Science.gov

Sample records for additional instructional time

  1. Individualized Additional Instruction for Calculus

    ERIC Educational Resources Information Center

    Takata, Ken

    2010-01-01

    College students enrolling in the calculus sequence have a wide variance in their preparation and abilities, yet they are usually taught from the same lecture. We describe another pedagogical model of Individualized Additional Instruction (IAI) that assesses each student frequently and prescribes further instruction and homework based on the…

  2. Individualized additional instruction for calculus

    NASA Astrophysics Data System (ADS)

    Takata, Ken

    2010-10-01

    College students enrolling in the calculus sequence have a wide variance in their preparation and abilities, yet they are usually taught from the same lecture. We describe another pedagogical model of Individualized Additional Instruction (IAI) that assesses each student frequently and prescribes further instruction and homework based on the student's performance. Our study compares two calculus classes, one taught with mandatory remedial IAI and the other without. The class with mandatory remedial IAI did significantly better on comprehensive multiple-choice exams, participated more frequently in classroom discussion and showed greater interest in theorem-proving and other advanced topics.

  3. Instructional Time Trends. Education Trends

    ERIC Educational Resources Information Center

    Woods, Julie Rowland

    2015-01-01

    For more than 30 years, Education Commission of the States has tracked instructional time and frequently receives requests for information about policies and trends. In this Education Trends report, Education Commission of the States addresses some of the more frequent questions, including the impact of instructional time on achievement, variation…

  4. A Study of Additional Costs of Second Language Instruction.

    ERIC Educational Resources Information Center

    McEwen, Nelly

    A study was conducted whose primary aim was to identify and explain additional costs incurred by Alberta, Canada school jurisdictions providing second language instruction in 1980. Additional costs were defined as those which would not have been incurred had the second language program not been in existence. Three types of additional costs were…

  5. A Proposed Instructional Theory for Integer Addition and Subtraction

    ERIC Educational Resources Information Center

    Stephan, Michelle; Akyuz, Didem

    2012-01-01

    This article presents the results of a 7th-grade classroom teaching experiment that supported students' understanding of integer addition and subtraction. The experiment was conducted to test and revise a hypothetical learning trajectory so as to propose a potential instructional theory for integer addition and subtraction. The instructional…

  6. Making Time for Instructional Leadership. Appendices

    ERIC Educational Resources Information Center

    Goldring, Ellen; Grissom, Jason A.; Neumerski, Christine M.; Murphy, Joseph; Blissett, Richard; Porter, Andy

    2015-01-01

    This three-volume report describes the "SAM (School Administration Manager) process," an approach that about 700 schools around the nation are using to direct more of principals' time and effort to improve teaching and learning in classrooms. Research has shown that a principal's instructional leadership is second only to teaching among…

  7. How Much English Language Arts and Mathematics Instruction Do Students Receive? Investigating Variation in Instructional Time

    ERIC Educational Resources Information Center

    Phelps, Geoffrey; Corey, Douglas; DeMonte, Jenny; Harrison, Delena; Loewenberg Ball, Deborah

    2012-01-01

    The amount of instruction students receive has long been viewed as a foundational educational resource. This article presents an analysis of the time students spend in elementary English language arts (ELA) and mathematics instruction. In mathematics, the average student received about 140 hr of instruction, but students in the top sixth of…

  8. Student Instruction Should Be Distributed over Long Time Periods

    ERIC Educational Resources Information Center

    Rohrer, Doug

    2015-01-01

    In many academic courses, students encounter a particular fact or concept many times over a period of a few weeks and then do not see it again during the remainder of the course. Are these brief instructional periods sufficient, or should the same amount of instruction be distributed over longer periods of time? This question was the focus of…

  9. Addition of Functional Content during Core Content Instruction with Students with Moderate Disabilities

    ERIC Educational Resources Information Center

    Collins, Belva C.; Hager, Karen L.; Galloway, Carey Creech

    2011-01-01

    The purpose of this investigation was to add functional content during core content instruction of language arts, science, and math. The investigation involved three middle school students with moderate disabilities who participated in the state's alternate assessment. During instruction using a constant time delay procedure to teach required…

  10. Teaching Time: Distance Education versus Classroom Instruction

    ERIC Educational Resources Information Center

    Bender, Diane M.; Wood, B. Jeanneane; Vredevoogd, Jon D.

    2004-01-01

    This study presents time-and-task records of faculty and teaching assistants' time for comparable computer-aided design courses at two state universities in the midwestern United States. One course was taught at a distance and the other course was a conventional face-to-face course. Results indicate a distance course takes less time to teach than…

  11. Notetaking and Reviewing Matrix Notes: Effects on Learning Achievement and Instructional Time with Interactive Videodisc Instruction.

    ERIC Educational Resources Information Center

    Jones, Arthur P.

    1993-01-01

    This experiment (83 undergraduates) used an interactive videodisc (IVD) lesson, "Cardiac Output: A Live Animal Physiology Laboratory," to measure the effects of notetaking on achievement and instructional time. Compared the efficacy of subjects' notes with matrix notes as review materials for IVD. Results indicated IVD was more effective than…

  12. Impact of Technology on Teacher Efficacy and Instruction Time

    ERIC Educational Resources Information Center

    VanderNoor, Jeffrey Michael

    2014-01-01

    In light of the emerging emphasis on interpreting technology, this study investigated how teachers' technology self-efficacy influenced their use of technology in the classroom technology use. The secondary purpose was to examine the extent teacher technology self-efficacy was related to instructional time. The study findings answered questions of…

  13. Kindergarten Time: Kindergarten Teachers' Considerations when Setting Instructional Priorities

    ERIC Educational Resources Information Center

    Baker, Julie; Dever, Martha T.

    2005-01-01

    The purpose of this phenomenological study was to obtain an in-depth understanding of kindergarten teachers' instructional time allocations and the factors that influenced their decisions. A maximum variation sample of six kindergarten teachers was chosen representing variations in gender, socioeconomic status of the school where they taught, and…

  14. Explaining Variation in Instructional Time: An Application of Quantile Regression

    ERIC Educational Resources Information Center

    Corey, Douglas Lyman; Phelps, Geoffrey; Ball, Deborah Loewenberg; Demonte, Jenny; Harrison, Delena

    2012-01-01

    This research is conducted in the context of a large-scale study of three nationally disseminated comprehensive school reform projects (CSRs) and examines how school- and classroom-level factors contribute to variation in instructional time in English language arts and mathematics. When using mean-based OLS regression techniques such as…

  15. Making Time for Instructional Leadership. Volume 1: Executive Summary

    ERIC Educational Resources Information Center

    Goldring, Ellen; Grissom, Jason A.; Neumerski, Christine M.; Murphy, Joseph; Blissett, Richard; Porter, Andy

    2015-01-01

    This three-volume report describes the "SAM (School Administration Manager) process," an approach that about 700 schools around the nation are using to direct more of principals' time and effort to improve teaching and learning in classrooms. Research has shown that a principal's instructional leadership is second only to teaching among…

  16. Effects of a reduced time-out interval on compliance with the time-out instruction.

    PubMed

    Donaldson, Jeanne M; Vollmer, Timothy R; Yakich, Theresa M; Van Camp, Carole

    2013-01-01

    Time-out is a negative punishment procedure that parents and teachers commonly use to reduce problem behavior; however, specific time-out parameters have not been evaluated adequately. One parameter that has received relatively little attention in the literature is the mode of administration (verbal or physical) of time-out. In this study, we evaluated a procedure designed to reduce problem behavior and increase compliance with the verbal instruction to go to time-out. Specifically, we reduced the time-out interval contingent on compliance with the time-out instruction. Six preschool-aged boys participated in the study. Time-out effectively reduced the problem behavior of all 6 participants, and the procedure to increase compliance with the time-out instruction was effective for 4 of 6 participants. PMID:24114153

  17. Effects of a reduced time-out interval on compliance with the time-out instruction.

    PubMed

    Donaldson, Jeanne M; Vollmer, Timothy R; Yakich, Theresa M; Van Camp, Carole

    2013-01-01

    Time-out is a negative punishment procedure that parents and teachers commonly use to reduce problem behavior; however, specific time-out parameters have not been evaluated adequately. One parameter that has received relatively little attention in the literature is the mode of administration (verbal or physical) of time-out. In this study, we evaluated a procedure designed to reduce problem behavior and increase compliance with the verbal instruction to go to time-out. Specifically, we reduced the time-out interval contingent on compliance with the time-out instruction. Six preschool-aged boys participated in the study. Time-out effectively reduced the problem behavior of all 6 participants, and the procedure to increase compliance with the time-out instruction was effective for 4 of 6 participants.

  18. The Effects of Textisms on Learning, Study Time, and Instructional Perceptions in an Online Artificial Intelligence Instructional Module

    ERIC Educational Resources Information Center

    Beasley, Robert; Bryant, Nathan L.; Dodson, Phillip T.; Entwistle, Kevin C.

    2013-01-01

    The purpose of this study was to investigate the effects of textisms (i.e., abbreviated spellings, acronyms, and other shorthand notations) on learning, study time, and instructional perceptions in an online artificial intelligence instructional module. The independent variable in this investigation was experimental condition. For the control…

  19. Conceptual question response times in Peer Instruction classrooms

    NASA Astrophysics Data System (ADS)

    Miller, Kelly; Lasry, Nathaniel; Lukoff, Brian; Schell, Julie; Mazur, Eric

    2014-12-01

    Classroom response systems are widely used in interactive teaching environments as a way to engage students by asking them questions. Previous research on the time taken by students to respond to conceptual questions has yielded insights on how students think and change conceptions. We measure the amount of time students take to respond to in-class, conceptual questions [ConcepTests (CTs)] in two introductory physics courses taught using Peer Instruction and use item response theory to determine the difficulty of the CTs. We examine response time differences between correct and incorrect answers both before and after the peer discussion for CTs of varying difficulty. We also determine the relationship between response time and student performance on a standardized test of incoming physics knowledge, precourse self-efficacy, and gender. Our data reveal three results of interest. First, response time for correct answers is significantly faster than for incorrect answers, both before and after peer discussion, especially for easy CTs. Second, students with greater incoming physics knowledge and higher self-efficacy respond faster in both rounds. Third, there is no gender difference in response rate after controlling for incoming physics knowledge scores, although males register significantly more attempts before committing to a final answer than do female students. These results provide insight into effective CT pacing during Peer Instruction. In particular, in order to maintain a pace that keeps everyone engaged, students should not be given too much time to respond. When around 80% of the answers are in, the ratio of correct to incorrect responses rapidly approaches levels indicating random guessing and instructors should close the poll.

  20. When Time Matters: Examining the Impact and Distribution of Extra Instructional Time.

    ERIC Educational Resources Information Center

    Farmer-Hinton, Raquel L.

    This study examined the impact of the Lighthouse program, a school-based, after-school remediation program in the Chicago Public Schools, on student academic achievement. The Lighthouse program included an extra hour of instructional time and an hour of recreational time. Between the two activities, students received a healthy late afternoon meal.…

  1. Making Time for Literacy: Teacher Knowledge and Time Allocation in Instructional Planning

    ERIC Educational Resources Information Center

    Spear-Swerling, Louise; Zibulsky, Jamie

    2014-01-01

    This study examined how K-5 general and special educators (N = 102) would choose to allocate time in a 2-h language arts block if they could do so as they wished, and how these choices related to their knowledge base for reading instruction. Preferences for time allocation were assessed through an open grid on which participants listed…

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

    ERIC Educational Resources Information Center

    Kader, Fathi Abdul Hamid Abdul; Eissa, Mourad Ali

    2015-01-01

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

  3. 24 CFR 1710.200 - Instructions for Statement of Record, Additional Information and Documentation.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ...-FEDERAL HOUSING COMMISSIONER, DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT (INTERSTATE LAND SALES REGISTRATION PROGRAM) LAND REGISTRATION Reporting Requirements § 1710.200 Instructions for Statement of...

  4. 24 CFR 1710.200 - Instructions for Statement of Record, Additional Information and Documentation.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ...-FEDERAL HOUSING COMMISSIONER, DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT (INTERSTATE LAND SALES REGISTRATION PROGRAM) LAND REGISTRATION Reporting Requirements § 1710.200 Instructions for Statement of...

  5. Creating a Climate for Linguistically Responsive Instruction: The Case for Additive Models

    ERIC Educational Resources Information Center

    Rao, Arthi B.; Morales, P. Zitlali

    2015-01-01

    As a state with a longstanding tradition of offering bilingual education, Illinois has a legislative requirement for native language instruction in earlier grades through a model called Transitional Bilingual Education (TBE). This model does not truly develop bilingualism, however, but rather offers native language instruction to English learners…

  6. 43 CFR 3430.2-2 - Additional time.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 43 Public Lands: Interior 2 2013-10-01 2013-10-01 false Additional time. 3430.2-2 Section 3430.2-2 Public Lands: Interior Regulations Relating to Public Lands (Continued) BUREAU OF LAND MANAGEMENT...-2 Additional time. (a) If the applicant has timely submitted some, but not all, of the...

  7. 43 CFR 3430.2-2 - Additional time.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 43 Public Lands: Interior 2 2012-10-01 2012-10-01 false Additional time. 3430.2-2 Section 3430.2-2 Public Lands: Interior Regulations Relating to Public Lands (Continued) BUREAU OF LAND MANAGEMENT...-2 Additional time. (a) If the applicant has timely submitted some, but not all, of the...

  8. 43 CFR 3430.2-2 - Additional time.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 43 Public Lands: Interior 2 2014-10-01 2014-10-01 false Additional time. 3430.2-2 Section 3430.2-2 Public Lands: Interior Regulations Relating to Public Lands (Continued) BUREAU OF LAND MANAGEMENT...-2 Additional time. (a) If the applicant has timely submitted some, but not all, of the...

  9. The Effects of Computer-Assisted Instruction on Student Achievement in Addition and Subtraction at First Grade Level.

    ERIC Educational Resources Information Center

    Spivey, Patsy M.

    This study was conducted to determine whether the traditional classroom approach to instruction involving the addition and subtraction of number facts (digits 0-6) is more or less effective than the traditional classroom approach plus a commercially-prepared computer game. A pretest-posttest control group design was used with two groups of first…

  10. The Influence of Mathematics Vocabulary Instruction Embedded within Addition Tutoring for First-Grade Students with Mathematics Difficulty

    ERIC Educational Resources Information Center

    Powell, Sarah R.; Driver, Melissa K.

    2015-01-01

    Researchers and practitioners indicate students require explicit instruction on mathematics vocabulary terms, yet no study has examined the effects of an embedded vocabulary component within mathematics tutoring for early elementary students. First-grade students with mathematics difficulty (MD; n = 98) were randomly assigned to addition tutoring…

  11. The Effect of Supplemental Instruction on Timely Graduation

    ERIC Educational Resources Information Center

    Bowles, Tyler J.; McCoy, Adam C.; Bates, Scott

    2008-01-01

    Supplemental Instruction (SI) is a national program designed to aid college student learning. Many researchers have noted that analysis of the impact of the SI program on student achievement is problematic as a result of the inherent self-selection bias. We apply a sufficiently sophisticated statistical technique that controls for the…

  12. Ultrafast amplifier additive timing jitter characterization and control.

    PubMed

    Casanova, Alexis; D'Acremont, Quentin; Santarelli, Giorgio; Dilhaire, Stefan; Courjaud, Antoine

    2016-03-01

    We report on the characterization and long-term compensation of additive timing jitter introduced by a femtosecond ytterbium regenerative amplifier with a 100 kHz repetition rate. A balanced optical cross-correlation technique is used to generate a jitter error signal. This approach is well suited to characterize the additive timing jitter of Yb amplifiers seeded by narrow spectrum Yb oscillators. The balanced optical cross-correlator is in a noncollinear configuration allowing a background free coindence detection. This setup enables the measurement of additive timing jitter from the amplifier, with a noise floor of 300 as integrated from 10 Hz to 10 kHz. The measured additive timing jitter level is about 5 fs, integrated from 0.1 Hz to 10 kHz. The amplifier timing drift characterization and control are performed for more than an hour. PMID:26974074

  13. Instruction and Service Time Decisions: Itinerant Services to Deaf and Hard-of-Hearing Students.

    PubMed

    Antia, Shirin D; Rivera, M Christina

    2016-07-01

    The purpose of this study was to (a) describe the specific kinds of services provided by itinerant teachers to deaf and hard-of-hearing (DHH) students in general education settings, (b) examine the relationship between student academic performance and instructional support provided by the itinerant teacher, and (c) examine how service provision decisions are made by itinerant teachers. We used quantitative and qualitative data collected during a 5-year longitudinal study. Data were obtained from teacher questionnaires, standardized achievement tests, and interviews. Results indicated that itinerant teachers of DHH students provided direct academic instruction to 60% of students with the majority of students receiving instruction in reading and writing. They provided instruction in nonacademic areas to 80% of students with a majority of students receiving instruction in self-advocacy. Low-achieving students were the most likely to receive academic instruction from the itinerant teacher. Decisions regarding service time were influenced by student needs and performance, age, parental request, and transitions.

  14. Manipulations to the Timing and Type of Instructions to Examine Motor Skill Performance Under Pressure

    PubMed Central

    Ong, Nicole T.; Bowcock, Alison; Hodges, Nicola J.

    2010-01-01

    There is evidence that prescriptive versus discovery methods of learning can lead to breakdowns under pressure due to “reinvestment” of knowledge and a more conscious, controlled mode of control. There is some speculation that this breakdown is mediated by the attentional focus of the instructions. We expected these effects to also be moderated by when in practice these instructions are given. Across two experiments, five groups practiced a forehand disk throwing task and we manipulated the timing and attentional focus of instructions. Internally directed instructions provided to participants early in practice resulted in a slower rate of acquisition (outcome error) and detrimental effects under stress, in comparison to the same instructions provided later in practice or not at all. Externally directed, technical instructions positively impacted rate of acquisition and regardless of when in practice they were provided, there were no adverse effects associated with instructions under pressure. These results show that the direction of attention encouraged by instructions moderates performance under stress as does the timing of presentation of these instructions. PMID:21833255

  15. Improving Instructional Leadership Behaviors of School Principals by Means of Implementing Time Management Training Sessions

    ERIC Educational Resources Information Center

    Su, Yu

    2013-01-01

    The No Child Left Behind Act of 2001 increases school accountability and requires educators to improve student academic outcomes using evidence-based practice. One factor that contributes to desirable school outcomes is principals' instructional leadership behaviors. Principals who allocate more time to instructional leadership behaviors are more…

  16. Increasing Instructional Efficiency by Presenting Additional Stimuli in Learning Trials for Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Vladescu, Jason C.; Kodak, Tiffany M.

    2013-01-01

    The current study examined the effectiveness and efficiency of presenting secondary targets within learning trials for 4 children with an autism spectrum disorder. Specifically, we compared 4 instructional conditions using a progressive prompt delay. In 3 conditions, we presented secondary targets in the antecedent or consequence portion of…

  17. 43 CFR 3430.2-2 - Additional time.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 43 Public Lands: Interior 2 2011-10-01 2011-10-01 false Additional time. 3430.2-2 Section 3430.2-2 Public Lands: Interior Regulations Relating to Public Lands (Continued) BUREAU OF LAND MANAGEMENT, DEPARTMENT OF THE INTERIOR MINERALS MANAGEMENT (3000) NONCOMPETITIVE LEASES Preference Right Leases §...

  18. Teachers' Awareness and Perceived Effectiveness of Instructional Activities in Relation to the Allocation of Time in the Classroom

    ERIC Educational Resources Information Center

    Kaya, S.; Kablan, Z.; Akaydin, B. B.; Demir, D.

    2015-01-01

    The current study examined the time spent in various types of science instruction with regard to teachers' awareness of instructional activities. The perceived effectiveness of instructional activities in relation to the allocation of time was also examined. A total of 30 4th grade teachers (17 female, 13 male), from seven different primary…

  19. 29 CFR 25.6 - Time; additional time after service by mail.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 29 Labor 1 2010-07-01 2010-07-01 true Time; additional time after service by mail. 25.6 Section 25.6 Labor Office of the Secretary of Labor RULES FOR THE NOMINATION OF ARBITRATORS UNDER SECTION 11 OF EXECUTIVE ORDER 10988 § 25.6 Time; additional time after service by mail. (a) In computing any period...

  20. Attributes of effective and efficient kindergarten reading intervention: an examination of instructional time and design specificity.

    PubMed

    Simmons, Deborah C; Kame'enui, Edward J; Harn, Beth; Coyne, Michael D; Stoolmiller, Mike; Santoro, Lana Edwards; Smith, Sylvia B; Beck, Carrie Thomas; Kaufman, Noah K

    2007-01-01

    A randomized experimental design with three levels of intervention was used to compare the effects of beginning reading interventions on early phonemic, decoding, and spelling outcomes of 96 kindergartners identified as at risk for reading difficulty. The three instructional interventions varied systematically along two dimensions--time and design of instruction specificity--and consisted of (a) 30 min with high design specificity (30/H), (b) 15 min with high design specificity plus 15 min of non-code-based instruction (15/H+15), and (c) a commercial comparison condition that reflected 30 min of moderate design specificity instruction (30/M). With the exception of the second 15 min of the 15/H+15 condition, all instruction focused on phonemic, alphabetic, and orthographic skills and strategies. Students were randomly assigned to one of the three interventions and received 108 thirty-minute sessions of small-group instruction as a supplement to their typical half-day kindergarten experience. Planned comparisons indicated findings of statistical and practical significance that varied according to measure and students' entry-level performance. The results are discussed in terms of the pedagogical precision needed to design and provide effective and efficient instruction for students who are most at risk.

  1. Conceptual Question Response Times in Peer Instruction Classrooms

    ERIC Educational Resources Information Center

    Miller, Kelly; Lasry, Nathaniel; Lukoff, Brian; Schell, Julie; Mazur, Eric

    2014-01-01

    Classroom response systems are widely used in interactive teaching environments as a way to engage students by asking them questions. Previous research on the time taken by students to respond to conceptual questions has yielded insights on how students think and change conceptions. We measure the amount of time students take to respond to…

  2. Instruction and Service Time Decisions: Itinerant Services to Deaf and Hard-of-Hearing Students.

    PubMed

    Antia, Shirin D; Rivera, M Christina

    2016-07-01

    The purpose of this study was to (a) describe the specific kinds of services provided by itinerant teachers to deaf and hard-of-hearing (DHH) students in general education settings, (b) examine the relationship between student academic performance and instructional support provided by the itinerant teacher, and (c) examine how service provision decisions are made by itinerant teachers. We used quantitative and qualitative data collected during a 5-year longitudinal study. Data were obtained from teacher questionnaires, standardized achievement tests, and interviews. Results indicated that itinerant teachers of DHH students provided direct academic instruction to 60% of students with the majority of students receiving instruction in reading and writing. They provided instruction in nonacademic areas to 80% of students with a majority of students receiving instruction in self-advocacy. Low-achieving students were the most likely to receive academic instruction from the itinerant teacher. Decisions regarding service time were influenced by student needs and performance, age, parental request, and transitions. PMID:27179117

  3. Time of Semester as a Factor in Participants' Obedience to Instructions to Perform an Aversive Task

    ERIC Educational Resources Information Center

    Navarick, Douglas J.; Bellone, John A.

    2010-01-01

    Students repeatedly chose between brief reinforcement (cartoon viewing) followed by a long time-out and extended reinforcement followed by a brief time-out. They infrequently chose the former schedule, which they rated as "unpleasant." Then they were instructed to choose only this subjectively aversive schedule. When participants were informed…

  4. Comparing Brief and Extended Wait-Time during Small Group Instruction for Children with Challenging Behavior

    ERIC Educational Resources Information Center

    Tincani, Matt; Crozier, Shannon

    2007-01-01

    This preliminary study compared brief (1 s) and extended (4 s) wait-time on response opportunities, academic responses, accuracy, and disruptive behavior of two children with challenging behavior during small group instruction. Brief wait-time increased children's response opportunities, academic responses, and accuracy in comparison to extended…

  5. The Key Elements of Classroom Management: Managing Time and Space, Student Behavior, and Instructional Strategies.

    ERIC Educational Resources Information Center

    McLeod, Joyce; Fisher, Jan; Hoover, Ginny

    In this book, three veteran teachers show how teachers can make real improvements in their classroom by concentrating on basic skills. There are 13 chapters in three sections. The first section, "Time and Classroom Space" (Joyce McLeod), focuses on (1) "Setting Up the Classroom"; (2) "Managing Instructional Time"; (3) "Managing Administrative…

  6. Combining Instruction Prefetching with Partial Cache Locking to Improve WCET in Real-Time Systems

    PubMed Central

    Ni, Fan; Long, Xiang; Wan, Han; Gao, Xiaopeng

    2013-01-01

    Caches play an important role in embedded systems to bridge the performance gap between fast processor and slow memory. And prefetching mechanisms are proposed to further improve the cache performance. While in real-time systems, the application of caches complicates the Worst-Case Execution Time (WCET) analysis due to its unpredictable behavior. Modern embedded processors often equip locking mechanism to improve timing predictability of the instruction cache. However, locking the whole cache may degrade the cache performance and increase the WCET of the real-time application. In this paper, we proposed an instruction-prefetching combined partial cache locking mechanism, which combines an instruction prefetching mechanism (termed as BBIP) with partial cache locking to improve the WCET estimates of real-time applications. BBIP is an instruction prefetching mechanism we have already proposed to improve the worst-case cache performance and in turn the worst-case execution time. The estimations on typical real-time applications show that the partial cache locking mechanism shows remarkable WCET improvement over static analysis and full cache locking. PMID:24386133

  7. Cumulative Instructional Time and Relative Effectiveness Conclusions: Extending Research on Response Intervals, Learning, and Measurement Scale.

    PubMed

    Black, Michelle P; Skinner, Christopher H; Forbes, Bethany E; McCurdy, Merilee; Coleman, Mari Beth; Davis, Kristie; Gettelfinger, Maripat

    2016-03-01

    Adapted alternating treatments designs were used to evaluate three computer-based flashcard reading interventions (1-s, 3-s, or 5-s response intervals) across two students with disabilities. When learning was plotted with cumulative instructional sessions on the horizontal axis, the session-series graphs suggest that the interventions were similarly effective. When the same data were plotted as a function of cumulative instructional seconds, time-series graphs suggest that the 1-s intervention caused the most rapid learning for one student. Discussion focuses on applied implications of comparative effectiveness studies and why measures of cumulative instructional time are needed to identify the most effective intervention(s).Comparative effectiveness studies may not identify the intervention which causes the most rapid learning.Session-series repeated measures are not the same as time-series repeated measures.Measuring the time students spend in each intervention (i.e., cumulative instructional seconds) allows practitioners to identify interventions that enhance learning most rapidly.Student time spent working under interventions is critical for drawing applied conclusions. PMID:27606240

  8. Teaching Rational Number Addition Using Video Games: The Effects of Instructional Variation. CRESST Report 808

    ERIC Educational Resources Information Center

    Vendlinski, Terry P.; Chung, Greg K. W. K.; Binning, Kevin R.; Buschang, Rebecca E.

    2011-01-01

    Understanding the meaning of rational numbers and how to perform mathematical operations with those numbers seems to be a perennial problem in the United States for both adults and children. Based on previous work, we hypothesized that giving students more time to practice using rational numbers in an environment that enticed them to apply their…

  9. Attributes of Effective and Efficient Kindergarten Reading Intervention: An Examination of Instructional Time and Design Specificity

    ERIC Educational Resources Information Center

    Simmons, Deborah C.; Kame'enui, Edward J.; Harn, Beth; Coyne, Michael D.; Stoolmiller, Mike; Santoro, Lana Edwards; Smith, Sylvia B.; Beck, Carrie Thomas; Kaufman, Noah K.

    2007-01-01

    A randomized experimental design with three levels of intervention was used to compare the effects of beginning reading interventions on early phonemic, decoding, and spelling outcomes of 96 kindergartners identified as at risk for reading difficulty. The three instructional interventions varied systematically along two dimensions--time and design…

  10. How Do Students React to Longer Instruction Time? Evidence from Italy

    ERIC Educational Resources Information Center

    Meroni, Elena Claudia; Abbiati, Giovanni

    2016-01-01

    This paper investigates the effects on achievement, study behaviours and attitudes of an intervention providing extra instruction time in language and in mathematics in lower secondary schools in Southern Italy. We use a difference-in-differences strategy and compare two contiguous cohorts of students enrolled in the same class for two consecutive…

  11. Creating Non-Instructional Time for Elementary School Teachers: Strategies from Schools in North Carolina

    ERIC Educational Resources Information Center

    Reeves, Cynthia; Emerick, Scott; Hirsch, Eric

    2006-01-01

    Governor Mike Easley signed into law House Bill 1151 in July 2006, requiring schools to develop a plan to provide at least five hours of duty-free instructional planning time per week and a daily duty-free lunch period for every teacher. Acknowledging the difficulties in creating school schedules that incorporate sufficient non-instructional…

  12. Using Time-Series Research Designs to Investigate the Effects of Instruction on SLA.

    ERIC Educational Resources Information Center

    Mellow, J. Dean; And Others

    1996-01-01

    Argues that the study of second-language acquisition theory can be enhanced through time-series research designs. Within the context of investigating the effects of second-language instruction, four main reasons for using T-S design are identified. (95 references) (Author/CK)

  13. Making Time for Instructional Leadership. Volume 1: The Evolution of the SAM Process

    ERIC Educational Resources Information Center

    Goldring, Ellen; Grissom, Jason A.; Neumerski, Christine M.; Murphy, Joseph; Blissett, Richard; Porter, Andy

    2015-01-01

    This three-volume report describes the "SAM (School Administration Manager) process," an approach that about 700 schools around the nation are using to direct more of principals' time and effort to improve teaching and learning in classrooms. Research has shown that a principal's instructional leadership is second only to teaching among…

  14. Instructions for additional qualitative scoring of the initial-letter Word-association Test.

    PubMed

    Zivković, M

    1994-04-01

    An additional scoring method is based on grouping test-words according to whether the same sign is given by subjects to the test-words. In this way five test-word categories are formed, Eros (test-words with double plus signs), demi-Eros (single plus sign), demi-Thanatos (single minus), Thanatos (double minus), and Deviant (+/- and theta signs). The next step in scoring is to count the number of test-words in a given scoring category whose meanings do not conform. The greater the discrepancy between the test-word category and its meaning, the less well adapted is the subject. Several illustrative protocols are discussed. PMID:8022674

  15. Additives

    NASA Technical Reports Server (NTRS)

    Smalheer, C. V.

    1973-01-01

    The chemistry of lubricant additives is discussed to show what the additives are chemically and what functions they perform in the lubrication of various kinds of equipment. Current theories regarding the mode of action of lubricant additives are presented. The additive groups discussed include the following: (1) detergents and dispersants, (2) corrosion inhibitors, (3) antioxidants, (4) viscosity index improvers, (5) pour point depressants, and (6) antifouling agents.

  16. Assessment of Professional Development Activities, Instructional Needs, and Delivery Methods of Part-Time Technical and Occupational Faculty in U.S. Community Colleges

    ERIC Educational Resources Information Center

    Sanford, Brian A.; McCaslin, N. L.

    2004-01-01

    This study was designed to describe the frequency of professional development activities provided to part-time occupational and technical program faculty. Additionally, the perceptions of occupational education officers concerning the instructional professional development needs and their appropriate delivery method(s) for these faculty members…

  17. The Effects of Time-Compressed Instruction and Redundancy on Learning and Learners' Perceptions of Cognitive Load

    ERIC Educational Resources Information Center

    Pastore, Ray

    2012-01-01

    Can increasing the speed of audio narration in multimedia instruction decrease training time and still maintain learning? The purpose of this study was to examine the effects of time-compressed instruction and redundancy on learning and learners' perceptions of cognitive load. 154 university students were placed into conditions that consisted of…

  18. The Effects of Constant Time Delay and Strategic Instruction on Students with Learning Disabilities' Maintenance and Generalization

    ERIC Educational Resources Information Center

    Flores, Margaret M.; Houchins, David E.; Shippen, Margaret E.

    2006-01-01

    The purpose of this series of case studies was to compare the impact of Constant Time Delay and Strategic Instruction on the maintenance and generalization of learning. Four middle school students with learning disabilities were effectively taught two different groups of multiplication facts using Constant Time Delay and Strategic instruction. The…

  19. Examining the Content of Head Start Teachers' Literacy Instruction within Two Activity Contexts during Large-Group Circle Time

    ERIC Educational Resources Information Center

    Zhang, Chenyi; Diamond, Karen E.; Powell, Douglas R.

    2015-01-01

    Large-group circle time is an important component of many preschool classrooms' daily schedules. This study scrutinized the teaching content of Head Start teachers' literacy instruction (i.e., the types of literacy concept embedded within the instruction, lexical characteristics of teachers' talk, and elaborations on literacy knowledge) in two…

  20. The Effects of Constant Time Delay and Instructive Feedback on the Acquisition of English and Spanish Sight Words

    ERIC Educational Resources Information Center

    Appelman, Michelle; Vail, Cynthia O.; Lieberman-Betz, Rebecca G.

    2014-01-01

    The authors of this study evaluated the acquisition of instructive feedback information presented to four kindergarten children with mild delays taught in dyads using a constant time delay (CTD) procedure. They also assessed the learning of observational (dyadic partner) information within this instructional arrangement. A multiple probe design…

  1. Timing of Getter Material Addition in Cementitious Wasteforms

    NASA Astrophysics Data System (ADS)

    Lawter, A.; Qafoku, N. P.; Asmussen, M.; Neeway, J.; Smith, G. L.

    2015-12-01

    A cementitious waste form, Cast Stone, is being evaluated as a possible supplemental immobilization technology for the Hanford sites's low activity waste (LAW), which contains radioactive 99Tc and 129I, as part of the tank waste cleanup mission. Cast Stone is made of a dry blend 47% blast furnace slag, 45% fly ash, and 8% ordinary Portland cement, mixed with a low-activity waste (LAW). To improve the retention of Tc and/or I in Cast Stone, materials with a high affinity for Tc and/or I, termed "getters," can be added to provide a stable domain for the radionuclides of concern. Previous testing conducted with a variety of getters has identified Tin(II)-Apatite and Silver Exchanged Zeolite as promising candidates for Tc and I, respectively. Investigation into the sequence in which getters are added to Cast Stone was performed following two methods: 1) adding getters to the Cast Stone dry blend, and then mixing with liquid waste, and 2) adding getters to the liquid waste first, followed by addition of the Cast Stone dry blend. Cast Stone monolith samples were prepared with each method and leach tests, following EPA method 1315, were conducted in either distilled water or simulated vadose zone porewater for a period of up to 63 days. The leachate was analyzed for Tc, I, Na, NO3-, NO2- and Cr with ICP-MS, ICP-OES and ion chromatography and the results indicated that the Cast Stone with getter addition in the dry blend mix (method 1) has lower rates of Tc and I leaching. The mechanisms of radionuclide release from the Cast Stone were also investigated with a variety of solid phase characterization techniques of the monoliths before and after leaching, such as XRD, SEM/EDS, TEM/SAED and other spectroscopic techniques.

  2. A wearable device for real-time motion error detection and vibrotactile instructional cuing.

    PubMed

    Lee, Beom-Chan; Chen, Shu; Sienko, Kathleen H

    2011-08-01

    We have developed a mobile instrument for motion instruction and correction (MIMIC) that enables an expert (i.e., physical therapist) to map his/her movements to a trainee (i.e., patient) in a hands-free fashion. MIMIC comprises an expert module (EM) and a trainee module (TM). Both the EM and TM are composed of six-degree-of-freedom inertial measurement units, microcontrollers, and batteries. The TM also has an array of actuators that provide the user with vibrotactile instructional cues. The expert wears the EM, and his/her relevant body position is computed by an algorithm based on an extended Kalman filter that provides asymptotic state estimation. The captured expert body motion information is transmitted wirelessly to the trainee, and based on the computed difference between the expert and trainee motion, directional instructions are displayed via vibrotactile stimulation to the skin. The trainee is instructed to move in the direction of the vibration sensation until the vibration is eliminated. Two proof-of-concept studies involving young, healthy subjects were conducted using a simplified version of the MIMIC system (pre-specified target trajectories representing ideal expert movements and only two actuators) during anterior-posterior trunk movements. The first study was designed to investigate the effects of changing the expert-trainee error thresholds (0.5(°), 1.0(°), and 1.5(°)) and varying the nature of the control signal (proportional, proportional plus derivative). Expert-subject cross-correlation values were maximized (0.99) and average position errors (0.33(°)) and time delays (0.2 s) were minimized when the controller used a 0.5(°) error threshold and proportional plus derivative feedback control signal. The second study used the best performing activation threshold and control signal determined from the first study to investigate subject performance when the motion task complexity and speed were varied. Subject performance decreased as motion

  3. Effects of instructed timing and tempo on snare drum sound in drum kit performance.

    PubMed

    Danielsen, Anne; Waadeland, Carl Haakon; Sundt, Henrik G; Witek, Maria A G

    2015-10-01

    This paper reports on an experiment investigating the expressive means with which performers of groove-based musics signal the intended timing of a rhythmic event. Ten expert drummers were instructed to perform a rock pattern in three different tempi and three different timing styles: "laid-back," "on-the-beat," and "pushed." The results show that there were systematic differences in the intensity and timbre (i.e., sound-pressure level, temporal centroid, and spectral centroid) of series of snare strokes played with these different timing styles at the individual level. A common pattern was found across subjects concerning the effect of instructed timing on sound-pressure level: a majority of the drummers played laid-back strokes louder than on-the-beat strokes. Furthermore, when the tempo increased, there was a general increase in sound-pressure level and a decrease in spectral centroid across subjects. The results show that both temporal and sound-related features are important in order to indicate that a rhythmic event has been played intentionally early, late, or on-the-beat, and provide insight into the ways in which musicians communicate at the microrhythmic level in groove-based musics.

  4. Effects of a Reduced Time-Out Interval on Compliance with the Time-Out Instruction

    ERIC Educational Resources Information Center

    Donaldson, Jeanne M.; Vollmer, Timothy R.; Yakich, Theresa M.; Van Camp, Carole

    2013-01-01

    Time-out is a negative punishment procedure that parents and teachers commonly use to reduce problem behavior; however, specific time-out parameters have not been evaluated adequately. One parameter that has received relatively little attention in the literature is the mode of administration (verbal or physical) of time-out. In this study, we…

  5. The effects of timing of exposure to principles and procedural instruction specificity on learning an electrical troubleshooting skill.

    PubMed

    Eiriksdottir, Elsa; Catrambone, Richard

    2015-12-01

    Domain principles provided in task instructions are assumed to help performance as learners can later apply this knowledge when faced with new tasks. The goal of the research was to investigate whether the timing of the exposure to principles-studying the principles before or while completing training tasks-and the specificity in the accompanying step-by-step procedural instructions would influence learning to troubleshoot a simulated electrical circuit. The results of a pilot study suggested that timing of principle exposure and specificity might interact. This was investigated by comparing the performance of 4 groups of participants (n = 24) who received either general or detailed procedural instructions and were either exposed to the principles before or during the training. The results showed that studying the principles before training benefited test task performance when the procedural instructions were detailed but not when they were general. The results also showed that using general procedural instructions benefited test task performance while using detailed procedural instructions benefited training task performance. Overall the results reveal how the learning situation as a whole must be considered when determining the efficacy of instructional materials, and how conditions can be created where principles enhance learning. PMID:26501503

  6. The effects of timing of exposure to principles and procedural instruction specificity on learning an electrical troubleshooting skill.

    PubMed

    Eiriksdottir, Elsa; Catrambone, Richard

    2015-12-01

    Domain principles provided in task instructions are assumed to help performance as learners can later apply this knowledge when faced with new tasks. The goal of the research was to investigate whether the timing of the exposure to principles-studying the principles before or while completing training tasks-and the specificity in the accompanying step-by-step procedural instructions would influence learning to troubleshoot a simulated electrical circuit. The results of a pilot study suggested that timing of principle exposure and specificity might interact. This was investigated by comparing the performance of 4 groups of participants (n = 24) who received either general or detailed procedural instructions and were either exposed to the principles before or during the training. The results showed that studying the principles before training benefited test task performance when the procedural instructions were detailed but not when they were general. The results also showed that using general procedural instructions benefited test task performance while using detailed procedural instructions benefited training task performance. Overall the results reveal how the learning situation as a whole must be considered when determining the efficacy of instructional materials, and how conditions can be created where principles enhance learning.

  7. Time for Teachers: Leveraging Expanded Time to Strengthen Instruction and Empower Teachers

    ERIC Educational Resources Information Center

    Kaplan, Claire; Chan, Roy; Farbman, David A.; Novoryta, Ami

    2015-01-01

    This study looks deeply inside 17 schools that stand at the vanguard of the current revolution in teaching. This new National Center on Time & Learning (NCTL) report reveals the substantive ways in which these schools are providing their teachers with more time to reflect on, develop, and hone their craft, by very explicitly leveraging an…

  8. An Alternative Time for Telling: When Conceptual Instruction Prior to Problem Solving Improves Mathematical Knowledge

    ERIC Educational Resources Information Center

    Fyfe, Emily R.; DeCaro, Marci S.; Rittle-Johnson, Bethany

    2014-01-01

    Background: The sequencing of learning materials greatly influences the knowledge that learners construct. Recently, learning theorists have focused on the sequencing of instruction in relation to solving related problems. The general consensus suggests explicit instruction should be provided; however, when to provide instruction remains unclear.…

  9. A wearable device for real-time motion error detection and vibrotactile instructional cuing.

    PubMed

    Lee, Beom-Chan; Chen, Shu; Sienko, Kathleen H

    2011-08-01

    We have developed a mobile instrument for motion instruction and correction (MIMIC) that enables an expert (i.e., physical therapist) to map his/her movements to a trainee (i.e., patient) in a hands-free fashion. MIMIC comprises an expert module (EM) and a trainee module (TM). Both the EM and TM are composed of six-degree-of-freedom inertial measurement units, microcontrollers, and batteries. The TM also has an array of actuators that provide the user with vibrotactile instructional cues. The expert wears the EM, and his/her relevant body position is computed by an algorithm based on an extended Kalman filter that provides asymptotic state estimation. The captured expert body motion information is transmitted wirelessly to the trainee, and based on the computed difference between the expert and trainee motion, directional instructions are displayed via vibrotactile stimulation to the skin. The trainee is instructed to move in the direction of the vibration sensation until the vibration is eliminated. Two proof-of-concept studies involving young, healthy subjects were conducted using a simplified version of the MIMIC system (pre-specified target trajectories representing ideal expert movements and only two actuators) during anterior-posterior trunk movements. The first study was designed to investigate the effects of changing the expert-trainee error thresholds (0.5(°), 1.0(°), and 1.5(°)) and varying the nature of the control signal (proportional, proportional plus derivative). Expert-subject cross-correlation values were maximized (0.99) and average position errors (0.33(°)) and time delays (0.2 s) were minimized when the controller used a 0.5(°) error threshold and proportional plus derivative feedback control signal. The second study used the best performing activation threshold and control signal determined from the first study to investigate subject performance when the motion task complexity and speed were varied. Subject performance decreased as motion

  10. Internet Access and Use of the Web for Instruction: A National Study of Full-Time and Part-Time Community College Faculty

    ERIC Educational Resources Information Center

    Akroyd, Duane; Jaeger, Audrey; Jackowski, Melissa; Jones, Logan C.

