    Keidar, Idit

    Beaver on IPSec - Protection from DoS Attacks Oleg Romanov #12;#12;Beaver on IPSec - Protection .......................................................................................................................7 4. BEAVER'S ARCHITECTURE...................................................................................................9 4.1 SESSIONS IN BEAVER

  14. Grading by Response Category: A simple method for providing students with meaningful feedback on exams in large courses

    NASA Astrophysics Data System (ADS)

    Paul, Cassandra; Potter, Wendell; Weiss, Brenda

    2014-11-01

    As instructors, we want our students to develop a deep understanding of course material, and feedback is essential in their sense-making process. Providing effective individualized feedback to students in large courses is especially difficult. While researchers suggest,1 and many instructors of large courses are,2,3 incorporating interactive techniques that allow peer feedback, studies have shown that it's important for students to also have direct feedback from the instructor.4 Since the requirement for individualized feedback is difficult to meet during class time in large courses, providing effective feedback on exams and quizzes takes on added importance. Some instructors choose to assess their students using open-ended written exam items that require students to demonstrate their understanding of physics by solving a problem and/or explaining a concept. Because grading these items can be time consuming, the challenge is to develop an approach to grading and provision of feedback that is both efficient and effective.

  15. Math 310-2 Winter 2008 Exam 2 3.10.2008 Directions: Write your name and your professor's name (Burns or McClendon)

    E-print Network

    McClendon, David M.

    Math 310-2 Winter 2008 Exam 2 3.10.2008 Directions: Write your name and your professor's name are expected in the match? 4. (25 pts) A plant has n + 1 flowers, of which n are arranged in a circle (label? Justify your answer. #12;Math 310-2 Winter 2008 Exam 2 Solutions 1. (a) We have a = x - y b = x + y c

  16. General Physics II Exam 1 -Chs. 1619 -Electric Fields, Potential, Current Feb. 14, 2011 Name Rec. Instr. Rec. Time

    E-print Network

    Wysin, Gary

    General Physics II Exam 1 - Chs. 16­19 - Electric Fields, Potential, Current Feb. 14, 2011 Name Rec.0 µC are separated by 12.0 cm on the x-axis as shown. The charges pro- duce an electric field in the surrounding region. Consider only the electric field along the x-axis. a) (2) T F At any point between

  17. Tracking Delays in Report Availability Caused by Incorrect Exam Status with Web-Based Issue Tracking: A Quality Initiative

    Microsoft Academic Search

    Omer Abdulrehman Awan; Frans van Wagenberg; Mark Daly; Nabile M. Safdar; Paul G. Nagy

    2011-01-01

    Many radiology information systems (RIS) cannot accept a final report from a dictation reporting system before the exam has\\u000a been completed in the RIS by a technologist. A radiologist can still render a report in a reporting system once images are\\u000a available, but the RIS and ancillary systems may not get the results because of the study’s uncompleted status. This

  18. Role of sudarshan kriya and pranayam on lipid profile and blood cell parameters during exam stress: A randomized controlled trial

    PubMed Central

    Subramanian, Swapna; Elango, Tamilselvi; Malligarjunan, Hemamalini; Kochupillai, Vinod; Dayalan, Haripriya

    2012-01-01

    Background: Yoga is a science practiced in India over thousands of years. It produces constituent physiological changes and has sound scientific basis. Aim: Since exam stress modifies lipid profile and hematological parameters, we conducted an investigation on the effect of sudarshan kriya (SK and P) program on these parameters. Materials and Methods: Blood samples of 43 engineering students were collected at four intervals namely baseline (BL), exam stress (ES), three and six weeks practice of SK and P during exam stress. Lipid profile and hematological parameters were measured at all four intervals. Results: ES elevated total cholesterol (TC), triglycerides (TGL) and very low density lipoprotein (VLDL) levels. Hematological parameters affected by ES included neutrophil, lymphocytes, platelet count, packed cell volume (PCV) and mean cell volume (MCV). Three and six weeks practice of SK and P reduced the elevated lipid profile, hematological parameters and improved lymphocyte levels. Conclusion: Our study indicates that SK and P practice has the potential to overcome ES by improving lipid profile and hematological parameters. PMID:22346062