    2004-01-01

    This research explored the issues of access to the internet and use of the web for instructional purposes between full-time and part-time community college faculty. The findings that 40% of part-time faculty do not have Internet access at work would seem to indicate that part-time faculty are poorly integrated into the technology infrastructure of…

  11. Instruction and Jump-Landing Kinematics in College-Aged Female Athletes Over Time

    PubMed Central

    Etnoyer, Jena; Cortes, Nelson; Ringleb, Stacie I.; Van Lunen, Bonnie L.; Onate, James A.

    2013-01-01

    Context: Instruction can be used to alter the biomechanical movement patterns associated with anterior cruciate ligament (ACL) injuries. Objective: To determine the effects of instruction through combination (self and expert) feedback or self-feedback on lower extremity kinematics during the box–drop-jump task, running–stop-jump task, and sidestep-cutting maneuver over time in college-aged female athletes. Design: Randomized controlled clinical trial. Setting: Laboratory. Patients or Other Participants: Forty-three physically active women (age = 21.47 ± 1.55 years, height = 1.65 ± 0.08 m, mass = 63.78 ± 12.00 kg) with no history of ACL or lower extremity injuries or surgery in the 2 months before the study were assigned randomly to 3 groups: self-feedback (SE), combination feedback (CB), or control (CT). Intervention(s): Participants performed a box–drop-jump task for the pretest and then received feedback about their landing mechanics. After the intervention, they performed an immediate posttest of the box–drop-jump task and a running–stop-jump transfer test. Participants returned 1 month later for a retention test of each task and a sidestep-cutting maneuver. Kinematic data were collected with an 8-camera system sampled at 500 Hz. Main Outcome Measure(s): The independent variables were feedback group (3), test time (3), and task (3). The dependent variables were knee- and hip-flexion, knee-valgus, and hip- abduction kinematics at initial contact and at peak knee flexion. Results: For the box–drop-jump task, knee- and hip-flexion angles at initial contact were greater at the posttest than at the retention test (P < .001). At peak knee flexion, hip flexion was greater at the posttest than at the pretest (P = .003) and was greater at the retention test than at the pretest (P = .04); knee valgus was greater at the retention test than at the pretest (P = .03) and posttest (P = .02). Peak knee flexion was greater for the CB than the SE group (P = .03

  12. Comparison of Motor Inhibition in Variants of the Instructed-Delay Choice Reaction Time Task.

    PubMed

    Quoilin, Caroline; Lambert, Julien; Jacob, Benvenuto; Klein, Pierre-Alexandre; Duque, Julie

    2016-01-01

    Using instructed-delay choice reaction time (RT) paradigms, many previous studies have shown that the motor system is transiently inhibited during response preparation: motor-evoked potentials (MEPs) elicited by transcranial magnetic stimulation (TMS) over the primary motor cortex are typically suppressed during the delay period. This effect has been observed in both selected and non-selected effectors, although MEP changes in selected effectors have been more inconsistent across task versions. Here, we compared changes in MEP amplitudes in three different variants of an instructed-delay choice RT task. All variants required participants to choose between left and right index finger movements but the responses were either provided "in the air" (Variant 1), on a regular keyboard (Variant 2), or on a response device designed to control from premature responses (Variant 3). The task variants also differed according to the visual layout (more concrete in Variant 3) and depending on whether participants received a feedback of their performance (absent in Variant 1). Behavior was globally comparable between the three variants of the task although the propensity to respond prematurely was highest in Variant 2 and lowest in Variant 3. MEPs elicited in a non-selected hand were similarly suppressed in the three variants of the task. However, significant differences emerged when considering MEPs elicited in the selected hand: these MEPs were suppressed in Variants 1 and 3 whereas they were often facilitated in Variant 2, especially in the right dominant hand. In conclusion, MEPs elicited in selected muscles seem to be more sensitive to small variations to the task design than those recorded in non-selected effectors, probably because they reflect a complex combination of inhibitory and facilitatory influences on the motor output system. Finally, the use of a standard keyboard seems to be particularly inappropriate because it encourages participants to respond promptly with no

  13. A Course-Based Research Experience: How Benefits Change with Increased Investment in Instructional Time

    PubMed Central

    Shaffer, Christopher D.; Alvarez, Consuelo J.; Bednarski, April E.; Dunbar, David; Goodman, Anya L.; Reinke, Catherine; Rosenwald, Anne G.; Wolyniak, Michael J.; Bailey, Cheryl; Barnard, Daron; Bazinet, Christopher; Beach, Dale L.; Bedard, James E. J.; Bhalla, Satish; Braverman, John; Burg, Martin; Chandrasekaran, Vidya; Chung, Hui-Min; Clase, Kari; DeJong, Randall J.; DiAngelo, Justin R.; Du, Chunguang; Eckdahl, Todd T.; Eisler, Heather; Emerson, Julia A.; Frary, Amy; Frohlich, Donald; Gosser, Yuying; Govind, Shubha; Haberman, Adam; Hark, Amy T.; Hauser, Charles; Hoogewerf, Arlene; Hoopes, Laura L. M.; Howell, Carina E.; Johnson, Diana; Jones, Christopher J.; Kadlec, Lisa; Kaehler, Marian; Silver Key, S. Catherine; Kleinschmit, Adam; Kokan, Nighat P.; Kopp, Olga; Kuleck, Gary; Leatherman, Judith; Lopilato, Jane; MacKinnon, Christy; Martinez-Cruzado, Juan Carlos; McNeil, Gerard; Mel, Stephanie; Mistry, Hemlata; Nagengast, Alexis; Overvoorde, Paul; Paetkau, Don W.; Parrish, Susan; Peterson, Celeste N.; Preuss, Mary; Reed, Laura K.; Revie, Dennis; Robic, Srebrenka; Roecklein-Canfield, Jennifer; Rubin, Michael R.; Saville, Kenneth; Schroeder, Stephanie; Sharif, Karim; Shaw, Mary; Skuse, Gary; Smith, Christopher D.; Smith, Mary A.; Smith, Sheryl T.; Spana, Eric; Spratt, Mary; Sreenivasan, Aparna; Stamm, Joyce; Szauter, Paul; Thompson, Jeffrey S.; Wawersik, Matthew; Youngblom, James; Zhou, Leming; Mardis, Elaine R.; Buhler, Jeremy; Leung, Wilson; Lopatto, David; Elgin, Sarah C. R.

    2014-01-01

    There is widespread agreement that science, technology, engineering, and mathematics programs should provide undergraduates with research experience. Practical issues and limited resources, however, make this a challenge. We have developed a bioinformatics project that provides a course-based research experience for students at a diverse group of schools and offers the opportunity to tailor this experience to local curriculum and institution-specific student needs. We assessed both attitude and knowledge gains, looking for insights into how students respond given this wide range of curricular and institutional variables. While different approaches all appear to result in learning gains, we find that a significant investment of course time is required to enable students to show gains commensurate to a summer research experience. An alumni survey revealed that time spent on a research project is also a significant factor in the value former students assign to the experience one or more years later. We conclude: 1) implementation of a bioinformatics project within the biology curriculum provides a mechanism for successfully engaging large numbers of students in undergraduate research; 2) benefits to students are achievable at a wide variety of academic institutions; and 3) successful implementation of course-based research experiences requires significant investment of instructional time for students to gain full benefit. PMID:24591510

  14. A course-based research experience: how benefits change with increased investment in instructional time.

    PubMed

    Shaffer, Christopher D; Alvarez, Consuelo J; Bednarski, April E; Dunbar, David; Goodman, Anya L; Reinke, Catherine; Rosenwald, Anne G; Wolyniak, Michael J; Bailey, Cheryl; Barnard, Daron; Bazinet, Christopher; Beach, Dale L; Bedard, James E J; Bhalla, Satish; Braverman, John; Burg, Martin; Chandrasekaran, Vidya; Chung, Hui-Min; Clase, Kari; Dejong, Randall J; Diangelo, Justin R; Du, Chunguang; Eckdahl, Todd T; Eisler, Heather; Emerson, Julia A; Frary, Amy; Frohlich, Donald; Gosser, Yuying; Govind, Shubha; Haberman, Adam; Hark, Amy T; Hauser, Charles; Hoogewerf, Arlene; Hoopes, Laura L M; Howell, Carina E; Johnson, Diana; Jones, Christopher J; Kadlec, Lisa; Kaehler, Marian; Silver Key, S Catherine; Kleinschmit, Adam; Kokan, Nighat P; Kopp, Olga; Kuleck, Gary; Leatherman, Judith; Lopilato, Jane; Mackinnon, Christy; Martinez-Cruzado, Juan Carlos; McNeil, Gerard; Mel, Stephanie; Mistry, Hemlata; Nagengast, Alexis; Overvoorde, Paul; Paetkau, Don W; Parrish, Susan; Peterson, Celeste N; Preuss, Mary; Reed, Laura K; Revie, Dennis; Robic, Srebrenka; Roecklein-Canfield, Jennifer; Rubin, Michael R; Saville, Kenneth; Schroeder, Stephanie; Sharif, Karim; Shaw, Mary; Skuse, Gary; Smith, Christopher D; Smith, Mary A; Smith, Sheryl T; Spana, Eric; Spratt, Mary; Sreenivasan, Aparna; Stamm, Joyce; Szauter, Paul; Thompson, Jeffrey S; Wawersik, Matthew; Youngblom, James; Zhou, Leming; Mardis, Elaine R; Buhler, Jeremy; Leung, Wilson; Lopatto, David; Elgin, Sarah C R

    2014-01-01

    There is widespread agreement that science, technology, engineering, and mathematics programs should provide undergraduates with research experience. Practical issues and limited resources, however, make this a challenge. We have developed a bioinformatics project that provides a course-based research experience for students at a diverse group of schools and offers the opportunity to tailor this experience to local curriculum and institution-specific student needs. We assessed both attitude and knowledge gains, looking for insights into how students respond given this wide range of curricular and institutional variables. While different approaches all appear to result in learning gains, we find that a significant investment of course time is required to enable students to show gains commensurate to a summer research experience. An alumni survey revealed that time spent on a research project is also a significant factor in the value former students assign to the experience one or more years later. We conclude: 1) implementation of a bioinformatics project within the biology curriculum provides a mechanism for successfully engaging large numbers of students in undergraduate research; 2) benefits to students are achievable at a wide variety of academic institutions; and 3) successful implementation of course-based research experiences requires significant investment of instructional time for students to gain full benefit. PMID:24591510

  15. A course-based research experience: how benefits change with increased investment in instructional time.

    PubMed

    Shaffer, Christopher D; Alvarez, Consuelo J; Bednarski, April E; Dunbar, David; Goodman, Anya L; Reinke, Catherine; Rosenwald, Anne G; Wolyniak, Michael J; Bailey, Cheryl; Barnard, Daron; Bazinet, Christopher; Beach, Dale L; Bedard, James E J; Bhalla, Satish; Braverman, John; Burg, Martin; Chandrasekaran, Vidya; Chung, Hui-Min; Clase, Kari; Dejong, Randall J; Diangelo, Justin R; Du, Chunguang; Eckdahl, Todd T; Eisler, Heather; Emerson, Julia A; Frary, Amy; Frohlich, Donald; Gosser, Yuying; Govind, Shubha; Haberman, Adam; Hark, Amy T; Hauser, Charles; Hoogewerf, Arlene; Hoopes, Laura L M; Howell, Carina E; Johnson, Diana; Jones, Christopher J; Kadlec, Lisa; Kaehler, Marian; Silver Key, S Catherine; Kleinschmit, Adam; Kokan, Nighat P; Kopp, Olga; Kuleck, Gary; Leatherman, Judith; Lopilato, Jane; Mackinnon, Christy; Martinez-Cruzado, Juan Carlos; McNeil, Gerard; Mel, Stephanie; Mistry, Hemlata; Nagengast, Alexis; Overvoorde, Paul; Paetkau, Don W; Parrish, Susan; Peterson, Celeste N; Preuss, Mary; Reed, Laura K; Revie, Dennis; Robic, Srebrenka; Roecklein-Canfield, Jennifer; Rubin, Michael R; Saville, Kenneth; Schroeder, Stephanie; Sharif, Karim; Shaw, Mary; Skuse, Gary; Smith, Christopher D; Smith, Mary A; Smith, Sheryl T; Spana, Eric; Spratt, Mary; Sreenivasan, Aparna; Stamm, Joyce; Szauter, Paul; Thompson, Jeffrey S; Wawersik, Matthew; Youngblom, James; Zhou, Leming; Mardis, Elaine R; Buhler, Jeremy; Leung, Wilson; Lopatto, David; Elgin, Sarah C R

    2014-01-01

    There is widespread agreement that science, technology, engineering, and mathematics programs should provide undergraduates with research experience. Practical issues and limited resources, however, make this a challenge. We have developed a bioinformatics project that provides a course-based research experience for students at a diverse group of schools and offers the opportunity to tailor this experience to local curriculum and institution-specific student needs. We assessed both attitude and knowledge gains, looking for insights into how students respond given this wide range of curricular and institutional variables. While different approaches all appear to result in learning gains, we find that a significant investment of course time is required to enable students to show gains commensurate to a summer research experience. An alumni survey revealed that time spent on a research project is also a significant factor in the value former students assign to the experience one or more years later. We conclude: 1) implementation of a bioinformatics project within the biology curriculum provides a mechanism for successfully engaging large numbers of students in undergraduate research; 2) benefits to students are achievable at a wide variety of academic institutions; and 3) successful implementation of course-based research experiences requires significant investment of instructional time for students to gain full benefit.

  16. Student and Teacher Ratings of Instructional Quality: Consistency of Ratings over Time, Agreement, and Predictive Power

    ERIC Educational Resources Information Center

    Wagner, Wolfgang; Göllner, Richard; Werth, Sarah; Voss, Thamar; Schmitz, Bernhard; Trautwein, Ulrich

    2016-01-01

    Prior research has shown that the agreement between teacher and student ratings of instructional quality is, at best, moderate, and the associations between measures of instructional quality and outcomes such as standardized achievement are typically small and somewhat mixed across both perspectives. One explanation for these low-to-moderate…

  17. Presentation Time Concerning System-Paced Multimedia Instructions and the Superiority of Learner Pacing

    ERIC Educational Resources Information Center

    Stiller, Klaus D.; Petzold, Kirstin; Zinnbauer, Peter

    2011-01-01

    The superiority of learner-paced over system-paced instructions was demonstrated in multiple experiments. In these experiments, the system-paced presentations were highly speeded, causing cognitive overload, while the learner-paced instructions allowed adjustments of the presentational flow to the learner's needs by pacing facilities, mostly…

  18. An Alternative Time for Telling: When Conceptual Instruction Prior to Exploration Improves Mathematical Knowledge

    ERIC Educational Resources Information Center

    Fyfe, Emily R.; DeCaro, Marci S.; Rittle-Johnson, Bethany

    2013-01-01

    An emerging consensus suggests that guided discovery, which combines discovery and instruction, is a more effective educational approach than either one in isolation. The goal of this study was to examine two specific forms of guided discovery, testing whether conceptual instruction should precede or follow exploratory problem solving. In both…

  19. Effective Instructional Time Use for School Leaders: Longitudinal Evidence from Observations of Principals

    ERIC Educational Resources Information Center

    Grissom, Jason A.; Loeb, Susanna; Master, Benjamin

    2013-01-01

    Scholars have long argued that principals should be "instructional leaders," but few studies have empirically linked specific instructional leadership behaviors to school performance. This study examines the associations between leadership behaviors and student achievement gains using a unique data source: in-person, full-day…

  20. Using Momentary Time Sampling to Estimate Minutes of Physical Activity in Physical Education: Validation of Scores for the System for Observing Fitness Instruction Time

    ERIC Educational Resources Information Center

    Heath, Edward M.; Coleman, Karen J.; Lensegrav, Tera L.; Fallon, Jennifer A.

    2006-01-01

    The System for Observing Fitness Instruction Time (SOFIT) is a direct observation system specifically developed for use during physical education (PE; McKenzie, 1991; McKenzie, Sallis, & Nader, 1991). The purpose of this study was to validate the estimates of time spent in various physical activity intensities obtained with the paper and pencil…

  1. Comparison of Motor Inhibition in Variants of the Instructed-Delay Choice Reaction Time Task

    PubMed Central

    Quoilin, Caroline; Lambert, Julien; Jacob, Benvenuto; Klein, Pierre-Alexandre; Duque, Julie

    2016-01-01

    Using instructed-delay choice reaction time (RT) paradigms, many previous studies have shown that the motor system is transiently inhibited during response preparation: motor-evoked potentials (MEPs) elicited by transcranial magnetic stimulation (TMS) over the primary motor cortex are typically suppressed during the delay period. This effect has been observed in both selected and non-selected effectors, although MEP changes in selected effectors have been more inconsistent across task versions. Here, we compared changes in MEP amplitudes in three different variants of an instructed-delay choice RT task. All variants required participants to choose between left and right index finger movements but the responses were either provided “in the air” (Variant 1), on a regular keyboard (Variant 2), or on a response device designed to control from premature responses (Variant 3). The task variants also differed according to the visual layout (more concrete in Variant 3) and depending on whether participants received a feedback of their performance (absent in Variant 1). Behavior was globally comparable between the three variants of the task although the propensity to respond prematurely was highest in Variant 2 and lowest in Variant 3. MEPs elicited in a non-selected hand were similarly suppressed in the three variants of the task. However, significant differences emerged when considering MEPs elicited in the selected hand: these MEPs were suppressed in Variants 1 and 3 whereas they were often facilitated in Variant 2, especially in the right dominant hand. In conclusion, MEPs elicited in selected muscles seem to be more sensitive to small variations to the task design than those recorded in non-selected effectors, probably because they reflect a complex combination of inhibitory and facilitatory influences on the motor output system. Finally, the use of a standard keyboard seems to be particularly inappropriate because it encourages participants to respond promptly

  2. Modifying the System for Observing Fitness Instruction Time to Measure Teacher Practices Related to Physical Activity Promotion: SOFIT+

    ERIC Educational Resources Information Center

    Weaver, R. Glenn; Webster, Collin A.; Erwin, Heather; Beighle, Aaron; Beets, Michael W.; Choukroun, Hadrien; Kaysing, Nicole

    2016-01-01

    The System for Observing Fitness Instruction Time (SOFIT) is commonly used to measure variables related to physical activity during physical education (PE). However, SOFIT does not yield detailed information about teacher practices related to children's moderate-to-vigorous physical activity (MVPA). This study describes the modification of SOFIT…

  3. When Are Students Most Academically Engaged? Students' Academic Responding Time in Different Instructional Ecologies. IRLD Research Report No. 119.

    ERIC Educational Resources Information Center

    Graden, Janet L.; And Others

    The effect of different instructional variables on students' academic responding time was the focus of the current study. A total of 54 students from 10 classrooms in 5 suburban elementary schools served as subjects. In each school, six students were randomly selected from each of two classrooms, resulting in a group of 22 third graders and 32…

  4. Making Time for Instructional Leadership. Volume 2: The Feasibility of a Randomized Control Trial of the SAM Process

    ERIC Educational Resources Information Center

    Goldring, Ellen; Grissom, Jason A.; Neumerski, Christine M.; Murphy, Joseph; Blissett, Richard; Porter, Andy

    2015-01-01

    This three-volume report describes the "SAM (School Administration Manager) process," an approach that about 700 schools around the nation are using to direct more of principals' time and effort to improve teaching and learning in classrooms. Research has shown that a principal's instructional leadership is second only to teaching among…

  5. Manipulating instructions strategically affects reliance on the ventral-lexical reading stream: converging evidence from neuroimaging and reaction time.

    PubMed

    Cummine, Jacqueline; Gould, Layla; Zhou, Crystal; Hrybouski, Stan; Siddiqi, Zohaib; Chouinard, Brea; Borowsky, Ron

    2013-05-01

    Neurobiology of reading research has yet to explore whether reliance on the ventral-lexical stream during word reading can be enhanced by the instructed reading strategy, or whether it is impervious to such strategies. We examined Instructions: name all vs. name words (based on spelling), Word Type: regular words vs. exception words, and Word Frequency (WF) in print (log10 HAL WF) in an experiment while measuring fMRI BOLD and overt naming reaction time (RT) simultaneously. Instructions to name words increased overall reliance on the ventral-lexical stream, as measured by visible BOLD activation and the WF effect on RT, with regular words showing the greatest effects as a function of this reading strategy. Furthermore, the pattern of joint effects of these variables on RT supports the notion of cascaded, not parallel, processing. These results can be accommodated by dual-stream cascaded models of reading, and present a challenge to single-mechanism parallel processing models.

  6. MIMD (multiple instruction multiple data) multiprocessor system for real-time image processing

    NASA Astrophysics Data System (ADS)

    Pirsch, Peter; Jeschke, Hartwig

    1991-06-01

    Anovel MIMD (Multiple Instruction Multiple Data) based architecture consisting of multiple processing elements (PE) has been developed. This architecture is adapted to real-time processing of sequences of different tasks for local image segments. Each PE contains an arithmetic processing unit (APU), adapted to parallel processing of low level operations, and a high level and control processor (HLCP) for medium and high level operations and control of the PE. This HLCP can be a standard signal processor or a RISC processor. Because of the local control of each PE by the HLCP and a SIMD structure of the APU, the overall system architecture is characterized as MIMD based with a local SIMD structure for low level processing. Due to an overlapped computation and communication the multiprocessor system achieves a linear speedup compared to a single processing element. Main parts of the PE have been realized as two ASICs in a 1.5 jim CMOS-Process. With a system clock rate of 25MHz, each PE provides a peak performance of 400 Mega operations per second (MOPS).

  7. 29 CFR 25.6 - Time; additional time after service by mail.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... period so computed is to be included, unless it is a Saturday, Sunday or a Federal legal holiday, in... Federal legal holiday. When the period of time prescribed, or allowed, is less than 7 days, intermediate Saturdays, Sundays and holidays shall be excluded from the computations. Whenever a party has the right...

  8. 29 CFR 25.6 - Time; additional time after service by mail.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... period so computed is to be included, unless it is a Saturday, Sunday or a Federal legal holiday, in... Federal legal holiday. When the period of time prescribed, or allowed, is less than 7 days, intermediate Saturdays, Sundays and holidays shall be excluded from the computations. Whenever a party has the right...

  9. It's about time: the relationships between coverage and instructional practices in college calculus

    NASA Astrophysics Data System (ADS)

    Johnson, Estrella; Ellis, Jessica; Rasmussen, Chris

    2016-05-01

    This paper is based on a large-scale empirical study designed to investigate Calculus I programmes across the United States to better understand the relationship between instructors' concerns about coverage, instructional practices, and the nature of the material covered. We found that there was no association between instructors feeling pressured to go through material quickly to cover all the required topics and intended pacing. Furthermore, our results suggest that both intended pacing and feelings of pressure are poor indicators of instructional practices.

  10. How to Make Additional Time Matter: Integrating Individualized Tutorials into an Extended Day

    ERIC Educational Resources Information Center

    Kraft, Matthew A.

    2015-01-01

    Evidence on the effect of extending the school day is decidedly mixed because of the stark differences in how schools use additional time. In this paper, I focus narrowly on the effect of additional time used for individualized tutorials. In 2005, MATCH Charter Public High School integrated two hours of tutorials throughout an extended day. The…

  11. Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement.

    PubMed

    McLean, Leigh; Sparapani, Nicole; Toste, Jessica R; Connor, Carol McDonald

    2016-06-01

    This study investigated how quality of the classroom learning environment influenced first grade students' (n=533) time spent in two non-instructional classroom activities (off-task and in transition) and their subsequent literacy outcomes. Hierarchical linear modeling revealed that higher classroom quality was related to higher student performance in reading comprehension and expressive vocabulary. Further, classroom quality predicted the amount of time students spent off-task and in transitions in the classroom, with slopes of change across the year particularly impacted. Mediation effects were detected in the case of expressive vocabulary such that the influence of classroom quality on students' achievement operated through students' time spent in these non-instructional activities. Results highlight the importance of overall classroom quality to how students navigate the classroom environment during learning opportunities, with subsequent literacy achievement impacted. Implications for policy and educational practices are discussed.

  12. Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement.

    PubMed

    McLean, Leigh; Sparapani, Nicole; Toste, Jessica R; Connor, Carol McDonald

    2016-06-01

    This study investigated how quality of the classroom learning environment influenced first grade students' (n=533) time spent in two non-instructional classroom activities (off-task and in transition) and their subsequent literacy outcomes. Hierarchical linear modeling revealed that higher classroom quality was related to higher student performance in reading comprehension and expressive vocabulary. Further, classroom quality predicted the amount of time students spent off-task and in transitions in the classroom, with slopes of change across the year particularly impacted. Mediation effects were detected in the case of expressive vocabulary such that the influence of classroom quality on students' achievement operated through students' time spent in these non-instructional activities. Results highlight the importance of overall classroom quality to how students navigate the classroom environment during learning opportunities, with subsequent literacy achievement impacted. Implications for policy and educational practices are discussed. PMID:27268569

  13. Bifurcated method and apparatus for floating point addition with decreased latency time

    DOEpatents

    Farmwald, Paul M.

    1987-01-01

    Apparatus for decreasing the latency time associated with floating point addition and subtraction in a computer, using a novel bifurcated, pre-normalization/post-normalization approach that distinguishes between differences of floating point exponents.

  14. The Relationship between Time in Computer-Assisted Instruction and the Increase in Reading Skills

    ERIC Educational Resources Information Center

    Shannon, Rene M.

    2013-01-01

    Educational leadership appropriates significant amounts of money for technology in school budgets. Teachers must decide how to use technology to maximize student learning and make the most efficient use of instructional minutes. The purpose of this quantitative correlational study was to determine if a relationship existed between the amount of…

  15. Troubled Times: The Role of Instructional Design in a Modern Dual-Mode University?

    ERIC Educational Resources Information Center

    Fyle, Clifford Omodele; Moseley, Alexander; Hayes, Nichola

    2012-01-01

    Reduced higher education funding and other austerity measures imposed by governments and institutions have resulted in cascading cuts in resources for programme design, delivery and revision. The instructional design function is often the first casualty of these cuts in many universities. This paper considers the roles and functions of…

  16. It's about Time: The Relationships between Coverage and Instructional Practices in College Calculus

    ERIC Educational Resources Information Center

    Johnson, Estrella; Ellis, Jessica; Rasmussen, Chris

    2016-01-01

    This paper is based on a large-scale empirical study designed to investigate Calculus I programmes across the United States to better understand the relationship between instructors' concerns about coverage, instructional practices, and the nature of the material covered. We found that there was no association between instructors feeling pressured…

  17. Finding Space and Time for the Visual in K-12 Literacy Instruction

    ERIC Educational Resources Information Center

    Hassett, Dawnene D.; Schieble, Melissa B.

    2007-01-01

    Dawnene D. Hassett and Melissa B. Schieble contend that literacy instruction must include attention to the multiple ways in which print and visual images work together. They propose ways to update accepted reading strategies "with visual texts and new literacies in mind." Using examples from picture books and graphic novels, they expand our…

  18. Shared Planning Time: A Novel Context for Studying Teachers' Discourse and Beliefs about Learning and Instruction

    ERIC Educational Resources Information Center

    Gill, Michele Gregoire; Hoffman, Bobby

    2009-01-01

    Background/Context: Although teachers' core instructional beliefs are difficult to accurately measure, they provide a framework for understanding the thinking that underlies important curricular and pedagogical decisions made in the classroom. Previous research has primarily used self-report to study teacher beliefs, but self-report is better for…

  19. Instruction and Service Time Decisions: Itinerant Services to Deaf and Hard-of-Hearing Students

    ERIC Educational Resources Information Center

    Antia, Shirin D.; Rivera, M. Christina

    2016-01-01

    The purpose of this study was to (a) describe the specific kinds of services provided by itinerant teachers to deaf and hard-of-hearing (DHH) students in general education settings, (b) examine the relationship between student academic performance and instructional support provided by the itinerant teacher, and (c) examine how service provision…

  20. The effect of silane addition timing on mixing processability and properties of silica reinforced rubber compound

    NASA Astrophysics Data System (ADS)

    Jeong, Hee-Hoon; Jin, Hyun-Ho; Ha, Sung-Ho; Jang, Suk-Hee; Kang, Yong-Gu; Han, Min-Hyun

    2016-03-01

    A series of experiments were performed to determine an optimum balance between processability and performance of a highly loaded silica compound. The experiments evaluated 4 different silane injection times. All mixing related to silane addition was conducted with a scaled up "Tandem" mixer line. With exception to silane addition timing, almost all operating conditions were controlled between experimental features. It was found that when the silane addition was introduced earlier in the mixing cycle both the reaction was more complete and the bound rubber content was higher. But processability indicators such as sheet forming and Mooney plasticity were negatively impacted. On the other hand, as silane injection was delayed to later in the mixing process the filler dispersion and good sheet forming was improved. However both the bound rubber content and Silane reaction completion were decreased. With the changes in silane addition time, the processability and properties of a silica compound can be controlled.

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

    ERIC Educational Resources Information Center

    Linderholm, Tracy; Zhao, Qin

    2008-01-01

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

  2. Do Differences in School's Instruction Time Explain International Achievement Gaps in Maths, Science and Language? Evidence from Developed and Developing Countries. CEE DP 118

    ERIC Educational Resources Information Center

    Lavy, Victor

    2010-01-01

    There are large differences across countries in instructional time in public schooling institutions. For example, among European countries such as Belgium, France and Greece, pupils aged 15 have an average of over a thousand hours per year of total compulsory classroom instruction while in England, Luxembourg and Sweden the average is only 750…

  3. Integrating Chemical Information Instruction into the Chemistry Curriculum on Borrowed Time: The Multiyear Development and Evolution of a Virtual Instructional Tutorial

    ERIC Educational Resources Information Center

    Jacobs, Danielle L.; Dalal, Heather A.; Dawson, Patricia H.

    2016-01-01

    The impetus to incorporate instruction on the efficient and responsible practice of chemical information literacy into the undergraduate chemistry curriculum has become exceptionally urgent. At Rider University, Chemical Information Instruction (CII) has accordingly evolved from face-to-face sessions into online modules to embed information…

  4. Influence of time addition of superplasticizers on the rheological properties of fresh cement pastes

    SciTech Connect

    Aiad, Ismail

    2003-08-01

    It is well known that the fluidity and the fluidity loss of fresh cement pastes are affected by the kind and the time of addition of organic admixtures. The influence of the time addition of two chemical admixtures, namely, melamine formaldehyde sulfonate (MFS) and naphthalene formaldehyde sulfonate (NFS), on the rheological properties of ordinary Portland and sulfate-resisting cement pastes through the first 120 min of hydration was investigated. The admixture addition was delayed by 0, 5, 10, 15, 20, and 25 min. Shear stress and apparent viscosity of the cement pastes were determined at different shear rates (3-146 s{sup -1}) and hydration times of 30, 60, 90, and 120 min. The concentration of Ca{sup 2+} and the combined water content of the cement pastes were determined after 120 min. Yield stress and plastic viscosity values were also determined by using the Bingham model. The results show that an increase in the addition time of the admixture reduces the shear stress, the yield stress, and the plastic viscosity of the cement pastes at the early ages (15 min) as well as at later early ages (120 min). The optimum delaying time of admixture addition is found to be 10-15 min. This time does not depend on the cement and superplasticizer type.

  5. Effects of Self-Instructional Methods and Above Real Time Training (ARTT) for Maneuvering Tasks on a Flight Simulator

    NASA Technical Reports Server (NTRS)

    Ali, Syed Firasat; Khan, Javed Khan; Rossi, Marcia J.; Crane, Peter; Heath, Bruce E.; Knighten, Tremaine; Culpepper, Christi

    2003-01-01

    Personal computer based flight simulators are expanding opportunities for providing low-cost pilot training. One advantage of these devices is the opportunity to incorporate instructional features into training scenarios that might not be cost effective with earlier systems. Research was conducted to evaluate the utility of different instructional features using a coordinated level turn as an aircraft maneuvering task. In study I, a comparison was made between automated computer grades of performance with certified flight instructors grades. Every one of the six student volunteers conducted a flight with level turns at two different bank angles. The automated computer grades were based on prescribed tolerances on bank angle, airspeed and altitude. Two certified flight instructors independently examined the video tapes of heads up and instrument displays of the flights and graded them. The comparison of automated grades with the instructors grades was based on correlations between them. In study II, a 2x2 between subjects factorial design was used to devise and conduct an experiment. Comparison was made between real time training and above real time training and between feedback and no feedback in training. The performance measure to monitor progress in training was based on deviations in bank angle and altitude. The performance measure was developed after completion of the experiment including the training and test flights. It was not envisaged before the experiment. The experiment did not include self- instructions as it was originally planned, although feedback by experimenter to the trainee was included in the study.

  6. Effects of Self-Instructional Methods and Above Real Time Training (ARTT) for Maneuvering Tasks on a Flight Simulator

    NASA Technical Reports Server (NTRS)

    Norlin, Ken (Technical Monitor); Ali, Syed Firasat; Khan, M. Javed; Rossi, Marcia J.; Crane, Peter; Heath, Bruce E.; Knighten, Tremaine; Culpepper, Christi

    2003-01-01

    Personal computer based flight simulators are expanding opportunities for providing low-cost pilot training. One advantage of these devices is the opportunity to incorporate instructional features into training scenarios that might not be cost effective with earlier systems. Research was conducted to evaluate the utility of different instructional features using a coordinated level turn as an aircraft maneuvering task. In study I, a comparison was made between automated computer grades of performance with certified flight instructors grades. Every one of the six student volunteers conducted a flight with level turns at two different bank angles. The automated computer grades were based on prescribed tolerances on bank angle, airspeed and altitude. Two certified flight instructors independently examined the video tapes of heads up and instrument displays of the flights and graded them. The comparison of automated grades with the instructors grades ms based on correlations between them. In study II, a 2x2 between subjects factorial design was used to devise and conduct an experiment. Comparison was made between real time training and above real time training and between feedback and no feedback in training. The performance measure to monitor progress in training was based on deviations in bank angle and altitude. The performance measure was developed after completion of the experiment including the training and test flights. It was not envisaged before the experiment. The experiment did not include self-instructions as it was originally planned, although feedback by experimenter to the trainee was included in the study.

  7. Additional technician tasks and turnaround time in the clinical Stat laboratory

    PubMed Central

    Salinas, Maria; López-Garrigós, Maite; Flores, Emilio; Leiva-Salinas, Maria; Lillo, Rosa; Leiva-Salinas, Carlos

    2016-01-01

    Introduction Many additional tasks in the Stat laboratory (SL) increase the workload. It is necessary to control them because they can affect the service provided by the laboratory. Our aim is to calculate these tasks, study their evolution over a 10 year period, and compare turnaround times (TAT) in summer period to the rest of the year. Materials and methods Additional tasks were classified as “additional test request” and “additional sample”. We collected those incidences from the laboratory information system (LIS), and calculated their evolution over time. We also calculated the monthly TAT for troponin for Emergency department (ED) patients, as the difference between the verification and LIS registration time. A median time of 30 minutes was our indicator target. TAT results and tests workload in summer were compared to the rest of the year. Results Over a 10-year period, the technologists in the SL performed 51,385 additional tasks, a median of 475 per month. The workload was significantly higher during the summer (45,496 tests) than the rest of the year (44,555 tests) (P = 0.019). The troponin TAT did not show this variation between summer and the rest of the year, complying always with our 30 minutes indicator target. Conclusion The technicians accomplished a significant number of additional tasks, and the workload kept increasing over the period of 10 years. That did not affect the TAT results. PMID:27346970

  8. A Pilot Study of the Impact of Double-Dose Robust Vocabulary Instruction on Children's Vocabulary Growth

    ERIC Educational Resources Information Center

    Arthur, Ann M.; Davis, Dawn L.

    2016-01-01

    Double-dose instruction, in which instructional lessons are supplemented to provide additional instructional time, is a mechanism used in some schools for boosting outcomes in certain academic areas. The purpose of this study was to examine the effects of double-dose vocabulary instruction, relative to single-dose and business-as-usual control…

  9. Additive and Interactive Effects on Response Time Distributions in Visual Word Recognition

    ERIC Educational Resources Information Center

    Yap, Melvin J.; Balota, David A.

    2007-01-01

    Across 3 different word recognition tasks, distributional analyses were used to examine the joint effects of stimulus quality and word frequency on underlying response time distributions. Consistent with the extant literature, stimulus quality and word frequency produced additive effects in lexical decision, not only in the means but also in the…

  10. 16 CFR 803.21 - Additional information shall be supplied within reasonable time.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 16 Commercial Practices 1 2010-01-01 2010-01-01 false Additional information shall be supplied within reasonable time. 803.21 Section 803.21 Commercial Practices FEDERAL TRADE COMMISSION RULES, REGULATIONS, STATEMENTS AND INTERPRETATIONS UNDER THE HART-SCOTT-RODINO ANTITRUST IMPROVEMENTS ACT OF...

  11. 16 CFR 803.21 - Additional information shall be supplied within reasonable time.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 16 Commercial Practices 1 2011-01-01 2011-01-01 false Additional information shall be supplied within reasonable time. 803.21 Section 803.21 Commercial Practices FEDERAL TRADE COMMISSION RULES, REGULATIONS, STATEMENTS AND INTERPRETATIONS UNDER THE HART-SCOTT-RODINO ANTITRUST IMPROVEMENTS ACT OF...

  12. Ultimate capacity of linear time-invariant bosonic channels with additive Gaussian noise

    NASA Astrophysics Data System (ADS)

    Roy Bardhan, Bhaskar; Shapiro, Jeffrey H.

    2016-03-01

    Fiber-optic communications are moving to coherent detection in order to increase their spectral efficiency, i.e., their channel capacity per unit bandwidth. At power levels below the threshold for significant nonlinear effects, the channel model for such operation a linear time-invariant filter followed by additive Gaussian noise is one whose channel capacity is well known from Shannon's noisy channel coding theorem. The fiber channel, however, is really a bosonic channel, meaning that its ultimate classical information capacity must be determined from quantum-mechanical analysis, viz. from the Holevo-Schumacher-Westmoreland (HSW) theorem. Based on recent results establishing the HSW capacity of a linear (lossy or amplifying) channel with additive Gaussian noise, we provide a general continuous-time result, namely the HSW capacity of a linear time-invariant (LTI) bosonic channel with additive Gaussian noise arising from a thermal environment. In particular, we treat quasi-monochromatic communication under an average power constraint through a channel comprised of a stable LTI filter that may be attenuating at all frequencies or amplifying at some frequencies and attenuating at others. Phase-insensitive additive Gaussian noise-associated with the continuous-time Langevin noise operator needed to preserve free-field commutator brackets is included at the filter output. We compare the resulting spectral efficiencies with corresponding results for heterodyne and homodyne detection over the same channel to assess the increased spectral efficiency that might be realized with optimum quantum reception.

  13. 14 CFR 121.483 - Flight time limitations: Two pilots and one additional flight crewmember.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 14 Aeronautics and Space 3 2012-01-01 2012-01-01 false Flight time limitations: Two pilots and one additional flight crewmember. 121.483 Section 121.483 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION... AND OPERATIONS OPERATING REQUIREMENTS: DOMESTIC, FLAG, AND SUPPLEMENTAL OPERATIONS Flight...

  14. 14 CFR 121.483 - Flight time limitations: Two pilots and one additional flight crewmember.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 14 Aeronautics and Space 3 2013-01-01 2013-01-01 false Flight time limitations: Two pilots and one additional flight crewmember. 121.483 Section 121.483 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION... AND OPERATIONS OPERATING REQUIREMENTS: DOMESTIC, FLAG, AND SUPPLEMENTAL OPERATIONS Flight...

  15. 14 CFR 121.483 - Flight time limitations: Two pilots and one additional flight crewmember.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Flight time limitations: Two pilots and one additional flight crewmember. 121.483 Section 121.483 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION... AND OPERATIONS OPERATING REQUIREMENTS: DOMESTIC, FLAG, AND SUPPLEMENTAL OPERATIONS Flight...

  16. 14 CFR 121.483 - Flight time limitations: Two pilots and one additional flight crewmember.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 14 Aeronautics and Space 3 2011-01-01 2011-01-01 false Flight time limitations: Two pilots and one additional flight crewmember. 121.483 Section 121.483 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION... AND OPERATIONS OPERATING REQUIREMENTS: DOMESTIC, FLAG, AND SUPPLEMENTAL OPERATIONS Flight...

  17. 14 CFR 121.483 - Flight time limitations: Two pilots and one additional flight crewmember.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 14 Aeronautics and Space 3 2014-01-01 2014-01-01 false Flight time limitations: Two pilots and one additional flight crewmember. 121.483 Section 121.483 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION... AND OPERATIONS OPERATING REQUIREMENTS: DOMESTIC, FLAG, AND SUPPLEMENTAL OPERATIONS Flight...

  18. The Instructional Capacitor

    ERIC Educational Resources Information Center

    Walton, Elizabeth

    2012-01-01

    Many administrators are so overwhelmed by the basic responsibilities of their daily work that there seems to be little or no time left for providing quality leadership in instruction. Instead, schools employ department chairs, instructional specialists, and coordinators to provide instructional leadership. How can administrators find time in the…

  19. Developing Mobile Based Instruction

    ERIC Educational Resources Information Center

    Martin, Florence; Pastore, Raymond; Snider, Jean

    2012-01-01

    This paper describes an instructional design class's experience developing instruction for the mobile web. The class was taught at a southeastern university in the United States in a master's level computer based instruction course. Two example projects are showcased and student reflections on design issues are highlighted. Additionally,…

  20. Passivity and Passification of Memristor-Based Recurrent Neural Networks With Additive Time-Varying Delays.

    PubMed

    Rakkiyappan, Rajan; Chandrasekar, Arunachalam; Cao, Jinde

    2015-09-01

    This paper presents a new design scheme for the passivity and passification of a class of memristor-based recurrent neural networks (MRNNs) with additive time-varying delays. The predictable assumptions on the boundedness and Lipschitz continuity of activation functions are formulated. The systems considered here are based on a different time-delay model suggested recently, which includes additive time-varying delay components in the state. The connection between the time-varying delay and its upper bound is considered when estimating the upper bound of the derivative of Lyapunov functional. It is recognized that the passivity condition can be expressed in a linear matrix inequality (LMI) format and by using characteristic function method. For state feedback passification, it is verified that it is apathetic to use immediate or delayed state feedback. By constructing a Lyapunov-Krasovskii functional and employing Jensen's inequality and reciprocal convex combination technique together with a tighter estimation of the upper bound of the cross-product terms derived from the derivatives of the Lyapunov functional, less conventional delay-dependent passivity criteria are established in terms of LMIs. Moreover, second-order reciprocally convex approach is employed for deriving the upper bound for terms with inverses of squared convex parameters. The model based on the memristor with additive time-varying delays widens the application scope for the design of neural networks. Finally, pertinent examples are given to show the advantages of the derived passivity criteria and the significant improvement of the theoretical approaches.