  19. Quantile regression in environmental health: Early life lead exposure and end-of-grade exams.

    PubMed

    Magzamen, Sheryl; Amato, Michael S; Imm, Pamela; Havlena, Jeffrey A; Coons, Marjorie J; Anderson, Henry A; Kanarek, Marty S; Moore, Colleen F

    2015-02-01

    Conditional means regression, including ordinary least squares (OLS), provides an incomplete picture of exposure-response relationships particularly if the primary interest resides in the tail ends of the distribution of the outcome. Quantile regression (QR) offers an alternative methodological approach in which the influence of independent covariates on the outcome can be specified at any location along the distribution of the outcome. We implemented QR to examine heterogeneity in the influence of early childhood lead exposure on reading and math standardized fourth grade tests. In children from two urban school districts (n=1,076), lead exposure was associated with an 18.00 point decrease (95% CI: -48.72, -3.32) at the 10th quantile of reading scores, and a 7.50 point decrease (95% CI: -15.58, 2.07) at the 90th quantile. Wald tests indicated significant heterogeneity of the coefficients across the distribution of quantiles. Math scores did not show heterogeneity of coefficients, but there was a significant difference in the lead effect at the 10th (?=-17.00, 95% CI: -32.13, -3.27) versus 90th (?=-4.50, 95% CI: -10.55, 4.50) quantiles. Our results indicate that lead exposure has a greater effect for children in the lower tail of exam scores, a result that is masked by conditional means approaches. PMID:25531815

  20. Determining the relevance of a certification exam to home health care nursing practice.

    PubMed

    Holland, D E

    1999-01-01

    Home health care is enjoying increased use and popularity. Unfortunately, in today's cost-cutting environment, home healthcare is also subject to increased scrutiny and inevitable reimbursement limitations. This is borne out by the impact on home healthcare as a result of the Balanced Budget Act of 1997. Berke (1998) reports that those at greatest risk for cutbacks in care are those that can least afford it--the oldest, sickest, poorest, and most frail. Compounding the financial dilemma that home health care clients face are multiple providers of care, an unrealistic media presentation of health care, and less time for anyone to provide psychosocial-focused care (Simmons, 1990). Home health care clients have a desperate need for an advocate to provide expert navigation through the health care system. Home health care providers are aware of and often responsible for bridging gaps in health, medical benefits, and social services. This article describes a process for determining the relevance of a certification to community nursing clinical practice--using the Advanced Certification in Continuity of Care (A-CCC) exam as the example. PMID:10695177

  1. Movimentos sociais, sindicato e imigrao Um estudo sobre o movimento dos trabalhadores sem-documentos na

    E-print Network

    Paris-Sud XI, Université de

    que a autora contextualiza e problematiza a nomenclatura a partir da luta política dos trabalhadores uma data fundamental na história dos movimentos sociais e em particular das lutas dos imigrantes. Foi

  2. Delayed, but not immediate, feedback after multiple-choice questions increases performance on a subsequent short-answer, but not multiple-choice, exam: evidence for the dual-process theory of memory.

    PubMed

    Sinha, Neha; Glass, Arnold Lewis

    2015-01-01

    Three experiments, two performed in the laboratory and one embedded in a college psychology lecture course, investigated the effects of immediate versus delayed feedback following a multiple-choice exam on subsequent short answer and multiple-choice exams. Performance on the subsequent multiple-choice exam was not affected by the timing of the feedback on the prior exam; however, performance on the subsequent short answer exam was better following delayed than following immediate feedback. This was true regardless of the order in which immediate versus delayed feedback was given. Furthermore, delayed feedback only had a greater effect than immediate feedback on subsequent short answer performance following correct, confident responses on the prior exam. These results indicate that delayed feedback cues a student's prior response and increases subsequent recollection of that response. The practical implication is that delayed feedback is better than immediate feedback during academic testing. PMID:25832741