  1. Experimental model and analytic solution for real-time observation of vehicle's additional steer angle

    NASA Astrophysics Data System (ADS)

    Zhang, Xiaolong; Li, Liang; Pan, Deng; Cao, Chengmao; Song, Jian

    2014-03-01

    The current research of real-time observation for vehicle roll steer angle and compliance steer angle(both of them comprehensively referred as the additional steer angle in this paper) mainly employs the linear vehicle dynamic model, in which only the lateral acceleration of vehicle body is considered. The observation accuracy resorting to this method cannot meet the requirements of vehicle real-time stability control, especially under extreme driving conditions. The paper explores the solution resorting to experimental method. Firstly, a multi-body dynamic model of a passenger car is built based on the ADAMS/Car software, whose dynamic accuracy is verified by the same vehicle's roadway test data of steady static circular test. Based on this simulation platform, several influencing factors of additional steer angle under different driving conditions are quantitatively analyzed. Then ɛ-SVR algorithm is employed to build the additional steer angle prediction model, whose input vectors mainly include the sensor information of standard electronic stability control system(ESC). The method of typical slalom tests and FMVSS 126 tests are adopted to make simulation, train model and test model's generalization performance. The test result shows that the influence of lateral acceleration on additional steer angle is maximal (the magnitude up to 1°), followed by the longitudinal acceleration-deceleration and the road wave amplitude (the magnitude up to 0.3°). Moreover, both the prediction accuracy and the calculation real-time of the model can meet the control requirements of ESC. This research expands the accurate observation methods of the additional steer angle under extreme driving conditions.

  2. New Stabilization for Dynamical System with Two Additive Time-Varying Delays

    PubMed Central

    Yang, Fan; Chen, Xiaozhou

    2014-01-01

    This paper provides a new delay-dependent stabilization criterion for systems with two additive time-varying delays. The novel functional is constructed, a tighter upper bound of the derivative of the Lyapunov functional is obtained. These results have advantages over some existing ones because the combination of the delay decomposition technique and the reciprocally convex approach. Two examples are provided to demonstrate the less conservatism and effectiveness of the results in this paper. PMID:24701159

  3. Predicting the Survival Time for Bladder Cancer Using an Additive Hazards Model in Microarray Data

    PubMed Central

    TAPAK, Leili; MAHJUB, Hossein; SADEGHIFAR, Majid; SAIDIJAM, Massoud; POOROLAJAL, Jalal

    2016-01-01

    Background: One substantial part of microarray studies is to predict patients’ survival based on their gene expression profile. Variable selection techniques are powerful tools to handle high dimensionality in analysis of microarray data. However, these techniques have not been investigated in competing risks setting. This study aimed to investigate the performance of four sparse variable selection methods in estimating the survival time. Methods: The data included 1381 gene expression measurements and clinical information from 301 patients with bladder cancer operated in the years 1987 to 2000 in hospitals in Denmark, Sweden, Spain, France, and England. Four methods of the least absolute shrinkage and selection operator, smoothly clipped absolute deviation, the smooth integration of counting and absolute deviation and elastic net were utilized for simultaneous variable selection and estimation under an additive hazards model. The criteria of area under ROC curve, Brier score and c-index were used to compare the methods. Results: The median follow-up time for all patients was 47 months. The elastic net approach was indicated to outperform other methods. The elastic net had the lowest integrated Brier score (0.137±0.07) and the greatest median of the over-time AUC and C-index (0.803±0.06 and 0.779±0.13, respectively). Five out of 19 selected genes by the elastic net were significant (P<0.05) under an additive hazards model. It was indicated that the expression of RTN4, SON, IGF1R and CDC20 decrease the survival time, while the expression of SMARCAD1 increase it. Conclusion: The elastic net had higher capability than the other methods for the prediction of survival time in patients with bladder cancer in the presence of competing risks base on additive hazards model. PMID:27114989

  4. Models for Individualized Instruction.

    ERIC Educational Resources Information Center

    Georgiades, William, Ed.; Clark, Donald C., Ed.

    This book, consisting of five parts, provides a collection of source materials that will assist in implementing individualized instruction; provides examples of interrelated systems for individualizing instruction; and describes the components of individualized instructional systems, including flexible use of time, differentiated staffing, new…

  5. Talkers alter vowel production in response to real-time formant perturbation even when instructed not to compensate.

    PubMed

    Munhall, K G; MacDonald, E N; Byrne, S K; Johnsrude, I

    2009-01-01

    Talkers show sensitivity to a range of perturbations of auditory feedback (e.g., manipulation of vocal amplitude, fundamental frequency and formant frequency). Here, 50 subjects spoke a monosyllable ("head"), and the formants in their speech were shifted in real time using a custom signal processing system that provided feedback over headphones. First and second formants were altered so that the auditory feedback matched subjects' production of "had." Three different instructions were tested: (1) control, in which subjects were naive about the feedback manipulation, (2) ignore headphones, in which subjects were told that their voice might sound different and to ignore what they heard in the headphones, and (3) avoid compensation, in which subjects were informed in detail about the manipulation and were told not to compensate. Despite explicit instruction to ignore the feedback changes, subjects produced a robust compensation in all conditions. There were no differences in the magnitudes of the first or second formant changes between groups. In general, subjects altered their vowel formant values in a direction opposite to the perturbation, as if to cancel its effects. These results suggest that compensation in the face of formant perturbation is relatively automatic, and the response is not easily modified by conscious strategy.

  6. Winter-time CO2 addition in high rate algal mesocosms for enhanced microalgal performance.

    PubMed

    Sutherland, Donna L; Montemezzani, Valerio; Mehrabadi, Abbas; Craggs, Rupert J

    2016-02-01

    Carbon limitation in domestic wastewater high rate algal ponds is thought to constrain microalgal photo-physiology and productivity and CO2 augmentation is often used to overcome this limitation in summer. However, the implications of carbon limitation during winter are poorly understood. This paper investigates the effects of 0.5%, 2%, 5% and 10% CO2 addition on the winter-time performance of wastewater microalgae in high rate algal mesocosms. Performance was measured in terms of light absorption, photosynthetic efficiency, biomass production and nutrient removal rates, along with community composition. Varying percentage CO2 addition and associated change in culture pH resulted in 3 distinct microalgal communities. Light absorption by the microalgae increased by up to 144% with CO2 addition, while a reduction in the package effect meant that there was less internal self-shading thereby increasing the efficiency of light absorption. Carbon augmentation increased the maximum rate of photosynthesis by up to 172%, which led to increased microalgal biovolume by up to 181% and an increase in total organic biomass for all treatments except 10% CO2. While 10% CO2 improved light absorption and photosynthesis this did not translate to enhanced microalgal productivity. Increased microalgal productivity with CO2 addition did not result in increased dissolved nutrient (nitrogen and phosphorus) removal. This experiment demonstrated that winter-time carbon augmentation up to 5% CO2 improved microalgal light absorption and utilisation, which ultimately increased microalgal biomass and is likely to enhance total annual microalgal areal productivity in HRAPs.

  7. Further results on delay-range-dependent stability with additive time-varying delay systems.

    PubMed

    Liu, Pin-Lin

    2014-03-01

    In this paper, new conditions for the delay-range-dependent stability analysis of time-varying delay systems are proposed in a Lyapunov-Krasovskii framework. Time delay is considered to be time-varying and has lower and upper bounds. A new method is first presented for a system with two time delays, integral inequality approach (IIA) used to express relationships among terms of Leibniz-Newton formula. Constructing a novel Lyapunov-Krasovskii functional includes information belonging to a given range; new delay-range-dependent criterion is established in term of linear matrix inequality (LMI). The advantage of that criterion lies in its simplicity and less conservative. This paper also presents a new result of stability analysis for continuous systems with two additive time-variant components representing a general class of delay with strong application background in network-based control systems. Resulting criteria are then expressed in terms of convex optimization with LMI constraints, allowing for use of efficient solvers. Finally, three numerical examples show these methods reducing conservatism and improving maximal allowable delay.

  8. Decreasing Transition Times in Elementary School Classrooms: Using Computer-Assisted Instruction to Automate Intervention Components

    ERIC Educational Resources Information Center

    Hine, Jeffrey F.; Ardoin, Scott P.; Foster, Tori E.

    2015-01-01

    Research suggests that students spend a substantial amount of time transitioning between classroom activities, which may reduce time spent academically engaged. This study used an ABAB design to evaluate the effects of a computer-assisted intervention that automated intervention components previously shown to decrease transition times. We examined…

  9. Classroom Interaction Patterns During Microteaching: Wait-Time As An Instructional Variable.

    ERIC Educational Resources Information Center

    Boeck, Marjorie A.; Hillenmeyer, Gale P.

    This study was designed to investigate the relationship between wait-time and two classroom interaction variables: cognitive level of teacher questions and length of student response. The interval of time between a teacher question and the next verbal response by teacher or student (wait-time) was measured using an electrocardiograph with…

  10. Analysis of Time to Event Outcomes in Randomized Controlled Trials by Generalized Additive Models

    PubMed Central

    Argyropoulos, Christos; Unruh, Mark L.

    2015-01-01

    Background Randomized Controlled Trials almost invariably utilize the hazard ratio calculated with a Cox proportional hazard model as a treatment efficacy measure. Despite the widespread adoption of HRs, these provide a limited understanding of the treatment effect and may even provide a biased estimate when the assumption of proportional hazards in the Cox model is not verified by the trial data. Additional treatment effect measures on the survival probability or the time scale may be used to supplement HRs but a framework for the simultaneous generation of these measures is lacking. Methods By splitting follow-up time at the nodes of a Gauss Lobatto numerical quadrature rule, techniques for Poisson Generalized Additive Models (PGAM) can be adopted for flexible hazard modeling. Straightforward simulation post-estimation transforms PGAM estimates for the log hazard into estimates of the survival function. These in turn were used to calculate relative and absolute risks or even differences in restricted mean survival time between treatment arms. We illustrate our approach with extensive simulations and in two trials: IPASS (in which the proportionality of hazards was violated) and HEMO a long duration study conducted under evolving standards of care on a heterogeneous patient population. Findings PGAM can generate estimates of the survival function and the hazard ratio that are essentially identical to those obtained by Kaplan Meier curve analysis and the Cox model. PGAMs can simultaneously provide multiple measures of treatment efficacy after a single data pass. Furthermore, supported unadjusted (overall treatment effect) but also subgroup and adjusted analyses, while incorporating multiple time scales and accounting for non-proportional hazards in survival data. Conclusions By augmenting the HR conventionally reported, PGAMs have the potential to support the inferential goals of multiple stakeholders involved in the evaluation and appraisal of clinical trial

  11. Effects of Time Management Instruction on Adolescents' Ability to Self-Manage Time in a Vocational Setting

    ERIC Educational Resources Information Center

    DiPipi-Hoy, Caroline; Jitendra, Asha K.; Kern, Lee

    2009-01-01

    This study investigated the effectiveness of a time self-management intervention in the work setting of four adolescents with developmental disabilities. A multiple baseline across participants design was used to examine the adolescents' ability to independently identify time and initiate work-related activities. Intervention was delivered by…

  12. Cognitive processes among skilled miniature golf players: effects of instructions on motor performance, concentration time, and perceived difficulty.

    PubMed

    Bäckman, L; Molander, B

    1991-01-01

    Highly skilled miniature golf players were examined on a simplified miniature golf task under different instructional conditions. Results indicated that requirements to attend to a variety of technical aspects of the game during preparation impaired motor performance, whereas providing players with those aspects of the game they reported thinking of did not affect motor performance. Data on concentration time and perceived difficulty indicated that increasing cognitive demands were associated with a decline in motor precision. The overall pattern of results was interpreted such that attention directed at technical aspects of the game interfered with the players' normal cognitive activity. Susceptibility to interference is a characteristic feature of controlled cognitive operations. Thus, the present results are consistent with the view that conscious cognitive activity may support motor behavior also at late stages of skill development.

  13. Identifiability of Additive, Time-Varying Actuator and Sensor Faults by State Augmentation

    NASA Technical Reports Server (NTRS)

    Upchurch, Jason M.; Gonzalez, Oscar R.; Joshi, Suresh M.

    2014-01-01

    Recent work has provided a set of necessary and sucient conditions for identifiability of additive step faults (e.g., lock-in-place actuator faults, constant bias in the sensors) using state augmentation. This paper extends these results to an important class of faults which may affect linear, time-invariant systems. In particular, the faults under consideration are those which vary with time and affect the system dynamics additively. Such faults may manifest themselves in aircraft as, for example, control surface oscillations, control surface runaway, and sensor drift. The set of necessary and sucient conditions presented in this paper are general, and apply when a class of time-varying faults affects arbitrary combinations of actuators and sensors. The results in the main theorems are illustrated by two case studies, which provide some insight into how the conditions may be used to check the theoretical identifiability of fault configurations of interest for a given system. It is shown that while state augmentation can be used to identify certain fault configurations, other fault configurations are theoretically impossible to identify using state augmentation, giving practitioners valuable insight into such situations. That is, the limitations of state augmentation for a given system and configuration of faults are made explicit. Another limitation of model-based methods is that there can be large numbers of fault configurations, thus making identification of all possible configurations impractical. However, the theoretical identifiability of known, credible fault configurations can be tested using the theorems presented in this paper, which can then assist the efforts of fault identification practitioners.

  14. Towards an Agenda for Studying Learning and Instruction Focusing on Time-Related Competences in Children

    ERIC Educational Resources Information Center

    Burny, Elise; Valcke, Martin; Desoete, Annemie

    2009-01-01

    Since the 1920s researchers have been studying children's temporal concepts, concluding that the concept of time is complex and difficult to teach children. This research literature review aims to provide a theoretical framework to guide future research about time-related teaching in primary school. After preliminary considerations about the…

  15. Just-in-time Design and Additive Manufacture of Patient-specific Medical Implants

    NASA Astrophysics Data System (ADS)

    Shidid, Darpan; Leary, Martin; Choong, Peter; Brandt, Milan

    Recent advances in medical imaging and manufacturing science have enabled the design and production of complex, patient-specific orthopaedic implants. Additive Manufacture (AM) generates three-dimensional structures layer by layer, and is not subject to the constraints associated with traditional manufacturing methods. AM provides significant opportunities for the design of novel geometries and complex lattice structures with enhanced functional performance. However, the design and manufacture of patient-specific AM implant structures requires unique expertise in handling various optimization platforms. Furthermore, the design process for complex structures is computationally intensive. The primary aim of this research is to enable the just-in-time customisation of AM prosthesis; whereby AM implant design and manufacture be completed within the time constraints of a single surgical procedure, while minimising prosthesis mass and optimising the lattice structure to match the stiffness of the surrounding bone tissue. In this research, a design approach using raw CT scan data is applied to the AM manufacture of femoral prosthesis. Using the proposed just-in-time concept, the mass of the prosthesis was rapidly designed and manufactured while satisfying the associated structural requirements. Compressive testing of lattice structures manufactured using proposed method shows that the load carrying capacity of the resected composite bone can be recovered by up to 85% and the compressive stiffness of the AM prosthesis is statistically indistinguishable from the stiffness of the initial bone.

  16. Time Is of the Essence: An Investigation of 4th and 5th Grade Teachers' Instructional Practices within the Literacy Block

    ERIC Educational Resources Information Center

    Mercurio, Harry J.

    2014-01-01

    This qualitative study examined the amount of time that fourth and fifth grade teachers devoted to literacy instruction within the time allotted to them within the daily literacy block. Prior research of the literacy block focused largely on primary grades (Allington, McGill-Franzen et a1.,2010; Cunningham & Allington, 2003; Morrow, 1992);…

  17. Part-Time Instructional Faculty and Staff: Who They Are, What They Do, and What They Think. 1993 National Study of Postsecondary Faculty (NSOPF:93). Statistical Analysis Report.

    ERIC Educational Resources Information Center

    Conley, Valerie Martin; Leslie, David W.

    Part-time faculty members are a sizeable part of the workforce in postsecondary institutions today. Forty-two percent of all instructional faculty and staff were employed part time by their institutions in the fall of 1992, and 44 percent of those individuals were teaching in two-year institutions. Data from the 1993 National Study of…

  18. RNA polymerase pausing regulates translation initiation by providing additional time for TRAP-RNA interaction.

    PubMed

    Yakhnin, Alexander V; Yakhnin, Helen; Babitzke, Paul

    2006-11-17

    RNA polymerase (RNAP) pause sites have been identified in several prokaryotic genes. Although the presumed biological function of RNAP pausing is to allow synchronization of RNAP position with regulatory factor binding and/or RNA folding, a direct causal link between pausing and changes in gene expression has been difficult to establish. RNAP pauses at two sites in the Bacillus subtilis trpEDCFBA operon leader. Pausing at U107 and U144 participates in transcription attenuation and trpE translation control mechanisms, respectively. Substitution of U144 caused a substantial pausing defect in vitro and in vivo. These mutations led to increased trp operon expression that was suppressed by overproduction of TRAP, indicating that pausing at U144 provides additional time for TRAP to bind to the nascent transcript and promote formation of an RNA structure that blocks translation of trpE. These results establish that pausing is capable of playing a role in regulating translation in bacteria. PMID:17114058

  19. Time-Resolved In Situ Measurements During Rapid Alloy Solidification: Experimental Insight for Additive Manufacturing

    DOE PAGES

    McKeown, Joseph T.; Zweiacker, Kai; Liu, Can; Coughlin, Daniel R.; Clarke, Amy J.; Baldwin, J. Kevin; Gibbs, John W.; Roehling, John D.; Imhoff, Seth D.; Gibbs, Paul J.; et al

    2016-01-27

    In research and industrial environments, additive manufacturing (AM) of metals and alloys is becoming a pervasive technology, though significant challenges remain before widespread implementation of AM can be realized. In situ investigations of rapid alloy solidification with high spatial and temporal resolutions can provide unique experimental insight into microstructure evolution and kinetics that are relevant for AM processing. Hypoeutectic thin-film Al–Cu and Al–Si alloys were investigated using dynamic transmission electron microscopy to monitor pulsed-laser-induced rapid solidification across microsecond timescales. Solid–liquid interface velocities measured from time-resolved images revealed accelerating solidification fronts in both alloys. We observed microstructure evolution, solidification product, andmore » presence of a morphological instability at the solid–liquid interface in the Al–4 at.%Cu alloy are related to the measured interface velocities and small differences in composition that affect the thermophysical properties of the alloys. These time-resolved in situ measurements can inform and validate predictive modeling efforts for AM.« less

  20. Balance times of multidimensional quasi-additive potentials for a measure-preserving semiflow

    NASA Astrophysics Data System (ADS)

    Dai, Xiongping

    2013-12-01

    Let \\theta\\colon X\\times{T}\\rightarrow X;\\ (x,t)\\mapsto{x{\\boldsymbol\\cdot} t} , where {T}={Z}_+ or {R}_+ , be a measure-preserving semiflow on a probability space (X,\\mathscr{F},\\mu) and given a d-dimensional measurable potential p\\colon X\\times{T}\\rightarrow{R}^d which is δ-quasi-additive with respect to θ, where δ ⩾ 0 namely, for μ-a.e. x ∈ X and for all s,t\\in{T} , \\begin{equation*}|p(x,t+s)-(p(x,t)+p(x{\\boldsymbol\\cdot} t,s))|\\le\\delta. \\end{equation*} We prove that if there exists a measurable {R}^d -valued function p*(x) such that \\begin{equation*}\\lim_{t\\to\\infty}\\frac{1}{t}p(x,t)=p^*(x)\\tqs for~\\mu-a.e.\\, x\\in X, \\end{equation*} then for μ-a.e. x ∈ X and any ε > 0, there holds the following tight control by p*(x): \\begin{equation*}{\\bf mes}\\left\\{t\\in{T}\\colon|p(x,t)-p^*(x)t|\\le\\varepsilon+ \\delta\\right\\}=\\infty, \\end{equation*} where mes{·} stands for the Lebesgue measure in the real line {R} or the counting measure in {Z} . This can be applied to the study of ergodic forced monotonic circle maps and of the normal numbers.

  1. Regulation of Soil Microbial Carbon-use Efficiency by Soil Moisture, Substrate Addition, and Incubation Time

    NASA Astrophysics Data System (ADS)

    Stark, J.

    2015-12-01

    Microbial carbon-use efficiency (CUE) is a key variable in biogeochemical cycling that regulates soil C sequestration, greenhouse gas emissions, and retention of inorganic nutrients. Microbial CUE is the fraction of C converted to biomass rather than respired as CO2. Biogeochemical models have been shown to be highly sensitive to variation in CUE; however, we currently have a poor understanding of how CUE responds to environmental variables such as soil moisture and nutrient limitations. We examined the effect of soil moisture and C supply on CUE in soil from a western hemlock / sitka spruce forest in Oregon, USA, using a novel technique which supplies 13C and 15N substrates through the gas phase so that water addition is not necessary. Soil samples (28 g oven-dry equiv. wt) at two water potentials (-0.03 and -3.55 MPa) were exposed to 13C-acetic acid vapor for either 6 or 30 sec to provide two different concentrations of acetate to soil microbial communities. The soils were also injected with small amounts of 15NH3 gas to allow quantification of microbial N assimilation rates and to provide an alternate method of calculating CUE. Rates of 13CO2 respiration were measured continuously during a 48-h incubation using cavity ring-down spectroscopy. Soil samples were extracted at seven time intervals (0, 0.5, 1.5, 4.5, 12, 24, and 48 h) in 0.5 M K2SO4 and analyzed for DO13C, microbial 13C, DO15N, inorganic 15N, and microbial 15N to calculate how gross rates of C and N assimilation and microbial CUE change with incubation time. As expected, microbial C and N assimilation rates and CUE increased with soil moisture and the quantity of acetate added; however, C:N assimilated was higher at lower soil moisture, suggesting that either C-storage compounds were being created, or that fungal communities were responsible for a greater proportion of the assimilation in drier soils. Assimilation rates and CUE also changed with incubation time, demonstrating that estimates of CUE

  2. Instructing Medical Students on Alcoholism: What to Teach with Limited Time.

    ERIC Educational Resources Information Center

    Nocks, James J.

    1980-01-01

    Research literature dealing with physicians' attitudes toward alcoholism, reasons for their feelings, and attempts to change them through teaching is reviewed. It is suggested that, due to the limited time in the medical school curriculum, emphasis should be on physician attitudes. A Yale-VA Medical Center course on alcoholism is described.…

  3. Individualized Instruction in Science, Time-Space-Matter, Self-Directed Activities.

    ERIC Educational Resources Information Center

    Kuczma, R. M.

    As a supplement to Learning Activity Packages (LAP) on the time-space-matter subject, details are presented for self-directed activities. Major descriptions are given on the background of LAP characteristics, metric system, profile graph construction, spectroscope operation, radiant energy measurement, sunspot effects, density determination,…

  4. Case-Based Instruction in Different Delivery Contexts: The Impact of Time in Cases

    ERIC Educational Resources Information Center

    Koury, Kevin; Hollingsead, Candice; Fitzgerald, Gail; Miller, Kevin; Mitchem, Katherine; Tsai, Hui-Hsien; Zha, Shenghua

    2009-01-01

    The focus of this article is a mixed methods naturalistic research project investigating the relationship between learners' time working within multimedia cases and learners' outcomes. Research was conducted across multiple delivery contexts in four universities. Participants were undergraduate and graduate teacher education students completing…

  5. Blogs and Wikis as Instructional Tools: A Social Software Adaptation of Just-in-Time Teaching

    ERIC Educational Resources Information Center

    Higdon, Jude; Topaz, Chad

    2009-01-01

    Just-in-Time Teaching (JiTT) methodology uses Web-based tools to gather student responses to questions on preclass reading assignments. However, the technological requirements of JiTT and the content-specific nature of the questions may prevent some instructors from implementing it. Our own JiTT implementation uses publicly and freely available…

  6. Individualized Instruction in Science, Time-Space-Matter, Learning Activity Packages.

    ERIC Educational Resources Information Center

    Kuczma, R. M.

    Learning Activity Packages (LAP) relating to time, space, and matter are presented for use in sampling a new type of learning for a whole year. Besides the unit on introduction to individualized learning, 11 major topics are incorporated into three other units: (1) observation of the physical world, (2) space and exploration for environmental…

  7. Guiding Learners through Technology-Based Instruction: The Effects of Adaptive Guidance Design and Individual Differences on Learning over Time

    ERIC Educational Resources Information Center

    Kanar, Adam M.; Bell, Bradford S.

    2013-01-01

    Adaptive guidance is an instructional intervention that helps learners to make use of the control inherent in technology-based instruction. The present research investigated the interactive effects of guidance design (i.e., framing of guidance information) and individual differences (i.e., pretraining motivation and ability) on learning basic and…

  8. The Histories and Mysteries of Grammar Instruction: Supporting Elementary Teachers in the Time of the Common Core

    ERIC Educational Resources Information Center

    Gartland, Lauren B.; Smolkin, Laura B.

    2016-01-01

    The reemergence of grammar instruction in the Common Core State Standards has likely left teachers confused. On the one hand, they have been told repeatedly that grammar instruction does not improve student outcomes, and can, in fact, be "harmful" to students. However, on the other hand, many Anglophone countries, including the United…

  9. Effect of Personalized System of Instruction on Health-Related Fitness Knowledge and Class Time Physical Activity

    ERIC Educational Resources Information Center

    Prewitt, Steven L.; Hannon, James C.; Colquitt, Gavin; Brusseau, Timothy A.; Newton, Maria; Shaw, Janet

    2015-01-01

    In previous studies, researchers have identified a general low level of health-related fitness (HRF) knowledge among secondary students that can effect levels of physical activity (PA). An instructional strategy that may increase HRF knowledge without decreasing PA is the personalized system of instruction (PSI). Two classes from a private urban…

  10. Sequential Effects of High and Low Instructional Guidance on Children's Acquisition of Experimentation Skills: Is It All in the Timing?

    ERIC Educational Resources Information Center

    Matlen, Bryan J.; Klahr, David

    2013-01-01

    We report the effect of different sequences of high vs low levels of instructional guidance on children's immediate learning and long-term transfer of simple experimental design procedures and concepts, often called "CVS" (Control of Variables Strategy). Third-grade children (N = 57) received instruction in CVS via one of four possible orderings…

  11. Manipulating Instructions Strategically Affects Reliance on the Ventral-Lexical Reading Stream: Converging Evidence from Neuroimaging and Reaction Time

    ERIC Educational Resources Information Center

    Cummine, Jacqueline; Gould, Layla; Zhou, Crystal; Hrybouski, Stan; Siddiqi, Zohaib; Chouinard, Brea; Borowsky, Ron

    2013-01-01

    Neurobiology of reading research has yet to explore whether reliance on the ventral-lexical stream during word reading can be enhanced by the instructed reading strategy, or whether it is impervious to such strategies. We examined Instructions: "name all" vs. "name words" (based on spelling), Word Type: "regular words" vs. "exception words", and…

  12. Perceived affordances and constraints regarding instructors' use of Peer Instruction: Implications for promoting instructional change

    NASA Astrophysics Data System (ADS)

    Turpen, Chandra; Dancy, Melissa; Henderson, Charles

    2016-06-01

    [This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] In order to promote sustained and impactful educational transformation, it is essential for change agents to understand more about faculty perceptions associated with either adopting or not adopting a research-based instructional strategy (RBIS). In this paper, we use interviews with 35 physics faculty to examine barriers and affordances to the use of the research-based instructional strategy of Peer Instruction. We found that the most common reasons faculty give for aligning their instruction with Peer Instruction is that it is not lecture and they have had positive experiences with Peer Instruction. The most common reasons faculty give for not using Peer Instruction are concerns about the time it will take, the loss of content coverage, and having had bad experiences with it. Additionally, we found the perceived barriers to be very different depending on whether the interviewee was a user of Peer Instruction or not, with nonusers being more concerned with time and users being more concerned with implementation difficulties. It is important for change agents to understand and address concerns faculty have about implementing research-based instructional strategies. Based on these results we offer four recommendations for those interested in promoting educational transformation toward research-based instructional strategies: (1) do not waste a lot of time criticizing lecture-based instruction and convincing faculty of the value of research-based strategies (they are already dissatisfied with lecture), (2) understand and address concerns faculty have about implementing active learning techniques, (3) focus on supporting and encouraging faculty experiences with RBIS, (4) address concerns faculty new to RBIS have about the time and energy needed to change.

  13. Time- and isomer-resolved measurements of sequential addition of acetylene to the propargyl radical

    DOE PAGES

    Savee, John D.; Selby, Talitha M.; Welz, Oliver; Taatjes, Craig A.; Osborn, David L.

    2015-10-06

    Soot formation in combustion is a complex process in which polycyclic aromatic hydrocarbons (PAHs) are believed to play a critical role. Recent works concluded that three consecutive additions of acetylene (C2H2) to propargyl (C3H3) create a facile route to the PAH indene (C9H8). However, the isomeric forms of C5H5 and C7H7 intermediates in this reaction sequence are not known. We directly investigate these intermediates using time- and isomer-resolved experiments. Both the resonance stabilized vinylpropargyl (vp-C5H5) and 2,4-cyclopentadienyl (c-C5H5) radical isomers of C5H5 are produced, with substantially different intensities at 800 K vs 1000 K. In agreement with literature master equationmore » calculations, we find that c-C5H5 + C2H2 produces only the tropyl isomer of C7H7 (tp-C7H7) below 1000 K, and that tp-C7H7 + C2H2 terminates the reaction sequence yielding C9H8 (indene) + H. Lastly, this work demonstrates a pathway for PAH formation that does not proceed through benzene.« less

  14. Time- and Isomer-Resolved Measurements of Sequential Addition of Acetylene to the Propargyl Radical.

    PubMed

    Savee, John D; Selby, Talitha M; Welz, Oliver; Taatjes, Craig A; Osborn, David L

    2015-10-15

    Soot formation in combustion is a complex process in which polycyclic aromatic hydrocarbons (PAHs) are believed to play a critical role. Recent works concluded that three consecutive additions of acetylene (C2H2) to propargyl (C3H3) create a facile route to the PAH indene (C9H8). However, the isomeric forms of C5H5 and C7H7 intermediates in this reaction sequence are not known. We directly investigate these intermediates using time- and isomer-resolved experiments. Both the resonance stabilized vinylpropargyl (vp-C5H5) and 2,4-cyclopentadienyl (c-C5H5) radical isomers of C5H5 are produced, with substantially different intensities at 800 K vs 1000 K. In agreement with literature master equation calculations, we find that c-C5H5 + C2H2 produces only the tropyl isomer of C7H7 (tp-C7H7) below 1000 K, and that tp-C7H7 + C2H2 terminates the reaction sequence yielding C9H8 (indene) + H. This work demonstrates a pathway for PAH formation that does not proceed through benzene. PMID:26722791

  15. Brief time-based activity pacing instruction as a singular behavioral intervention was not effective in participants with symptomatic osteoarthritis.

    PubMed

    Murphy, Susan L; Kratz, Anna L; Kidwell, Kelley; Lyden, Angela K; Geisser, Michael E; Williams, David A

    2016-07-01

    Osteoarthritis (OA) of the lower extremities is a prevalent cause of disability in which symptoms interfere with mobility and activity participation. Behavioral self-management for OA symptomatology is commonly recommended; but these interventions are underutilized, unstandardized in application, and at times, unavailable in the context of clinical care. For people with chronic pain, rehabilitation professionals may select to apply activity pacing instruction as one behavioral strategy to manage symptoms. Activity pacing is widely used in combination with other pharmacological and behavioral interventions but has not been studied as a singular behavioral intervention for people with OA. The purpose of this study was to evaluate the effectiveness of an occupational therapist-delivered, time-based activity pacing program for treatment of pain, fatigue, and physical function in people with symptomatic knee or hip OA. A 3-arm randomized controlled trial was conducted in which 193 people were randomized into tailored activity pacing, general activity pacing, or usual care arms. Assessments were done at 10 weeks and 6 months after baseline. Using linear mixed models, Western Ontario and McMaster Universities Osteoarthritis Index pain scores changed over time, decreasing the most in the general and usual care groups; only the usual care group had decreased pain over 6 months. The tailored and general activity pacing groups reported higher frequency of pacing behaviors than the usual care group at 10 weeks, but pacing was not sustained at 6 months. This trial does not support the use of time-based pacing as a singular behavioral strategy for people with knee or hip OA. PMID:26963847

  16. Eighth Grade Science Teachers Use of Instructional Time: Comparing Questions from the Third International Mathematics and Science Study (TIMSS) and National Science Foundation Questionnaires.

    ERIC Educational Resources Information Center

    Davidson, Anne Burgess

    Did the Third International Mathematics and Science Study (TIMSS) ask eighth grade science teachers the right questions about their use of instructional time? TIMSS asked teachers to recall a lesson that they had taught, and then group activities into 11 categories. This study examined the TIMSS question "How did the lesson proceed?" by…

  17. The Influence of Instructional Climates on Time Spent in Management Tasks and Physical Activity of 2nd-Grade Students during Physical Education

    ERIC Educational Resources Information Center

    Logan, Samuel W.; Robinson, Leah E.; Webster, E. Kipling; Rudisill, Mary E.

    2015-01-01

    The purpose of this study is to determine the effect of two physical education (PE) instructional climates (mastery, performance) on the percentage of time students spent in a) moderate-to-vigorous physical activity (MVPA) and b) management tasks during PE in 2nd-grade students. Forty-eight 2nd graders (mastery, n = 23; performance, n = 25)…

  18. Staff in Postsecondary Institutions, Fall 2001, and Salaries of Full-Time Instructional Faculty, 2001-02. E.D. Tabs.

    ERIC Educational Resources Information Center

    Knapp, Laura G.; Kelly, Janice E.; Whitmore, Roy W.; Wu, Shiying; Huh, Seungho; Levine, Burton; Broyles, Susan G.

    This report presents findings from the Integrated Postsecondary Education Data System (IPEDS) winter 2001-2002 data collection that included both race and gender information for staff employed in fall 2001 and salaries and fringe benefits of full-time instructional faculty for academic year 2001-2002. Data were collected through a Web-based data…

  19. Elegant Instruction

    ERIC Educational Resources Information Center

    Luterbach, Kenneth J.

    2013-01-01

    This article describes a new form of instruction called elegant instruction. Generally speaking, educational technologists assert that instruction ought to be effective and efficient. Some educational technologists might add that instruction should also satisfy learners. Incorporating the standard requirements and going beyond satisfaction,…

  20. Time- and isomer-resolved measurements of sequential addition of acetylene to the propargyl radical

    SciTech Connect

    Savee, John D.; Selby, Talitha M.; Welz, Oliver; Taatjes, Craig A.; Osborn, David L.

    2015-10-06

    Soot formation in combustion is a complex process in which polycyclic aromatic hydrocarbons (PAHs) are believed to play a critical role. Recent works concluded that three consecutive additions of acetylene (C2H2) to propargyl (C3H3) create a facile route to the PAH indene (C9H8). However, the isomeric forms of C5H5 and C7H7 intermediates in this reaction sequence are not known. We directly investigate these intermediates using time- and isomer-resolved experiments. Both the resonance stabilized vinylpropargyl (vp-C5H5) and 2,4-cyclopentadienyl (c-C5H5) radical isomers of C5H5 are produced, with substantially different intensities at 800 K vs 1000 K. In agreement with literature master equation calculations, we find that c-C5H5 + C2H2 produces only the tropyl isomer of C7H7 (tp-C7H7) below 1000 K, and that tp-C7H7 + C2H2 terminates the reaction sequence yielding C9H8 (indene) + H. Lastly, this work demonstrates a pathway for PAH formation that does not proceed through benzene.

  1. Applying learning theories and instructional design models for effective instruction.

    PubMed

    Khalil, Mohammed K; Elkhider, Ihsan A

    2016-06-01

    Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory.

  2. Enhancing Instructional Design Efficiency: Methodologies Employed by Instructional Designers

    ERIC Educational Resources Information Center

    Roytek, Margaret A.

    2010-01-01

    Instructional systems design (ISD) has been frequently criticised as taking too long to implement, calling for a reduction in cycle time--the time that elapses between project initiation and delivery. While instructional design research has historically focused on increasing "learner" efficiencies, the study of what instructional designers do to…

  3. Lateralization of High-Frequency Clicks Based on Interaural Time: Additivity of Information across Frequency

    NASA Astrophysics Data System (ADS)

    Wenzel, Elizabeth Marie

    Lateralization performance based on interaural differences of time (IDTs) was measured for trains of Gaussian clicks which varied in spectral content. In the first experiment, thresholds ((DELTA)IDTs) were measured as a function of the number of clicks in the train (n = 1 to 32), the interclick interval (ICI = 2.5 or 5 ms), and the spectral content (1 vs. 2 or 4 carriers). Subjects' performance was compared to perfect statistical summation which predicts slopes of -.50 when log-(DELTA)IDT vs. long -n is plotted. The results showed that increasing the spectral content of the clicks decreased the intercepts of the log -log functions (decreased thresholds) while having little effect on their slopes. Shortening the ICIs caused the slopes of the functions to decrease in absolute value. To estimate the bandwidth of frequency-interaction in lateralization, d's were measured for clicks with constant IDTs (n = 1) with a fixed carrier (FF = 4000, 5200, 6000 or 7200 Hz), both alone and combined with a second click whose carrier (F) varied from 3500 to 8500 Hz. Performance in combined conditions was compared to independent summation of the information carried by the two frequency-bands. Performance improved as the separation between F and FF increased until the level predicted by independence was reached. The final experiment investigated the interaction of frequency content with IDT. d's were measured as a function of the IDT in clicks with carriers of 5200, 6000 or 7200 Hz, both alone and combined with a 4000-Hz click with a fixed IDT. Performance in combined conditions was again compared to independent additivity. The improvement with frequency was explained by an increase in the number of samples of the IDT reaching the binaural centers due to spread of excitation along the basilar membrane. Less than independent summation was explained by correlation between overlapping bands which reduced the amount of information exciting independent channels. The data also suggest that

  4. 14 CFR 121.523 - Flight time limitations: Crew of three or more pilots and additional airmen as required.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 14 Aeronautics and Space 3 2012-01-01 2012-01-01 false Flight time limitations: Crew of three or more pilots and additional airmen as required. 121.523 Section 121.523 Aeronautics and Space FEDERAL... OPERATIONS Flight Time Limitations: Supplemental Operations § 121.523 Flight time limitations: Crew of...

  5. 14 CFR 121.523 - Flight time limitations: Crew of three or more pilots and additional airmen as required.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 14 Aeronautics and Space 3 2013-01-01 2013-01-01 false Flight time limitations: Crew of three or more pilots and additional airmen as required. 121.523 Section 121.523 Aeronautics and Space FEDERAL... OPERATIONS Flight Time Limitations: Supplemental Operations § 121.523 Flight time limitations: Crew of...

  6. 14 CFR 121.485 - Flight time limitations: Three or more pilots and an additional flight crewmember.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 14 Aeronautics and Space 3 2013-01-01 2013-01-01 false Flight time limitations: Three or more pilots and an additional flight crewmember. 121.485 Section 121.485 Aeronautics and Space FEDERAL... OPERATIONS Flight Time Limitations: Flag Operations § 121.485 Flight time limitations: Three or more...

  7. 14 CFR 121.523 - Flight time limitations: Crew of three or more pilots and additional airmen as required.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 14 Aeronautics and Space 3 2014-01-01 2014-01-01 false Flight time limitations: Crew of three or more pilots and additional airmen as required. 121.523 Section 121.523 Aeronautics and Space FEDERAL... OPERATIONS Flight Time Limitations: Supplemental Operations § 121.523 Flight time limitations: Crew of...

  8. 14 CFR 121.523 - Flight time limitations: Crew of three or more pilots and additional airmen as required.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 14 Aeronautics and Space 3 2011-01-01 2011-01-01 false Flight time limitations: Crew of three or more pilots and additional airmen as required. 121.523 Section 121.523 Aeronautics and Space FEDERAL... OPERATIONS Flight Time Limitations: Supplemental Operations § 121.523 Flight time limitations: Crew of...

  9. 14 CFR 121.523 - Flight time limitations: Crew of three or more pilots and additional airmen as required.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Flight time limitations: Crew of three or more pilots and additional airmen as required. 121.523 Section 121.523 Aeronautics and Space FEDERAL... OPERATIONS Flight Time Limitations: Supplemental Operations § 121.523 Flight time limitations: Crew of...

  10. 14 CFR 121.485 - Flight time limitations: Three or more pilots and an additional flight crewmember.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 14 Aeronautics and Space 3 2012-01-01 2012-01-01 false Flight time limitations: Three or more pilots and an additional flight crewmember. 121.485 Section 121.485 Aeronautics and Space FEDERAL... OPERATIONS Flight Time Limitations: Flag Operations § 121.485 Flight time limitations: Three or more...

  11. 14 CFR 121.485 - Flight time limitations: Three or more pilots and an additional flight crewmember.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 14 Aeronautics and Space 3 2011-01-01 2011-01-01 false Flight time limitations: Three or more pilots and an additional flight crewmember. 121.485 Section 121.485 Aeronautics and Space FEDERAL... OPERATIONS Flight Time Limitations: Flag Operations § 121.485 Flight time limitations: Three or more...

  12. 14 CFR 121.485 - Flight time limitations: Three or more pilots and an additional flight crewmember.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Flight time limitations: Three or more pilots and an additional flight crewmember. 121.485 Section 121.485 Aeronautics and Space FEDERAL... OPERATIONS Flight Time Limitations: Flag Operations § 121.485 Flight time limitations: Three or more...

  13. 14 CFR 121.485 - Flight time limitations: Three or more pilots and an additional flight crewmember.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 14 Aeronautics and Space 3 2014-01-01 2014-01-01 false Flight time limitations: Three or more pilots and an additional flight crewmember. 121.485 Section 121.485 Aeronautics and Space FEDERAL... OPERATIONS Flight Time Limitations: Flag Operations § 121.485 Flight time limitations: Three or more...

  14. The potential of supplemental instruction in engineering education: creating additional peer-guided learning opportunities in difficult compulsory courses for first-year students

    NASA Astrophysics Data System (ADS)

    Malm, Joakim; Bryngfors, Leif; Mörner, Lise-Lotte

    2016-09-01

    Supplemental Instruction (SI) can be an efficient way of improving student success in difficult courses. Here, a study is made on SI attached to difficult first-year engineering courses. The results show that both the percentage of students passing a difficult first-year engineering course, and scores on the course exams are considerably higher for students attending SI, compared to students not attending. The study also shows that a higher percentage of female students attend SI, compared to male students. However, both genders seem to benefit to the same degree as a result of attending SI meetings. Also all students, independent of prior academic ability, benefit from attending SI. A qualitative study suggests that SI meetings provide elements important for understanding course material, which are missing from other scheduled learning opportunities in the courses.