  3. Factors associated with intentions to adhere to colorectal cancer screening follow-up exams

    PubMed Central

    Zheng, Ying-Fang; Saito, Tami; Takahashi, Miyako; Ishibashi, Teruo; Kai, Ichiro

    2006-01-01

    Background To increase adherence rate to recommendations for follow-up after abnormal colorectal cancer (CRC) screening results, factors that inhibit and facilitate follow-up must be identified. The purpose of this study was to identify the factors associated with intention to adhere to CRC screening follow-up exams. Methods During a 4-week period in October 2003, this survey was conducted with 426 subjects participating in a community-based CRC screening program in Nagano, Japan. Study measures included intention to adhere to recommendation for clinical follow-up in the event of an abnormal fecal occult blood test (FOBT) result, perceived susceptibility and severity of CRC, perceived benefits and barriers related to undergoing follow-up examination, social support, knowledge of CRC risk factors, health status, previous CRC screening, personality and social demographic characteristics. Univariate and multivariate logistic regression analyses on intention to adhere to recommendations for follow-up were performed. Results Among the 288 individuals analyzed, approximately 74.7% indicated that they would definitely adhere to recommendations for follow-up. After controlling for age, gender, marital status, education, economic status, trait anxiety, bowel symptoms, family history of CRC, and previous screening FOBT, analyses revealed that lower levels of perceived barriers, higher levers of perceived benefits and knowledge of CRC risk factors were significantly associated with high intention respectively. Conclusion The results of this study suggest that future interventions should focus on reducing modifiable barriers by clarifying misperceptions about follow-up, promoting the acceptance of complete diagnostic evaluations, addressing psychological distress, and making follow-up testing more convenient and accessible. Moreover, educating the public regarding the risk factors of CRC and increasing understanding of the benefits of follow-up is also important. PMID:17083746

  4. Isotopic and chemical investigations on Angra dos Reis

    NASA Technical Reports Server (NTRS)

    Wasserburg, G. J.; Tera, F.; Papanastassiou, D. A.; Huneke, J. C.

    1977-01-01

    Isotope ratios and chemical abundance measurements for a variety of elements are reported for total meteorite and mineral separates of the Angra dos Reis achondrite. U-Pb, Th-Pb, and Pb-Pb ages are concordant at 4.54 eons for the total meteorite and for high-purity whitlockite, which indicates that Angra dos Reis is an early planetary differentiate that has not been disturbed for these systems since 4.54 eons ago. The implications of different ratios of Sr-87 and Sr-86 found in different components are discussed. Xe isotopic measurements show that Pu-244 was enriched in the whitlockite relative to the pyroxene by a factor of about 18. Chemical enrichment factors between the whitlockite and the fassaitic pyroxene in Angra dos Reis are presented

  5. Xenon spallation systematics in Angra dos Reis. [meteoritic evolution

    NASA Technical Reports Server (NTRS)

    Hohenberg, C. M.; Hudson, B.; Kennedy, B. M.; Podosek, F. A.

    1981-01-01

    Literature Xe data for the Angra dos Reis meteorite have been resolved into constituent spallation, fission and trapped components. The spallation Xe compositions vary over a range wider than observed in any other samples, including lunar samples. These variations are due to the mixing of spallation Xe from Ba and rare earth element targets. It is possible to infer the Ba and rare earth spallation Xe compositions. Angra dos Reis spallation Xe compositions are systematically different from those observed in lunar samples, possibly because of differences in the irradiation conditions (geometry and shielding). Thus the Angra dos Reis data appear to be superior to lunar data for predicting spallation Xe compositions in other meteorites.

  6. Career Excess Mortality Risk from Diagnostic Radiological Exams Required for Crewmembers Participating in Long Duration Space Flight

    NASA Technical Reports Server (NTRS)

    Dodge, C. W.; Gonzalez, S. M.; Picco, C. E.; Johnston, S. L.; Shavers, M. R.; VanBaalen, M.