  15. High Impact Instruction

    ERIC Educational Resources Information Center

    Knight, Jim

    2013-01-01

    The key to improving student achievement isn't more teacher time--it's more teacher impact. But how do you decide which instructional practices will deliver the most bang for your buck? In this handbook, written for teachers but suitable for use by principals and instructional coaches, best-selling author Jim Knight presents the high-leverage…

  16. Effect of Hydrogen Addition on Methane HCCI Engine Ignition Timing and Emissions Using a Multi-zone Model

    NASA Astrophysics Data System (ADS)

    Wang, Zi-han; Wang, Chun-mei; Tang, Hua-xin; Zuo, Cheng-ji; Xu, Hong-ming

    2009-06-01

    Ignition timing control is of great importance in homogeneous charge compression ignition engines. The effect of hydrogen addition on methane combustion was investigated using a CHEMKIN multi-zone model. Results show that hydrogen addition advances ignition timing and enhances peak pressure and temperature. A brief analysis of chemical kinetics of methane blending hydrogen is also performed in order to investigate the scope of its application, and the analysis suggests that OH radical plays an important role in the oxidation. Hydrogen addition increases NOx while decreasing HC and CO emissions. Exhaust gas recirculation (EGR) also advances ignition timing; however, its effects on emissions are generally the opposite. By adjusting the hydrogen addition and EGR rate, the ignition timing can be regulated with a low emission level. Investigation into zones suggests that NOx is mostly formed in core zones while HC and CO mostly originate in the crevice and the quench layer.

  17. Additional efficient computation of branched nerve equations: adaptive time step and ideal voltage clamp.

    PubMed

    Borg-Graham, L J

    2000-01-01

    Various improvements are described for the simulation of biophysically and anatomically detailed compartmental models of single neurons and networks of neurons. These include adaptive time-step integration and a reordering of the circuit matrix to allow ideal voltage clamp of arbitrary nodes. We demonstrate how the adaptive time-step method can give equivalent accuracy as a fixed time-step method for typical current clamp simulation protocols, with about a 2.5 reduction in runtime. The ideal voltage clamp method is shown to be more stable than the nonideal case, in particular when used with the adaptive time-step method. Simulation results are presented using the Surf-Hippo Neuron Simulation System, a public domain object-oriented simulator written in Lisp. PMID:10809013

  18. Instructional Interventions.

    ERIC Educational Resources Information Center

    Michie, Joan S.

    2003-01-01

    Since passage of Maryland State Senate Bill 795 and adoption of the Master Plan, considerable effort has gone into enhancing instruction and instructional support services in the Baltimore City Public School System. Describes various instructional elements, examining: the citywide curriculum framework; training on new curriculum materials;…

  19. ERIP application instructions

    SciTech Connect

    Watt, D.M.

    1992-01-02

    This report provides background information and instructions to assist applicants in writing Energy-Related Inventions Program (ERIP) applications. Initial feedback fro usage for the new instructions shows that the best instructions would not be read and followed by all applicants. Applications from more than thirty applicants who have received the new instructions indicated that few had read the instructions. Based on this feedback, the instructions have been further revised to include a title page and table of contents. A warning was also added to advise applicants of the potential penalty of delayed review if these instructions are not followed. This revision was intended to address the possibility that some applicants did not see or bother to follow the instructions which followed the background information about ERIP. Included are two examples of ERIP applications which have been prepared for handout at workshops or mailing to applicants. Writing of example applications was time consuming and more difficult than expected for several reasons: (1) Full disclosures can be lengthy, very detailed, and technical. This contrasts with the desire to prepare examples which are comparatively short and easy for the non-technical person to read. (2) Disclosures contain confidential information which should not be published. (3) It is difficult to imagine that applicants will study examples when they do not bother to read the basic instructions.

  20. Instructional Planning Time: A Review of Existing Research and Educator Practice during the 2012-2013 School Year

    ERIC Educational Resources Information Center

    Hixson, Nate; Stohr, Amber D.; Hammer, Patricia Cahape

    2013-01-01

    A study of instructional planning periods was undertaken in late 2013 pursuant to West Virginia State Code §18A-4-14 which states: "The state board shall conduct a study on planning periods. The study shall include, but not be limited to, the appropriate length for planning periods at the various grade levels and for the different types of…

  1. An Analysis of Mathematics Interventions: Increased Time-on-Task Compared with Computer-Assisted Mathematics Instruction

    ERIC Educational Resources Information Center

    Calhoun, James M., Jr.

    2011-01-01

    Student achievement is not progressing on mathematics as measured by state, national, and international assessments. Much of the research points to mathematics curriculum and instruction as the root cause of student failure to achieve at levels comparable to other nations. Since mathematics is regarded as a gate keeper to many educational…

  2. Evaluation of Intercultural Instructional Multimedia Material on Implicit Xenophobic Cognition: Short Time Effects on Implicit Information Processing

    ERIC Educational Resources Information Center

    Zumbach, Joerg; Schrangl, Gerhard; Mortensen, Chad; Moser, Stephanie

    2016-01-01

    Considering xenophobic attacks against foreigners and ethnic or religious motivated wars, there is a need for educational concepts to extinguish xenophobia. A model describing the cognitive processes involved in Xenophobic cognition was developed. Instructional multimedia material that discussed various forms of alienation was developed and…

  3. Nutrient and water addition effects on day- and night-time conductance and transpiration in a C3 desert annual.

    PubMed

    Ludwig, Fulco; Jewitt, Rebecca A; Donovan, Lisa A

    2006-06-01

    Recent research has shown that many C3 plant species have significant stomatal opening and transpire water at night even in desert habitats. Day-time stomatal regulation is expected to maximize carbon gain and prevent runaway cavitation, but little is known about the effect of soil resource availability on night-time stomatal conductance (g) and transpiration (E). Water (low and high) and nutrients (low and high) were applied factorially during the growing season to naturally occurring seedlings of the annual Helianthus anomalus. Plant height and biomass were greatest in the treatment where both water and nutrients were added, confirming resource limitations in this habitat. Plants from all treatments showed significant night-time g (approximately 0.07 mol m(-2) s(-1)) and E (approximately 1.5 mol m(-2) s(-1)). In July, water and nutrient additions had few effects on day- or night-time gas exchange. In August, however, plants in the nutrient addition treatments had lower day-time photosynthesis, g and E, paralleled by lower night-time g and E. Lower predawn water potentials and higher integrated photosynthetic water-use efficiency suggests that the nutrient addition indirectly induced a mild water stress. Thus, soil resources can affect night-time g and E in a manner parallel to day-time, although additional factors may also be involved.

  4. Task-Based Writing Instruction

    ERIC Educational Resources Information Center

    Bantis, Alexandros

    2010-01-01

    The purpose of this study was to investigate the impact of task-based writing instruction, a communicative language-teaching method, on second language acquisition and differentiation of instruction for English language learners during the independent work time instructional component of the Open Court Reading program. Through student-teacher…

  5. Integrated Middle School Literacy Instruction

    ERIC Educational Resources Information Center

    Stevens, Robert J.

    2006-01-01

    This article examines the use of the TARRGET model (Tasks, Autonomy, Recognition, Resources, Grouping, Evaluation, and Time) in restructuring middle school literacy instruction in urban schools. By changing the scheduling of reading and writing instruction, using literature as a basis for reading instruction, and emphasizing comprehension…

  6. Investigating critical effects of variegated lubricants, glidants and hydrophilic additives on lag time of press coated ethylcellulose tablets.

    PubMed

    Patadia, Riddhish; Vora, Chintan; Mittal, Karan; Mashru, Rajashree

    2016-01-01

    The research envisaged focuses on vital impacts of variegated lubricants, glidants and hydrophilic additives on lag time of press coated ethylcellulose (EC) tablets using prednisone as a model drug. Several lubricants and glidants such as magnesium stearate, colloidal SiO2, sodium stearyl fumarate, talc, stearic acid, polyethylene glycol (6000) and glyceryl behenate were investigated to understand their effects on lag time by changing their concentrations in outer coat. Further, the effects of hydrophilic additives on lag time were examined for hydroxypropylmethylcellulose (E5), hydroxypropylcellulose (EF and SSL), povidone (K30), copovidone, polyethylene glycol (4000), lactose and mannitol. In vitro drug release testing revealed that each selected lubricant/glidant, if present even at concentration of 0.25% w/w, significantly reduced the lag time of press coated tablets. Specifically, colloidal SiO2 and/or magnesium stearate were detrimental while other lubricants/glidants were relatively less injurious. Among hydrophilic additives, freely water soluble fillers had utmost influence in lag time, whereas, comparatively less impact was observed with polymeric binders. Concisely, glidant and lubricant should be chosen to have minimal impact on lag time and further judicious selection of hydrophilic additives should be exercised for modulating lag time of pulsatile release formulations.

  7. Vectran Fiber Time-Dependent Behavior and Additional Static Loading Properties

    NASA Technical Reports Server (NTRS)

    Fette, Russell B.; Sovinski, Marjorie F.

    2004-01-01

    Vectran HS appears from literature and testing to date to be an ideal upgrade from Kevlar braided cords for many long-term, static-loading applications such as tie-downs on solar arrays. Vectran is a liquid crystalline polymer and exhibits excellent tensile properties. The material has been touted as a zero creep product. Testing discussed in this report does not support this statement, though the creep is on the order of four times slower than with similar Kevlar 49 products. Previous work with Kevlar and new analysis of Vectran testing has led to a simple predictive model for Vectran at ambient conditions. The mean coefficient of thermal expansion (negative in this case) is similar to Kevlar 49, but is not linear. A positive transition in the curve occurs near 100 C. Out-gassing tests show that the material performs well within parameters for most space flight applications. Vectran also offers increased abrasion resistance, minimal moisture regain, and similar UV degradation. The effects of material construction appear to have a dramatic effect in stress relaxation for braided Vectran. To achieve the improved relaxation rate, upgrades must also examine alternate construction or preconditioning methods. This report recommends Vectran HS as a greatly improved replacement material for applications where time-dependent relaxation is a major factor.

  8. A method for calculating minimum biodiversity offset multipliers accounting for time discounting, additionality and permanence

    PubMed Central

    Laitila, Jussi; Moilanen, Atte; Pouzols, Federico M

    2014-01-01

    Biodiversity offsetting, which means compensation for ecological and environmental damage caused by development activity, has recently been gaining strong political support around the world. One common criticism levelled at offsets is that they exchange certain and almost immediate losses for uncertain future gains. In the case of restoration offsets, gains may be realized after a time delay of decades, and with considerable uncertainty. Here we focus on offset multipliers, which are ratios between damaged and compensated amounts (areas) of biodiversity. Multipliers have the attraction of being an easily understandable way of deciding the amount of offsetting needed. On the other hand, exact values of multipliers are very difficult to compute in practice if at all possible. We introduce a mathematical method for deriving minimum levels for offset multipliers under the assumption that offsetting gains must compensate for the losses (no net loss offsetting). We calculate absolute minimum multipliers that arise from time discounting and delayed emergence of offsetting gains for a one-dimensional measure of biodiversity. Despite the highly simplified model, we show that even the absolute minimum multipliers may easily be quite large, in the order of dozens, and theoretically arbitrarily large, contradicting the relatively low multipliers found in literature and in practice. While our results inform policy makers about realistic minimal offsetting requirements, they also challenge many current policies and show the importance of rigorous models for computing (minimum) offset multipliers. The strength of the presented method is that it requires minimal underlying information. We include a supplementary spreadsheet tool for calculating multipliers to facilitate application. PMID:25821578

  9. Effect of Powder Reuse Times on Additive Manufacturing of Ti-6Al-4V by Selective Electron Beam Melting

    NASA Astrophysics Data System (ADS)

    Tang, H. P.; Qian, M.; Liu, N.; Zhang, X. Z.; Yang, G. Y.; Wang, J.

    2015-03-01

    An advantage of the powder-bed-based metal additive manufacturing (AM) processes is that the powder can be reused. The powder reuse or recycling times directly affect the affordability of the additively manufactured parts, especially for the AM of titanium parts. This study examines the influence of powder reuse times on the characteristics of Ti-6Al-4V powder, including powder composition, particle size distribution (PSD), apparent density, tap density, flowability, and particle morphology. In addition, tensile samples were manufactured and evaluated with respect to powder reuse times and sample locations in the powder bed. The following findings were made from reusing the same batch of powder 21 times for AM by selective electron beam melting: (i) the oxygen (O) content increased progressively with increasing reuse times but both the Al content and the V content remained generally stable (a small decrease only); (ii) the powder became less spherical with increasing reuse times and some particles showed noticeable distortion and rough surfaces after being reused 16 times; (iii) the PSD became narrower and few satellite particles were observed after 11 times of reuse; (iv) reused powder showed improved flowability; and (v) reused powder showed no measurable undesired influence on the AM process and the samples exhibited highly consistent tensile properties, irrespective of their locations in the powder bed. The implications of these findings were discussed.

  10. Goodness-of-fit tests for the additive risk model with (p > 2)-dimensional time-invariant covariates.

    PubMed

    Kim, J; Song, M S; Lee, S

    1998-01-01

    This paper presents methods for checking the goodness-of-fit of the additive risk model with p(> 2)-dimensional time-invariant covariates. The procedures are an extension of Kim and Lee (1996) who developed a test to assess the additive risk assumption for two-sample censored data. We apply the proposed tests to survival data from South Wales nikel refinery workers. Simulation studies are carried out to investigate the performance of the proposed tests for practical sample sizes. PMID:9880997

  11. Some Advantages and Disadvantages of Narrow-Cast Instructional Television: One Instructor's Experience [and] The Effects of Individual and Team Learning on Performance during Computer-Assisted Instruction.

    ERIC Educational Resources Information Center

    Dalton, David W.

    The first of two papers describes the author's experiences teaching a narrow-cast instructional development course at Indiana University. Among the disadvantages of the experience were the logistics of coordinating the instructional activities between two campuses, additional preparation time requirements, diminished student-teacher interactions,…

  12. Supplemental instruction in chemistry

    NASA Astrophysics Data System (ADS)

    Lundeberg, Mary A.

    This study was designed to measure some effects of supplemental instruction in chemistry. Supplemental instruction is a peer-led cooperative learning program that encourages students to develop conceptual understanding by articulating both understandings and misconceptions in a think-aloud fashion. Supplemental instruction was offered three hours weekly outside of class and lab time for students in four classes of General Organic and Biological Chemistry. Over a two-year period 108 students volunteered to participate in this program; 45 students did not participate. As measured by final grades in chemistry and responses to a questionnaire, supplemental instruction was effective in increasing students' achievement in chemistry. Further research is needed to determine the in-depth effects of supplemental instruction on students' learning, problem solving, and self-esteem.

  13. Instruction of Keyboarding Skills: A Whole Language Approach to Teaching Functional Literacy Skills to Students Who are Blind and Have Additional Disabilities

    ERIC Educational Resources Information Center

    Stauffer, Mary

    2008-01-01

    This article describes an unconventional method to teach un-contracted braille reading and writing skills to students who are blind and have additional disabilities. It includes a keyboarding curriculum that focuses on the whole language approach to literacy. A special feature is the keyboard that is adapted with braille symbols. Un-contracted…

  14. Time optimal control of an additional food provided predator-prey system with applications to pest management and biological conservation.

    PubMed

    Srinivasu, P D N; Prasad, B S R V

    2010-04-01

    Use of additional food has been widely recognized by experimental scientists as one of the important tools for biological control such as species conservation and pest management. The quality and quantity of additional food supplied to the predators is known to play a vital role in the controllability of the system. The present study is continuation of a previous work that highlights the importance of quality and quantity of the additional food in the dynamics of a predator-prey system in the context of biological control. In this article the controllability of the predator-prey system is analyzed by considering inverse of quality of the additional food as the control variable. Control strategies are offered to steer the system from a given initial state to a required terminal state in a minimum time by formulating Mayer problem of optimal control. It is observed that an optimal strategy is a combination of bang-bang controls and could involve multiple switches. Properties of optimal paths are derived using necessary conditions for Mayer problem. In the light of the results evolved in this work it is possible to eradicate the prey from the eco-system in the minimum time by providing the predator with high quality additional food, which is relevant in the pest management. In the perspective of biological conservation this study highlights the possibilities to drive the state to an admissible interior equilibrium (irrespective of its stability nature) of the system in a minimum time.

  15. Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms

    PubMed Central

    Puranik, Cynthia S.; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

    2014-01-01

    The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners’ writing performance. PMID:24578591

  16. Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms.

    PubMed

    Puranik, Cynthia S; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

    2014-02-01

    The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners' writing performance.

  17. 14 CFR 121.521 - Flight time limitations: Crew of two pilots and one additional airman as required.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Flight time limitations: Crew of two pilots and one additional airman as required. 121.521 Section 121.521 Aeronautics and Space FEDERAL AVIATION...: CERTIFICATION AND OPERATIONS OPERATING REQUIREMENTS: DOMESTIC, FLAG, AND SUPPLEMENTAL OPERATIONS Flight...

  18. 14 CFR 121.521 - Flight time limitations: Crew of two pilots and one additional airman as required.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 14 Aeronautics and Space 3 2014-01-01 2014-01-01 false Flight time limitations: Crew of two pilots and one additional airman as required. 121.521 Section 121.521 Aeronautics and Space FEDERAL AVIATION...: CERTIFICATION AND OPERATIONS OPERATING REQUIREMENTS: DOMESTIC, FLAG, AND SUPPLEMENTAL OPERATIONS Flight...

  19. 14 CFR 121.521 - Flight time limitations: Crew of two pilots and one additional airman as required.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 14 Aeronautics and Space 3 2012-01-01 2012-01-01 false Flight time limitations: Crew of two pilots and one additional airman as required. 121.521 Section 121.521 Aeronautics and Space FEDERAL AVIATION...: CERTIFICATION AND OPERATIONS OPERATING REQUIREMENTS: DOMESTIC, FLAG, AND SUPPLEMENTAL OPERATIONS Flight...

  20. 14 CFR 121.521 - Flight time limitations: Crew of two pilots and one additional airman as required.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 14 Aeronautics and Space 3 2013-01-01 2013-01-01 false Flight time limitations: Crew of two pilots and one additional airman as required. 121.521 Section 121.521 Aeronautics and Space FEDERAL AVIATION...: CERTIFICATION AND OPERATIONS OPERATING REQUIREMENTS: DOMESTIC, FLAG, AND SUPPLEMENTAL OPERATIONS Flight...

  1. 14 CFR 121.521 - Flight time limitations: Crew of two pilots and one additional airman as required.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 14 Aeronautics and Space 3 2011-01-01 2011-01-01 false Flight time limitations: Crew of two pilots and one additional airman as required. 121.521 Section 121.521 Aeronautics and Space FEDERAL AVIATION...: CERTIFICATION AND OPERATIONS OPERATING REQUIREMENTS: DOMESTIC, FLAG, AND SUPPLEMENTAL OPERATIONS Flight...

  2. 26 CFR 301.6110-5 - Notice and time requirements; actions to restrain disclosure; actions to obtain additional...

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... the Internal Revenue Service determines that the request constitutes a request for disclosure of the... the Internal Revenue Service has determined that additional disclosure of information other than the... 26 Internal Revenue 18 2010-04-01 2010-04-01 false Notice and time requirements; actions...

  3. Effect of enzyme concentration, addition of water and incubation time on increase in yield of starch from potato.

    PubMed

    Sit, Nandan; Agrawal, U S; Deka, Sankar C

    2014-05-01

    Enzymatic treatment process for starch extraction from potato was investigated using cellulase enzyme and compared with conventional process. The effects of three parameters, cellulase enzyme concentration, incubation time and addition of water were evaluated for increase in starch yield as compared to the conventional process i.e., without using enzyme. A two-level full factorial design was used to study the process. The results indicated that all the main parameters and their interactions are statistically significant. Enzyme concentration and incubation time had a positive effect on the increase in starch yield while addition of water had a negative effect. The increase in starch yield ranged from 1.9% at low enzyme concentration and incubation time and high addition of water to a maximum of 70% increase from conventional process in starch yield was achieved when enzyme concentration and incubation time were high and addition of water was low suggesting water present in the ground potato meal is sufficient for access to the enzyme with in the slurry ensuring adequate contact with the substrate. PMID:24803713

  4. 77 FR 23239 - Bryant Mountain, LLC; Notice of Additional Scoping Meetings, Extension of Time To File Comments...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-04-18

    ... study requests should be sent to the address above in paragraph i. In addition, all comments on the PAD... Time To File Comments on the PAD and Scoping Document, and Identification of Issues and Associated... comments on the Pre- Application Document (PAD) and Scoping Document 1 (SD1). b. Type of Filing: Notice...

  5. Instruction in high schools: the evidence and the challenge.

    PubMed

    Corcoran, Tom; Silander, Megan

    2009-01-01

    The combined effects of standards-based reforms and accountability demands arising from recent technological and economic changes, say Tom Corcoran and Megan Silander, are requiring high schools to accomplish something they have never been required to do-ensure that substantially all students achieve at a relatively high level. Meeting that challenge, say the authors, will require high schools to improve the effectiveness of their core technology-instruction. The authors first examine how organizational structures affect instruction. Most high schools, they say, organize instruction by subject or discipline, thus encouraging an isolated and independent approach to teaching rather than one in which teachers are guided by a shared vision or goals. Many schools have focused on increasing teacher collaboration, often through teaming, interdisciplinary teaching, or professional learning communities. Citing limited evidence that these reforms improve instruction and learning, Corcoran and Silander urge researchers to examine whether the changes help schools implement specific instructional reforms and support sustained efforts to improve instruction. Next the authors explore the effects on student learning of instructional strategies such as interdisciplinary teaching, cooperative learning, project-based learning, adaptive instruction, inquiry, and dialogic teaching. The evidence suggests the power of well-designed student grouping strategies, of allowing students to express their ideas and questions, and of offering students challenging tasks. But, the authors say, less than half of American high school students report working in groups, and little class time is devoted to student-centered discussions. The authors conclude that schools should promote the use of proven instructional practices. In addition, teachers should systematically monitor how students vary in what they are learning and adapt their instruction in response to students' progress and needs, in the

  6. Instruction in high schools: the evidence and the challenge.

    PubMed

    Corcoran, Tom; Silander, Megan

    2009-01-01

    The combined effects of standards-based reforms and accountability demands arising from recent technological and economic changes, say Tom Corcoran and Megan Silander, are requiring high schools to accomplish something they have never been required to do-ensure that substantially all students achieve at a relatively high level. Meeting that challenge, say the authors, will require high schools to improve the effectiveness of their core technology-instruction. The authors first examine how organizational structures affect instruction. Most high schools, they say, organize instruction by subject or discipline, thus encouraging an isolated and independent approach to teaching rather than one in which teachers are guided by a shared vision or goals. Many schools have focused on increasing teacher collaboration, often through teaming, interdisciplinary teaching, or professional learning communities. Citing limited evidence that these reforms improve instruction and learning, Corcoran and Silander urge researchers to examine whether the changes help schools implement specific instructional reforms and support sustained efforts to improve instruction. Next the authors explore the effects on student learning of instructional strategies such as interdisciplinary teaching, cooperative learning, project-based learning, adaptive instruction, inquiry, and dialogic teaching. The evidence suggests the power of well-designed student grouping strategies, of allowing students to express their ideas and questions, and of offering students challenging tasks. But, the authors say, less than half of American high school students report working in groups, and little class time is devoted to student-centered discussions. The authors conclude that schools should promote the use of proven instructional practices. In addition, teachers should systematically monitor how students vary in what they are learning and adapt their instruction in response to students' progress and needs, in the

  7. Improving Instructional Assistant Effectiveness in Inclusive Settings

    ERIC Educational Resources Information Center

    Weiner, Kimberly Beth

    2010-01-01

    As of 2007, 718,119 instructional assistants were employed in the United States (National Center for Education Statistics, 2009b). Of those instructional assistants, 373,466 were classified as full-time special education instructional assistants (Data Accountability Center, 2009a). As the employment of instructional assistants continues to grow,…

  8. Thematic Instruction.

    ERIC Educational Resources Information Center

    Swartz, Eileen, Ed.

    1991-01-01

    The 12 articles presented in this issue of a journal on giftedness in school-age children focus on interdisciplinary thematic instruction for gifted students. "Untangling the Web of Interdisciplinary Instruction" (Susan L. Beibelman and Sandy Hall-Chiles) explains the use of a curriculum webbing model to provide structure. "Interdisciplinary…

  9. Literacy Instruction.

    ERIC Educational Resources Information Center

    Pickens, Alex L., Ed.; Kali, Alex P., Ed.

    1986-01-01

    To examine literacy instruction in light of recent research and practice, this journal issue presents five articles focusing on the creation of a literate society where people appreciate literature and can use reading and writing to enrich their lives. The first article, "Literacy Instruction: An Alternative" (A. S. Bayer), presents an alternative…

  10. MOST Spacebased Photometry of the Transiting Exoplanet System HD 209458: Transit Timing to Search for Additional Planets

    NASA Astrophysics Data System (ADS)

    Miller-Ricci, E.; Rowe, J. F.; Sasselov, D.; Matthews, J. M.; Guenther, D. B.; Kuschnig, R.; Moffat, A. F. J.; Rucinski, S. M.; Walker, G. A. H.; Weiss, W. W.

    2007-07-01

    We report on the measurement of transit times for the HD 209458 planetary system from photometry obtained with the MOST (Microvariability & Oscillations of STars) space telescope. Deviations from a constant orbital period can indicate the presence of additional planets in the system that are yet undetected, potentially with masses approaching Earth mass. The MOST data sets of HD 209458 from 2004 and 2005 represent unprecedented time coverage with nearly continuous observations spanning 14 and 43 days and monitoring 2 and 12 consecutive transits, respectively. The transit times we obtain show no variations and allow us to place strong limits on the presence of additional close-in planets in the system, in some cases down to an Earth mass. This result, together with previous radial velocity and transit timing work, now eliminates the possibility that a perturbing planet could be responsible for the additional heat source needed to explain HD 209458b's anomalous low density. Based on data from the MOST satellite, a Canadian Space Agency mission, jointly operated by Dynacon Inc., the University of Toronto Institute for Aerospace Studies and the University of British Columbia, with the assistance of the University of Vienna.

  11. A multiple imputation approach to the analysis of interval-censored failure time data with the additive hazards model

    PubMed Central

    Chen, Ling; Sun, Jianguo

    2013-01-01

    This paper discusses regression analysis of interval-censored failure time data, which occur in many fields including demographical, epidemiological, financial, medical, and sociological studies. For the problem, we focus on the situation where the survival time of interest can be described by the additive hazards model and a multiple imputation approach is presented for inference. A major advantage of the approach is its simplicity and it can be easily implemented by using the existing software packages for right-censored failure time data. Extensive simulation studies are conducted which indicate that the approach performs well for practical situations and is comparable to the existing methods. The methodology is applied to a set of interval-censored failure time data arising from an AIDS clinical trial. PMID:25419022

  12. Effect of ultrasound treatment, oil addition and storage time on lycopene stability and in vitro bioaccessibility of tomato pulp.

    PubMed

    Anese, Monica; Bot, Francesca; Panozzo, Agnese; Mirolo, Giorgio; Lippe, Giovanna

    2015-04-01

    This study was performed to investigate the influence of ultrasound processing on tomato pulp containing no sunflower oil, or increasing amounts (i.e. 2.5%, 5% and 10%), on lycopene concentration and in vitro bioaccessibility at time zero and during storage at 5 °C. Results confirmed previous findings in that ultrasonication was responsible for cell breakage and subsequent lycopene release in a highly viscous matrix. Neither the ultrasound process nor oil addition affected lycopene concentration. A decrease of approximately 35% lycopene content occurred at storage times longer than 15 days, due to isomerisation and oxidation reactions. No differences in lycopene in vitro bioaccessibility were found between the untreated and ultrasonically treated samples; this parameter decreased as a consequence of oil addition. Losses of lycopene in vitro bioaccessibility ranging between 50% and 80% occurred in the untreated and ultrasonically treated tomato pulps with and without oil during storage, mainly due to carotenoid degradation. PMID:25442608

  13. Optimizing the performance of a reactor by reducing the retention time and addition of glycerin for anaerobically digesting manure

    PubMed Central

    Timmerman, Maikel; Schuman, Els; van Eekert, Miriam; van Riel, Johan

    2015-01-01

    Anaerobic digestion of manure is a widely accepted technology for energy production. However, only a minimal portion of the manure production in the EU is anaerobically digested and occurs predominantly in codigestion plants. There is substantial potential for biogas plants that primarily operate on manure (>90%); however, the methane yields of manure are less compared to coproducts, which is one of the reasons for manure-based biogas plants often being economically non-viable. Therefore, it is essential to begin increasing the efficiency of these biogas plants. This study investigated the effect of decreasing retention time and introducing a moderate amount of glycerin on the biogas production as methods to improve efficiency. An experiment has been conducted with two different manure types in four biogas reactors. The results of the study demonstrated that, first, it was possible to decrease the retention time to 10–15 days; however, the effect on biogas production varied per manure type. Secondly, the biogas production almost triples at a retention time of 15.6 days with an addition of 4% glycerin. The relative production-enhancing effect of glycerin did not vary significantly with both manure types. However, the absolute production-enhancing effect of glycerin differed per manure type since the biogas production per gram VS differed per manure type. Thirdly, the positive effect of the glycerin input declines with shorter retention times. Therefore, the effect of glycerin addition depends on the manure type and retention time. PMID:25401272

  14. Comments on 'Improved delay-dependent stability criteria for continuous systems with two additive time-varying delay components'

    NASA Astrophysics Data System (ADS)

    Ramakrishnan, K.; Venkatachalam, V.; Ray, G.

    2015-07-01

    In this write-up, comments on the omission of few important inequality conditions (or constraints) in the LMI optimization problem stated as delay-dependent stability criterion for a class of linear systems with two additive time-varying state-delays in Cheng et al. (2014) is reported. The omission paves way to incorrectness of the published result. The consequence of the omission, and the revised result are presented in the sequel.

  15. Frequency, duration, and time devoted to elementary science instruction and the association with science achievement and science interest

    NASA Astrophysics Data System (ADS)

    Almarode, John Taylor

    Although the United States continues to lead in many STEM areas (i.e., research and design and productivity), the Science and Engineering Indicators (NSB, 2010) suggest that the country is experiencing an erosion of its STEM advantage, ultimately losing the edge in each of these areas. Looking at trends in K-12 science, the 2010 National Science Board report indicated that the United States' position among selected countries declined in fourth grade science (NSB, 2010). This trend raises concern about the lagging student interest in the natural sciences, and thus the fate of science achievement outcomes for students in the United States. The research questions addressed in this study were: What is the pattern of growth for first-time kindergartners in science achievement from the end of third grade to the end of eighth grade? Controlling for differences in student demographics, are gains that first-time kindergartners make in science achievement from the end of third grade to the end of eighth grade associated with the frequency, duration, and time devoted to science in the third grade? Controlling for differences in student demographics is the frequency, duration, and time devoted to science in the third grade associated with the students' interest in eighth grade science? A subset of the variables contained in the ECLS-K: Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 data set and a subsample of the cohort of students in the ECLS-K data set. An unconditional growth model indicated that science achievement followed a non-linear pattern with significant individual variation in trajectories. In addition, students beginning with lower initial science achievement experience more rapid growth than those students beginning with higher initial science achievement. A conditional growth model suggested that the frequency of science in the third grade was a significant predictor of the achievement trajectory in science above and beyond demographic

  16. Instructional Technologists Discovering, Sharing, Preparing

    ERIC Educational Resources Information Center

    Luterbach, Kenneth J.

    2012-01-01

    This article identifies the instructional technology programs offered in the College of Education at East Carolina University. Additionally, this article briefly discusses technological and pedagogical factors that influence work pursued in the instructional technology field today, which leads to introductions of the articles in the issue. Lastly,…

  17. Mnemonic Vocabulary Instruction: Additional Effectiveness Evidence.

    ERIC Educational Resources Information Center

    Levin, Joel R.; And Others

    1992-01-01

    Four experiments with 132 seventh graders, 162 eighth graders, 75 fourth graders, and 52 third graders compared the mnemonic keyword method with various other vocabulary learning strategies. Mnemonic keyword students outperformed sentence-context and free-study counterparts and generally outperformed others on tests of vocabulary usage. (SLD)

  18. Understanding Solidification of Polythiophene Thin Films during Spin-Coating: Effects of Spin-Coating Time and Processing Additives

    PubMed Central

    Na, Jin Yeong; Kang, Boseok; Sin, Dong Hun; Cho, Kilwon; Park, Yeong Don

    2015-01-01

    Spin-coating has been used extensively in the fabrication of electronic devices; however, the effects of the processing parameters have not been fully explored. Here, we systematically characterize the effects of the spin-coating time on the microstructure evolution during semiconducting polymer solidification in an effort to establish the relationship between this parameter and the performances of the resulting polymer field-effect transistors (FETs). We found that a short spin-coating time of a few seconds dramatically improve the morphology and molecular order in a conjugated polymer thin film because the π-π stacking structures formed by the polymer molecules grow slowly and with a greater degree of order due to the residual solvent present in the wet film. The improved ordering is correlated with improved charge carrier transport in the FETs prepared from these films. We also demonstrated the effects of various processing additives on the resulting FET characteristics as well as on the film drying behavior during spin-coating. The physical properties of the additives are found to affect the film drying process and the resulting device performance. PMID:26299676

  19. Understanding Solidification of Polythiophene Thin Films during Spin-Coating: Effects of Spin-Coating Time and Processing Additives

    NASA Astrophysics Data System (ADS)

    Na, Jin Yeong; Kang, Boseok; Sin, Dong Hun; Cho, Kilwon; Park, Yeong Don

    2015-08-01

    Spin-coating has been used extensively in the fabrication of electronic devices; however, the effects of the processing parameters have not been fully explored. Here, we systematically characterize the effects of the spin-coating time on the microstructure evolution during semiconducting polymer solidification in an effort to establish the relationship between this parameter and the performances of the resulting polymer field-effect transistors (FETs). We found that a short spin-coating time of a few seconds dramatically improve the morphology and molecular order in a conjugated polymer thin film because the π-π stacking structures formed by the polymer molecules grow slowly and with a greater degree of order due to the residual solvent present in the wet film. The improved ordering is correlated with improved charge carrier transport in the FETs prepared from these films. We also demonstrated the effects of various processing additives on the resulting FET characteristics as well as on the film drying behavior during spin-coating. The physical properties of the additives are found to affect the film drying process and the resulting device performance.

  20. [Necessity of Disaster Medical Instructions in Pharmaceutical Education, and a Discussion of the Details of These Instructions].

    PubMed

    Yamaguchi, Takumi; Tanaka, Mamoru; Tanaka, Akihiro; Miyauchi, Yoshirou; Araki, Hiroaki; Namba, Hiroyuki

    2015-01-01

    Since the Great East Japan Earthquake, the Ministry of Health, Labour, and Welfare, municipalities, and medical organizations have made various revisions to medical systems employed at the time of a disaster. To educate pharmacists who can contribute to medical teams conducting healthcare activities at the time of disasters, there is a need to develop disaster medical instructions in pharmaceutical education. However, the "Model Core Curriculum for Pharmaceutical Education", a new curriculum, contains little disaster medical care education. In the present study, in cooperation with the Ehime Society of Hospital Pharmacists and Ehime Pharmaceutical Association, we surveyed pharmacists living in Ehime Prefecture in order to investigate their views regarding the necessity of disaster medical instructions in pharmaceutical education, and what they considered essential to be taught. Our subjects considered that there is a strong need for teaching disaster medical instruction in college. In addition, they regarded all of the 16 investigated items concerning disaster medical instruction as highly necessary. Factor analysis led to the classification of these items into "disaster medical activities performed by pharmacists" and "responses to secondary issues in affected areas". On the basis of this classification, we established specific goals. Disaster medical instructions should be taught as a part of pharmaceutical education in college. However, to develop these instructions, it is important for universities to cooperate with local pharmaceutical and hospital pharmacist associations, as it is difficult for universities to teach such instructions independently.

  1. Multivariable Implications of an Instructional Innovation

    ERIC Educational Resources Information Center

    Fraley, Lawrence; Vargas, Ernest

    1976-01-01

    Time, money, and learning effectiveness should all be considered in evaluating an instructional system. As an illustration, the authors describe the evaluation of an individualized instructional system using tutors. (Authors/BD)

  2. 10 CFR 35.310 - Safety instruction.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 10 Energy 1 2011-01-01 2011-01-01 false Safety instruction. 35.310 Section 35.310 Energy NUCLEAR... Required § 35.310 Safety instruction. In addition to the requirements of § 19.12 of this chapter, (a) A licensee shall provide radiation safety instruction, initially and at least annually, to personnel...

  3. 10 CFR 35.310 - Safety instruction.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 10 Energy 1 2013-01-01 2013-01-01 false Safety instruction. 35.310 Section 35.310 Energy NUCLEAR... Required § 35.310 Safety instruction. In addition to the requirements of § 19.12 of this chapter, (a) A licensee shall provide radiation safety instruction, initially and at least annually, to personnel...

  4. 10 CFR 35.310 - Safety instruction.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 10 Energy 1 2010-01-01 2010-01-01 false Safety instruction. 35.310 Section 35.310 Energy NUCLEAR... Required § 35.310 Safety instruction. In addition to the requirements of § 19.12 of this chapter, (a) A licensee shall provide radiation safety instruction, initially and at least annually, to personnel...

  5. 10 CFR 35.310 - Safety instruction.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 10 Energy 1 2014-01-01 2014-01-01 false Safety instruction. 35.310 Section 35.310 Energy NUCLEAR... Required § 35.310 Safety instruction. In addition to the requirements of § 19.12 of this chapter, (a) A licensee shall provide radiation safety instruction, initially and at least annually, to personnel...

  6. Spray Nozzles, Pressures, Additives and Stirring Time on Viability and Pathogenicity of Entomopathogenic Nematodes (Nematoda: Rhabditida) for Greenhouses

    PubMed Central

    Moreira, Grazielle Furtado; Batista, Elder Simões de Paula; Campos, Henrique Borges Neves; Lemos, Raphael Emilio; Ferreira, Marcelo da Costa

    2013-01-01

    The objective of this study was to evaluate different strategies for the application of entomopathogenic nematodes (EPN). Three different models of spray nozzles with air induction (AI 11003, TTI 11003 and AD-IA 11004), three spray pressures (207, 413 and 720 kPa), four different additives for tank mixtures (cane molasses, mineral oil, vegetable oil and glycerin) and the influence of tank mixture stirring time were all evaluated for their effect on EPN (Steinernema feltiae) viability and pathogenicity. The different nozzles, at pressures of up to 620 kPa, were found to be compatible with S. feltiae. Vegetable oil, mineral oil and molasses were found to be compatible adjuvants for S. feltiae, and stirring in a motorized backpack sprayer for 30 minutes did not impact the viability or pathogenicity of this nematode. Appropriate techniques for the application of nematodes with backpack sprayers are discussed. PMID:23755280

  7. The Role of Increased Accountability on the Use of Instructional Leadership Time by New York State Superintendents

    ERIC Educational Resources Information Center

    Pustolka, Elizabeth Wood

    2012-01-01

    The role of the school superintendent has evolved as a result of increased accountability, specifically under the No Child Left Behind (NCLB) legislation. Prior to NCLB, superintendents spent time the majority of their time on the managerial and political domains of leadership; however, the NCLB accountability movement combined with research on…

  8. Learning Objects and Instructional Design

    ERIC Educational Resources Information Center

    Harvey, Brian

    2005-01-01

    Reusable learning objects are an approach that is receiving a significant amount of attention in distance-based and online education (see Reports # 11, 40, and 46 in this series). They have the potential to provide cost-effective, personalised instruction with a short development time. Instructional design principles, however, must play an…

  9. Index to Computer Assisted Instruction.

    ERIC Educational Resources Information Center

    Lekan, Helen A., Ed.

    The computer assisted instruction (CAI) programs and projects described in this index are listed by subject matter. The index gives the program name, author, source, description, prerequisites, level of instruction, type of student, average completion time, logic and program, purpose for which program was designed, supplementary…

  10. Instructional Discussion.

    ERIC Educational Resources Information Center

    Nyquist, Jody

    Instructional discussion is a classroom teaching method by which students move through material to a predetermined, new understanding by building on each other's contributions and by utilizing the more experienced learner's (the teacher's) past experiences with the material. This article describes both the characteristics and the planning of…

  11. Understanding Instructions.

    ERIC Educational Resources Information Center

    Milburn, Val

    This guide is intended to help adult basic education (ABE) teachers teach their students to understand instructions in their daily lives. The 25 learning activities included all develop students' skills in the area of following directions by using basic situations drawn from everyday life. The following activities are included: sequencing pictures…

  12. The Instructional Development Factory.

    ERIC Educational Resources Information Center

    Low, D. Stewart

    The large-scale development of Time-Shared, Interactive, Computer-Controlled, Information Television (TICCIT) at Brigham Young University is described in this paper. The TICCIT project was designed to provide a market success example for computer-assisted instruction, particularly for junior or community colleges. The project incorporated a…

  13. Individualized Instruction and Unipacs.

    ERIC Educational Resources Information Center

    Kohut, Sylvester, Jr.

    Individualized instruction is an educational program in which grade levels and time units are designed to permit the student to work at his own pace and level with the use of unipacs. The unipac, a "unique package," is a specially designed group of learning activities based on specific behavioral objectives chosen by the student. Unipacs consist…

  14. Instructional Facility Utilization.

    ERIC Educational Resources Information Center

    Kalamazoo Valley Community Coll., MI.

    Data describing campus facility use for instructional and related purposes for one week of activity in Fall 1978 were collected and evaluated at Kalamazoo Valley Community College. Four measures of space utilization were used: (1) percent of available time used; (2) percent of available space used; (3) percent of scheduled space utilized; and (4)…

  15. Effects of Vocabulary Instruction Using Constant Time Delay on Expository Reading of Young Adults with Intellectual Disability

    ERIC Educational Resources Information Center

    Hua, Youjia; Woods-Groves, Suzanne; Kaldenberg, Erica R.; Scheidecker, Bethany J.

    2013-01-01

    We investigated the effectiveness of using constant time delay (CTD) with young adults with intellectual disability on their vocabulary acquisition and retention, as well as expository reading comprehension. Four learners, ages 19 to 21 years, from a postsecondary education program for individuals with disabilities participated in the study.…

  16. Conjoint Processing of Time-Compressed Narration in Multimedia Instruction: The Effects on Recall, but Not Recognition

    ERIC Educational Resources Information Center

    Ritzhaupt, Albert D.; Barron, Ann E.; Kealy, William A.

    2011-01-01

    Although previous research shows verbal recall of time-compressed narration is significantly enhanced when it is accompanied by a representational adjunct picture (Ritzhaupt & Barron, 2008), the reason for this increased performance remains unclear. One explanation, explored in the current study, is based on the Conjoint Retention Hypothesis…

  17. A New Diagnostic Mechanism of Instruction: A Dynamic, Real-Time and Non-Interference Quantitative Measurement Technique for Adaptive E-Learning

    ERIC Educational Resources Information Center

    Hsu, Pi-Shan; Chang, Te-Jeng; Wu, Ming-Hsiung

    2009-01-01

    The level of learners' expertise has been used as a metric and diagnostic mechanism of instruction. This metric influences mental effort directly according to the applications of cognitive load theory. Cognitive efficiency, an optimal measurement technique of expertise, was developed by Kalyuga and Sweller to replace instructional efficiency in…

  18. The Emerging Science of Individualized Instruction. A Survey of Findings on Learning Styles, Brain Research, and Learning Time with Implications for Administrative Action.

    ERIC Educational Resources Information Center

    Lindelow, John

    Recent advances in instructional knowledge, as well as their usefulness for fitting instructional strategies to individual students, are the subject of this four-chapter survey of research literature. Chapter 1 summarizes research on learning styles--the ways in which individuals perceive, analyze, interpret, and respond to learning situations.…

  19. Deficits in Agency in Schizophrenia, and Additional Deficits in Body Image, Body Schema, and Internal Timing, in Passivity Symptoms

    PubMed Central

    Graham, Kyran T.; Martin-Iverson, Mathew T.; Holmes, Nicholas P.; Jablensky, Assen; Waters, Flavie

    2014-01-01

    Individuals with schizophrenia, particularly those with passivity symptoms, may not feel in control of their actions, believing them to be controlled by external agents. Cognitive operations that contribute to these symptoms may include abnormal processing in agency as well as body representations that deal with body schema and body image. However, these operations in schizophrenia are not fully understood, and the questions of general versus specific deficits in individuals with different symptom profiles remain unanswered. Using the projected-hand illusion (a digital video version of the rubber-hand illusion) with synchronous and asynchronous stroking (500 ms delay), and a hand laterality judgment task, we assessed sense of agency, body image, and body schema in 53 people with clinically stable schizophrenia (with a current, past, and no history of passivity symptoms) and 48 healthy controls. The results revealed a stable trait in schizophrenia with no difference between clinical subgroups (sense of agency) and some quantitative (specific) differences depending on the passivity symptom profile (body image and body schema). Specifically, a reduced sense of self-agency was a common feature of all clinical subgroups. However, subgroup comparisons showed that individuals with passivity symptoms (both current and past) had significantly greater deficits on tasks assessing body image and body schema, relative to the other groups. In addition, patients with current passivity symptoms failed to demonstrate the normal reduction in body illusion typically seen with a 500 ms delay in visual feedback (asynchronous condition), suggesting internal timing problems. Altogether, the results underscore self-abnormalities in schizophrenia, provide evidence for both trait abnormalities and state changes specific to passivity symptoms, and point to a role for internal timing deficits as a mechanistic explanation for external cues becoming a possible source of self-body input

  20. The Dynamics of the WASP-47 Planetary System: A Hot Jupiter, Two Additional Planets, and Observable Transit Timing Variations

    NASA Astrophysics Data System (ADS)

    Adams, Fred C.; Becker, Juliette C.; Vanderburg, Andrew; Rappaport, Saul; Schwengeler, Hans Martin

    2015-12-01

    New data from the K2 mission indicate that WASP-47, a previously known Hot Jupiter host, also hosts two additional transiting planets: a Neptune-sized outer planet and a super-Earth inner companion. The measured period ratios and size ratios for these planets are unusual (extreme) for Hot Jupiter systems. We measure the planetary properties from the K2 light curve and detect transit timing variations, thereby confirming the planetary nature of the outer planet. We performed a large ensemble of numerical simulations to study the dynamical stability of the system and to find the theoretically expected transit timing variations (TTVs). The system is stable provided that the orbital eccentricities are small. The theoretically predicted TTVs are in good agreement with those observed, and we use the TTVs to determine the masses of two planets, and place a limit on the third. The WASP-47 planetary system is important because the companion planets can both be inferred by TTVs and are also detected directly through transit observations. The depth of the Hot Jupiter’s transits make ground-based TTV measurements possible, and the brightness of the host star makes it amenable for precise radial velocity measurements. The system thus serves as a Rosetta Stone for understanding TTVs as a planet detection technique. Moreover, this compact set of planets in nearly circular, coplanar orbits demonstrates that at least a subset of Jupiter-size planets can migrate in close to their host star in a dynamically quiet manner. As final curiosity, WASP-47 hosts one of few extrasolar planetary systems that can observe Earth in transit.

  1. Why Should Faculty Be Involved in Supplemental Instruction?

    ERIC Educational Resources Information Center

    Drake, Robert G.

    2011-01-01

    Because instructor-led Supplemental Instruction (SI) offers additional benefits in student learning and engagement over the more traditional peer-led model, in this article the author argues that faculty should consider participating in SI sessions. Benefits to participating in instructor-led SI include: students spend more time on task in…

  2. Orientation to Instruction in the Community College: A Series of Ten Self-Instructional Units for Part-Time Faculty Members, and Other Instructors New to the Community College.

    ERIC Educational Resources Information Center

    League for Innovation in the Community Coll., Los Angeles, CA.

    This series of self-instructional units was designed to acquaint new instructors with the special mission of the community college and with teaching and evaluation strategies that enhance instructor effectiveness. Unit I considers the open-door philosophy and curricular and governance characteristics of the community college, while Unit II…

  3. Models for Individualizing Vocational-Technical Instruction.

    ERIC Educational Resources Information Center

    Pucel, David J.

    Eight major instructional models and the basic strategies which define each of them are presented in this paper along with contrasts of the individualized instruction models with the "traditional" model of instruction (characterized by fixed-content, fixed-time, variable proficiency). The author notes that the models could be useful to industrial…

  4. TEMPEST: A three-dimensional time-dependent computer program for hydrothermal analysis: Volume 1, Numerical methods and input instructions

    SciTech Connect

    Trent, D.S.; Eyler, L.L.; Budden, M.J.

    1983-09-01

    This document describes the numerical methods, current capabilities, and the use of the TEMPEST (Version L, MOD 2) computer program. TEMPEST is a transient, three-dimensional, hydrothermal computer program that is designed to analyze a broad range of coupled fluid dynamic and heat transfer systems of particular interest to the Fast Breeder Reactor thermal-hydraulic design community. The full three-dimensional, time-dependent equations of motion, continuity, and heat transport are solved for either laminar or turbulent fluid flow, including heat diffusion and generation in both solid and liquid materials. 10 refs., 22 figs., 2 tabs.

  5. Number of Instructional Days/Hours in the School Year

    ERIC Educational Resources Information Center

    Rowland, Julie

    2014-01-01

    While state requirements vary on the number of instructional days and/or hours in the school year, the majority of states require 180 days of student instruction. Most also specify the minimum length of time that constitutes an instructional day. Some states set instructional time in terms of days, some specify hours, and some provide…

  6. Accuracy of sign interpreting and real-time captioning of science videos for the delivery of instruction to deaf students

    NASA Astrophysics Data System (ADS)

    Sadler, Karen L.

    2009-04-01

    The purpose of this study was to quantitatively examine the impact of third-party support service providers on the quality of science information available to deaf students in regular science classrooms. Three different videotapes that were developed by NASA for high school science classrooms were selected for the study, allowing for different concepts and vocabulary to be examined. The focus was on the accuracy of translation as measured by the number of key science words included in the transcripts (captions) or videos (interpreted). Data were collected via transcripts completed by CART (computer assisted real-time captionists) or through videos of sign language interpreters. All participants were required to listen to and translate these NASA educational videos with no prior experience with this information so as not to influence their delivery. CART personnel using captions were found to be significantly more accurate in the delivery of science words as compared to the sign language interpreters in this study.

  7. Evidence-Based Instruction Is Not Enough: Strategies for Increasing Instructional Efficiency

    ERIC Educational Resources Information Center

    Konrad, Moira; Helf, Shawnna; Joseph, Laurice M.

    2011-01-01

    Even evidence-based instructional methods may not be sufficient for closing achievement gaps. If teachers are not maximizing instructional time, achievement gaps are likely to widen over time; therefore, instruction need not only be effective but efficient as well. The purposes of this article are to (a) provide practitioners with a broad…

  8. Impact of Influenza on Outpatient Visits, Hospitalizations, and Deaths by Using a Time Series Poisson Generalized Additive Model

    PubMed Central

    Guo, Ru-ning; Zheng, Hui-zhen; Ou, Chun-quan; Huang, Li-qun; Zhou, Yong; Zhang, Xin; Liang, Can-kun; Lin, Jin-yan; Zhong, Hao-jie; Song, Tie; Luo, Hui-ming

    2016-01-01

    Background The disease burden associated with influenza in developing tropical and subtropical countries is poorly understood owing to the lack of a comprehensive disease surveillance system and information-exchange mechanisms. The impact of influenza on outpatient visits, hospital admissions, and deaths has not been fully demonstrated to date in south China. Methods A time series Poisson generalized additive model was used to quantitatively assess influenza-like illness (ILI) and influenza disease burden by using influenza surveillance data in Zhuhai City from 2007 to 2009, combined with the outpatient, inpatient, and respiratory disease mortality data of the same period. Results The influenza activity in Zhuhai City demonstrated a typical subtropical seasonal pattern; however, each influenza virus subtype showed a specific transmission variation. The weekly ILI case number and virus isolation rate had a very close positive correlation (r = 0.774, P < 0.0001). The impact of ILI and influenza on weekly outpatient visits was statistically significant (P < 0.05). We determined that 10.7% of outpatient visits were associated with ILI and 1.88% were associated with influenza. ILI also had a significant influence on the hospitalization rates (P < 0.05), but mainly in populations <25 years of age. No statistically significant effect of influenza on hospital admissions was found (P > 0.05). The impact of ILI on chronic obstructive pulmonary disease (COPD) was most significant (P < 0.05), with 33.1% of COPD-related deaths being attributable to ILI. The impact of influenza on the mortality rate requires further evaluation. Conclusions ILI is a feasible indicator of influenza activity. Both ILI and influenza have a large impact on outpatient visits. Although ILI affects the number of hospital admissions and deaths, we found no consistent influence of influenza, which requires further assessment. PMID:26894876

  9. Instructional Program for Forest Rangers

    ERIC Educational Resources Information Center

    Knudsen, Walter R.

    1970-01-01

    Describes program offerings, student enrollment, curriculum, employment opportunities, placement of graduates, and work experience at an institution utilizing five full-time foresters and one consultant on its instructional staff. (DM)

  10. Processing Instruction and Meaning-Based Output Instruction: A Response to Keating and Farley (2008)

    ERIC Educational Resources Information Center

    VanPatten, Bill; Farmer, Jeffrey L.; Clardy, Caleb L.

    2009-01-01

    Research on Processing Instruction (PI) has yielded consistently positive results across a variety of measures. In addition, in comparison to other instructional interventions, PI tends to yield superior results. The one difference is comparative research with Meaning-based Output Instruction (MOI) in which in a number of studies, MOI is seen to…

  11. Instructional Leadership and Student Achievement: The Role of Catholic Identity in Supporting Instructional Leadership

    ERIC Educational Resources Information Center

    McDonald, Jeremy Anthony

    2012-01-01

    This study examined the relationship between strong instructional leadership, as measured by the Principal Instructional Measurement Rating Scale (PIMRS) and high student academic outcomes in 35 Mid35-Atlantic Catholic elementary schools. In addition, the research explored the role of Catholic identity in supporting instructional leadership…

  12. Making Blended Instruction Better: Integrating the Principles of Universal Design for Instruction into Course Design and Delivery

    ERIC Educational Resources Information Center

    Dukes, Lyman L., III; Koorland, Mark A.; Scott, Sally S.

    2009-01-01

    Online instruction in general and blended instruction in particular have gained a sizable and permanent foothold in postsecondary educational environments. In addition, student diversity has become the norm. Universal design for instruction is a framework that consists of nine principles for instructional design and delivery; it proposes that…

  13. Instruction in learning a temporal pattern on an anticipation-coincidence task.

    PubMed

    Albinet, C; Fezzani, K

    2003-08-01

    Using a computer-simulated anticipation-coincidence task, the main aim of the study was to examine the effect of the type of instruction on learning a temporal pattern. For this task, participants must learn to anticipate the appropriate time to launch a projectile to hit a moving target. The experiment involved three instructional conditions. In the Explicit-rule Discover Instruction Condition participants were informed that target speed could change from trial to trial and that change is controlled by a regular pattern. Their task was then to search, to identify, and to use such pattern to enhance their anticipation. In the Explicit-Informative Instruction Condition, participants were, however, allowed before practice to examine attentively the regular pattern. Participants were also explicitly urged to use the pattern they observed to ensure a better interception of the target. Finally, in the Implicit Instruction Condition, participants were only informed that their task was to hit, or at least, to place the projectile as near as possible to the target. No additional information was provied about the target's behaviour. Analysis indicated that learning the temporal pattern was more important in Implicit than in Explicit-rule Discover Instruction Condion. However, the Explicit-Informative Instruction Condition produced unambiguouslly the highest learning. Overall, the study highlights the role of information over guidance in the understanding of the effect of the instructions on learning. Finally, we discussed the implications of these results on the comprehension of the variability of the effects of the instruction on learning.

  14. Types of verbal interaction with instructable robots

    NASA Technical Reports Server (NTRS)

    Crangle, C.; Suppes, P.; Michalowski, S.

    1987-01-01

    An instructable robot is one that accepts instruction in some natural language such as English and uses that instruction to extend its basic repertoire of actions. Such robots are quite different in conception from autonomously intelligent robots, which provide the impetus for much of the research on inference and planning in artificial intelligence. Examined here are the significant problem areas in the design of robots that learn from vebal instruction. Examples are drawn primarily from our earlier work on instructable robots and recent work on the Robotic Aid for the physically disabled. Natural-language understanding by machines is discussed as well as in the possibilities and limits of verbal instruction. The core problem of verbal instruction, namely, how to achieve specific concrete action in the robot in response to commands that express general intentions, is considered, as are two major challenges to instructability: achieving appropriate real-time behavior in the robot, and extending the robot's language capabilities.

  15. Reading First: States Report Improvements in Reading Instruction, but Additional Procedures Would Clarify Education's Role in Ensuring Proper Implementation by States. Report to Congressional Requesters. GAO-07-161

    ERIC Educational Resources Information Center

    Ashby, Cornelia M.

    2007-01-01

    The Reading First program was designed to help students in kindergarten through third grade develop stronger reading skills. This report examines the implementation of the Reading First program, including: (1) changes that have occurred to reading instruction; (2) criteria states have used to award sub-grants to districts, and the difficulties, if…

  16. A Reconfigurable Functional Unit with Conditional Execution for Multi-Exit Custom Instructions

    NASA Astrophysics Data System (ADS)

    Noori, Hamid; Mehdipour, Farhad; Inoue, Koji; Murakami, Kazuaki

    Encapsulating critical computation subgraphs as application-specific instruction set extensions is an effective technique to enhance the performance of embedded processors. However, the addition of custom functional units to the base processor is required to support the execution of these custom instructions. Although automated tools have been developed to reduce the long design time needed to produce a new extensible processor for each application, short time-to-market, significant non-recurring engineering and design costs are issues. To address these concerns, we introduce an adaptive extensible processor in which custom instructions are generated and added after chip-fabrication. To support this feature, custom functional units (CFUs) are replaced by a reconfigurable functional unit (RFU). The proposed RFU is based on a matrix of functional units which is multi-cycle with the capability of conditional execution. A quantitative approach is utilized to propose an efficient architecture for the RFU and fix its constraints. To generate more effective custom instructions, they are extended over basic blocks and hence, multiple exits custom instructions are proposed. Conditional execution has been added to the RFU to support the multi-exit feature of custom instructions. Experimental results show that multi-exit custom instructions enhance the performance by an average of 67% compared to custom instructions limited to one basic block. A maximum speedup of 4.7, compared to a general embedded processor, and an average speedup of 1.85 was achieved on MiBench benchmark suite.

  17. Elementary Students' Retention of Environmental Science Knowledge: Connected Science Instruction versus Direct Instruction

    ERIC Educational Resources Information Center

    Upadhyay, Bhaskar; DeFranco, Cristina

    2008-01-01

    This study compares 3rd-grade elementary students' gain and retention of science vocabulary over time in two different classes--"connected science instruction" versus "direct instruction." Data analysis yielded that students who received connected science instruction showed less gain in science knowledge in the short term compared to students who…

  18. Do Instructional Practices Contribute to Inequality in Achievement?: The Case of Mathematics Instruction in Kindergarten

    ERIC Educational Resources Information Center

    Bodovski, Katerina; Farkas, George

    2007-01-01

    We use multilevel modeling of ECLS-K data (a nationally representative sample of American kindergartners) to describe the process and content of kindergarten mathematics instruction, as well as the associations of such instruction with achievement gaps by social class and race/ethnicity. Where instructional effectiveness is concerned, time spent…

  19. Code inspection instructional validation

    NASA Technical Reports Server (NTRS)

    Orr, Kay; Stancil, Shirley

    1992-01-01

    The Shuttle Data Systems Branch (SDSB) of the Flight Data Systems Division (FDSD) at Johnson Space Center contracted with Southwest Research Institute (SwRI) to validate the effectiveness of an interactive video course on the code inspection process. The purpose of this project was to determine if this course could be effective for teaching NASA analysts the process of code inspection. In addition, NASA was interested in the effectiveness of this unique type of instruction (Digital Video Interactive), for providing training on software processes. This study found the Carnegie Mellon course, 'A Cure for the Common Code', effective for teaching the process of code inspection. In addition, analysts prefer learning with this method of instruction, or this method in combination with other methods. As is, the course is definitely better than no course at all; however, findings indicate changes are needed. Following are conclusions of this study. (1) The course is instructionally effective. (2) The simulation has a positive effect on student's confidence in his ability to apply new knowledge. (3) Analysts like the course and prefer this method of training, or this method in combination with current methods of training in code inspection, over the way training is currently being conducted. (4) Analysts responded favorably to information presented through scenarios incorporating full motion video. (5) Some course content needs to be changed. (6) Some content needs to be added to the course. SwRI believes this study indicates interactive video instruction combined with simulation is effective for teaching software processes. Based on the conclusions of this study, SwRI has outlined seven options for NASA to consider. SwRI recommends the option which involves creation of new source code and data files, but uses much of the existing content and design from the current course. Although this option involves a significant software development effort, SwRI believes this option

  20. Evaluation of gold nanoparticles as the additive in real-time polymerase chain reaction with SYBR Green I dye

    NASA Astrophysics Data System (ADS)

    Yang, Wenchao; Mi, Lijuan; Cao, Xueyan; Zhang, Xiaodong; Fan, Chunhai; Hu, Jun

    2008-06-01

    Gold nanoparticles (AuNPs) have been proven to be able to improve the specificity or increase the efficiency of a polymerase chain reaction (PCR) when a suitable amount of AuNPs was used. However, there is still a lack of systematic evaluation of AuNPs in real-time PCR. In this study, DNA degradation and the fluorescence quenching effect of AuNPs were first tested in real-time PCR. Then two different kinds of Taq DNA polymerase, native and recombinant Taq polymerase, were employed to evaluate the AuNPs' effect on the threshold cycle (CT) values, standard curves and melting curves in real-time PCR. Different ratios of the amount of native Taq DNA polymerase to the amount of AuNPs were also tested. It was found that AuNPs could be applied in real-time PCR with correlation coefficient R2>0.989. The combination of 2.09 nM AuNPs with 3.75 U of native Taq DNA polymerase could make the amplification curves shift to the left and enhance the efficiency of the real-time PCR (0.628 39 without AuNPs compared with 0.717 89 with 2.09 nM AuNPs), thus enabling faster detection in comparison with those of control samples. However, no improvement ability of AuNPs was found in real-time PCR based on recombinant rTaq DNA polymerase. Besides, the results suggest that a complex interaction exists between AuNPs and native Taq DNA polymerase.

  1. Intravenous Contrast Material Administration at High-pitch Dual-source CT Coronary Angiography: Bolus-tracking Technique with Shortened Time of Respiratory Instruction Versus Test Bolus Technique.

    PubMed

    Sun, Kai; Liu, Guo-Rong; Li, Yue-Chun; Han, Rui-Juan; Cui, Li-Fang; Ma, Li-Jun; Li, Li-Gang; Li, Chang-Yong

    2013-01-01

    Objective To investigate the feasibility of acquiring the similar homogeneous enhancement using bolus-tracking techniques with shortened respiratory time in prospectively electrocardiogram-gated high-pitch spiral acquisition mode (Flash mode) coronary computed tomography angiography (CCTA) compared with test bolus technique. Methods One hundred and eighty-four consecutive patients with mean heart rate ≤65 beats per minute undergoing CCTA were prospectively included in this study. The patients were randomly divided into two groups. Patients in the group A (n=92) instructed to shorten respiratory time received CCTA using bolus-tracking technique with high-pitch spiral acquisition mode (Flash mode), while those in the group B (n=92) underwent CCTA with test bolus technique. The attenuation in the ascending aorta, image noise, contrast-to-noise ratio and radiation doses of the two groups were assessed. Results There were no significant differences in the mean attenuation values in the ascending aorta (483.18±59.07 HU vs. 498.7±83.51 HU, P=0.183), image noise (21.4±4.5 HU vs. 20.9±4.3 HU, P=0.414), contrast-to-noise ratio (12.1±4.2 vs. 13.8±5.1, P=0.31) between the groups A and B. There were no significant differences in the radiation dose of dynamic monitoring scans (0.056±0.026 mSv vs. 0.062±0.018 mSv, P=0.068) and radiation dose of angiography (0.94±0.07 mSv vs. 0.96±0.15 mSv, P=0.926) between the two groups, while 15 mL less contrast material volume was administered in the group A than the group B. Conclusion Bolus-tracking technique with shortened time of respiratory in Flash mode of dual-source CT yields the similar homogeneous enhancement with less contrast material in comparison to the test bolus technique.

  2. Internet-based instruction in college teaching

    NASA Astrophysics Data System (ADS)

    Flickinger, Kathleen Anne

    Distance education and Internet instruction are increasingly being used in college science teaching. In an effort to reach more students, Iowa State University's Human Anatomy and Physiology course was offered via Internet as well as via traditional lecture format. To assess the educational ramifications of this offering, three studies were conducted. In the first study, a collective case study approach was utilized to describe the learning environment created by an Internet-based college science course. In this study, three students were followed as they worked their way through the course. Collective case study methodologies were used to provide a rich description of the learning environment experienced by these students. Motivation, computer savvy, and academic and personal self-confidence appeared to impact the satisfaction level of the students enrolled in the class. To evaluate the effectiveness of the learning environment offered through the Internet-based science course, a quantitative comparison study was undertaken. In this study a comparison of achievement scores and study habits between students enrolled in the Internet-based class and those enrolled in the traditional section was made. Results from this study indicated that content understanding and retention did not appear to be effected by the type of instruction. Desirable study habits were reportedly used more frequently in the Internet section of the class than in the traditional class. To complete the description of the Internet course experience, a qualitative examination of Internet instructors' time commitment and level of teaching satisfaction was conducted. Data for this study consisted of interviews and researcher observations. Instructor time-on-task was initially quite high, and remained above the average spent on average face-to-face instruction in subsequent semesters. Additionally the role of the faculty member changed dramatically, causing some lessening of job satisfaction. Taken as

  3. Instructional immediacy in elearning.

    PubMed

    Walkem, Kerrie

    2014-01-01

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

  4. TEMPEST: A three-dimensional time-dependence computer program for hydrothermal analysis: Volume 1, Numerical methods and input instructions: Revision 2

    SciTech Connect

    Trent, D.S.; Eyler, L.L.

    1989-01-01

    TEMPEST offers simulation capabilities over a wide range of hydrothermal problems that are definable by input instructions. These capabilities are summarized by categories as follows: modeling capabilities; program control; and I/O control. 10 refs., 22 figs., 2 tabs. (LSP)

  5. Perceptions of Employment and Use of Part-Time Faculty among Chief Instructional Officers at Southern Association of Colleges and Schools-Accredited Public Associate's Colleges

    ERIC Educational Resources Information Center

    Speer, Charlotte Nix

    2013-01-01

    Based on Yackee's (2000) study of the perceptions of chief instructional officers (CIOs) at community colleges accredited by North Central Association of Colleges and Schools (NCA), this study identified, described, and compared the perceptions of CIOs at institutions accredited by Southern Association of Colleges and Schools Commission on…

  6. Modeling of time dependent localized flow shear stress and its impact on cellular growth within additive manufactured titanium implants.

    PubMed

    Zhang, Ziyu; Yuan, Lang; Lee, Peter D; Jones, Eric; Jones, Julian R

    2014-11-01

    Bone augmentation implants are porous to allow cellular growth, bone formation and fixation. However, the design of the pores is currently based on simple empirical rules, such as minimum pore and interconnects sizes. We present a three-dimensional (3D) transient model of cellular growth based on the Navier-Stokes equations that simulates the body fluid flow and stimulation of bone precursor cellular growth, attachment, and proliferation as a function of local flow shear stress. The model's effectiveness is demonstrated for two additive manufactured (AM) titanium scaffold architectures. The results demonstrate that there is a complex interaction of flow rate and strut architecture, resulting in partially randomized structures having a preferential impact on stimulating cell migration in 3D porous structures for higher flow rates. This novel result demonstrates the potential new insights that can be gained via the modeling tool developed, and how the model can be used to perform what-if simulations to design AM structures to specific functional requirements.

  7. Performance analysis for time-frequency MUSIC algorithm in presence of both additive noise and array calibration errors

    NASA Astrophysics Data System (ADS)

    Khodja, Mohamed; Belouchrani, Adel; Abed-Meraim, Karim

    2012-12-01

    This article deals with the application of Spatial Time-Frequency Distribution (STFD) to the direction finding problem using the Multiple Signal Classification (MUSIC)algorithm. A comparative performance analysis is performed for the method under consideration with respect to that using data covariance matrix when the received array signals are subject to calibration errors in a non-stationary environment. An unified analytical expression of the Direction Of Arrival (DOA) error estimation is derived for both methods. Numerical results show the effect of the parameters intervening in the derived expression on the algorithm performance. It is particularly observed that for low Signal to Noise Ratio (SNR) and high Signal to sensor Perturbation Ratio (SPR) the STFD method gives better performance, while for high SNR and for the same SPR both methods give similar performance.

  8. M Times Photon Subtraction-Addition Coherent Superposition Operated Odd-Schrődinger-cat State: Nonclassicality and Decoherence

    NASA Astrophysics Data System (ADS)

    Huang, Li; Guo, Qin; Jiang, Li-ying; Chen, Ge; Xu, Xue-xiang; Yuan, Wen

    2015-08-01

    We introduce a new non-Gaussian state (MCSO-OSCS), generated by m times coherent superposition operation acos θ + a †sin θ (MCSO) on odd-Schrődinger-cat state | α 0> - | - α 0>(OSCS), whose normalized constant is shown to be related to Hermite polynomials. We investigate the nonclassical properties of the MCSO-OSCS through Mandel's Q-parameter, quadrature squeezing, the photocount distribution and Wigner function (WF), which is turned out to be influenced by parameters m, θ and α 0. Especially the volume of negative region of WF could increase through controlling the parameters m, θ and α 0. We also investigate the decoherence of the MCSO-OSCS in terms of the fadeaway of the negativity of WF in a thermal environment.

  9. Designing the Instructional Interface.

    ERIC Educational Resources Information Center

    Lohr, L. L.

    2000-01-01

    Designing the instructional interface is a challenging endeavor requiring knowledge and skills in instructional and visual design, psychology, human-factors, ergonomic research, computer science, and editorial design. This paper describes the instructional interface, the challenges of its development, and an instructional systems approach to its…

  10. Bibliographic Instruction in Indiana.

    ERIC Educational Resources Information Center

    Davis, H. Scott, Ed.

    1988-01-01

    This issue contains nine articles written by Indiana librarians involved in bibliographic instruction: (1) "Information Management Education--Beyond BI (Bibliographic Instruction)" (Gillian S. Gremmels); (2) "Dealing with the New Technology: An Instructional Primer" (Patrick Max); (3) "Librarian/Teacher Partnerships for Better Library Instruction:…

  11. Instruction, Capacity, and Improvement.

    ERIC Educational Resources Information Center

    Cohen, David K.; Ball, Deborah Loewenberg

    This research report offers a theoretical frame for examining recent instructional improvement efforts. First, it develops a theoretical view of instruction and an analysis of the environments of instruction. It analyzes the relations between instruction and its environments and the circumstances under which intervenors must operate. The report…

  12. Modulation of the Hydration Water Around Monoclonal Antibodies on Addition of Excipients Detected by Terahertz Time-Domain Spectroscopy.

    PubMed

    Wallace, Vincent P; Ferachou, Denis; Ke, Peng; Day, Katie; Uddin, Shahid; Casas-Finet, Jose; Van Der Walle, Christopher F; Falconer, Robert J; Zeitler, J Axel

    2015-12-01

    Terahertz time-domain spectroscopy (THz-TDS) has been shown to detect overlapping extended hydration layers around proteins. Here, we used THz-TDS to detect modulation of the extended hydration layer around monoclonal antibodies (mAbs) by the introduction of commonly used excipients. Proline and sucrose altered the hydration layer around a mAb (mAb1), which was observed as a negative shift in the plateau in absorbance above ~100 mg/mL mAb1 (~70,000 water molecules per mAb); arginine had no effect. At lower concentrations of ~10 mg/mL mAb1 (~700,000 water molecules per mAb) proline and arginine modulated the hydration layer, which was observed as a negative shift in the relative absorbance, whereas sucrose had no effect. The changes in the extended hydration layer were not translated to shifts in the thermal stability or protein:protein interaction parameter. The hydration layer of a second mAb (mAb2) was further shown to be modulated by more complex formulations composed of two or more excipients; although the differences in terahertz absorbance were not predictive of viscosity or long-term stability. THz-TDS promises to be a useful tool for understanding a protein's interaction with excipients in solution and the challenge will be to determine how to apply this knowledge to protein formulation. PMID:26344202

  13. EARLY- AND LATE-TIME OBSERVATIONS OF SN 2008ha: ADDITIONAL CONSTRAINTS FOR THE PROGENITOR AND EXPLOSION

    SciTech Connect

    Foley, Ryan J.; Challis, Peter J.; Kirshner, Robert P.; Brown, Peter J.; Rest, Armin; Wood-Vasey, W. Michael

    2010-01-01

    We present a new maximum-light optical spectrum of the extremely low luminosity and exceptionally low-energy Type Ia supernova (SN Ia) 2008ha, obtained one week before the earliest published spectrum. Previous observations of SN 2008ha were unable to distinguish between a massive star and white dwarf (WD) origin for the SN. The new maximum-light spectrum, obtained one week before the earliest previously published spectrum, unambiguously shows features corresponding to intermediate mass elements, including silicon, sulfur, and carbon. Although strong silicon features are seen in some core-collapse SNe, sulfur features, which are a signature of carbon/oxygen burning, have always been observed to be weak in such events. It is therefore likely that SN 2008ha was the result of a thermonuclear explosion of a carbon-oxygen WD. Carbon features at maximum light show that unburned material is present to significant depths in the SN ejecta, strengthening the case that SN 2008ha was a failed deflagration. We also present late-time imaging and spectroscopy that are consistent with this scenario.

  14. Modulation of the Hydration Water Around Monoclonal Antibodies on Addition of Excipients Detected by Terahertz Time-Domain Spectroscopy.

    PubMed

    Wallace, Vincent P; Ferachou, Denis; Ke, Peng; Day, Katie; Uddin, Shahid; Casas-Finet, Jose; Van Der Walle, Christopher F; Falconer, Robert J; Zeitler, J Axel

    2015-12-01

    Terahertz time-domain spectroscopy (THz-TDS) has been shown to detect overlapping extended hydration layers around proteins. Here, we used THz-TDS to detect modulation of the extended hydration layer around monoclonal antibodies (mAbs) by the introduction of commonly used excipients. Proline and sucrose altered the hydration layer around a mAb (mAb1), which was observed as a negative shift in the plateau in absorbance above ~100 mg/mL mAb1 (~70,000 water molecules per mAb); arginine had no effect. At lower concentrations of ~10 mg/mL mAb1 (~700,000 water molecules per mAb) proline and arginine modulated the hydration layer, which was observed as a negative shift in the relative absorbance, whereas sucrose had no effect. The changes in the extended hydration layer were not translated to shifts in the thermal stability or protein:protein interaction parameter. The hydration layer of a second mAb (mAb2) was further shown to be modulated by more complex formulations composed of two or more excipients; although the differences in terahertz absorbance were not predictive of viscosity or long-term stability. THz-TDS promises to be a useful tool for understanding a protein's interaction with excipients in solution and the challenge will be to determine how to apply this knowledge to protein formulation.

  15. Photopolarization of Fucus zygotes is determined by time sensitive vectorial addition of environmental cues during axis amplification

    PubMed Central

    Bogaert, Kenny A.; Beeckman, Tom; De Clerck, Olivier

    2015-01-01

    Fucoid zygotes have been extensively used to study cell polarization and asymmetrical cell division. Fertilized eggs are responsive to different environmental cues (e.g., light, gravity) for a long period before the polarity is fixed and the cells germinate accordingly. First, it is commonly believed that the direction and sense of the polarization vector are established simultaneously as indicated by the formation of an F-actin patch. Secondly, upon reorientation of the zygote, a new polar gradient is formed and it is assumed that the position of the future rhizoid pole is only influenced by the latter. Here we tested these two hypotheses investigating photopolarization in Fucus zygotes by reorienting zygotes 90° relative to a unilateral light source at different time points during the first cell cycle. We conclude that fixation of direction and sense of the polarization vector is indeed established simultaneously. However, the experiments yielded a distribution of polarization axes that cannot be explained if only the last environmental cue is supposed to determine the polarization axis. We conclude that our observations, together with published findings, can only be explained by assuming imprinting of the different polarization vectors and their integration as a vectorial sum at the moment of axis fixation. This way cells will average different serially perceived cues resulting in a polarization vector representative of the dynamic intertidal environment, instead of betting exclusively on the perceived vector at the moment of axis fixation. PMID:25691888

  16. Photopolarization of Fucus zygotes is determined by time sensitive vectorial addition of environmental cues during axis amplification.

    PubMed

    Bogaert, Kenny A; Beeckman, Tom; De Clerck, Olivier

    2015-01-01

    Fucoid zygotes have been extensively used to study cell polarization and asymmetrical cell division. Fertilized eggs are responsive to different environmental cues (e.g., light, gravity) for a long period before the polarity is fixed and the cells germinate accordingly. First, it is commonly believed that the direction and sense of the polarization vector are established simultaneously as indicated by the formation of an F-actin patch. Secondly, upon reorientation of the zygote, a new polar gradient is formed and it is assumed that the position of the future rhizoid pole is only influenced by the latter. Here we tested these two hypotheses investigating photopolarization in Fucus zygotes by reorienting zygotes 90° relative to a unilateral light source at different time points during the first cell cycle. We conclude that fixation of direction and sense of the polarization vector is indeed established simultaneously. However, the experiments yielded a distribution of polarization axes that cannot be explained if only the last environmental cue is supposed to determine the polarization axis. We conclude that our observations, together with published findings, can only be explained by assuming imprinting of the different polarization vectors and their integration as a vectorial sum at the moment of axis fixation. This way cells will average different serially perceived cues resulting in a polarization vector representative of the dynamic intertidal environment, instead of betting exclusively on the perceived vector at the moment of axis fixation.

  17. Scientific Writing: A Blended Instructional Model

    ERIC Educational Resources Information Center

    Clark, MaryAnn; Olson, Valerie

    2010-01-01

    Scientific writing is composed of a unique skill set and corresponding instructional strategies are critical to foster learning. In an age of technology, the blended instructional model provides the instrumental format for student mastery of the scientific writing competencies. In addition, the course management program affords opportunities for…

  18. 10 CFR 35.410 - Safety instruction.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... addition to the requirements of § 19.12 of this chapter, (a) The licensee shall provide radiation safety instruction, initially and at least annually, to personnel caring for patients or human research subjects who... the brachytherapy sources; (2) Safe handling and shielding instructions; (3) Patient or human...

  19. Space Takes Time: Concentration Dependent Output Codes from Primary Olfactory Networks Rapidly Provide Additional Information at Defined Discrimination Thresholds.

    PubMed

    Daly, Kevin C; Bradley, Samual; Chapman, Phillip D; Staudacher, Erich M; Tiede, Regina; Schachtner, Joachim

    2015-01-01

    As odor concentration increases, primary olfactory network representations expand in spatial distribution, temporal complexity and duration. However, the direct relationship between concentration dependent odor representations and the psychophysical thresholds of detection and discrimination is poorly understood. This relationship is absolutely critical as thresholds signify transition points whereby representations become meaningful to the organism. Here, we matched stimulus protocols for psychophysical assays and intracellular recordings of antennal lobe (AL) projection neurons (PNs) in the moth Manduca sexta to directly compare psychophysical thresholds and the output representations they elicit. We first behaviorally identified odor detection and discrimination thresholds across an odor dilution series for a panel of structurally similar odors. We then characterized spatiotemporal spiking patterns across a population of individually filled and identified AL PNs in response to those odors at concentrations below, at, and above identified thresholds. Using spatial and spatiotemporal based analyses we observed that each stimulus produced unique representations, even at sub-threshold concentrations. Mean response latency did not decrease and the percent glomerular activation did not increase with concentration until undiluted odor. Furthermore, correlations between spatial patterns for odor decreased, but only significantly with undiluted odor. Using time-integrated Euclidean distance (ED) measures, we determined that added spatiotemporal information was present at the discrimination but not detection threshold. This added information was evidenced by an increase in integrated distance between the sub-detection and discrimination threshold concentrations (of the same odor) that was not present in comparison of the sub-detection and detection threshold. After consideration of delays for information to reach the AL we find that it takes ~120-140 ms for the AL to

  20. Space Takes Time: Concentration Dependent Output Codes from Primary Olfactory Networks Rapidly Provide Additional Information at Defined Discrimination Thresholds

    PubMed Central

    Daly, Kevin C.; Bradley, Samual; Chapman, Phillip D.; Staudacher, Erich M.; Tiede, Regina; Schachtner, Joachim

    2016-01-01

    As odor concentration increases, primary olfactory network representations expand in spatial distribution, temporal complexity and duration. However, the direct relationship between concentration dependent odor representations and the psychophysical thresholds of detection and discrimination is poorly understood. This relationship is absolutely critical as thresholds signify transition points whereby representations become meaningful to the organism. Here, we matched stimulus protocols for psychophysical assays and intracellular recordings of antennal lobe (AL) projection neurons (PNs) in the moth Manduca sexta to directly compare psychophysical thresholds and the output representations they elicit. We first behaviorally identified odor detection and discrimination thresholds across an odor dilution series for a panel of structurally similar odors. We then characterized spatiotemporal spiking patterns across a population of individually filled and identified AL PNs in response to those odors at concentrations below, at, and above identified thresholds. Using spatial and spatiotemporal based analyses we observed that each stimulus produced unique representations, even at sub-threshold concentrations. Mean response latency did not decrease and the percent glomerular activation did not increase with concentration until undiluted odor. Furthermore, correlations between spatial patterns for odor decreased, but only significantly with undiluted odor. Using time-integrated Euclidean distance (ED) measures, we determined that added spatiotemporal information was present at the discrimination but not detection threshold. This added information was evidenced by an increase in integrated distance between the sub-detection and discrimination threshold concentrations (of the same odor) that was not present in comparison of the sub-detection and detection threshold. After consideration of delays for information to reach the AL we find that it takes ~120–140 ms for the AL to

  1. Computer-assisted instruction

    NASA Technical Reports Server (NTRS)

    Atkinson, R. C.

    1974-01-01

    The results are presented of a project of research and development on strategies for optimizing the instructional process, and dissemination of information about the applications of such research to the instructional medium of computer-assisted instruction. Accomplishments reported include construction of the author language INSTRUCT, construction of a practical CAI course in the area of computer science, and a number of investigations into the individualization of instruction, using the course as a vehicle.

  2. Combined action of time-delay and colored cross-associated multiplicative and additive noises on stability and stochastic resonance for a stochastic metapopulation system

    NASA Astrophysics Data System (ADS)

    Wang, Kang-Kang; Zong, De-Cai; Wang, Ya-Jun; Li, Sheng-Hong

    2016-05-01

    In this paper, the transition between the stable state of a big density and the extinction state and stochastic resonance (SR) for a time-delayed metapopulation system disturbed by colored cross-correlated noises are investigated. By applying the fast descent method, the small time-delay approximation and McNamara and Wiesenfeld's SR theory, we investigate the impacts of time-delay, the multiplicative, additive noises and colored cross-correlated noise on the SNR and the shift between the two states of the system. Numerical results show that the multiplicative, additive noises and time-delay can all speed up the transition from the stable state to the extinction state, while the correlation noise and its correlation time can slow down the extinction process of the population system. With respect to SNR, the multiplicative noise always weakens the SR effect, while noise correlation time plays a dual role in motivating the SR phenomenon. Meanwhile, time-delay mainly plays a negative role in stimulating the SR phenomenon. Conversely, it could motivate the SR effect to increase the strength of the cross-correlation noise in the SNR-β plot, while the increase of additive noise intensity will firstly excite SR, and then suppress the SR effect.

  3. Microbiological and physicochemical characterization of dry-cured Halal goat meat. Effect of salting time and addition of olive oil and paprika covering.

    PubMed

    Cherroud, Sanâa; Cachaldora, Aida; Fonseca, Sonia; Laglaoui, Amin; Carballo, Javier; Franco, Inmaculada

    2014-10-01

    The objective of this work was to define a simple technological process for dry-cured Halal goat meat elaboration. The aims of this study were to analyze physicochemical parameters and to enumerate the microbial population at the end of the different manufacturing processes (two salting times and the addition of olive oil and paprika covering) on 36 units of meat product. A total of 532 strains were isolated from several selective culture media and then identified using classical and molecular methods. In general, salt effect and the addition of olive oil and paprika were significant for all the studied microbial groups as well as on NaCl content and water activity. Molecular analysis proves that staphylococci, especially Staphylococcus xylosus and Staphylococcus equorum, were the most common naturally occurring microbiota. The best manufacturing process would be obtained with a longer salting time and the addition of the olive oil and paprika covering.

  4. Comparison between Kemp, Smith & Ragan, Dick & Carey's Instructional Design Models

    ERIC Educational Resources Information Center

    Birgili, Bengi

    2013-01-01

    Instructional design (ID) is systematic way of suggesting a structure and giving meaning to an instructional problem by helping to visualize the problem and breaking into discrete and manageable units. In addition, ID is a systematic reflective process of applying instructional principles into plans by material, activity, resources and evaluation…

  5. A Thinking Practices Framework for Instructional Technology.

    ERIC Educational Resources Information Center

    Recker, Mimi M.; Olson, Daren; Rogers, Jim; duPlessis, Jacques

    This paper examines some of the theoretical changes that have led the field of instructional and educational technology into a time of critical transactions. It begins by outlining some of the standard notions and assumptions within the field of instructional technology, and goes on to examine how they may be changing as a result of influences of…

  6. Instructional Leadership: Are Women Principals Better?

    ERIC Educational Resources Information Center

    Andrews, Richard L.; Basom, Margaret R.

    1990-01-01

    A 1984 study found that female elementary school principals spent 38.4 percent of their time on instructional leadership activities, while their male counterparts spent only 21.8 percent. A 1989 follow-up study found that women principals were more likely to be seen by their staffs as instructional leaders. A sidebar examines sex discrimination in…

  7. Providing Instructional Leadership--A Principal Challenge.

    ERIC Educational Resources Information Center

    Pellicer, Leonard O.

    1982-01-01

    Research indicates that filling the role of instructional leader may be the most difficult task a principal faces. Cited as major causes of this difficulty are lack of training for the instructional leadership responsibilities of the principalship, lack of support from superiors and subordinates, and time pressure. (Author/MLF)

  8. Crystallization of calcium carbonate (CaCO3) in a flowing system: Influence of Cu2+ additives on induction time and crystalline phase transformation

    NASA Astrophysics Data System (ADS)

    Usmany, Y.; Putranto, W. A.; Bayuseno, A. P.; Muryanto, S.