    2008-01-01

    NASA requires astronauts to undergo diagnostic x-ray examinations as a condition for their employment. The purpose of these procedures is to assess the astronaut s overall health and to diagnose conditions that could jeopardize the success of long duration space missions. These include exams for acceptance into the astronaut corps, routine periodic exams, as well as evaluations taken pre and post missions. Issues: According to NASA policy these medical examinations are considered occupational radiological exposures, and thus, are included when computing the astronaut s overall radiation dose and associated excess cancer mortality risk. As such, astronauts and administrators are concerned about the amount of radiation received from these procedures due to the possibility that these additional doses may cause astronauts to exceed NASA s administrative limits, thus disqualifying them from future flights. Methods: Radiation doses and cancer mortality risks following required medical radiation exposures are presented herein for representative male and female astronaut careers. Calculation of the excess cancer mortality risk was performed by adapting NASA s operational risk assessment model. Averages for astronaut height, weight, number of space missions and age at selection into the astronaut corps were used as inputs to the NASA risk model. Conclusion: The results show that the level of excess cancer mortality imposed by all required medical procedures over an entire astronaut s career is approximately the same as that resulting from a single short duration space flight (i.e. space shuttle mission). In short the summation of all medical procedures involving ionizing radiation should have no impact on the number of missions an astronaut can fly over their career. Learning Objectives: 1. The types of diagnostic medical exams which astronauts are subjected to will be presented. 2. The level of radiation dose and excess mortality risk to the average male and female astronaut will be presented.

  7. 33 CFR 101.505 - Declaration of Security (DoS).

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    (b) Details as to who must complete a DoS, when a DoS must be completed, and how long a DoS must be retained are included in parts 104 through 106 of this subchapter. A DoS must, at a minimum, include the information found in the ISPS Code, part B, appendix 1 (Incorporated by reference, see §...

  8. Intel I/O, Floating point o DOS System Calls

    E-print Network

    Biagioni, Edoardo S.

    Intel I/O, Floating point o DOS System Calls o Floating point 2 #12; Floating Point o integer: 1, 2, 3, 4 o fixed point: 100.001, 100.002, 123.456 o floating point: 100 x 103 , 101 x 103 , 123 x 105 o in the floating point

  9. Revision 1, 2014-01-27 Dos Pueblos High School

    E-print Network

    Janée, Greg

    of the DPHS Traffic/Safety Committee and the Coalition for Sustainable Transportation (COAST) January 2014; the rest drive by necessity. Introduction The car traffic around Dos Pueblos High School (DPHS) has long been a source of concern. Though the daily traffic jams are brief, occurring for the most part just 15

  10. LIMITAÇÕES LOGÍSTICAS PARA EXPORTAÇÃO: O CASO DOS PRODUTOS LÁCTEOS BRASILEIROS

    Microsoft Academic Search

    Adriano Abreu Rezende; Antonio Carlos dos Santos

    2008-01-01

    O propósito desta pesquisa é avaliar a estrutura do agribusiness do leite no Brasil, identificando as principais limitações logísticas para exportação. Especificamente pretende identificar as principais empresas exportadoras de produtos lácteos, os produtos mais exportados e os países de destino; relatar as maneiras mais freqüentes de inserção dos produtos no mercado externo; e mencionar as estruturas físicas utilizadas pelas empresas

  11. Avaliação dos custos logísticos em empresas do setor alimentício

    Microsoft Academic Search

    Graziela Laidens; Camila Duarte Teles; Cláudio José Müller

    Estrategicamente, as áreas de apoio, como a logística, têm impacto sobre o desempenho e custos dos produtos e serviços das organizações. Desse modo, a avaliação e controle da função log ística são importantes para a sobrevivência e competitividade, não só da organização, mas também da cadeia na qual está inserida. Este artigo apresenta algumas soluções, encontradas na literatura, para a

  12. Leitura Econômica dos Jogos Olímpicos: Financiamento, Organização e Resultados

    Microsoft Academic Search

    Marcelo Weishaupt Proni; Lucas Speranza Araujo; Ricardo L. C. Amorim

    2008-01-01

    Os Jogos Olímpicos são uma combinação impressionante de espetáculo e competição, heroísmo e fatalidade, nacionalismo e globalização cultural. Todavia, há outro lado grandioso, revelado quando se observa o valor econômico dos Jogos Olímpicos. Há uma racionalidade que caminha em paralelo à organização das competições e à disputa de medalhas. São razões de Estado mescladas a interesses privados que, quando bem

  13. A INICIATIVA DOS ARQUIVOS ABERTOS COMO ALTERNATIVA A PUBLICAÇÕES CIENTÍFICAS

    Microsoft Academic Search

    S. VIDOTTI; G. P. OLIVEIRA

    Este trabalho é resultado de uma pesquisa em andamento que tem por objetivo investigar o histórico, a conceituação e as características da Iniciativa dos Arquivos Abertos enfocando a sua aplicabilidade em repositórios institucionais. Trata-se de uma pesquisa descritiva e analítica, com base em análise documental, que focaliza o processo de comunicação científica, especificamente o desenvolvimento e a utilização da Iniciativa

  14. When worlds collide - Mac to MS-DOS. [Data transfer to and from Apple Macintosh computers and MS-DOS based personal computers

    SciTech Connect

    Busbey, A.B.

    1989-04-01

    A number of methods and products, both hardware and software, to allow data exchange between Apple Macintosh computers and MS-DOS based systems. These included serial null modem connections, MS-DOS hardware and/or software emulation, MS-DOS disk-reading hardware and networking.

  15. Ideología y grotesco en dos obras recientes de Adam Guevara

    E-print Network

    Reyes Palacios, Felipe

    1998-10-01

    estado quizá entre los autores de lectura obligatoria en el curso-taller de Adam Guevara, como si lo estuvo en el caso de Poquita fe. En esta obra y su respectiva puesta en escena hubo un doble tratamiento de los materiales dramáticos. El grotesco fue... la tónica de todo el tercer acto, con su tablado de marionetas que representaban la manipulación característica del mundo político mexicano. Pero los dos actos anteriores recibieron un tratamiento decididamente realista, con los típicos personajes...

  16. MODELAGEM MATEMÁTICA DOS NÍVEIS D'ÁGUA NO RIO ARAGUAIA

    Microsoft Academic Search

    Rone Antônio de Azevedo

    Resumo - Este trabalho é pioneiro para a região Centro-Oeste do Brasil e visa ao aprofundamento da problemática do aproveitamento do Rio Araguaia como via navegável para transportar as safras de grãos das regiões Centro-Norte. O Programa de Desenvolvimento da Hidrovia Tocantins- Araguaia é uma iniciativa do Ministério dos Transportes para estabelecer a navegação fluvial confiável e segura em 2.242

  17. Deceiving entropy-based DoS detection

    NASA Astrophysics Data System (ADS)

    Özçelik, Ä.°lker; Brooks, Richard R.

    2014-06-01

    Denial of Service (DoS) attacks disable network services for legitimate users. A McAfee report shows that eight out of ten Critical Infrastructure Providers (CIPs) surveyed had a significant Distributed DoS (DDoS) attack in 2010.1 Researchers proposed many approaches for detecting these attacks in the past decade. Anomaly based DoS detection is the most common. In this approach, the detector uses statistical features; such as the entropy of incoming packet header fields like source IP addresses or protocol type. It calculates the observed statistical feature and triggers an alarm if an extreme deviation occurs. However, intrusion detection systems (IDS) using entropy based detection can be fooled by spoofing. An attacker can sniff the network to collect header field data of network packets coming from distributed nodes on the Internet and fuses them to calculate the entropy of normal background traffic. Then s/he can spoof attack packets to keep the entropy value in the expected range during the attack. In this study, we present a proof of concept entropy spoofing attack that deceives entropy based detection approaches. Our preliminary results show that spoofing attacks cause significant detection performance degradation.

  18. Developing a Geoscience Literacy Exam: Pushing Geoscience Literacy Assessment to New Levels

    NASA Astrophysics Data System (ADS)

    Iverson, E. A.; Steer, D. N.; Manduca, C. A.