    2016-04-01

    Scaling of calcium carbonate (CaCO3) is commonly found in piping systems in oil, gas, desalination and other chemical processes. The scale may create technical problems, leading to the reduction of heat transfer, increase of energy consumption and unscheduled equipment shutdown. This paper presents crystallization scaling experiments and evaluation of the effect of Cu2+ additives on the induction time and calcium carbonate transformation. The crystals precursors were prepared using equimolar of CaCl2 and Na2CO3 resulted in concentrations of 3000 ppm Ca2+ in the solution. The Cu2+ in amounts of 0, 1 and 10 ppm was separately added in the solution. The flow rates (20, 35, and 60 mL/min) and elevated temperatures (27, 35 and 45°C) were selected in the study. The induction time for crystallization of CaCO3 was observed by measuring the solution conductivity over time, while the phase transformation of calcium carbonate was examined by XRD method and SEM/EDX. It was found that the conductivity remained steady for a certain period reflecting to the induction time of crystal formation, and then decreased sharply afterwards,. The induction time was increased from 34 and 48 minutes in the presence of Cu additives (1 and 10 ppm), depending on the flow rates and temperature observed. In all the experiments, the Cu2+ addition leads to the reduction of mass of crystals. Apparently, the presence of Cu2+ could inhibit the CaCO3 crystallization. In the absence of Cu2+ and at elevated temperature, the crystals obtained were a mixture of vaterite and calcite. In the presence of Cu2+ and at elevated temperature, the crystals formed were aragonite and calcite. Here, the presence of Cu2+ additives might have controlled the crystal transformation of CaCO3.

  9. Instructional Systems: Which One?

    ERIC Educational Resources Information Center

    Lee, A. Maughan

    1970-01-01

    Discusses the mystical aura attached to the notion of a systems approach to instruction, briefly reviews some of the instructional systems which have been advanced, and suggests a method for successful implementation of the process. (LS)

  10. Interactive radio instruction: developing instructional methods.

    PubMed

    Friend, J

    1989-01-01

    The USAID has, since 1972, funded the development of a new methodology for educational radio for young children through 3 projects: the Radio Mathematics PRoject of Nicaragua, the Radio Language Arts Project of Kenya, and the Radio Science PRoject of Papua New Guinea. These projects developed math programs for grades 1-4 and English as a second language for grades 1-3; programs to teach science in grades 4-6 are now being developed. Appropriate techniques were developed to engage young children actively in the learning process. Lessons are planned as a "conversation" between the children and the radio; scripts are written as 1/2 of a dialogue, with pauses carefully timed so that written as 12 of a dialogue, with pauses carefully timed so that students can contribute their 1/2. Teaching techniques used in all 3 projects include choral responses, simultaneous individual seatwork, and activities using simple materials such as pebbles and rulers. Certain techniques were specific to the subject being taught, or to the circumstances in which the lessons were to be used. Patterned oral drill was used frequently in the English lessons, including sound-cued drills. "Deferred" oral responses were used often in the math lessons. In this method, the children are instructed to solve a problem silently, not giving the answer aloud until requested, thus allowing time for even the slower children to participate. "One-child" questions were used in both English and science: the radio asks a question to be answered by a single child, who is selected on the spot by the classroom teacher. This allows for open-ended questions, but also requires constant supervision of the classroom teacher. Songs and games were used in all programs, and extensively for didactic purposes in the teaching of English. Instructions for science activities are often more complex than in other courses, particularly when the children are using science apparatus, especially when they work in pairs to share scarce

  11. Growth behavior of additional offspring with a beneficial reversal allele in the asymmetric sharply-peaked landscape in the coupled discrete-time mutation-selection model

    NASA Astrophysics Data System (ADS)

    Gill, Wonpyong

    2013-01-01

    The probability of additional offspring with a beneficial reversal allele for growing to a size NC for a range of population sizes N, sequence lengths L, selective advantages s, and measuring parameters C was calculated for a haploid, asexual population in the coupled discrete-time mutation-selection model in an asymmetric sharply-peaked landscape with a positive selective advantage of the reversal allele over the optimal allele. The growing probability in the stochastic region was inversely proportional to the measuring parameter when C < 1 /Ns, bent when C ≈ 1/ Ns and saturated when C > 1/ Ns. The crossing time and the time dependence of the increase in relative density of the reversal allele in the coupled discrete-time mutation-selection model was approximated using the Wright-Fisher two-allele model with the same selective advantage and corresponding effective mutation rate. The growth behavior of additional offspring with the reversal allele in the asymmetric sharply-peaked landscape in the coupled discrete-time mutation-selection model was controlled by the selective advantage of the reversal allele compared to the optimal allele and could be described by using the Wright-Fisher two-allele model, in spite of there being many other alleles with lower fitness, and in spite of there being two alleles, the optimal and reversal allele, separated by a low-fitness valley with a tunable depth and width.

  12. Differentiated Instruction. Fastback.

    ERIC Educational Resources Information Center

    Smutny, Joan Franklin

    This fastback presents the essentials for understanding how to differentiate instruction to meet the learning needs of all students in today's classrooms. It focuses on: "The Need for Differentiated Instruction" (determining learning needs, deciding what to differentiate, and principles of differentiated instruction); "Strategies for…

  13. Internalizing Instructional Design.

    ERIC Educational Resources Information Center

    Martin, Barbara L.

    1984-01-01

    Describes the variety of types of products produced by instructional designers, discusses the role of the designer, lists the critical instructional design attributes needed by instructors who design and implement loosely structured instructional products, and discusses prototype evaluation methods for less flexible, instructor-centered products.…

  14. Commercial Carpentry: Instructional Units.

    ERIC Educational Resources Information Center

    Diehl, Donald W.; Penner, Wayman R.

    This manual contains instructional materials which measure student performance on commercial carpentry behavioral objectives; criterion-referenced evaluation instruments are also included. Each of the manual's eleven sections consists of one or more units of instruction. Each instructional unit includes behavioral objectives, suggested activities…

  15. Instructional Program Review Process.

    ERIC Educational Resources Information Center

    Austin Community Coll., TX.

    The report describes the Instructional Program Review Process at Austin Community College (Texas). The report includes program review process timeline and schedule. The Instructional Program Review Process focuses on issues of need, cost, and effectiveness of instructional programs. It provides for identification of improvements, includes…

  16. Elements of Individualized Instruction.

    ERIC Educational Resources Information Center

    Svara, Ronald

    Although many schools claim to make use of individualized instruction, no common definition of this term has been agreed on. The author reviewed definitions of "individualized instruction" in five studies and then surveyed 30 community and junior colleges who claimed to be using this method of instruction to learn what their programs consisted of.…

  17. Evaluating Instructional Development Programmes.

    ERIC Educational Resources Information Center

    Knapper, Christopher K.

    The effectiveness of instructional development evaluation programs is assessed. It is suggested that although it is a basic tenet in instructional development that teaching improvement is closely linked to effective evaluation, it is ironical that most instructional development programs have themselves been evaluated only superficially, if at all.…

  18. Instructional Rounds in Action

    ERIC Educational Resources Information Center

    Roberts, John E.

    2012-01-01

    "Instructional Rounds in Action" is an invaluable guide for those involved in implementing instructional rounds as the foundation and framework for systemic improvement in schools. Over the past few years, districts across the United States, Canada, and Australia have begun implementing "instructional rounds," a set of ideas and practices for…

  19. Instructional Data, FY 1981.

    ERIC Educational Resources Information Center

    Staatse, Holly

    These three reports present instructional data for Mercer County Community College for Summer and Fall 1980 and Spring 1981. The first report, covering summer sessions from 1974 through 1980, examines instructional hours, class size, student credit hours (SCRH), student contact hours (SCH), income/cost measures, instructional staff, full-time…

  20. Instructional Design: System Strategies.

    ERIC Educational Resources Information Center

    Ledford, Bruce R.; Sleeman, Phillip J.

    This book is intended as a source for those who desire to apply a coherent system of instructional design, thereby insuring accountability. Chapter 1 covers the instructional design process, including: instructional technology; the role of evaluation; goal setting; the psychology of teaching and learning; task analysis; operational objectives;…

  1. Restructured Registration and Instructional Options.

    ERIC Educational Resources Information Center

    Simmons, Danny J.

    The project at Beaufort County Technical Institute has culminated in the development of an instructional system that provides each student desiring to enter the Electrical Technology curriculum the opportunity to enroll at any time during the year and to work at a pace determined by his own ability, background and motivation. The systems approach…

  2. Comparing Three Innovative Instructional Systems.

    ERIC Educational Resources Information Center

    Dunn, Rita; Waggoner, Barbara

    1995-01-01

    Examines the differences between three instructional systems: learning styles, neuro-linguistic programming, and "Suggestopoedia." Topics include the philosophical basis of each system; teaching methodologies; the use of multimedia; the use of time; environmental settings; and approaches to human emotion, individual sociological differences, and…

  3. Computer Assisted Instructional Design for Computer-Based Instruction. Final Report. Working Papers.

    ERIC Educational Resources Information Center

    Russell, Daniel M.; Pirolli, Peter

    Recent advances in artificial intelligence and the cognitive sciences have made it possible to develop successful intelligent computer-aided instructional systems for technical and scientific training. In addition, computer-aided design (CAD) environments that support the rapid development of such computer-based instruction have also been recently…

  4. Who Am I Now? Accommodating New Higher Education Diversity in Supplemental Instruction

    ERIC Educational Resources Information Center

    Couchman, Judith A.

    2008-01-01

    Supplemental Instruction (SI) has undergone many adaptations over its 35 year history as it has evolved to meet new developments in higher education while still maintaining its "original genetic code" (Martin and Blanc, 1995). During this time there have been some additions to its theoretical base to accommodate these developments.…

  5. An Inventory of Non-Traditional Instructional Activities.

    ERIC Educational Resources Information Center

    Smith, D. Richard

    Nontraditional instructional activities are defined in this report as those based on new or unconventional forms of education, free of the constraints of time, place, or form which characterize traditional classroom instruction. The several sections of this report detail a variety of approaches to nontraditional instructional activities at Purdue…

  6. My Hopes for the Future of Instructional Technology

    ERIC Educational Resources Information Center

    Merrill, M. David

    2014-01-01

    This article provides the rationales for three recommendations for the future of Instructional Technology: (1) instructional technology as a field seems to have reached a tipping point, where the basic approach to instructional design has stabilized to where further research at this level has waned, suggesting that it is time for instructional…

  7. Effects of Learning Style in a Hypermedia Instructional System.

    ERIC Educational Resources Information Center

    Yung-Bin, Benjamin Lee

    This study was conducted to test the effect of learning styles and instructional advisement on subjects' achievement test performance, frequency in viewing embedded, elaborated information, time on task, and frequency in receiving instructional advisement in a hypermedia instructional system. In the first of two sessions, a screening test was…

  8. Impacts of warming and elevated CO2 on a semi-arid grassland are non-additive, shift with precipitation, and reverse over time.

    PubMed

    Mueller, K E; Blumenthal, D M; Pendall, E; Carrillo, Y; Dijkstra, F A; Williams, D G; Follett, R F; Morgan, J A

    2016-08-01

    It is unclear how elevated CO2 (eCO2 ) and the corresponding shifts in temperature and precipitation will interact to impact ecosystems over time. During a 7-year experiment in a semi-arid grassland, the response of plant biomass to eCO2 and warming was largely regulated by interannual precipitation, while the response of plant community composition was more sensitive to experiment duration. The combined effects of eCO2 and warming on aboveground plant biomass were less positive in 'wet' growing seasons, but total plant biomass was consistently stimulated by ~ 25% due to unique, supra-additive responses of roots. Independent of precipitation, the combined effects of eCO2 and warming on C3 graminoids became increasingly positive and supra-additive over time, reversing an initial shift toward C4 grasses. Soil resources also responded dynamically and non-additively to eCO2 and warming, shaping the plant responses. Our results suggest grasslands are poised for drastic changes in function and highlight the need for long-term, factorial experiments. PMID:27339693

  9. Validation of the Instructional Materials Motivation Survey (IMMS) in a Self-Directed Instructional Setting Aimed at Working with Technology

    ERIC Educational Resources Information Center

    Loorbach, Nicole; Peters, Oscar; Karreman, Joyce; Steehouder, Michaël

    2015-01-01

    The ARCS Model of Motivational Design has been used myriad times to design motivational instructions that focus on attention, relevance, confidence and satisfaction in order to motivate students. The Instructional Materials Motivation Survey (IMMS) is a 36-item situational measure of people's reactions to instructional materials in the light…

  10. Mechanism Underlying Time-dependent Cross-phenomenon between Concentration-response Curves and Concentration Addition Curves: A Case Study of Sulfonamides-Erythromycin mixtures on Escherichia coli

    NASA Astrophysics Data System (ADS)

    Sun, Haoyu; Ge, Hongming; Zheng, Min; Lin, Zhifen; Liu, Ying

    2016-09-01

    Previous studies have identified a phenomenon in which the concentration-response curves (CRCs) for mixtures cross the curves for concentration addition model when predicting or judging joint toxic actions. However, mechanistic investigations of this phenomenon are extremely limited. In this study, a similar phenomenon was observed when we determined the joint toxic actions of sulfonamides (SAs) and erythromycin (ERY) on Escherichia coli (E. coli), which we named the “cross-phenomenon”, and it was characterized by antagonism in the low-concentration range, addition in the medium-concentration range, and synergism in the high-concentration range. The mechanistic investigation of the cross-phenomenon was as follows: SAs and ERY could form a double block to inhibit the bacterial growth by exhibiting a synergistic effect; however, the hormetic effect of SAs on E. coli led to antagonism in the low-concentration range, resulting from the stimulation of sdiA mRNA expression by SAs, which increased the expression of the efflux pump (AcrAB-TolC) to discharge ERY. Furthermore, this cross-phenomenon was observed to be a time-dependent process induced by the increase of both the concentration and extent of stimulation of sdiA mRNA with exposure time. This work explains the dose-dependent and time-dependent cross-phenomenon and provides evidence regarding the interaction between hormesis and cross-phenomenon.

  11. Mechanism Underlying Time-dependent Cross-phenomenon between Concentration-response Curves and Concentration Addition Curves: A Case Study of Sulfonamides-Erythromycin mixtures on Escherichia coli.

    PubMed

    Sun, Haoyu; Ge, Hongming; Zheng, Min; Lin, Zhifen; Liu, Ying

    2016-01-01

    Previous studies have identified a phenomenon in which the concentration-response curves (CRCs) for mixtures cross the curves for concentration addition model when predicting or judging joint toxic actions. However, mechanistic investigations of this phenomenon are extremely limited. In this study, a similar phenomenon was observed when we determined the joint toxic actions of sulfonamides (SAs) and erythromycin (ERY) on Escherichia coli (E. coli), which we named the "cross-phenomenon", and it was characterized by antagonism in the low-concentration range, addition in the medium-concentration range, and synergism in the high-concentration range. The mechanistic investigation of the cross-phenomenon was as follows: SAs and ERY could form a double block to inhibit the bacterial growth by exhibiting a synergistic effect; however, the hormetic effect of SAs on E. coli led to antagonism in the low-concentration range, resulting from the stimulation of sdiA mRNA expression by SAs, which increased the expression of the efflux pump (AcrAB-TolC) to discharge ERY. Furthermore, this cross-phenomenon was observed to be a time-dependent process induced by the increase of both the concentration and extent of stimulation of sdiA mRNA with exposure time. This work explains the dose-dependent and time-dependent cross-phenomenon and provides evidence regarding the interaction between hormesis and cross-phenomenon. PMID:27644411

  12. Mechanism Underlying Time-dependent Cross-phenomenon between Concentration-response Curves and Concentration Addition Curves: A Case Study of Sulfonamides-Erythromycin mixtures on Escherichia coli

    PubMed Central

    Sun, Haoyu; Ge, Hongming; Zheng, Min; Lin, Zhifen; Liu, Ying

    2016-01-01

    Previous studies have identified a phenomenon in which the concentration-response curves (CRCs) for mixtures cross the curves for concentration addition model when predicting or judging joint toxic actions. However, mechanistic investigations of this phenomenon are extremely limited. In this study, a similar phenomenon was observed when we determined the joint toxic actions of sulfonamides (SAs) and erythromycin (ERY) on Escherichia coli (E. coli), which we named the “cross-phenomenon”, and it was characterized by antagonism in the low-concentration range, addition in the medium-concentration range, and synergism in the high-concentration range. The mechanistic investigation of the cross-phenomenon was as follows: SAs and ERY could form a double block to inhibit the bacterial growth by exhibiting a synergistic effect; however, the hormetic effect of SAs on E. coli led to antagonism in the low-concentration range, resulting from the stimulation of sdiA mRNA expression by SAs, which increased the expression of the efflux pump (AcrAB-TolC) to discharge ERY. Furthermore, this cross-phenomenon was observed to be a time-dependent process induced by the increase of both the concentration and extent of stimulation of sdiA mRNA with exposure time. This work explains the dose-dependent and time-dependent cross-phenomenon and provides evidence regarding the interaction between hormesis and cross-phenomenon. PMID:27644411

  13. Ideas for Effective Web-based Instruction.

    ERIC Educational Resources Information Center

    Waters, Bill

    1999-01-01

    Offers ideas for developing a Web-based course in music education, addressing such issues as the transmission of audio information, real-time communication, and testing and copyright. Provides selected resources for Web-based instruction. (CMK)

  14. Computer simulation for the growing probability of additional offspring with an advantageous reversal allele in the decoupled continuous-time mutation-selection model

    NASA Astrophysics Data System (ADS)

    Gill, Wonpyong

    2016-01-01

    This study calculated the growing probability of additional offspring with the advantageous reversal allele in an asymmetric sharply-peaked landscape using the decoupled continuous-time mutation-selection model. The growing probability was calculated for various population sizes, N, sequence lengths, L, selective advantages, s, fitness parameters, k and measuring parameters, C. The saturated growing probability in the stochastic region was approximately the effective selective advantage, s*, when C≫1/Ns* and s*≪1. The present study suggests that the growing probability in the stochastic region in the decoupled continuous-time mutation-selection model can be described using the theoretical formula for the growing probability in the Moran two-allele model. The selective advantage ratio, which represents the ratio of the effective selective advantage to the selective advantage, does not depend on the population size, selective advantage, measuring parameter and fitness parameter; instead the selective advantage ratio decreases with the increasing sequence length.

  15. Food additives

    PubMed Central

    Spencer, Michael

    1974-01-01

    Food additives are discussed from the food technology point of view. The reasons for their use are summarized: (1) to protect food from chemical and microbiological attack; (2) to even out seasonal supplies; (3) to improve their eating quality; (4) to improve their nutritional value. The various types of food additives are considered, e.g. colours, flavours, emulsifiers, bread and flour additives, preservatives, and nutritional additives. The paper concludes with consideration of those circumstances in which the use of additives is (a) justified and (b) unjustified. PMID:4467857

  16. Effect of proving time on the quality of frozen pre-baked French style rolls elaborated with the addition of wholegrain flour and enzymes.

    PubMed

    Almeida, Eveline Lopes; Chang, Yoon Kil

    2014-11-01

    Proving is a step in the breadmaking process that can be crucial in determining the final characteristics of the product presented to the consumer. The objective of this work was to evaluate the effect of proving time on the quality of frozen pre-baked French style rolls elaborated with the addition of wholegrain flour and enzymes. With this objective, doughs from six different formulations were allowed to ferment to different stages of proving. The first stage corresponded to the stage where the dough presented the maximum point of volume development without losing its resistance to touch. The second stage was soon after the first one, being characterized by a loss of resistance to touch but without a marked loss of volume. The rolls were evaluated for their specific volume, crumb texture (firmness and springiness), oven spring, shape, cut opening and cut height. The results showed that the proving time influenced various characteristics of the pre-baked French bread. A longer proving time tended to result in greater specific volume of the rolls with greater crumb springiness, but with a less firm crumb and reduced cut opening and cut height. The oven spring and shape were not altered by the proving time. The increase in volume was the result of increases in the width and length of the rolls. This study showed that the proving time was one of the factors responsible for the collapse in the structure of the pre-baked rolls, and that an adequate formulation could overcome the loss in cut opening and cut height resulting from a longer proving time. PMID:26396336

  17. Designing Instructional Systems

    ERIC Educational Resources Information Center

    Furtado, Lorraine T.

    1974-01-01

    The author presents an instructional design model for teachers that evolves around a teacher-manager concept which recognizes management functions of: planning, organizing, leading, and controlling. (EA)

  18. Caustic addition system operability test procedure

    SciTech Connect

    Parazin, R.E.

    1994-11-01

    This test procedure provides instructions for performing operational testing of the major components of the 241-AN-107 Caustic Addition System by WHC and Kaiser personnel at the Rotating Equipment Shop run-in pit (Bldg. 272E).

  19. Experiences with lab-centric instruction

    NASA Astrophysics Data System (ADS)

    Titterton, Nathaniel; Lewis, Colleen M.; Clancy, Michael J.

    2010-06-01

    Lab-centric instruction emphasizes supervised, hands-on activities by substituting lab for lecture time. It combines a multitude of pedagogical techniques into the format of an extended, structured closed lab. We discuss the range of benefits for students, including increased staff interaction, frequent and varied self-assessments, integrated collaborative activities, and a systematic sequence of activities that gradually increases in difficulty. Instructors also benefit from a deeper window into student progress and understanding. We follow with discussion of our experiences in courses at U.C. Berkeley, and using data from some of these investigate the effects of lab-centric instruction on student learning, procrastination, and course pacing. We observe that the lab-centric format helped students on exams but hurt them on extended programming assignments, counter to our hypothesis. Additionally, we see no difference in self-ratings of procrastination and limited differences in ratings of course pace. We do find evidence that the students who choose to attend lab-centric courses are different in several important ways from students who choose to attend the same course in a non-lab-centric format.

  20. Learner Control versus Program Control in Interactive Videodisc Instruction: What Are the Effects in Procedural Learning?

    ERIC Educational Resources Information Center

    Shyu, Hsin-Yih; Brown, Scott W.

    1992-01-01

    Discussion of learner-controlled instruction focuses on a study of undergraduates that compared learner control with program control in interactive videodisc instruction for making an origami crane. Student performance, self-efficacy concerning the instructional task, time on task, and student attitudes toward the instruction are examined. (32…

  1. Instructional Chains as a Method for Examining the Teaching and Learning of Argumentative Writing in Classrooms

    ERIC Educational Resources Information Center

    VanDerHeide, Jennifer; Newell, George E.

    2013-01-01

    We propose "instructional chaining" as an analytic method for capturing and describing key instructional episodes enacted by expert writing teachers to foster the recontextualization over time of the social practices of argumentative writing through process-oriented instructional approaches. The article locates instructional chaining…

  2. The Strategic Impact Model: An Integrative Approach to Performance Improvement and Instructional Systems Design

    ERIC Educational Resources Information Center

    Molenda, Michael; Pershing, James A.

    2004-01-01

    Training in business settings and instruction in academic settings have never taken place in a vacuum, but in earlier times many instructional technology professionals behaved as though they did. Models of instructional systems design (ISD) placed training and instruction at the center of the universe ignoring the impact of the external…

  3. Instruction in information structuring improves Bayesian judgment in intelligence analysts.

    PubMed

    Mandel, David R

    2015-01-01

    An experiment was conducted to test the effectiveness of brief instruction in information structuring (i.e., representing and integrating information) for improving the coherence of probability judgments and binary choices among intelligence analysts. Forty-three analysts were presented with comparable sets of Bayesian judgment problems before and immediately after instruction. After instruction, analysts' probability judgments were more coherent (i.e., more additive and compliant with Bayes theorem). Instruction also improved the coherence of binary choices regarding category membership: after instruction, subjects were more likely to invariably choose the category to which they assigned the higher probability of a target's membership. The research provides a rare example of evidence-based validation of effectiveness in instruction to improve the statistical assessment skills of intelligence analysts. Such instruction could also be used to improve the assessment quality of other types of experts who are required to integrate statistical information or make probabilistic assessments.

  4. Instruction in information structuring improves Bayesian judgment in intelligence analysts

    PubMed Central

    Mandel, David R.

    2015-01-01

    An experiment was conducted to test the effectiveness of brief instruction in information structuring (i.e., representing and integrating information) for improving the coherence of probability judgments and binary choices among intelligence analysts. Forty-three analysts were presented with comparable sets of Bayesian judgment problems before and immediately after instruction. After instruction, analysts' probability judgments were more coherent (i.e., more additive and compliant with Bayes theorem). Instruction also improved the coherence of binary choices regarding category membership: after instruction, subjects were more likely to invariably choose the category to which they assigned the higher probability of a target's membership. The research provides a rare example of evidence-based validation of effectiveness in instruction to improve the statistical assessment skills of intelligence analysts. Such instruction could also be used to improve the assessment quality of other types of experts who are required to integrate statistical information or make probabilistic assessments. PMID:25904882

  5. Ukrainian Instructional Aids.

    ERIC Educational Resources Information Center

    Alberta Modern Language Journal, 1976

    1976-01-01

    This is an annotated listing of 25 items that can be used in connection with instruction in Ukrainian language, culture, history, and literature. Items include surveys, journals, literary works, and other scholarly and instructional materials on the history and current status of the Ukraine and Ukrainian immigrants to Canada. (AM)

  6. Principal Instructional Leadership.

    ERIC Educational Resources Information Center

    Short, Paula M.; Spencer, William A.

    Although the literature points to principals' central role in enhancing school effectiveness, the demonstration of a causal relationship between their instructional leadership and student achievement is difficult. Researchers have suggested that instructional leadership can influence teaching and classroom practices through the establishment of…

  7. Content-Based Instruction.

    ERIC Educational Resources Information Center

    CATESOL Journal, 1992

    1992-01-01

    This English-as-a-Second Language (ESL) journal periodical devotes entire issues to specific issues. The theme of this issue is "Content-Base Instruction." Articles include: "Syllabus Design in Content-Based Instruction" (David E. Eskey); "How Relevant Is Relevance?: An Examination of Student Needs, Interests, and Motivation in the Content-Based…

  8. Trends in Instructional Technology.

    ERIC Educational Resources Information Center

    Brown, James W., Ed.

    This collection of five articles presents the viewpoints of experts on various aspects of the field of instructional technology (IT). Wesley C. Meierhenry traces the history of IT from its original emphasis on audiovisual media to its current concern with instructional design and the use of systems and systematic approaches. Henry T. Ingle…

  9. Creating Effective Multimedia Instruction.

    ERIC Educational Resources Information Center

    Sales, Gregory C.

    1999-01-01

    Presents information on several critical themes related to multimedia instruction for those involved in the design, development, or use of computer delivered instruction. Addresses software product life cycle; systematic approach to design; multimedia design and development teams; production values; critical components of effective multimedia;…

  10. Instructions for Systemic Change

    ERIC Educational Resources Information Center

    Seigel, Marika A.

    2009-01-01

    In the technical communication classroom, the received wisdom is that good instructions should "stay out of the way" of the users' engagement with technological systems. This article draws on Burke's concept of perspective by incongruity and on examples of instructions produced during the Women's Health Movement to demonstrate that sometimes…

  11. Direct Instruction News, 2001.

    ERIC Educational Resources Information Center

    Tarver, Sara, Ed.

    2001-01-01

    These three issues of a newsletter offer diverse kinds of information deemed to be of interest to Association for Direct Instruction (ADI) members--stories of successful implementations in different settings, write-ups of ADI awards, tips on "how to" deliver direct instruction (DI) more effectively, topical articles focused on particular types of…

  12. Perceptions of Online Instruction

    ERIC Educational Resources Information Center

    Fish, Wade W.; Gill, Peggy B.

    2009-01-01

    Online instruction has influenced how higher education redefines teaching as universities understand the significance and move towards the paradigm of online teaching and learning. Despite the benefits of online teaching, many university faculty members tend to gravitate toward instructional practices that are most comfortable to them. The purpose…

  13. Computer Designed Instruction & Testing.

    ERIC Educational Resources Information Center

    New Mexico State Univ., Las Cruces.

    Research findings on computer designed instruction and testing at the college level are discussed in 13 papers from the first Regional Conference on University Teaching at New Mexico State University. Titles and authors are as follows: "Don't Bother Me with Instructional Design, I'm Busy Programming! Suggestions for More Effective Educational…

  14. Evaluation of Bibliographic Instruction.

    ERIC Educational Resources Information Center

    Hardesty, Larry

    Arguing that there is a current tendency among librarians to talk more about the evaluation of bibliographic instruction than to actually do anything about it, this paper examines limitations of and considerations pertaining to evaluation and includes: (1) a brief discussion of the history of bibliographic instruction; (2) discussion of types of…

  15. Fundamentals of Library Instruction

    ERIC Educational Resources Information Center

    McAdoo, Monty L.

    2012-01-01

    Being a great teacher is part and parcel of being a great librarian. In this book, veteran instruction services librarian McAdoo lays out the fundamentals of the discipline in easily accessible language. Succinctly covering the topic from top to bottom, he: (1) Offers an overview of the historical context of library instruction, drawing on recent…

  16. Diagnostic Assessment in Instruction.

    ERIC Educational Resources Information Center

    Forehand, Garlie A.; Rice, Myrtle W.

    1988-01-01

    Describes an experimental program of interactive assessment and instruction called GUIDES to Learning and Instruction, which is designed for use in college level remedial and developmental programs in writing, reading, and study skills. Highlights include microcomputer administration of measurement; response formats; feedback; validity for…

  17. LOGO Based Instruction.

    ERIC Educational Resources Information Center

    Yusuf, Mian Muhammad

    Findings of a 1989 research study on LOGO-based instruction for teaching abstract concepts of geometry are reported in an effort to encourage mathematics teachers to use the LOGO language in computer-assisted instruction. Thirty-three ninth graders (19 males and 14 females) (6 white students and 27 black students) were involved in the controlled…

  18. Presentation on Instructional Objectives

    ERIC Educational Resources Information Center

    Naz, Bibi Asia

    2009-01-01

    "Learning can be defined as change in a student's capacity for performance as a result of experience" (Kenneth D. Moore). The intended changes should be specified in instructional objectives. Viewed in this context, an objective can be defined as a clear and unambiguous description of your instructional intent. An objective is not a statement of…

  19. Videodisc Instruction in Fractions.

    ERIC Educational Resources Information Center

    Carnine, Douglas; And Others

    1987-01-01

    How laser videodisc technology can be used to improve mathematics instruction is described, with note of the development of a videodisc curriculum on mastering fractions. Relevant research is reviewed, as well as how teachers can use the technology. The instructional design is described, and field-testing and revision reported. (MNS)

  20. THE INSTRUCTIONAL MATERIALS CENTER.

    ERIC Educational Resources Information Center

    ARTZ, DELPHINE; AND OTHERS

    THIS BULLETIN PRESENTS RECOMMENDATIONS WITH REGARD TO PROGRAM, PERSONNEL, AND FACILITIES FOR AN INSTRUCTIONAL MATERIALS CENTER. IT INCLUDES UTILIZATION, MATERIALS, FACILITIES, ORGANIZATION AND LAYOUTS FOR AN INSTRUCTIONAL MATERIALS CENTER. CASE STUDIES AND EXAMPLES ARE PROVIDED FOR MAKING THE MAXIMUM POSSIBLE USAGE OF THE CENTER WITHIN BOTH THE…

  1. The Instructional Development Laboratory.

    ERIC Educational Resources Information Center

    Towle, Nelson J.

    The Instructional Development Laboratory of Florida State University's Center for Educational Design (CED) is described. Among the major projects of the Laboratory has been the design and implementation of the PLATO computer-assisted instruction system. Included in the report are descriptions of (1) the facilities layout of the Laboratory, (2) the…

  2. Instruction and Inquiry

    ERIC Educational Resources Information Center

    Caws, Peter

    1974-01-01

    Instruction, the facilitation of the idiocyncratic internalizing process of each student, and inquiry, a form of self-instruction engaged in by the faculty and by advanced students, are interrelated in the forum of the university. By elucidating the interrelationship, recommendations can be made for the improvement of the university. (JH)

  3. Quality in Instructional Television.

    ERIC Educational Resources Information Center

    Schramm, Wilbur, Ed.

    The result of an interdisciplinary conference on the qualities of an effective instructional television program, this book reports the ideas of various participants. Two papers by broadcasters represent the producer's view of ITV; one deals with instructional television in Sweden and the other with a Nigerian project. The scholar's view is…

  4. Content-Based Instruction

    ERIC Educational Resources Information Center

    DelliCarpini, M.; Alonso, O.

    2013-01-01

    DelliCarpini and Alonso's book "Content-Based Instruction" explores different approaches to teaching content-based instruction (CBI) in the English language classroom. They provide a comprehensive overview of how to teach CBI in an easy-to-follow guide that language teachers will find very practical for their own contexts. Topics…

  5. Effect of addition of lycopene to calcium hydroxide and chlorhexidine as intracanal medicament on fracture resistance of radicular dentin at two different time intervals: An in vitro study

    PubMed Central

    Madhusudhana, Koppolu; Archanagupta, Kasamsetty; Suneelkumar, Chinni; Lavanya, Anumula; Deepthi, Mandava

    2015-01-01

    Background: Long-term use of intracanal medicaments such as calcium hydroxide (CH) reduces the fracture resistance of dentin. The present study was undertaken to evaluate the fracture resistance of radicular dentin on long-term use of CH, chlorhexidine (CHX) with lycopene (LP). Aim: To compare the fracture resistance of radicular dentin when intracanal medicaments such as CH, CHX with LP were used for 1-week and 1-month time interval. Settings and Design: Sixty single-rooted extracted human permanent premolars were collected, and complete instrumentation was done. Samples were divided into three groups based on intracanal medicament used. Materials and Methods: Group 1 - no medicament was placed (CON), group 2 - mixture of 1.5 g of CH and 1 ml of 2% CHX (CHCHX), group 3 - mixture of 1.5 g of CH, 1 ml of CHX and 1 ml of 5% LP solution (CHCHXLP). After storage period of each group for 1-week and 1-month, middle 8 mm root cylinder was sectioned and tested for fracture resistance. Statistical Analysis: Results were analyzed using paired t-test. Results: At 1-month time interval, there was a statistically significant difference in fracture resistance between CHCHX and CHCHXLP groups. Conclusion: Addition of LP has not decreased the fracture resistance of radicular dentin after 1-month. PMID:26069405

  6. How to Survive Instructional Innovation.

    ERIC Educational Resources Information Center

    Rainey, Gilbert L.

    1981-01-01

    Reviews problems and successful techniques associated with various instructional systems including individualized instruction, personalized system of instruction, audiotutorial system, and others. Includes comments on behavioral objectives, mastery, and testing. (SK)

  7. Advanced cardiac life support instruction: do we know tomorrow what we know today?

    PubMed

    Settles, Julie; Jeffries, Pamela R; Smith, Terri M; Meyers, Jennifer S

    2011-06-01

    This study compared two instructional and evaluation methods for teaching advanced cardiac life support (ACLS) to health care professionals who were taking the ACLS course for the first time. Outcomes of the instruction were measured on completion of the course and at 3 months and 6 months postinstruction to identify differences in participants' knowledge retention, skills competency, and self-efficacy in performing ACLS. In addition, satisfaction with the teaching method was evaluated. The two methods of teaching and evaluating competencies for ACLS were (1) traditional classroom instruction plus practice and evaluation with monitors (low-fidelity simulation); and (2) classroom instruction plus practice with high-fidelity patient simulators. Participants in the study were 148 health care professionals or health care students who were novices in ACLS preparation. Participants were recruited from a large Midwest school of nursing and school of medicine, a Midwest physicians' assistant program, and a not-for-profit hospital. The findings showed no significant differences in ACLS knowledge, skills, self-efficacy, or learner satisfaction immediately after instruction or at 3 to 9 months posttraining. Retention of ACLS knowledge and skills competency over time was low in both groups; recommendations and interventions are discussed based on the study results.

  8. Automated illustration of patients instructions.

    PubMed

    Bui, Duy; Nakamura, Carlos; Bray, Bruce E; Zeng-Treitler, Qing

    2012-01-01

    A picture can be a powerful communication tool. However, creating pictures to illustrate patient instructions can be a costly and time-consuming task. Building on our prior research in this area, we developed a computer application that automatically converts text to pictures using natural language processing and computer graphics techniques. After iterative testing, the automated illustration system was evaluated using 49 previously unseen cardiology discharge instructions. The completeness of the system-generated illustrations was assessed by three raters using a three-level scale. The average inter-rater agreement for text correctly represented in the pictograph was about 66 percent. Since illustration in this context is intended to enhance rather than replace text, these results support the feasibility of conducting automated illustration.

  9. Green technology effect of injection pressure, timing and compression ratio in constant pressure heat addition cycle by an eco-friendly material.

    PubMed

    Karthikayan, S; Sankaranarayanan, G; Karthikeyan, R

    2015-11-01

    Present energy strategies focus on environmental issues, especially environmental pollution prevention and control by eco-friendly green technologies. This includes, increase in the energy supplies, encouraging cleaner and more efficient energy management, addressing air pollution, greenhouse effect, global warming, and climate change. Biofuels provide the panorama of new fiscal opportunities for people in rural area for meeting their need and also the demand of the local market. Biofuels concern protection of the environment and job creation. Renewable energy sources are self-reliance resources, have the potential in energy management with less emissions of air pollutants. Biofuels are expected to reduce dependability on imported crude oil with connected economic susceptibility, reduce greenhouse gases, other pollutants and invigorate the economy by increasing demand and prices for agricultural products. The use of neat paradise tree oil and induction of eco-friendly material Hydrogen through inlet manifold in a constant pressure heat addition cycle engine (diesel engine) with optimized engine operating parameters such as injection timing, injection pressure and compression ratio. The results shows the heat utilization efficiency for neat vegetable oil is 29% and neat oil with 15% Hydrogen as 33%. The exhaust gas temperature (EGT) for 15% of H2 share as 450°C at full load and the heat release of 80J/deg. crank angle for 15% Hydrogen energy share.

  10. Green technology effect of injection pressure, timing and compression ratio in constant pressure heat addition cycle by an eco-friendly material.

    PubMed

    Karthikayan, S; Sankaranarayanan, G; Karthikeyan, R

    2015-11-01

    Present energy strategies focus on environmental issues, especially environmental pollution prevention and control by eco-friendly green technologies. This includes, increase in the energy supplies, encouraging cleaner and more efficient energy management, addressing air pollution, greenhouse effect, global warming, and climate change. Biofuels provide the panorama of new fiscal opportunities for people in rural area for meeting their need and also the demand of the local market. Biofuels concern protection of the environment and job creation. Renewable energy sources are self-reliance resources, have the potential in energy management with less emissions of air pollutants. Biofuels are expected to reduce dependability on imported crude oil with connected economic susceptibility, reduce greenhouse gases, other pollutants and invigorate the economy by increasing demand and prices for agricultural products. The use of neat paradise tree oil and induction of eco-friendly material Hydrogen through inlet manifold in a constant pressure heat addition cycle engine (diesel engine) with optimized engine operating parameters such as injection timing, injection pressure and compression ratio. The results shows the heat utilization efficiency for neat vegetable oil is 29% and neat oil with 15% Hydrogen as 33%. The exhaust gas temperature (EGT) for 15% of H2 share as 450°C at full load and the heat release of 80J/deg. crank angle for 15% Hydrogen energy share. PMID:26025643

  11. Instructional Design and the Importance of Instructional Alignment

    ERIC Educational Resources Information Center

    Martin, Florence

    2011-01-01

    This paper highlights the instructional design process followed by the Maricopa Community College faculty in the creation of instructional modules in Digital Visual Literacy. The paper categorizes 10 tasks that an instructional designer, a teacher, or a trainer performs during the design phase of the instructional design process. The importance of…

  12. Modeling Instruction: The Impact of Professional Development on Instructional Practices

    ERIC Educational Resources Information Center

    Barlow, Angela T.; Frick, Tasha M.; Barker, Heather L.; Phelps, Amy J.

    2014-01-01

    Modeling Instruction holds the potential for transforming science instruction and improving student achievement. Key to the success of Modeling Instruction, however, is the fidelity of implementation of its curriculum. This qualitative study examined the impact of Modeling Instruction professional development on participating teachers'…

  13. Does Digital Game-Based Learning Improve Student Time-on-Task Behavior and Engagement in Comparison to Alternative Instructional Strategies?

    ERIC Educational Resources Information Center

    Schaaf, Ryan

    2012-01-01

    Digital Game-Based Learning (DGBL) activities were examined in comparison with effective, research-based learning strategies to observe any difference in student engagement and time-on task behavior. Experimental and control groups were randomly selected amongst the intermediate elementary school students ages 8 to 10 years old. Student…

  14. Evaluating College Students' Evaluations of a Professor's Teaching Effectiveness across Time and Instruction Mode (Online vs. Face-to-Face) Using a Multilevel Growth Modeling Approach

    ERIC Educational Resources Information Center

    Carle, Adam C.

    2009-01-01

    Aims: Do college students' ratings of a professor's teaching effectiveness suggest that a professor's teaching improves with time? Does anything predict which instructors receive the highest ratings or improve the fastest? And, importantly, do the correlates of change differ across face-to-face and online courses? Methods: I used data from 10,392…

  15. Phosphazene additives

    DOEpatents

    Harrup, Mason K; Rollins, Harry W

    2013-11-26

    An additive comprising a phosphazene compound that has at least two reactive functional groups and at least one capping functional group bonded to phosphorus atoms of the phosphazene compound. One of the at least two reactive functional groups is configured to react with cellulose and the other of the at least two reactive functional groups is configured to react with a resin, such as an amine resin of a polycarboxylic acid resin. The at least one capping functional group is selected from the group consisting of a short chain ether group, an alkoxy group, or an aryloxy group. Also disclosed are an additive-resin admixture, a method of treating a wood product, and a wood product.

  16. Potlining Additives

    SciTech Connect

    Rudolf Keller

    2004-08-10

    In this project, a concept to improve the performance of aluminum production cells by introducing potlining additives was examined and tested. Boron oxide was added to cathode blocks, and titanium was dissolved in the metal pool; this resulted in the formation of titanium diboride and caused the molten aluminum to wet the carbonaceous cathode surface. Such wetting reportedly leads to operational improvements and extended cell life. In addition, boron oxide suppresses cyanide formation. This final report presents and discusses the results of this project. Substantial economic benefits for the practical implementation of the technology are projected, especially for modern cells with graphitized blocks. For example, with an energy savings of about 5% and an increase in pot life from 1500 to 2500 days, a cost savings of $ 0.023 per pound of aluminum produced is projected for a 200 kA pot.

  17. Knowledge engineering for the instructional developer

    SciTech Connect

    Trainor, M.S.

    1989-01-01

    This paper explores the cognitive approach to instruction and provides several strategies for using knowledge engineering information in the instructional development process to strengthen the systems approach to training. When students learn using the behavioral approach to instruction, drawbacks have been noted because gaps are apparent between the students' high performance levels on objective tests and their inadequate problem solving performance levels. Augmentation of the behaviorist process with applications of knowledge engineering can result in obtaining detailed information about student misconceptions relative to expert knowledge. This information is then applied to individualized learning prescriptions. Normally, instructional developers are working under significant resource and time constraints, and this modified systems approach is an efficient solution to this problem. 13 refs., 1 fig., 1 tab.