    2012-12-01

    InTeGrate is a community effort aimed at improving geoscience literacy and building a workforce that can use geoscience to solve societal issues. As part of this work we have developed a geoscience literacy assessment instrument to measure students' higher order thinking. This assessment is an important part of the development of curricula designed to increase geoscience literacy for all undergraduate students. To this end, we developed the Geoscience Literacy Exam (GLE) as one of the tools to quantify the effectiveness of these materials on students' understandings of geoscience literacy. The InTeGrate project is a 5-year, NSF-funded STEP Center grant in its first year of funding. Details concerning the project are found at http://serc.carleton.edu/integrate/index.html. The GLE instrument addresses content and concepts in the Earth, Climate, and Ocean Science literacy documents. The testing schema is organized into three levels of increasing complexity. Level 1 questions are single answer, understanding- or application-level multiple choice questions. For example, selecting which type of energy transfer is most responsible for the movement of tectonic plates. They are designed such that most introductory level students should be able to correctly answer after taking an introductory geoscience course. Level 2 questions are more advanced multiple answer/matching questions, at the understanding- through analysis-level. Students might be asked to determine the types of earth-atmosphere interactions that could result in changes to global temperatures in the event of a major volcanic eruption. Because the answers are more complicated, some introductory students and most advanced students should be able to respond correctly. Level 3 questions are analyzing- to evaluating-level short essays, such as describe the ways in which the atmosphere sustains life on Earth. These questions are designed such that introductory students could probably formulate a rudimentary response. We anticipate the detail and sophistication of the response will increase as students progress through the InTeGrate curriculum. A team of 14 community members and assessment experts were assembled to develop the questions and complete validity and reliability testing. An initial set of questions was vetted, revised by the assessment team, and sent for external review. Students can score one point for correct Level 1 answers. For Level 2 questions, students can score from zero to two points, depending on the number of correct answers selected. Rubrics are under development for Level 3 essay questions using a 3 point scale that assigns points based both on the accuracy of the response and the quality of the written response. The final instrument will be used to measure geoscience literacy from introductory, non-science students to upper-level geoscience majors. In addition to covering geoscience content knowledge and understanding, GLE+ is also intended to probe InTeGrate students' ability and motivation to use their geoscience expertise to address problems of environmental sustainability. This final instrument will be made available to the geoscience education community as an assessment to be used in conjunction with InTeGrate teaching materials or as a stand-alone tool for departments to measure student learning gains across the major.

  19. MATH 37500 Practice Exam 2 1a. (a) How many different ways are there to select a dozen donuts, not necessarily dif-

    E-print Network

    Lipshitz, Leonard

    MATH 37500 Practice Exam 2 1a. (a) How many different ways are there to select a dozen donuts, not necessarily dif- ferent, in a shop that sells 19 varieties of donuts? 1b. How many different ways are there to select a dozen different donuts in a shop that sells 19 varieties of donuts? 1c. How many different ways

  20. General Physics I Exam 1 -Chs. 1,2,3 -Units, Motion, Vectors Sep. 12, 2012 Name Rec. Instr. Rec. Time

    E-print Network

    Wysin, Gary

    General Physics I Exam 1 - Chs. 1,2,3 - Units, Motion, Vectors Sep. 12, 2012 Name Rec. Instr. Rec the car travel during the 10.8 seconds? 11. (16) The baseball team is practicing throwing balls vertically to fly from MHK to KCI (about 160 km)? 15. (16) In physics class students launch a projectile

  1. General Physics I Exam 1 -Chs. 1,2,3 -Units, Motion, Vectors Sep. 15, 2010 Name Rec. Instr. Rec. Time

    E-print Network

    Wysin, Gary

    General Physics I Exam 1 - Chs. 1,2,3 - Units, Motion, Vectors Sep. 15, 2010 Name Rec. Instr. Rec direction using points of the compass, like "25 south of east". 12. (16) A baseball is thrown straight up so of the compass and an angle. 14. (16) In physics lab students are to launch a projectile from a point 245 m

  2. The Impact of Previous Schooling Experiences on a Quaker High School's Graduating Students' College Entrance Exam Scores, Parents' Expectations, and College Acceptance Outcomes

    ERIC Educational Resources Information Center

    Galusha, Debbie K.

    2010-01-01

    The purpose of the study is to determine the impact of previous private, public, home, or international schooling experiences on a Quaker high school's graduating students' college entrance composite exam scores, parents' expectations, and college attendance outcomes. The study's results suggest that regardless of previous private, public, home,…

  3. The Role of Stanford Achievement Test 10[TM] Subtests in Sixth Grade as a Predictor of Success on ACT's Eighth Grade Explore Exam[TM

    ERIC Educational Resources Information Center

    Potts, Jeffrey D.