  18. How are scientific thinking skills best developed? Direct instruction vs. inquiry practice

    NASA Astrophysics Data System (ADS)

    Dean, David Worth, Jr.

    valid explanation, in combination) as well as most component measures of this skill. Performance of the two practice groups was superior to that of the DI-only group. Direct instruction conferred no additional benefit to the group receiving both direct instruction and practice compared to the practice-only group. Examined over an extended time interval, the merits of brief direct instruction are thus brought into question.

  19. Pilot Pattern for Home Management Instruction in Area Vocational School Curricula Based on Problems of Young Homemakers Employed Full-Time in Clerical and Sales Occupations. (Continuation of No. 28 and 51). Final Report.

    ERIC Educational Resources Information Center

    Thomas, Virginia F.; Newman, Ann

    A total of 107 students from a comprehensive vocational facility, a community college, and high school day and night classes participated in a 6-week pilot project to test curriculum materials and implement an instructional method consisting of nine audiovisual instructional packets on management supplemented by correspondence with a master…

  20. Undergraduate Instruction in Geomathematics

    ERIC Educational Resources Information Center

    Osborne, Robert H.

    1969-01-01

    Advocates geomathematical instruction at the undergraduate level as a necessity. With the inclusion of pertinent mathematical approaches to conventional geological problems. Examples are described including one such attempt at the University of Southern California. (BC)

  1. Instructing for Results

    ERIC Educational Resources Information Center

    Peterson, Bob

    1978-01-01

    To illustrate the importance of clarity and precision in stating objectives for learning a particular job task, a training consultant provides answers to the previous issue's questionnaire on writing instructional objectives. (MF)

  2. Diversifying Instruction and Assessment.

    ERIC Educational Resources Information Center

    Sternberg, Robert J.

    1994-01-01

    The triarchic theory posits that intelligence has analytical, creative, and practical aspects. Instructional and assessment methods should encourage and evaluate all three kinds of abilities, a balanced approach that can reach all students. (SK)

  3. Writing Instructional Software.

    ERIC Educational Resources Information Center

    Lorenz, Marian; Moose, Allan

    1983-01-01

    Discusses the main categories of instructional software, including drill/practice, tutorials, simulation/problem solving, games, and management, along with factors involved in their design. (Author/MBR)

  4. Instructional Strategies: A Preliminary Taxonomy.

    ERIC Educational Resources Information Center

    Merrill, M. David; Wood, Norman D.

    This paper proposes that instruction consists of four relatively independent facets: learner aptitudes, content structure, delivery systems, and instructional strategies. The purpose of this paper is to develop a taxonomic vocabulary and a model for portraying instructional strategies. Instructional strategies are defined as sequences of two or…

  5. Using WebQuests to Teach Content: Comparing Instructional Strategies

    ERIC Educational Resources Information Center

    Strickland, Janet

    2005-01-01

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

  6. Characterizing Teacher Feedback to Student Miscues During Oral Reading Instruction.

    ERIC Educational Resources Information Center

    Hoffman, James V.; Baker, Christopher J.

    Noting that the verbal interactions that transpire between teacher and student in the classroom setting are central to the instructional process, this paper offers reading teachers a systematic means of examining their own interactive patterns in the context of oral reading instruction. In addition, it provides teachers with a way of inspecting…

  7. Feedback as the Crucial Variable in Conventional Instruction.

    ERIC Educational Resources Information Center

    Wilkof, Neil J.

    This paper presents a theoretical inquiry into the potential utility of a curricular view of instruction via the heuristic vehicle of the "curriculum-in-use." It is proposed that instruction must always imply a teacher, students to be taught, a curricular subject matter to be transmitted, and an evaluative mechanism. In addition, all instruction…

  8. Math Attitudes of Computer Education and Instructional Technology Students

    ERIC Educational Resources Information Center

    Tekerek, Mehmet; Yeniterzi, Betul; Ercan, Orhan

    2011-01-01

    Computer Education and Instructional Technology (CEIT) Departments train computer teachers to fill gap of computer instructor in all grades of schools in Turkey. Additionally graduates can also work as instructional technologist or software developer. The curriculum of CEIT departments includes mathematics courses. The aim of this study is to…

  9. INDIVIDUAL DIFFERENCES IN LEARNING FROM SELF-PACED PROGRAMED INSTRUCTION, REPORT 1--STUDIES IN TELEVISED INSTRUCTION, INDIVIDUALIZING GROUP INSTRUCTION.

    ERIC Educational Resources Information Center

    GROPPER, GEORGE L.; KRESS, GERARD C., JR.

    SELF-PACED INSTRUCTION, DETERMINANTS OF A SELF-ADOPTED PACE, AND THE EFFECTS OF THE PACE ADOPTED ON BEHAVIOR WERE STUDIED. THIS REPRESENTED THE FIRST IN A SERIES OF THREE STUDIES, CONCERNING THE RELATIONSHIP BETWEEN PACING MODE AND BEHAVIOR. (REFER TO ACCESSION NUMBERS ED 003 200, ED 003 201, AND ED 003 202 FOR ADDITIONAL INFORMATION ON THIS…

  10. ACCOMMODATING INDIVIDUAL DIFFERENCES DURING EXTERNALLY PACED PROGRAMED INSTRUCTION, REPORT 3--STUDIES IN TELEVISED INSTRUCTION, INDIVIDUALIZING GROUP INSTRUCTION.

    ERIC Educational Resources Information Center

    GROPPER, GEORGE L.; KRESS, GERALD C., JR.

    THE RELATIVE EFFECTIVENESS OF ALTERNATE APPROACHES TOWARD INDIVIDUALIZATION OF FIXED-PACED PROGRAMED INSTRUCTION WAS ASSESSED. THIS REPRESENTED THE THIRD IN A SERIES OF THREE STUDIES CONCERNING THE RELATIONSHIP BETWEEN PACING MODE AND BEHAVIOR. (REFER TO ACCESSION NUMBERS ED 003 199, ED 003 200, AND ED 003 202 FOR ADDITIONAL INFORMATION ON THIS…

  11. 7 CFR 1250.203 - Instructions.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... Referendum Procedures § 1250.203 Instructions. The referendum agent shall conduct the referendum, in the... by the referendum agent. Such agent shall: (a) Determine the time of commencement and termination of the period of the referendum, and the time when all ballots must be received by the referendum...

  12. Tic Tac Toe Math. Instructional Guide.

    ERIC Educational Resources Information Center

    Cooper, Richard

    This instructional guide and set of three companion workbooks are intended for use in an arithmetic course based on the Tic Tac Toe method of addition and multiplication, which is an alternative means of learning to add and multiply that was developed for students whose learning disabilities (including difficulty in distinguishing left from right…

  13. Anticipatory Postural Control of Stability during Gait Initiation Over Obstacles of Different Height and Distance Made Under Reaction-Time and Self-Initiated Instructions

    PubMed Central

    Yiou, Eric; Artico, Romain; Teyssedre, Claudine A.; Labaune, Ombeline; Fourcade, Paul

    2016-01-01

    Despite the abundant literature on obstacle crossing in humans, the question of how the central nervous system (CNS) controls postural stability during gait initiation with the goal to clear an obstacle remains unclear. Stabilizing features of gait initiation include anticipatory postural adjustments (APAs) and lateral swing foot placement. To answer the above question, 14 participants initiated gait as fast as possible in three conditions of obstacle height, three conditions of obstacle distance and one obstacle-free (control) condition. Each of these conditions was performed with two levels of temporal pressure: reaction-time (high-pressure) and self-initiated (low-pressure) movements. A mechanical model of the body falling laterally under the influence of gravity and submitted to an elastic restoring force is proposed to assess the effect of initial (foot-off) center-of-mass position and velocity (or “initial center-of-mass set”) on the stability at foot-contact. Results showed that the anticipatory peak of mediolateral (ML) center-of-pressure shift, the initial ML center-of-mass velocity and the duration of the swing phase, of gait initiation increased with obstacle height, but not with obstacle distance. These results suggest that ML APAs are scaled with swing duration in order to maintain an equivalent stability across experimental conditions. This statement is strengthened by the results obtained with the mechanical model, which showed how stability would be degraded if there was no adaptation of the initial center-of-mass set to swing duration. The anteroposterior (AP) component of APAs varied also according to obstacle height and distance, but in an opposite way to the ML component. Indeed, results showed that the anticipatory peak of backward center-of-pressure shift and the initial forward center-of-mass set decreased with obstacle height, probably in order to limit the risk to trip over the obstacle, while the forward center-of-mass velocity at foot

  14. Anticipatory Postural Control of Stability during Gait Initiation Over Obstacles of Different Height and Distance Made Under Reaction-Time and Self-Initiated Instructions.

    PubMed

    Yiou, Eric; Artico, Romain; Teyssedre, Claudine A; Labaune, Ombeline; Fourcade, Paul

    2016-01-01

    Despite the abundant literature on obstacle crossing in humans, the question of how the central nervous system (CNS) controls postural stability during gait initiation with the goal to clear an obstacle remains unclear. Stabilizing features of gait initiation include anticipatory postural adjustments (APAs) and lateral swing foot placement. To answer the above question, 14 participants initiated gait as fast as possible in three conditions of obstacle height, three conditions of obstacle distance and one obstacle-free (control) condition. Each of these conditions was performed with two levels of temporal pressure: reaction-time (high-pressure) and self-initiated (low-pressure) movements. A mechanical model of the body falling laterally under the influence of gravity and submitted to an elastic restoring force is proposed to assess the effect of initial (foot-off) center-of-mass position and velocity (or "initial center-of-mass set") on the stability at foot-contact. Results showed that the anticipatory peak of mediolateral (ML) center-of-pressure shift, the initial ML center-of-mass velocity and the duration of the swing phase, of gait initiation increased with obstacle height, but not with obstacle distance. These results suggest that ML APAs are scaled with swing duration in order to maintain an equivalent stability across experimental conditions. This statement is strengthened by the results obtained with the mechanical model, which showed how stability would be degraded if there was no adaptation of the initial center-of-mass set to swing duration. The anteroposterior (AP) component of APAs varied also according to obstacle height and distance, but in an opposite way to the ML component. Indeed, results showed that the anticipatory peak of backward center-of-pressure shift and the initial forward center-of-mass set decreased with obstacle height, probably in order to limit the risk to trip over the obstacle, while the forward center-of-mass velocity at foot

  15. Development and Assessment of a Novel Training Package for Basic Maneuvering Tasks on a Flight Simulator Using Self Instruction Methods and Above Real Time Training (ARTT)

    NASA Technical Reports Server (NTRS)

    Ali, Syed Firasat; Khan, M. Javed; Rossi, Marcia J.; Heath, Bruce e.; Crane, Peter; Ward, Marcus; Crier, Tomyka; Knighten, Tremaine; Culpepper, Christi

    2007-01-01

    One result of the relatively recent advances in computing technology has been the decreasing cost of computers and increasing computational power. This has allowed high fidelity airplane simulations to be run on personal computers (PC). Thus, simulators are now used routinely by pilots to substitute real flight hours for simulated flight hours for training for an aircraft type rating thereby reducing the cost of flight training. However, FAA regulations require that such substitution training must be supervised by Certified Flight Instructors (CFI). If the CFI presence could be reduced or eliminated for certain tasks this would mean a further cost savings to the pilot. This would require that the flight simulator have a certain level of 'intelligence' in order to provide feedback on pilot performance similar to that of a CFI. The 'intelligent' flight simulator would have at least the capability to use data gathered from the flight to create a measure for the performance of the student pilot. Also, to fully utilize the advances in computational power, the simulator would be capable of interacting with the student pilot using the best possible training interventions. This thesis reports on the two studies conducted at Tuskegee University investigating the effects of interventions on the learning of two flight maneuvers on a flight simulator and the robustness and accuracy of calculated performance indices as compared to CFI evaluations of performance. The intent of these studies is to take a step in the direction of creating an 'intelligent' flight simulator. The first study deals with the comparisons of novice pilot performance trained at different levels of above real-time to execute a level S-turn. The second study examined the effect of out-of-the-window (OTW) visual cues in the form of hoops on the performance of novice pilots learning to fly a landing approach on the flight simulator. The reliability/robustness of the computed performance metrics was assessed

  16. Anticipatory Postural Control of Stability during Gait Initiation Over Obstacles of Different Height and Distance Made Under Reaction-Time and Self-Initiated Instructions

    PubMed Central

    Yiou, Eric; Artico, Romain; Teyssedre, Claudine A.; Labaune, Ombeline; Fourcade, Paul

    2016-01-01

    Despite the abundant literature on obstacle crossing in humans, the question of how the central nervous system (CNS) controls postural stability during gait initiation with the goal to clear an obstacle remains unclear. Stabilizing features of gait initiation include anticipatory postural adjustments (APAs) and lateral swing foot placement. To answer the above question, 14 participants initiated gait as fast as possible in three conditions of obstacle height, three conditions of obstacle distance and one obstacle-free (control) condition. Each of these conditions was performed with two levels of temporal pressure: reaction-time (high-pressure) and self-initiated (low-pressure) movements. A mechanical model of the body falling laterally under the influence of gravity and submitted to an elastic restoring force is proposed to assess the effect of initial (foot-off) center-of-mass position and velocity (or “initial center-of-mass set”) on the stability at foot-contact. Results showed that the anticipatory peak of mediolateral (ML) center-of-pressure shift, the initial ML center-of-mass velocity and the duration of the swing phase, of gait initiation increased with obstacle height, but not with obstacle distance. These results suggest that ML APAs are scaled with swing duration in order to maintain an equivalent stability across experimental conditions. This statement is strengthened by the results obtained with the mechanical model, which showed how stability would be degraded if there was no adaptation of the initial center-of-mass set to swing duration. The anteroposterior (AP) component of APAs varied also according to obstacle height and distance, but in an opposite way to the ML component. Indeed, results showed that the anticipatory peak of backward center-of-pressure shift and the initial forward center-of-mass set decreased with obstacle height, probably in order to limit the risk to trip over the obstacle, while the forward center-of-mass velocity at foot

  17. Teachers' instructions and children's compliance in preschool classrooms: a descriptive analysis.

    PubMed

    Atwater, J B; Morris, E K

    1988-01-01

    This study presents a methodology for collecting detailed naturalistic data on preschool teachers' instructions and children's compliance and a descriptive analysis of variables related to instruction rate and compliance probability. In preschools, teachers and children were observed across a variety of classroom activities. Kindergarten and first-grade teachers also were observed to permit a comparison of instructional behavior between preschool and early elementary settings. Among teachers, instructions varied in frequency but displayed consistencies in form. For example, teachers more often phrased instructions as imperatives than as questions or declaratives and directed more instructions to individuals than to groups. Teachers' instructional behavior varied across preschool activities and between preschool and elementary grades. Children's compliance was related to the context of an instruction, but not to its form. In addition to providing information about naturally occurring instructional events, the results illustrate the effects of context on teacher and child behavior and suggest directions for future descriptive and experimental research.

  18. Further evaluation of the high-probability instructional sequence with and without programmed reinforcement.

    PubMed

    Wilder, David A; Majdalany, Lina; Sturkie, Latasha; Smeltz, Lindsay

    2015-09-01

    In 2 experiments, we examined the effects of programmed reinforcement for compliance with high-probability (high-p) instructions on compliance with low-probability (low-p) instructions. In Experiment 1, we compared the high-p sequence with and without programmed reinforcement (i.e., edible items) for compliance with high-p instructions. Results showed that the high-p sequence increased compliance with low-p instructions only when compliance with high-p instructions was followed by reinforcement. In Experiment 2, we examined the role of reinforcer quality by delivering a lower quality reinforcer (praise) for compliance with high-p instructions. Results of Experiment 2 showed that the high-p sequence with lower quality reinforcement did not improve compliance with low-p instructions; the addition of a higher quality reinforcer (i.e., edible items) contingent on compliance with high-p instructions did increase compliance with low-p instructions. PMID:25998741

  19. The effects of instruction and hand dominance on grip-to-load force coordination in manipulation tasks.

    PubMed

    Jin, Xin; Uygur, Mehmet; Getchell, Nancy; Hall, Susan J; Jaric, Slobodan

    2011-10-31

    The force applied upon a vertically oriented hand-held object could be decomposed into two orthogonal and highly coordinated components: the grip force (GF; the component perpendicular to the hand-object contact area that provides friction) and the load force (LF; the parallel component that can move the object or support the body). The aim of this study was to investigate the underexplored effects of task instruction and hand dominance on GF-LF coordination. Sixteen right-handed subjects performed bimanual manipulation against a horizontally oriented instrumented device under different sets of instructions. The tasks involved exertion of ramp-and-hold or oscillation patterns of LF performed symmetrically with two hands, while the instructions regarding individual actions were either similar (pull with both hands) or dissimilar (pull with one hand and hold with another). The results revealed that the instruction "to pull" leads to higher indices of GF-LF coordination than the instruction "to hold", as evidenced by a lower GF-LF ratio, higher GF-LF coupling, and higher GF modulation. The only effect of hand dominance was a moderate time lag of GF relative to LF changes observed in the non-dominant hand. We conclude that the instructions could play an important role in GF-LF coordination and, therefore, they should be taken into account when exploring or routinely testing hand function. Additionally, the results suggest that the neural control of GF of the non-dominant hand could involve some feedback mechanisms.

  20. Instructional design in a chemistry laboratory course: The impact of structure and aptitudes on performance and attitudes

    NASA Astrophysics Data System (ADS)

    Kozma, Robert B.

    Elements of instructional design such as explicitly stated objectives, reviews, examples, questions, and feedback were incorporated into the laboratory manual and instruction for a unit on kinetics in a college laboratory course. This treatment (high structure) was given to five sections of students (N = 109), while a laboratory manual and instructions that emphasized informational content without the use of these design strategies (low structure) was given to another five sections (N = 108) taught by the same instructors. The students receiving the additional structure scored significantly higher on a quiz, took less time to solve a set of laboratory problems, and felt more satisfied with the instruction provided. There were no differences between groups in their comfort with the knowledge acquired. There were no interactions with performance outcomes, but several occurred for attitudes, treatments, and personality measures. The more conforming the students, the more satisfied they were with the instruction in the high-structured group and the less they liked it in the low-structured group. The more motivated the students, the more they liked the instruction in the high-structure treatment, and even more in the low-structure group. There was also a complex interaction among treatment, anxiety, ability, and treatment satisfaction.

  1. Co-Teaching Students with Mild to Moderate Disabilities Using Literature-Based Reading Instruction

    ERIC Educational Resources Information Center

    Swicegood, Philip; Miller, Melinda

    2015-01-01

    Literacy instruction for students with mild to moderate special needs should include authentic literature. Literature-based reading instruction provides time for students to develop new knowledge and strategies in a supportive context. When reading instruction occurs in an inclusion classroom, it also allows time for general education and special…

  2. Compatibility of the SBIF Features with Other Research on Instruction for LEP Students.

    ERIC Educational Resources Information Center

    Tikunoff, William J., Ed.

    The Significant Bilingual Instructional Features (SBIF) study identified, described, and verified features of bilingual instruction of a wide variety of limited English proficient (LEP) students. It collected data on instructional organization, time allocation, classroom language use, active teaching behaviors, academic learning time, student…

  3. Response switching and self-efficacy in Peer Instruction classrooms

    NASA Astrophysics Data System (ADS)

    Miller, Kelly; Schell, Julie; Ho, Andrew; Lukoff, Brian; Mazur, Eric

    2015-06-01

    Peer Instruction, a well-known student-centered teaching method, engages students during class through structured, frequent questioning and is often facilitated by classroom response systems. The central feature of any Peer Instruction class is a conceptual question designed to help resolve student misconceptions about subject matter. We provide students two opportunities to answer each question—once after a round of individual reflection and then again after a discussion round with a peer. The second round provides students the choice to "switch" their original response to a different answer. The percentage of right answers typically increases after peer discussion: most students who answer incorrectly in the individual round switch to the correct answer after the peer discussion. However, for any given question there are also students who switch their initially right answer to a wrong answer and students who switch their initially wrong answer to a different wrong answer. In this study, we analyze response switching over one semester of an introductory electricity and magnetism course taught using Peer Instruction at Harvard University. Two key features emerge from our analysis: First, response switching correlates with academic self-efficacy. Students with low self-efficacy switch their responses more than students with high self-efficacy. Second, switching also correlates with the difficulty of the question; students switch to incorrect responses more often when the question is difficult. These findings indicate that instructors may need to provide greater support for difficult questions, such as supplying cues during lectures, increasing times for discussions, or ensuring effective pairing (such as having a student with one right answer in the pair). Additionally, the connection between response switching and self-efficacy motivates interventions to increase student self-efficacy at the beginning of the semester by helping students develop early mastery or

  4. In situ time-resolved X-ray diffraction of tobermorite formation in autoclaved aerated concrete: Influence of silica source reactivity and Al addition

    SciTech Connect

    Matsui, Kunio; Kikuma, Jun; Tsunashima, Masamichi; Ishikawa, Tetsuji; Matsuno, Shin-ya; Ogawa, Akihiro; Sato, Masugu

    2011-05-15

    The hydrothermal formation of tobermorite during the processing of autoclaved aerated concrete was investigated by in situ X-ray diffraction (XRD) analysis. High-energy X-rays from a synchrotron radiation source in combination with a newly developed autoclave cell and a photon-counting pixel array detector were used. To investigate the effects of the silica source, reactive quartz from chert and less-reactive quartz from quartz sand were used as starting materials. The effect of Al addition on tobermorite formation was also studied. In all cases, C-S-H, hydroxylellestadite and katoite were clearly observed as intermediates. Acceleration of tobermorite formation by Al addition was clearly observed. However, Al addition did not affect the dissolution rate of quartz. Two pathways, via C-S-H and katoite, were also observed in the Al-containing system. These results suggest that the structure of initially formed C-S-H is important for the subsequent tobermorite formation reactions.

  5. Time-resolved XAFS spectroscopic studies of B-H and N-H oxidative addition to transition metal catalysts relevant to hydrogen storage

    SciTech Connect

    Bitterwolf, Thomas E.

    2014-12-09

    Successful catalytic dehydrogenation of aminoborane, H3NBH3, prompted questions as to the potential role of N-H oxidative addition in the mechanisms of these processes. N-H oxidative addition reactions are rare, and in all cases appear to involve initial dative bonding to the metal by the amine lone pairs followed by transfer of a proton to the basic metal. Aminoborane and its trimethylborane derivative block this mechanism and, in principle, should permit authentic N-H oxidative attrition to occur. Extensive experimental work failed to confirm this hypothesis. In all cases either B-H complexation or oxidative addition of solvent C-H bonds dominate the chemistry.

  6. Improving Patient Understanding of Prescription Drug Label Instructions

    PubMed Central

    Davis, Terry C.; Federman, Alex D.; Bass, Pat F.; Jackson, Robert H.; Middlebrooks, Mark; Parker, Ruth M.

    2008-01-01

    Background Patient misunderstanding of instructions on prescription drug labels is common and a likely cause of medication error and less effective treatment. Objective To test whether the use of more explicit language to describe dose and frequency of use for prescribed drugs could improve comprehension, especially among patients with limited literacy. Design Cross-sectional study using in-person, structured interviews. Patients Three hundred and fifty-nine adults waiting for an appointment in two hospital-based primary care clinics and one federally qualified health center in Shreveport, Louisiana; Chicago, Illinois; and New York, New York, respectively. Measurement Correct understanding of each of ten label instructions as determined by a blinded panel review of patients’ verbatim responses. Results Patient understanding of prescription label instructions ranged from 53% for the least understood to 89% for the most commonly understood label. Patients were significantly more likely to understand instructions with explicit times periods (i.e., morning) or precise times of day compared to instructions stating times per day (i.e., twice) or hourly intervals (89%, 77%, 61%, and 53%, respectively,  < 0.001). In multivariate analyses, dosage instructions with specific times or time periods were significantly more likely to be understood compared to instructions stating times per day (time periods — adjusted relative risk ratio (ARR) 0.42, 95% Confidence Interval (CI) 0.34–0.52; specific times — ARR 0.60, 95% CI 0.49–0.74). Low and marginal literacy remained statistically significant independent predictors of misinterpreting instructions (low - ARR 2.70, 95% CI 1.81–4.03; marginal -ARR 1.66, 95% CI 1.18–2.32). Conclusions Use of precise wording on prescription drug label instructions can improve patient comprehension. However, patients with limited literacy were more likely to misinterpret instructions despite use of more explicit language. PMID

  7. Time?

    NASA Astrophysics Data System (ADS)

    Amoroso, Richard L.

    2013-09-01

    The concept of time in the `clockwork' Newtonian world was irrelevant; and has generally been ignored until recently by several generations of physicists since the implementation of quantum mechanics. We will set aside the utility of time as a property relating to physical calculations of events relating to a metrics line element or as an aspect of the transformation of a particles motion/interaction in a coordinate system or in relation to thermodynamics etc., i.e. we will discard all the usual uses of time as a concept used to circularly define physical parameters in terms of other physical parameters; concentrating instead on time as an aspect of the fundamental cosmic topology of our virtual reality especially as it inseparably relates to the nature and role of the observer in natural science.

  8. Instruct coders' manual

    NASA Technical Reports Server (NTRS)

    Friend, J.

    1971-01-01

    A manual designed both as an instructional manual for beginning coders and as a reference manual for the coding language INSTRUCT, is presented. The manual includes the major programs necessary to implement the teaching system and lists the limitation of current implementation. A detailed description is given of how to code a lesson, what buttons to push, and what utility programs to use. Suggestions for debugging coded lessons and the error messages that may be received during assembly or while running the lesson are given.

  9. Design of instructions for evacuating disabled adults.

    PubMed

    Boyce, Michael W; Al-Awar Smither, Janan; Fisher, Daniel O; Hancock, P A

    2017-01-01

    We investigated how the design of instructions can affect performance in preparing emergency stair travel devices for the evacuation of disable individuals. We had three hypotheses: 1) Design of instructions would account for a significant portion of explained performance variance, 2) Improvements in design of instructions would reduce time on task across device type and age group, and 3) There would be a performance decrement for older adults compared to younger adults based on the slowing of older adult information processing abilities. Results showed that design of instructions does indeed account for a large portion of explained variance in the operation of emergency stair travel devices, and that improvements in design of instructions can reduce time on task across device type and age group. However, encouragingly for real-world operations, results did not indicate any significant differences between older versus younger adults. We look to explore ways that individuals with disabilities can exploit these insights to enhance the performance of emergency stair travel devices for use. PMID:27633197

  10. Design of instructions for evacuating disabled adults.

    PubMed

    Boyce, Michael W; Al-Awar Smither, Janan; Fisher, Daniel O; Hancock, P A

    2017-01-01

    We investigated how the design of instructions can affect performance in preparing emergency stair travel devices for the evacuation of disable individuals. We had three hypotheses: 1) Design of instructions would account for a significant portion of explained performance variance, 2) Improvements in design of instructions would reduce time on task across device type and age group, and 3) There would be a performance decrement for older adults compared to younger adults based on the slowing of older adult information processing abilities. Results showed that design of instructions does indeed account for a large portion of explained variance in the operation of emergency stair travel devices, and that improvements in design of instructions can reduce time on task across device type and age group. However, encouragingly for real-world operations, results did not indicate any significant differences between older versus younger adults. We look to explore ways that individuals with disabilities can exploit these insights to enhance the performance of emergency stair travel devices for use.

  11. General Education Teachers' Differentiated Instruction in Elementary Inclusion

    ERIC Educational Resources Information Center

    Deason, Jennifer

    2014-01-01

    Inclusion teachers at the elementary level face challenges in differentiating instruction for all students. Despite inclusion teachers' willingness to use differentiated instruction (DI), many teachers struggle implementing DI because of teachers' understanding of DI, insufficient time for planning, and insufficient training and resources. The…

  12. Struggles for Legitimacy in Mother Tongue Instruction in Sweden

    ERIC Educational Resources Information Center

    Ganuza, Natalia; Hedman, Christina

    2015-01-01

    This article focuses on the pedagogical beliefs, practices and ideological assumptions of 15 teachers who work with mother tongue instruction in Sweden. Despite support through provisions in Swedish laws, mother tongue instruction is clearly a marginalized subject, not least due to its non-mandatory status, the limited time allocated for it and…

  13. Instructional Guide for Vocational Power Mechanics. V & TECC Curriculum Guide.

    ERIC Educational Resources Information Center

    Virginia Polytechnic Inst. and State Univ., Blacksburg. Div. of Vocational-Technical Education.

    This trade and industrial curriculum guide for power mechanics is designed for vocational power mechanics programs that provide 960 hours of instruction. The introductory section provides a statement of philosophy, block time schedule, and the objectives for power mechanics. Following the introductory section, fourteen blocks of instruction are…

  14. Learning in the Archives: A Report on Instructional Practices

    ERIC Educational Resources Information Center

    Krause, Magia G.

    2008-01-01

    This article reports on the results of a survey of instructional practices in a variety of archival and manuscript repositories. The results of the survey suggest that archives professionals devote a significant amount of time and energy to instructing users of primary sources. However, a relatively small number of respondents conduct formal…

  15. American Reading Instruction: Pre-Revolutionary Religious Influences.

    ERIC Educational Resources Information Center

    Reutzel, Douglas Ray

    To provide some understanding of current reading methodology, this paper traces the history of reading instruction from ancient times to pre-Revolutionary America and examines the influences exerted upon that instruction by religion. The major portion of the paper discusses the cultures, religions, and educational systems of ancient Egypt;…

  16. Project Management in Instructional Design: ADDIE Is Not Enough

    ERIC Educational Resources Information Center

    Van Rooij, Shahron Williams

    2010-01-01

    In the digital age, instructional designers must possess both a sound instructional design knowledge base and solid project management skills that will enable them to complete courseware projects on time, on budget and in conformance with client expectations. Project management skills include the ability to apply repeatable processes, along with…

  17. An Instructional Theory for the Post-Industrial Age

    ERIC Educational Resources Information Center

    Reigeluth, Charles M.

    2011-01-01

    This article describes instructional theory that supports post-industrial education and training systems--ones that are customized and learner-centered, in which student progress is based on learning rather than time. The author discusses the importance of problem-based instruction (PBI), identifies some problems with PBI, overviews an…

  18. Instructional Guide for Vocational Welding. V & TECC Curriculum Guide.

    ERIC Educational Resources Information Center

    Virginia Polytechnic Inst. and State Univ., Blacksburg. Div. of Vocational-Technical Education.

    This trade and industrial curriculum guide for welding is designed for vocational welding programs that provide 960 hours of instruction. The introductory section provides a statement of welding philosophy, objectives, block time schedule, and recommended facilities and equipment. Following the introductory section, ten blocks of instruction are…

  19. Excellence in College Teaching and Learning: Classroom and Online Instruction

    ERIC Educational Resources Information Center

    Henderson, George; Nash, Susan Smith

    2007-01-01

    This book will improve the quality of instruction that college students need. It makes numerous suggestions that must be tended to when teachers instruct students. For example, the authors speculate about ways teachers can present what may at times seem to be a mountain of information without burying students under it; why teachers must…

  20. School Size and Instructional Leadership of Elementary School Principals

    ERIC Educational Resources Information Center

    Packard, Daniel

    2011-01-01

    Elementary school principals face a balancing act between managerial responsibilities and instructional leadership. With increasing accountability and responsibility, many principals find themselves overwhelmed, lacking the time, resources and support to be instructional leaders. In relation to school size, little has been written regarding the…

  1. Formative Evaluation of Instructional Products: Is It Worth It?

    ERIC Educational Resources Information Center

    Schoen, Frederick, E.; Childs, John W.

    Formative evaluation of instructional materials may not be time efficient or cost effective. Scriven's definition of formative evaluation, used in this paper, applies to the assessment and refinement of instructional materials still under development. Implementation of formative evaluation techniques does not seem to yield significant improvement…

  2. Lessons Learned from a First Instructional Design Experience

    ERIC Educational Resources Information Center

    Hodges, Charles B.

    2006-01-01

    This case study presents the experience of an instructional designer working on an instructional development project for the first time. The project team was creating online course materials for a college level business calculus course. Project management skills, considerations in the project budget, and communication issues are suggested as…

  3. Optimizing Language Instruction: Matters of Explicitness, Practice, and Cue Learning

    ERIC Educational Resources Information Center

    Stafford, Catherine A.; Bowden, Harriet Wood; Sanz, Cristina

    2012-01-01

    Input exposure is essential for nonprimary language learning, but the importance of explicit instruction and corrective feedback continues to be debated. If instruction is required, how might it be optimized in terms of its nature and timing? In this study, 65 Spanish-English bilinguals were introduced to Latin through an interactive computer…

  4. Integrated Fluency Instruction: Three Approaches for Working with Struggling Readers

    ERIC Educational Resources Information Center

    Kuhn, Melanie; Rasinski, Timothy; Zimmerman, Belinda

    2014-01-01

    Effective fluency instruction should focus on reading with understanding, rather than simply reading quickly or expressively. This article outlines three research-based instructional approaches that assist students in developing accurate, automatic word recognition and prosody; at the same time, they ensure learners attend to the text's meaning as…

  5. A Formative Analysis of Instructional Strategies for Using Learning Objects

    ERIC Educational Resources Information Center

    Kay, Robin; Knaack, Liesel; Muirhead, Bill

    2009-01-01

    To date, limited research has been done examining and evaluating the instructional wrap for using learning objects effectively. The current study examined instructional strategies used by 15 teachers to integrate learning objects into 30 secondary school classrooms (510 students). Four key areas were examined: preparation time, purpose for using a…

  6. Augmenting Instructional Animations with a Body Analogy to Help Children Learn about Physical Systems

    PubMed Central

    Pouw, Wim T. J. L.; van Gog, Tamara; Zwaan, Rolf A.; Paas, Fred

    2016-01-01

    We investigated whether augmenting instructional animations with a body analogy (BA) would improve 10- to 13-year-old children’s learning about class-1 levers. Children with a lower level of general math skill who learned with an instructional animation that provided a BA of the physical system, showed higher accuracy on a lever problem-solving reaction time task than children studying the instructional animation without this BA. Additionally, learning with a BA led to a higher speed–accuracy trade-off during the transfer task for children with a lower math skill, which provided additional evidence that especially this group is likely to be affected by learning with a BA. However, overall accuracy and solving speed on the transfer task was not affected by learning with or without this BA. These results suggest that providing children with a BA during animation study provides a stepping-stone for understanding mechanical principles of a physical system, which may prove useful for instructional designers. Yet, because the BA does not seem effective for all children, nor for all tasks, the degree of effectiveness of body analogies should be studied further. Future research, we conclude, should be more sensitive to the necessary degree of analogous mapping between the body and physical systems, and whether this mapping is effective for reasoning about more complex instantiations of such physical systems. PMID:27375538

  7. Augmenting Instructional Animations with a Body Analogy to Help Children Learn about Physical Systems.

    PubMed

    Pouw, Wim T J L; van Gog, Tamara; Zwaan, Rolf A; Paas, Fred

    2016-01-01

    We investigated whether augmenting instructional animations with a body analogy (BA) would improve 10- to 13-year-old children's learning about class-1 levers. Children with a lower level of general math skill who learned with an instructional animation that provided a BA of the physical system, showed higher accuracy on a lever problem-solving reaction time task than children studying the instructional animation without this BA. Additionally, learning with a BA led to a higher speed-accuracy trade-off during the transfer task for children with a lower math skill, which provided additional evidence that especially this group is likely to be affected by learning with a BA. However, overall accuracy and solving speed on the transfer task was not affected by learning with or without this BA. These results suggest that providing children with a BA during animation study provides a stepping-stone for understanding mechanical principles of a physical system, which may prove useful for instructional designers. Yet, because the BA does not seem effective for all children, nor for all tasks, the degree of effectiveness of body analogies should be studied further. Future research, we conclude, should be more sensitive to the necessary degree of analogous mapping between the body and physical systems, and whether this mapping is effective for reasoning about more complex instantiations of such physical systems. PMID:27375538

  8. Seeking Instructional Specificity: An Example from Analogical Instruction

    ERIC Educational Resources Information Center

    Kuo, Eric; Wieman, Carl E.

    2015-01-01

    Broad instructional methods like "interactive engagement" have been shown to be effective, but such general characterization provides little guidance on the details of how to structure instructional materials. In this study, we seek instructional specificity by comparing two ways of using an analogy to learn a target physical principle:…

  9. An Instructional Model for Computer Assisted Instruction. Technical Report.

    ERIC Educational Resources Information Center

    Mizenko, Albert J; Evans, Allyn A.

    An instructional model suitable for the implementation of the tutorial mode of a computer-assisted instruction program is described in this report. The general guidelines for the design of the model are presented. Course organization, instructional strategies, and learning paths are discussed. The model provided for the accommodation of high,…

  10. Applying Learning Theories and Instructional Design Models for Effective Instruction

    ERIC Educational Resources Information Center

    Khalil, Mohammed K.; Elkhider, Ihsan A.

    2016-01-01

    Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning…

  11. Instructional Design Theory: Advancements from Cognitive Science and Instructional Technology.

    ERIC Educational Resources Information Center

    Tennyson, Robert D.

    Scientific advancements in cognitive science and instructional technology extend the behaviorally-oriented learning paradigm of instructional design and management in three major areas: (1) analysis of information-to-be-learned; (2) means of evaluating learners; and (3) linkage of learning theory to instructional prescriptions. The two basic types…

  12. One-Time Addition of Nano-TiO2 Triggers Short-Term Responses in Benthic Bacterial Communities in Artificial Streams.

    PubMed

    Ozaki, Alexandra; Adams, Erin; Binh, Chu Thi Thanh; Tong, Tiezheng; Gaillard, Jean-François; Gray, Kimberly A; Kelly, John J

    2016-02-01

    Nano-TiO2 is an engineered nanomaterial whose production and use are increasing rapidly. Hence, aquatic habitats are at risk for nano-TiO2 contamination due to potential inputs from urban and suburban runoff and domestic wastewater. Nano-TiO2 has been shown to be toxic to a wide range of aquatic organisms, but little is known about the effects of nano-TiO2 on benthic microbial communities. This study used artificial stream mesocosms to assess the effects of a single addition of nano-TiO2 (P25 at a final concentration of 1 mg l(-1)) on the abundance, activity, and community composition of sediment-associated bacterial communities. The addition of nano-TiO2 resulted in a rapid (within 1 day) decrease in bacterial abundance in artificial stream sediments, but bacterial abundance returned to control levels within 3 weeks. Pyrosequencing of partial 16S rRNA genes did not indicate any significant changes in the relative abundance of any bacterial taxa with nano-TiO2 treatment, indicating that nano-TiO2 was toxic to a broad range of bacterial taxa and that recovery of the bacterial communities was not driven by changes in community composition. Addition of nano-TiO2 also resulted in short-term increases in respiration rates and denitrification enzyme activity, with both returning to control levels within 3 weeks. The results of this study demonstrate that single-pulse additions of nano-TiO2 to aquatic habitats have the potential to significantly affect the abundance and activity of benthic microbial communities and suggest that interactions of TiO2 nanoparticles with environmental matrices may limit the duration of their toxicity. PMID:26156053

  13. One-Time Addition of Nano-TiO2 Triggers Short-Term Responses in Benthic Bacterial Communities in Artificial Streams.

    PubMed

    Ozaki, Alexandra; Adams, Erin; Binh, Chu Thi Thanh; Tong, Tiezheng; Gaillard, Jean-François; Gray, Kimberly A; Kelly, John J

    2016-02-01

    Nano-TiO2 is an engineered nanomaterial whose production and use are increasing rapidly. Hence, aquatic habitats are at risk for nano-TiO2 contamination due to potential inputs from urban and suburban runoff and domestic wastewater. Nano-TiO2 has been shown to be toxic to a wide range of aquatic organisms, but little is known about the effects of nano-TiO2 on benthic microbial communities. This study used artificial stream mesocosms to assess the effects of a single addition of nano-TiO2 (P25 at a final concentration of 1 mg l(-1)) on the abundance, activity, and community composition of sediment-associated bacterial communities. The addition of nano-TiO2 resulted in a rapid (within 1 day) decrease in bacterial abundance in artificial stream sediments, but bacterial abundance returned to control levels within 3 weeks. Pyrosequencing of partial 16S rRNA genes did not indicate any significant changes in the relative abundance of any bacterial taxa with nano-TiO2 treatment, indicating that nano-TiO2 was toxic to a broad range of bacterial taxa and that recovery of the bacterial communities was not driven by changes in community composition. Addition of nano-TiO2 also resulted in short-term increases in respiration rates and denitrification enzyme activity, with both returning to control levels within 3 weeks. The results of this study demonstrate that single-pulse additions of nano-TiO2 to aquatic habitats have the potential to significantly affect the abundance and activity of benthic microbial communities and suggest that interactions of TiO2 nanoparticles with environmental matrices may limit the duration of their toxicity.

  14. Time Is Money

    ERIC Educational Resources Information Center

    Oxley, Diana; Baete, Glenn

    2012-01-01

    One has heard it before: time is money, especially when it comes to adding time for instruction to the school day. When budgets are tight and relief is nowhere in sight, how can schools afford to implement a reform as costly as adding instructional time? It's a daunting task, yet current federal educational priorities tied to federal funding…

  15. Use of Humor in Instruction.

    ERIC Educational Resources Information Center

    Rutkaus, Michael

    1981-01-01

    Provides a summary of research on the benefits and uses of subject-matter-related humor in instructional materials, and cites comments of five experts on how to use humor in the design of instruction. Thirteen references are listed. (MER)

  16. Solar Energy. Instructional Materials.

    ERIC Educational Resources Information Center

    Jordan, Kenneth; Thessing, Dan

    This document is one of five learning packets on alternative energy developed as part of a descriptive curriculum research project in Arkansas (see note). The overall objectives of the learning packets are to improve the level of instruction in the alternative energies by vocational exploration teachers, and to facilitate the integration of new…

  17. Computers in Composition Instruction.

    ERIC Educational Resources Information Center

    Shostak, Robert, Ed.

    This volume consists of nine conference papers and journal articles concerned with microcomputer applications in the teaching of writing. After a general introduction entitled "Computer-Assisted Composition Instruction: The State of the Art," by Robert Shostak, four papers are devoted to how computers may help with the writing process. In…

  18. Writing for Instructional Television.

    ERIC Educational Resources Information Center

    O'Bryan, Kenneth G.

    Writing considerations specific to instructional television (ITV) situations are discussed in this handbook written for the beginner, but designed to be of use to anyone creating an ITV script. Advice included in the handbook is based on information obtained from ITV wirters, literature reviews, and the author's personal experience. The ITV…

  19. Revisiting "Beyond Instructional Design"

    ERIC Educational Resources Information Center

    Sims, Rod

    2015-01-01

    Since the article "Beyond Instructional Design: Making Learning Design a Reality" (Sims, 2006) was published, much has changed in the opportunities we have for learning, and Professor Rod Sims's thinking has evolved. In this article, Professor Rod Sims reflects upon his original article, and he offers an evolved model of learning design,…

  20. Management. Teacher's Instructional Guide.

    ERIC Educational Resources Information Center

    Hutnyak, Dana

    This teacher's instructional guide, which is part of a family and consumer sciences education series focusing on a broad range of employment opportunities, is intended to assist teachers responsible for teaching one- and two-year management programs for Texas high school students. The following are among the items included: (1) introductory…

  1. Organizing for Reading Instruction.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    The classroom should be organized for optimal pupil achievement. Learners should be free to view and read diverse forms and kinds of printed work in a relaxed atmosphere. An area in the classroom should be designated for large group instruction where pupils may work together as a unit. Another area in the classroom should be used to stress…

  2. Instructional Technology and Objectification

    ERIC Educational Resources Information Center

    Gur, Bekir S.; Wiley, David A.