    2011-01-01

    The purpose of this study was to determine if there was a predictive correlation between a specific sixth grade achievement test known as the Stanford Achievement Test 10 and the eighth grade college readiness assessment instrument known as the Explore Exam for a group of North Texas students. Following an assessment during sixth grade, via the…

  4. Energy & Environment, Humans & Nature Honors 220c Spring 2012 6 June 2012 EXAM 1. (25%) Short answers, less than 6 written lines

    E-print Network

    Hard Time by Egan and Natural Capitalism by Hawkins, Lovins & Lovins. Egan's book describesEnergy & Environment, Humans & Nature Honors 220c Spring 2012 6 June 2012 EXAM 1. (25%) Short a confluence of events, of Nature and human society, that began with the first European settlers, and later

  5. Teacher Recruitment in Turkey: Analysis of Teacher Selection Exams in Comparison with Revised Bloom's Taxonomy of Educational Objectives

    ERIC Educational Resources Information Center

    Adiguzel, Oktay Cem

    2013-01-01

    The purpose of the study is to analyze the content validity of Public Personnel Selection Exam (KPSS), which is used for teacher recruitment in Turkey, in accordance with the teaching profession courses and Bloom's revised taxonomy of educational aims. For this purpose, the study was designed as a descriptive survey model. The data were…

  6. The Relationship between Post Reach Exit Exam (E[superscript 2]) Failure Remediation and NCLEX-RN Success of Graduates of Baccalaureate Nursing Programs

    ERIC Educational Resources Information Center

    Allen, Patricia Gale

    2009-01-01

    An ex post facto study was conducted to determine whether any relationship exists between remediation post Reach Exit Exam (E[superscript 2]) failure and NCLEX-RN success of graduates of baccalaureate nursing programs. Data was gathered from responses to the seventh annual validity study (V7S) offered to deans and directors of nursing programs by…

  7. MSU Bozeman First Time Candidates CPA Exam Pass Results Ranking for first-time candidates per National Association of State Boards of Accountancy (NASBA)

    E-print Network

    Maxwell, Bruce D.

    MSU ­ Bozeman First Time Candidates CPA Exam Pass Results 1 Ranking for first-time candidates per National Association of State Boards of Accountancy (NASBA) "CPA Candidate Performance." Candidates self internally calculated pass rate (e.g., some candidates might inadvertently classify themselves

  8. The Pyramid Exam Variation 1 I Variation 2 Variation 3 Published by the Joint Policy Board for Mathematics, on behalf of the American

    E-print Network

    Cohen, David

    UME Trends .- July 1995 The Pyramid Exam Variation 1 I Variation 2 Variation 3 Published isolation. formats for pyramid tests, it should not be difficult to When it's time to test how much first hour the students work on the test individually without The pyramid test is an assessment tool

  9. 1. Some questions relevant for the exam 1.1 What influences the intensity of a probe on a gene expression

    E-print Network

    Spang, Rainer

    Exercise 2 1. Some questions ­ relevant for the exam 1.1 What influences the intensity of a probe on a gene expression microarray? Name at least 3. 1.2 Derive the total variance of the intensity of a probe

  10. Evaluation of new and established age-related macular degeneration susceptibility genes in the Women's Health Initiative Sight Exam (WHI-SE) Study

    Technology Transfer Automated Retrieval System (TEKTRAN)

    To assess whether established and newly reported genetic variants, independent of known lifestyle factors, are associated with the risk of age-related macular degeneration (AMD) among women participating in the Women's Health Initiative Sight Exam (WHI-SE) Genetic Ancillary Study. This is a multice...

  11. Review Sheet for Final Exam, Ecology Spring 2011 (Tues. May 3, 12-1:55) Bring a # 2 lead pencil, calculator optional.

    E-print Network

    Mitchell, Randall J.

    to communities · The feeding activities of a few keystone species may control the structure of communities · Mutualists can act as keystone species Chapter 18. Primary production and energy flow · Terrestrial primary questions will be on the exam: Snowshoe hares are hosts to many species of internal parasites (nematodes

  12. MEMS Lab., Department of Mechanical Engineering, College of Engineering, SDSU, San Diego, CA 92182 Name: Mid Term Exam -April 6, 2011

    E-print Network

    Kassegne, Samuel Kinde

    Deposition Aluminum deposition is performed in a thermal evaporator by maintaining vacuum in the bell Taping All sides and partition Thermal Evaporation 25-30 sec Below 40 amperes Place in vacuum chamber 10 Name: Mid Term Exam - April 6, 2011 SOLAR CELL FABRICATION PROCEDURE KASSEGNE'S MEMS LAB CLASS 100