    2007-01-01

    Objectification refers to the way in which everything (including human beings) is treated as an object, raw material, or resource to be manipulated and used. In this article, objectification refers to the way that education is often reduced to the packaging and delivery of information. A critique of objectification in instructional technology is…

  3. Orwell's Instructive Errors

    ERIC Educational Resources Information Center

    Julian, Liam

    2009-01-01

    In this article, the author talks about George Orwell, his instructive errors, and the manner in which Orwell pierced worthless theory, faced facts and defended decency (with fluctuating success), and largely ignored the tradition of accumulated wisdom that has rendered him a timeless teacher--one whose inadvertent lessons, while infrequently…

  4. Alcohol Fuels. Instructional Materials.

    ERIC Educational Resources Information Center

    Jordan, Kenneth; Thessing, Dan

    This document is one of five learning packets on alternative energy developed as part of the descriptive curriculum research project in Arkansas (see note). The overall objectives of the learning packets are to improve the level of instruction in the alternative energies by vocational exploration teachers, and to facilitate the integration of new…

  5. Signs for Instructional Purposes.

    ERIC Educational Resources Information Center

    Kannapell, Barbara M.; And Others

    Illustrations depict 465 new manual signs for use in high school and college instruction of deaf students. The signs represent words or phrases, usually made up of many letters, which are important to the following subject matters; sciences and mathematics (general terms), biology, chemistry, mathematics, physics, psychology, humanities (general…

  6. Nuclear Energy. Instructional Materials.

    ERIC Educational Resources Information Center

    Jordan, Kenneth; Thessing, Dan

    This document is one of five learning packets on alternative energy (see note) developed as part of a descriptive curriculum research project in Arkansas. The overall objectives of the learning packets are to improve the level of instruction in the alternative energies by vocational exploration teachers, and to facilitate the integration of new…

  7. Instructional Technology. IDRA Focus.

    ERIC Educational Resources Information Center

    IDRA Newsletter, 1997

    1997-01-01

    This theme issue includes five articles that focus on implementing instructional technology in ways that benefit all students, including limited-English-proficient, minority, economically disadvantaged, and at-risk students. "Cruising the Web with English Language Learners" (Laura Chris Green) presents three scenarios using the World Wide Web in…

  8. Secondary Dance Instructional Guide.

    ERIC Educational Resources Information Center

    Montgomery County Public Schools, Rockville, MD. Dept. of Instructional Planning and Development.

    This manual provides guidelines for dance teachers in secondary schools. A brief statement is made on the purpose and philosophy of dance education, and activities and instructional suggestions are presented for various dance forms: (1) group dance--folk/ethnic, square dance, and social dance; (2) aerobic dance; (3) jazz dance; (4) modern dance;…

  9. Tennis: Group Instruction.

    ERIC Educational Resources Information Center

    United States Lawn Tennis Association, New York, NY.

    This manual is a guide to group instruction of basic tennis. Chapter 1 discusses four premises. Chapter 2 illustrates basic strokes, including the forehand and backhand ground strokes, the forehand and backhand volleys, the lob and overhead smash, and the half-volley. Chapter 3 presents methods of teaching the strokes, some corrective techniques,…

  10. Psychologism and Instructional Technology

    ERIC Educational Resources Information Center

    Gur, Bekir S.; Wiley, David A.

    2009-01-01

    Little of the work in critical and hermeneutical psychology has been linked to instructional technology (IT). This article provides a discussion in order to fill the gap in this direction. The article presents a brief genealogy of American IT in relation to the influence of psychology. It also provides a critical and hermeneutical framework for…

  11. Paratransit: An Instructional Module.

    ERIC Educational Resources Information Center

    Scalici, Anthony

    A concept-based introduction to paratransit is provided in this instructional module for undergraduate and graduate transportation-related courses for disciplines such as engineering, business, marketing, and technology. The concept of paratransit generally refers to modes of transportation other than mass transit and solo-driven automobiles. The…

  12. Theme: Laboratory Instruction.

    ERIC Educational Resources Information Center

    Bruening, Thomas H.; And Others

    1992-01-01

    A series of theme articles discuss setting up laboratory hydroponics units, the school farm at the Zuni Pueblo in New Mexico, laboratory experiences in natural resources management and urban horticulture, the development of teaching labs at Derry (PA) High School, management of instructional laboratories, and industry involvement in agricultural…

  13. Instructional Guide for Cosmetology.

    ERIC Educational Resources Information Center

    Virginia Polytechnic Inst. and State Univ., Blacksburg. Dept. of Education.

    Intended as a tool for cosmetology teachers in Virginia public and private schools, the document is an instructional guide which offers 12 units of study, arranged in a three year course. Materials covered help prepare students for licensure in the State of Virginia and the guide is designed to cover the 1,500 hours required to be spent in the…

  14. Memory-Compatible Instruction.

    ERIC Educational Resources Information Center

    Kiewra, Kenneth A.

    1987-01-01

    Argues that most teachers do not understand the nature of human memory. Presents an informal introduction to human memory, including information on long-term retention, prior knowledge, retrieval, and cues. States that instructors can design memory-compatible instruction that makes recording and retrieval of new knowledge easier. (TW)

  15. INNOVATIONS FOR INSTRUCTIONAL IMPROVEMENT.

    ERIC Educational Resources Information Center

    CUSHMAN, M.L.; STURGES, A.W.

    THE CATSKILL AREA PROJECT IN SMALL SCHOOL DESIGN, THE ROCKY MOUNTAIN AREA PROJECT FOR SMALL HIGH SCHOOLS, THE WESTERN STATES SMALL SCHOOLS PROJECT, AND THE TEXAS SMALL SCHOOLS PROJECT ARE DESCRIBED AND COMPARED. FINANCIAL SUPPORT COMPARISONS ARE MADE. METHODS OF IMPROVING INSTRUCTION ARE DIVIDED INTO TEACHER-CENTERED AND ADMINISTRATOR-CENTERED…

  16. Principals as Instructional Leaders

    ERIC Educational Resources Information Center

    Finkel, Ed

    2012-01-01

    At some level, principals always have been instructional leaders--but never before has their role been more prominent. First, the accountability movement--No Child Left Behind (NCLB) in particular--thrust principals into the spotlight on academic achievement. Then budget cuts peeled away capacity at both the district and school levels, thinning…

  17. Job Instruction Training.

    ERIC Educational Resources Information Center

    Pfau, Richard H.

    Job Instruction Training (JIT) is a step-by-step, relatively simple technique used to train employees on the job. It is especially suitable for teaching manual skills or procedures; the trainer is usually an employee's supervisor but can be a co-worker. The JIT technique consists of a series of steps that a supervisor or other instructor follows…

  18. Sourcebook for Bibliographic Instruction.

    ERIC Educational Resources Information Center

    Dusenbury, Carolyn, Ed.; And Others

    Direction and guidance are provided for establishing and maintaining bibliographic instruction (BI) programs. This document provides an overview of BI and BI programs and points readers to other sources of information. Five key topics were identified and the following papers are presented: (1) "An Introduction to Learning Theory" (Lori Arp); (2)…

  19. Individualistic Instructional Design

    ERIC Educational Resources Information Center

    Sahin, Mehmet Can

    2007-01-01

    This study proposes a new approach to the Instructional Design field. By the constructivism, education systems are moving from a massive structure to the more learner centered and more individualist structure. So far, ID field has adopted and digested the individualism notion partly. This paper proposes an individualistic approach to the…

  20. Italienischunterricht (Italian Instruction).

    ERIC Educational Resources Information Center

    Moine, Virgile; And Others

    1965-01-01

    This issue of "Schulpraxis," a Swiss journal for language teaching, is devoted to Italian instruction in Switzerland. It includes: (1) an interpretation of the poem "Le morte chitarre" by Salvatore Quasimodo, conducted in a girls' school in German Switzerland, (2) a presentation of principles for an Italian textbook to be based on modern…

  1. Instructional Aide Program.

    ERIC Educational Resources Information Center

    Thomson, Henry

    The Instructional Aide Program (Shoreline Community College, Seattle, Washington) is a flexible curriculum designed to prepare students to meet the paraprofessional manpower needs of several kinds of institution. It was prepared after consultation with representatives of the schools, the YMCA, and the country park system. Other agencies still to…

  2. Philosophies of Reading Instruction

    ERIC Educational Resources Information Center

    Ediger, Marlow

    2013-01-01

    There are selected philosophies of reading instruction which are relevant in providing for individual differences among learners. These need to be studied in-depth by reading teachers in order to best provide for each pupil in the classroom. Pupils differ from each other in reading achievement, interests, and purposes, and it is a challenge to…

  3. Industry and Instructional Development.

    ERIC Educational Resources Information Center

    Wallington, Clint

    This chapter examines the current state of instructional development (ID) in business and industry, emphasizing the differences between ID in industry and in education. The competency studies of both the American Society for Testing and Development (ASTD) and the Association for Educational Communications and Technology (AECT) are considered, and…

  4. Grammar Instruction and Technology

    ERIC Educational Resources Information Center

    Lacina, Jan

    2005-01-01

    Much of the research literature from the past 25 years has supported the importance of teaching grammar in the context of writing instruction (Calkins, 1980; DiStefano & Killion, 1984; Weaver, 1996,1998). Unlike other content areas, practice does not make perfect when learning grammar. While isolated drill and practice of grammatical concepts may…

  5. Conservation. Instructional Materials.

    ERIC Educational Resources Information Center

    Jordan, Kenneth; Thessing, Dan

    This document is one of five learning packets on alternative energy developed as part of a descriptive curriculum research project in Arkansas (see note). The overall objectives of the learning packets are to improve the level of instruction in the alternative energies by vocational exploration teachers, and to facilitate the integration of new…

  6. Wind Power. Instructional Materials.

    ERIC Educational Resources Information Center

    Jordan, Kenneth; Thessing, Dan

    This document is one of five learning packets on alternative energy developed as part of a descriptive curriculum research project in Arkansas (see note). The overall objectives of the learning packets are to improve the level of instruction in the alternative energies by vocational exploration teachers, and to facilitate the integration of new…

  7. Instructional Guidelines. Welding.

    ERIC Educational Resources Information Center

    Fordyce, H. L.; Doshier, Dale

    Using the standards of the American Welding Society and the American Society of Mechanical Engineers, this welding instructional guidelines manual presents a course of study in accordance with the current practices in industry. Intended for use in welding programs now practiced within the Federal Prison System, the phases of the program are…

  8. Health Instruction Packages: Injections.

    ERIC Educational Resources Information Center

    Dunkleman, Ellie; And Others

    Text, illustrations, and exercises are utilized in this set of four learning modules designed to instruct nursing students in techniques and equipment utilized for intramuscular injections. The first module, "Equipment for Intramuscular Injections" by Ellie Dunkleman, presents guidelines for selecting needles of the proper length and gauge…

  9. Using Realia in Instruction.

    ERIC Educational Resources Information Center

    Blanton, Lloyd H.; And Others

    1980-01-01

    Seven articles in this issue focus on the use of realia in instruction. Authors discuss reasons why realia effectively motivate students and enhance learning; the place of realia in supervised occupational experience programs; the importance of real-life experiences to vocational agriculture; and student teaching as a reality experience. (SK)

  10. Apparel. Teacher's Instructional Guide.

    ERIC Educational Resources Information Center

    Rambo, Patti

    This instructional guide for a one-half credit technological laboratory course for grades 10-12 focuses on apparel from the perspectives of personal decision making related to apparel, the apparel industry, and career preparation. Introductory materials are a course description; overview of course design; facilities, equipment, and resources; and…

  11. Instructional Microcomputer Report.

    ERIC Educational Resources Information Center

    Black, B. R.

    Intended to aid teachers, administrators, and interested parents by informing them about the state of the educational microcomputer market, this report is meant to be a guide to school districts in the acquisition and maintenance of microcomputers and related instructional materials. Trends in educational computing technology are noted in relation…

  12. Simplifying Tennis Instruction

    ERIC Educational Resources Information Center

    Vasil, Jay

    2005-01-01

    How many physical education programs incorporate tennis into the curriculum? How many physical educators feel proficient enough to teach tennis? Equally important, do students truly make progress when tennis is taught? Tennis instruction in secondary physical education settings is often frustrating for students and teachers alike. Many physical…

  13. Adaptive Computerized Instruction.

    ERIC Educational Resources Information Center

    Ray, Roger D.; And Others

    1995-01-01

    Describes an artificially intelligent multimedia computerized instruction system capable of developing a conceptual image of what a student is learning while the student is learning it. It focuses on principles of learning and adaptive behavioral control systems theory upon which the system is designed and demonstrates multiple user modes.…

  14. Instructional Technology Innovation in the Liberal Arts Classroom: A Conversation with the Maryville College Faculty Instructional Technology (FIT) Fellows.

    ERIC Educational Resources Information Center

    Roberts, Gina; Berry, Chad; Nugent, Chris; Wentz, Karen; Cowan, Peggy; O'Gorman, Mark

    Maryville College's (Tennessee) first Faculty Instructional Technology (FIT) Fellows, who received funding and release time to develop technology-based instructional materials for their courses, are developing and implementing exciting projects in history, religion, freshman seminar, and political sciences courses. In this paper, the FIT Fellows…

  15. Reducing Perceptions of Time Required to Complete Math Assignments by Adding Problems to Assignments: A Synthesis of the Additive Interspersal Research

    ERIC Educational Resources Information Center

    Billington, Eric J.; Skinner, Christopher H.

    2006-01-01

    Results from nine experiments were analyzed to evaluate the relationship between relative problem completion rates (RPCR) and judgments of time involving mathematics assignments. For each experiment, control assignments contained only target mathematics computation or word problems. Matched experimental assignments contained similar target…

  16. Student Models of Instructional Design

    ERIC Educational Resources Information Center

    Magliaro, Susan G.; Shambaugh, Neal

    2006-01-01

    Mental models are one way that humans represent knowledge (Markman, 1999). Instructional design (ID) is a conceptual model for developing instruction and typically includes analysis, design, development, implementation, and evaluation (i.e., ADDIE model). ID, however, has been viewed differently by practicing teachers and instructional designers…

  17. Academic and Military Instructional Technology.

    ERIC Educational Resources Information Center

    Branson, Robert K.

    This paper examines the practices and accomplishments of the military in the area of instructional technology. An examination of historical background is used to increase the precision of the definition of instructional technology. Specific contributions of the military are described and then uses of instructional technology in the military and…

  18. Individualizing Instruction: Promise Versus Reality.

    ERIC Educational Resources Information Center

    Stewart, Norman L., Ed.

    1975-01-01

    This issue of the "Illinois English Bulletin" is divided into 30 sections which discuss individualizing instruction. Some of the topics included are: the advantages of individualizing instruction in general, the writing of daily learning objectives for use by the classroom teacher, individualizing instruction at Lincolnland Community College,…

  19. Using Video to Enhance Instruction.

    ERIC Educational Resources Information Center

    Quigley, Brooke

    The first of eight major sections in this report on the use of instructional video at the University of Washington focuses on the usefulness of video. The second section provides an overview of videotape and videodisc technology, and the third lists instructional goals which may be achieved through instructional video. Examples of the use of video…

  20. Instructional Leadership Practices in Singapore

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  1. Expert Systems: Instructional Design Potential.

    ERIC Educational Resources Information Center

    Pollock, Joellyn; Grabinger, R. Scott

    1989-01-01

    Description of the components of expert systems highlights their potential uses in the field of instructional design. Uses of expert systems are described for determining the cost-effectiveness of instructional media; as instructional management aids; as job aids; in helping to diagnose student problems; and as student feedback/evaluation systems.…

  2. The Measurement of Instructional Accomplishments.

    ERIC Educational Resources Information Center

    Fraley, Lawrence E.; Vargas, Ernest A.

    Instructional System Technology in recent years has been characterized by an increase in individualized instruction and the modularization of the curriculum. In traditional systems the learners are forced to take blocks of instruction the size of entire courses and these are much too large. The courses can now be broken down into conceptual…

  3. Instructional Systems Study, Electronics Technology.

    ERIC Educational Resources Information Center

    Waukesha County Technical Inst., Waukesha, WI.

    Because of shortcomings in the traditional approach to instruction and learning at Waukesha County Technical Institute in Wisconsin, this research was conducted to determine the effectiveness of an alternate approach to instruction in electronics technology. The "Closed Loop Systems Approach to Instruction" developed for this study was derived…

  4. Dual Audio TV Instruction: A Broadcast Experiment.

    ERIC Educational Resources Information Center

    Borton, Terry; And Others

    An experiment assessed the potential effectiveness of "dual audio television instruction" (DATI) as a mass education medium. The DATI consisted of a radio program heard by children while they watched television shows. The audio instructor did not talk when the television characters spoke, but used the "quiet" times to help with reading, define…

  5. Building Human Relations through Instructional Design.

    ERIC Educational Resources Information Center

    Young, Anderson; Parker, Melissa

    1987-01-01

    Camp programs for human relations must build on a foundation of well-learned skills, teach skills efficiently to allow time for group development, and overcome sex role stereotypes. Camp directors must attend to instructional design including analysis of subject matter and learner, effective teaching procedures, and evaluation of the competence.…

  6. Three Ring Circus of Differentiated Instruction

    ERIC Educational Resources Information Center

    Scigliano, Deborah; Hipsky, Shellie

    2010-01-01

    The teacher as the classroom's ringleader, trying to fulfill the needs of all of her/his learners, at times, can seem like a three-ring circus. Just as enjoyment comes from the frenetic activity of the circus, benefits can stem from differentiating instruction for one's learners. These benefits include a sense of self-efficacy, increased content…

  7. Making Listening Instruction Meaningful: A Literature Review

    ERIC Educational Resources Information Center

    Todd, Jennifer R.; Mishra, Jennifer

    2013-01-01

    Listening to, analyzing, and describing music, is perhaps the most difficult standard to present effectively in allotted classroom time. The purpose of this literature review is to better understand what constitutes effective listening instruction by examining students' listening practices, receptiveness, attentiveness, and activities that lead to…

  8. Effective Instructional Leadership through the Teachers' Eyes.

    ERIC Educational Resources Information Center

    Blase, Jo; Blase, Joseph

    1999-01-01

    A survey of teachers revealed that principals who want to promote classroom instruction must talk openly and freely with teachers about teaching and learning, provide time and encourage peer connections for teachers, empower teachers, embrace the challenge of teachers' professional development, and lead and motivate teachers. (MLH)

  9. Bottling Fog? The Quest for Instructional Management

    ERIC Educational Resources Information Center

    Murphy, Joseph; Neumerski, Christine M.; Goldring, Ellen; Grissom, Jason; Porter, Andy

    2016-01-01

    Elsewhere, the authors have unpacked instructional leadership and have documented that such leadership is associated with more effective schools. Indeed, there has been for a considerable time nearly universal acceptance that learning-centered leadership should provide the central platform on which leadership is enacted. In this paper, a less…

  10. FALCON: An Interactive Library Instruction Tutorial.

    ERIC Educational Resources Information Center

    Dennis, Stefanie; Broughton, Kelly

    2000-01-01

    The Bowling Green State University Web tutorial, FALCON, models a standard library instructional session on use of the library's Web-based catalog. The tutorial's self-containment, achieved with a complex system of files and without a live catalog connection, enables users to learn how to search the catalog at a pace, time and place of their…

  11. Factors Influencing "Learning Difficulty" in Programmed Instruction.

    ERIC Educational Resources Information Center

    Hornung, Owen J.; Morasky, Robert L.

    Based on the assumption that learning difficulty in programed instruction is related to completion time and program response error-rates, an attempt was made to demonstrate that deletion of knowledge of results (KR) and first example (E) in the Rule-Example-Positive/Negative Example teaching frame paradigm would increase learning difficulty. Four…

  12. Experiences with Lab-Centric Instruction

    ERIC Educational Resources Information Center

    Titterton, Nathaniel; Lewis, Colleen M.; Clancy, Michael J.

    2010-01-01

    Lab-centric instruction emphasizes supervised, hands-on activities by substituting lab for lecture time. It combines a multitude of pedagogical techniques into the format of an extended, structured closed lab. We discuss the range of benefits for students, including increased staff interaction, frequent and varied self-assessments, integrated…

  13. Adult Learner Characteristics and Instructional Objectives.

    ERIC Educational Resources Information Center

    Etter, David Campbell George

    Using 40 male and 40 female part time learners with an average age of 36.6, this program planning study explored relationships between selected learner characteristics and behaviorally stated cognitive instructional objectives (IOs). Variables included age, sex, socioeconomic status, verbal ability, and a measure of learners' goals or learning…

  14. 7 CFR 900.403 - Instructions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... agent may deem advisable. (e) Make available to producers and the aforesaid cooperative associations... Agricultural Marketing Agreement Act of 1937, as Amended § 900.403 Instructions. The referendum agent shall... procedure to be followed by the referendum agent. Such agent shall: (a) Determine the time of...

  15. A qualitative case study of instructional support for web-based simulated laboratory exercises in online college chemistry laboratory courses

    NASA Astrophysics Data System (ADS)

    Schulman, Kathleen M.

    This study fills a gap in the research literature regarding the types of instructional support provided by instructors in online introductory chemistry laboratory courses that employ chemistry simulations as laboratory exercises. It also provides information regarding students' perceptions of the effectiveness of that instructional support. A multiple case study methodology was used to carry out the research. Two online introductory chemistry courses were studied at two community colleges. Data for this study was collected using phone interviews with faculty and student participants, surveys completed by students, and direct observation of the instructional designs of instructional support in the online Blackboard web sites and the chemistry simulations used by the participating institutions. The results indicated that the instructors provided multiple types of instructional support that correlated with forms of effective instructional support identified in the research literature, such as timely detailed feedback, detailed instructions for the laboratory experiments, and consistency in the instructional design of lecture and laboratory course materials, including the chemistry lab simulation environment. The students in one of these courses identified the following as the most effective types of instructional support provided: the instructor's feedback, opportunities to apply chemistry knowledge in the chemistry lab exercises, detailed procedures for the simulated laboratory exercises, the organization of the course Blackboard sites and the chemistry lab simulation web sites, and the textbook homework web sites. Students also identified components of instructional support they felt were missing. These included a desire for more interaction with the instructor, more support for the simulated laboratory exercises from the instructor and the developer of the chemistry simulations, and faster help with questions about the laboratory exercises or experimental

  16. Does music instruction improve fine motor abilities?

    PubMed

    Costa-Giomi, Eugenia

    2005-12-01

    The fine motor abilities of children who participated in two years of piano instruction and those who had never received formal music training were compared before and after the instruction. A significant improvement in fine motor skills was found only for the children who received the lessons, and a significant difference in the speed of response was found between the two groups at the end of the two years of instruction. The innumerable opportunities to assess, refine, and time their motor responses to specific stimuli during musical practice and the availability of constant evaluative feedback (i.e., sound) may allow musicians to improve the accuracy and speed of perceiving and responding to relevant stimuli.

  17. Structuring Numbers 1 to 20: Developing Facile Addition and Subtraction

    ERIC Educational Resources Information Center

    Ellemor-Collins, David; Wright, Robert

    2009-01-01

    The Numeracy Intervention Research Project (NIRP) aims to develop assessment and instructional tools for use with low-attaining 3rd- and 4th-graders. The NIRP approach to instruction in addition and subtraction in the range 1 to 20 is described. The approach is based on a notion of structuring numbers, which draws on the work of Freudenthal and…

  18. Effect of non-starch-polysaccharide-degrading enzymes as feed additive on the rumen bacterial population in non-lactating cows quantified by real-time PCR.

    PubMed

    Zeitz, J O; Guertler, P; Pfaffl, M W; Eisenreich, R; Wiedemann, S; Schwarz, F J

    2013-12-01

    The effects of non-starch-polysaccharide-degrading enzymes, added to a maize silage- and grass silage-based total mixed ration (TMR) at least 14 h before feeding, on the rumen bacterial population were investigated. Six non-lactating Holstein Friesian cows were allocated to three treatment groups using a duplicate 3 × 3 Latin square design with three 31-day periods (29 days of adaptation and 2 days of sampling). Treatments were control TMR [69% forage and 31% concentrates on a dry matter (DM) basis] or TMR with 13.8 or 27.7 ml/kg of feed DM of Roxazyme G2 liquid with activities (U/ml enzyme preparation) of xylanase 260 000, β-glucanase 180 000 and cellulase 8000 (DSM Nutritional Products, Basel, Switzerland). The concentrations of 16S rDNA of Anaerovibrio lipolytica, Fibrobacter succinogenes, Prevotella ruminicola, Ruminococcus flavefaciens, Selenomonas ruminantium and Treponema bryantii, and their relative percentage of total bacteria in rumen samples obtained before feeding and 3 and 7 h after feeding and from two rumen fractions were determined using real-time PCR. Sampling time had only little influence, but bacterial numbers and the composition of the population differed between the transition layer between rumen fluid and the fibre mat (fraction A) and the rumen fluid (fraction B) highlighting the importance to standardize sampling. The 16S rDNA copies of total bacteria and the six bacterial species as well as the population composition were mainly unaffected by the high levels of exogenous enzymes supplemented at all sampling times and in both rumen fractions. Occasionally, the percentages of the non-fibrolytic species P. ruminicola and A. lipolytica changed in response to enzyme supplementation. Some increases in the potential degradability of the diet and decreases in lag time which occurred collaterally indicate that other factors than changes in numbers of non-particle-associated bacteria are mainly responsible for the effects of

  19. Effect of Instructions on Selected Jump Squat Variables.

    PubMed

    Talpey, Scott W; Young, Warren B; Beseler, Bradley

    2016-09-01

    Talpey, SW, Young, WB, and Beseler, B. Effect of instructions on selected jump squat variables. J Strength Cond Res 30(9): 2508-2513, 2016-The purpose of this study was to compare 2 instructions on the performance of selected variables in a jump squat (JS) exercise. The second purpose was to determine the relationships between JS variables and sprint performance. Eighteen male subjects with resistance training experience performed 2 sets of 4 JS with no extra load with the instructions to concentrate on (a) jumping for maximum height and (b) extending the legs as fast as possible to maximize explosive force. Sprint performance was assessed at 0- to 10-m and 10- to 20-m distances. From the JS jump height, peak power, relative peak power, peak force, peak velocity, and countermovement distance were measured from a force platform and position transducer system. The JS variables under the 2 instructions were compared with paired t-tests, and the relationships between these variables and sprint performance were determined with Pearson's correlations. The jump height instruction produced greater mean jump height and peak velocity (p < 0.05), but the fast leg extension instruction produced greater (p < 0.05) peak force (3.7%). There was a trivial difference between the instructions for peak power output (p > 0.05). Jump height was the variable that correlated most strongly with 10-m time and 10- to 20-m time under both instructions. The height instruction produced a stronger correlation with 10-m time (r = -0.455), but the fast leg extension JS produced a greater correlation with 10-20 time (r = -0.545). The results indicate that instructions have a meaningful influence on JS variables and therefore need to be taken into consideration when assessing or training athletes.

  20. Perceived affordances and constraints regarding instructors' use of Peer Instruction: Implications for Promoting Instructional Change

    NASA Astrophysics Data System (ADS)

    Turpen, Chandra

    2016-03-01

    Research has documented that physics faculty are generally aware of research-based instructional strategies and are interested in using them. However, the use of research-based instructional strategies is not widespread. A large, unsolved problem in our field is how to effectively spread and sustain the use of research-based instructional strategies in undergraduate physics education. In this research study, we conducted extensive interviews with faculty from across the country regarding their current and past instructional practices as well as their experiences, knowledge and use of Peer Instruction (PI). In this talk I will discuss how faculty come to know about PI, how PI is often used by faculty, and the reasons faculty give for taking up or not taking up aspects of PI. Through this work, we established that 1) faculty commonly modify and adapt PI, 2) most faculty readily acknowledge the shortcomings of lecture, and 3) faculty are concerned that PI use will be taxing on their time, limit their coverage of content, and be a struggle to implement. With a better understanding of faculty's reasoning and struggles, change agents can learn to better partner with faculty in working towards effective instructional change. This work was supported, in part, by the National Science Foundation, Grant No. DUE-0715698.

  1. Facilitating Opportunity to Learn for Students with Disabilities with Instructional Feedback Data

    ERIC Educational Resources Information Center

    Roach, Andrew T.; Kurz, Alexander; Elliott, Stephen N.

    2015-01-01

    "Opportunity to learn" refers to the extent to which teachers dedicate instructional time and content coverage to the intended curriculum using a range of cognitive processes, instructional practices, and grouping formats. This article describes the My Instructional Learning Opportunities Guidance System, a research-based online teacher…

  2. Role-Playing in an Inclusive Classroom: Using Realistic Simulation to Explore Differentiated Instruction

    ERIC Educational Resources Information Center

    Martin, Peter Clyde

    2013-01-01

    One of the major hurdles in preparing preservice teachers to differentiate instruction has been that they tend not to see much differentiated instruction in actual classrooms (Benjamin, 2002; Tomlinson, 1999). There always may be a contradiction in wanting to promote change in instructional practices while, at the same time, relying on a teacher…

  3. Flexible Instructional Design: The Opposite of Doing Everything Isn't Doing Nothing

    ERIC Educational Resources Information Center

    Hannum, Wallace H.

    2012-01-01

    Instructional design models have been criticized for being too inflexible and taking too long to follow to be useful in today's fast-paced environment. As a result, some have rejected instructional design. This article offers an alternative view of instructional design as flexible and able to be accomplished in much shorter time periods than…

  4. Evaluating Reading and Mathematics Instruction for Students with Learning Disabilities: A Synthesis of Observation Research

    ERIC Educational Resources Information Center

    McKenna, John William; Shin, Mikyung; Ciullo, Stephen

    2015-01-01

    Systematically observing instruction for students with learning disabilities (LD) provides information regarding the quality of school-based interventions, allocation of instructional time, and other implementation variables associated with student outcomes. In this synthesis, observation studies of reading and mathematics instruction from 2000 to…

  5. Description and Employment Criteria of Instructional Paraprofessionals. Issue Brief. NCES 2007-008

    ERIC Educational Resources Information Center

    Hampden-Thompson, Gillian; Diehl, Juliet; Kinukawa, Akemi

    2007-01-01

    Most public elementary and secondary schools have "instructional paraprofessionals" who are support staff responsible for assisting in the delivery of instruction. Instructional paraprofessionals account for about 12 percent of full-time or its equivalent staff in these schools while teachers make up about half of such staff (Hoffman and Sable…

  6. Contexts of Reading Instruction: Implications for Literacy Skills and Kindergarteners' Behavioral Engagement

    ERIC Educational Resources Information Center

    Ponitz, Claire Cameron; Rimm-Kaufman, Sara E.

    2011-01-01

    This observational study examined kindergarteners' (n=170) exposure to literacy instruction in their classrooms (n=36), child-by-instruction interactions, and behavioral engagement in relation to literacy skills. Time spent in four instructional contexts was coded according to who managed children's attention (teacher-managed, TM or child-managed,…

  7. E-Learning and Flipped Instruction Integration in Business Education: A Proposed Pedagogical Model

    ERIC Educational Resources Information Center

    King, Chula; Piotrowski, Chris

    2015-01-01

    While Blended pedagogical approaches are a ubiquitous feature in higher education, the Flipped class is a rather recent instructional format in undergraduate-level instruction. The Flipped paradigm blends together many of the benefits of E-Learning courses, with many of the benefits of face-to-face instruction. At the same time, the disadvantages…

  8. Development of a Computer-Assisted Instruction (CAI) Program on the Delphi Technique.

    ERIC Educational Resources Information Center

    McCurdy, Carol

    The concept of Delphi technique was presented in a computer-assisted instruction (CAI) module designed for educational administration classes or inservice training of administrators. Instructional Dialogue Facility (IDF) Author Language on a 2000F Hewlett-Packard time-sharing system was used to write the sequence. Instructional objectives,…

  9. Improving Access to Elementary School Social Studies Instruction: Strategies to Support Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Ciullo, Stephen

    2015-01-01

    Social studies instruction in upper elementary school (Grades 3-5) is important for building foundational content knowledge to equip students for the secondary school curriculum. Due to numerous school initiatives and demands on the time of teachers, social studies instruction can play second fiddle to reading and mathematics instruction, which…

  10. Groundwater hydrology instructional system

    NASA Astrophysics Data System (ADS)

    Schmidt, Ronald G.

    Wright State University, Dayton, Ohio, is preparing for its third cycle of the Interactive Remote Instructional System (IRIS) in groundwater hydrology, beginning January 15, 1986. The first cycle finished with an impressive completion ratio for registered participants, and the second cycle has currently been underway since July. This comprehensive hydrogeology program was originally developed for the Soil Conservation Service (of the U.S. Department of Agriculture) to prepare their personnel for professional practice work. Since its evolution into IRIS, an 80% participant completion rate has been recorded for the first cycle, which is a significant departure from success rates traditionally recorded by correspondence courses. This excellent rate of success is the result of 2 years of refinement and demonstrates the progressive nature of the program. IRIS has met the needs of participants by developing a curriculum that reflects current trends in the groundwater industry and has provided a unique educational approach that ensures maximum interaction between the instructional staff and participants.

  11. Expanding the Role of K-5 Science Instruction in Educational Reform: Implications of an Interdisciplinary Model for Integrating Science and Reading

    ERIC Educational Resources Information Center

    Romance, Nancy R.; Vitale, Michael R.

    2012-01-01

    Addressed is the current practice in educational reform of reducing time for science instruction in favor of traditional reading/language arts instruction. In contrast, presented is an evidence-based rationale for increasing instructional time for K-5 science instruction as an educational reform initiative. Overviewed are consensus…

  12. Teacher Perception on Differentiated Instruction and its Influence on Instructional Practice

    ERIC Educational Resources Information Center

    Burkett, Jacquelyn Ann

    2013-01-01

    Differentiated Instruction is an approach to teaching which meets the diverse academic needs of students by considering learner readiness, interest and learning style. The approach is grounded in the socio-cultural, multiple intelligence and learning style theories. In addition, differentiation is a research based method for meeting the…

  13. Dietary fiber for dogs: III. Effects of beet pulp and oat fiber additions to dog diets on nutrient intake, digestibility, metabolizable energy, and digesta mean retention time.

    PubMed

    Fahey, G C; Merchen, N R; Corbin, J E; Hamilton, A K; Bauer, L L; Titgemeyer, E C; Hirakawa, D A

    1992-04-01

    The objective of this experiment was to determine whether alkaline hydrogen peroxide-treated oat hulls (termed oat fiber; OF) are nutritionally efficacious as a source of dietary fiber in meat-based dog foods. Thirty female English Pointers were assigned in a completely randomized design to isonitrogenous diets. Treatments were 1) control diet, 2) 7.5% added beet pulp (BP), and 3) 2.5, 4) 5.0, and 5) 7.5% added OF. Inclusion of 7.5% BP increased (P less than .05) DM intake and decreased (P less than .05) digestibility of DM and OM compared with the control. Dry matter intake increased (P less than .05) with increasing level of OF and digestibility of DM, OM, and total dietary fiber (TDF) decreased (P less than .05). Digestibility of DM, OM, and TDF were higher for dogs fed the 7.5% BP than for those fed the 7.5% OF treatment. Digestible energy, expressed as a percentage of GE, was greater for the control treatment than for the 7.5% BP treatment. A linear decrease in DE (percentage of GE) was noted as the concentration of OF increased, and the DE value (percentage of GE) for the 7.5% BP treatment was greater (P less than .05) than that for the 7.5% OF treatment. A linear decrease (P less than .05) was noted in ME, expressed as a percentage of GE, as the level of OF increased. Frequency of defecation and mean retention time were unaffected (P greater than .05) by treatment. Oat fiber was an effective substitute for BP in dog diets.

  14. Using embedded computer-assisted instruction to teach science to students with Autism Spectrum Disorders

    NASA Astrophysics Data System (ADS)

    Smith, Bethany

    The need for promoting scientific literacy for all students has been the focus of recent education reform resulting in the rise of the Science Technology, Engineering, and Mathematics movement. For students with Autism Spectrum Disorders and intellectual disability, this need for scientific literacy is further complicated by the need for individualized instruction that is often required to teach new skills, especially when those skills are academic in nature. In order to address this need for specialized instruction, as well as scientific literacy, this study investigated the effects of embedded computer-assisted instruction to teach science terms and application of those terms to three middle school students with autism and intellectual disability. This study was implemented within an inclusive science classroom setting. A multiple probe across participants research design was used to examine the effectiveness of the intervention. Results of this study showed a functional relationship between the number of correct responses made during probe sessions and introduction of the intervention. Additionally, all three participants maintained the acquired science terms and applications over time and generalized these skills across materials and settings. The findings of this study suggest several implications for practice within inclusive settings and provide suggestions for future research investigating the effectiveness of computer-assisted instruction to teach academic skills to students with Autism Spectrum Disorders and intellectual disability.

  15. Culturally responsive instruction for english language learners with learning disabilities.

    PubMed

    Orosco, Michael John; O'Connor, Rollanda

    2014-01-01

    This case study describes the culturally responsive instruction of one special education teacher with Latino English language learners (ELLs) with learning disabilities in an urban elementary school setting. This study was situated in a social constructivist research based framework. In investigating this instruction with ELLs, this study focused on how one teacher's knowledge of culturally responsive pedagogy affected her special education instruction. Findings resulted in three major themes that were aligned with the current literature in this area: Cultural Aspects of Teaching Reading, Culturally Relevant Skills-Based Instruction, and Collaborative Agency Time. The results indicated that the success of special education with ELLs at the elementary education level might be dependent on how well the special education teacher integrates culturally responsive instruction with ELLs' cultural and linguistic needs. PMID:23407658

  16. Culturally responsive instruction for english language learners with learning disabilities.

    PubMed

    Orosco, Michael John; O'Connor, Rollanda

    2014-01-01

    This case study describes the culturally responsive instruction of one special education teacher with Latino English language learners (ELLs) with learning disabilities in an urban elementary school setting. This study was situated in a social constructivist research based framework. In investigating this instruction with ELLs, this study focused on how one teacher's knowledge of culturally responsive pedagogy affected her special education instruction. Findings resulted in three major themes that were aligned with the current literature in this area: Cultural Aspects of Teaching Reading, Culturally Relevant Skills-Based Instruction, and Collaborative Agency Time. The results indicated that the success of special education with ELLs at the elementary education level might be dependent on how well the special education teacher integrates culturally responsive instruction with ELLs' cultural and linguistic needs.

  17. LED instrument approach instruction display

    NASA Technical Reports Server (NTRS)

    Meredith, B. D.; Kelly, W. L., IV; Crouch, R. K.

    1979-01-01

    A display employing light emitting diodes (LED's) was developed to demonstrate the feasibility of such displays for presenting landing and navigation information to reduce the workload of general aviation pilots during IFR flight. The display consists of a paper tape reader, digital memory, control electronics, digital latches, and LED alphanumeric displays. A presentable digital countdown clock-timer is included as part of the system to provide a convenient means of monitoring time intervals for precise flight navigation. The system is a limited capability prototype assembled to test pilot reaction to such a device under simulated IFR operation. Pilot opinion indicates that the display is helpful in reducing the IFR pilots workload when used with a runway approach plate. However, the development of a compact, low power second generation display was recommended which could present several instructions simultaneously and provide information update capability. A microprocessor-based display could fulfill these requirements.

  18. Toward equity through participation in Modeling Instruction in introductory university physics

    NASA Astrophysics Data System (ADS)

    Brewe, Eric; Sawtelle, Vashti; Kramer, Laird H.; O'Brien, George E.; Rodriguez, Idaykis; Pamelá, Priscilla

    2010-06-01

    We report the results of a five year evaluation of the reform of introductory calculus-based physics by implementation of Modeling Instruction (MI) at Florida International University (FIU), a Hispanic-serving institution. MI is described in the context of FIU’s overall effort to enhance student participation in physics and science broadly. Our analysis of MI from a “participationist” perspective on learning identifies aspects of MI including conceptually based instruction, culturally sensitive instruction, and cooperative group learning, which are consistent with research on supporting equitable learning and participation by students historically under-represented in physics (i.e., Black, Hispanic, women). This study uses markers of conceptual understanding as measured by the Force Concept Inventory (FCI) and odds of success as measured by the ratio of students completing introductory physics and earning a passing grade (i.e., C- or better) by students historically under-represented in physics to reflect equity and participation in introductory physics. FCI pre and post scores for students in MI are compared with lecture-format taught students. Modeling Instruction students outperform students taught in lecture-format classes on post instruction FCI (61.9% vs 47.9%, p<0.001 ), where these benefits are seen across both ethnic and gender comparisons. In addition, we report that the odds of success in MI are 6.73 times greater than in lecture instruction. Both odds of success and FCI scores within Modeling Instruction are further disaggregated by ethnicity and by gender to address the question of equity within the treatment. The results of this disaggregation indicate that although ethnically under-represented students enter with lower overall conceptual understanding scores, the gap is not widened during introductory physics but instead is maintained, and the odds of success for under-represented students is not different from majority students. Women

  19. Tapping the Power of an Online Course to Allow for Differentiated Introductory Astronomy Instruction

    NASA Astrophysics Data System (ADS)

    Gelderman, Richard

    2011-01-01

    Online classes are here to stay. This appears to be true regardless of whether or not student performance in online environments is really comparable to performance levels in comparable face-to-face instruction (e.g., Ury & Ury 2005, Slater & Jones 2004, Brown & Liedholm 2002). This report avoids that unwieldy question and instead concentrates on the opportunities for online courses to build on their potential to improve upon standard classroom settings. An introductory astronomy course has been designed that utilizes MasteringAstronomy and Blackboard to provide a course structure that varies depending on the results of pre-tests and quizzes. Software flags unlock additional tutorials and formative assessments for students who perform poorly on the pre-tests and gatekeeper quizzes. This "long track” involves no grade penalty, but does require additional time on task. While some students withdraw in frustration, the majority of students who find themselves on the "long track” express appreciation at being encouraged to finally learn the material. Meanwhile, the high performing students proceed quickly toward the unit exams, completing their work fairly quickly but tending to spend more time interacting within the Discussion Forums. Overall, this ability to provide differentiated instruction is a meaningful improvement over instructional approaches that can be implemented in a large enrollment face-to-face classroom. Brown, B. & Liedholm, C., 2002, Am. Economic Review, 92, 444 Slater, T. & Jones L., 2004 Astronomy Education Review, 3(1) Ury, G. & Ury, C., 2005, Proc ISECON, 22

  20. Future development of instructional television

    NASA Technical Reports Server (NTRS)

    Barnett, H. J.; Denzau, A. T.; Dumolin, J. R.; Singh, J. P.

    1971-01-01

    The use of television in schools as an aid to instruction is proposed for individualized instruction, repetition for slow learners, acceleration for fast learners, and lectures from the best teachers for all students. A dedicated school district cable system, a 40 channel cable to each school and classroom, is considered. This innovation offers an opportunity for improving the quality and content of the school's instruction and for reducing the cost.