  13. Analysis of the Relation between Academic Procrastination, Academic Rational/Irrational Beliefs, Time Preferences to Study for Exams, and Academic Achievement: A Structural Model

    ERIC Educational Resources Information Center

    Balkis, Murat; Duru, Erdinc; Bulus, Mustafa

    2013-01-01

    The purpose of this study was to investigate the relations between academic rational/irrational beliefs, academic procrastination, and time preferences to study for exams and academic achievement by using the structural equation model. The sample consisted of 281 undergraduate students who filled in questionnaires at the 7-week-long summer course.…

  14. The Relationship between State High School Exit Exams and Mathematical Proficiency: Analyses of the Complexity, Content, and Format of Items and Assessment Protocols

    ERIC Educational Resources Information Center

    Regan, Blake B.

    2012-01-01

    This study examined the relationship between high school exit exams and mathematical proficiency. With the No Child Left Behind (NCLB) Act requiring all students to be proficient in mathematics by 2014, it is imperative that high-stakes assessments accurately evaluate all aspects of student achievement, appropriately set the yardstick by which…

  15. Implementation of an Electronic Objective Structured Clinical Exam for Assessing Practical Skills in Pre-Professional Physiotherapy and Occupational Therapy Programs: Examiner and Course Coordinator Perspectives

    ERIC Educational Resources Information Center

    Snodgrass, Suzanne J.; Ashby, Samantha E.; Rivett, Darren A.; Russell, Trevor

    2014-01-01

    Assessment of practical clinical skills is essential in the health fields. Objective Structured Clinical Exams (OSCEs), where examiners assess students performing clinical procedures on simulated patients (actors), are central to the evaluation of practical skills. However, traditional OSCEs require considerable time-investment to administer, and…

  16. General Physics II Exam 1 -Chs. 16,17,18 -Electric Fields, Potential, Current Feb. 11, 2013 Name Rec. Instr. Rec. Time

    E-print Network

    Wysin, Gary

    General Physics II Exam 1 - Chs. 16,17,18 - Electric Fields, Potential, Current Feb. 11, 2013 Name charge can experience an electric force. 4. (2) T F The smallest magnitude (non-zero) net charge of the electric force on Q1 due to Q2. b) (3) The direction of the electric force acting on Q1 is a. pushing Q1

  17. General Physics II Exam 1 -Chs. 16,17,18 -Electric Fields, Potential, Current Feb. 8, 2010 Name Rec. Instr. Rec. Time

    E-print Network

    Wysin, Gary

    General Physics II Exam 1 - Chs. 16,17,18 - Electric Fields, Potential, Current Feb. 8, 2010 Name. These charges produce an electric field in the surrounding region. a) (6) Find the x & y components of the electric field E at point A. b) (6) Find the magnitude and direction of the electric field at point A. c

  18. ENROLMENT IN EXAMS FOR ERASMUS STUDENTS If you are attending a period at Sapienza University as part of a mobility program, you will receive a

    E-print Network

    Guidoni, Leonardo

    ) and VISUALIZZA ESAMI (exams' list). In the section DATI UTENTE, you can change your password to access Infostud as part of a mobility program, you will receive a username and a provisional password to access in order to receive username and password; you are not supposed to register to Infostud service by yourself

  19. CHE111 EXAM 1 Name _______________________ 1.The atomic weight of chromium is 51.996 u. How many moles of Cr are there in a

    E-print Network

    Nazarenko, Alexander

    CHE111 EXAM 1 Name _______________________ 1.The atomic weight of chromium is 51.996 u. How many moles of Cr are there in a 5.20 g sample of chromium? 2. If the atomic weight of gold is 196.9665 u, how

  20. ENGI 3423 2010 Fall -Final Exam Questions Page 1 of 6 1. A sample of 43 measurements of breaking load is summarized in this boxplot.

    E-print Network

    George, Glyn

    ) needed to break a new type of cotton thread is known to be a random quantity that follows a Normal 3423 2010 Fall - Final Exam Questions Page 3 of 6 5. The performances of eight machines of varying cleaning device. It is known that both populations are normally distributed with a common variance